e-journal the struggle of gender equality in five novels of nh. dini siti norma nasution english departement, faculty of cultural sciences university of north sumatera e-mail: sitinorma.nasution@yahoo.com i nyoman kutha ratna indonesian department, faculty of letters, udayana university jl. nias 13 denpasar, telephone (0361) 224121 i nyoman weda kusuma indonesian department, faculty of letters, udayana university jl. nias 13 denpasar, telephone (0361) 224121 i nyoman suarka indonesian department, faculty of letters, udayana university jl. nias 13 denpasar, telephone (0361) 224121 abstract this study explores the problems of women , patriarchal culture and the fight for gender equality as exposed in nh. dini’s novels. there are still many women who are trapped in domestic sector and loose their rights to manage their own lives with their own way. there have been many women who are successful working in public sector, but the number are still very small compared to the number of men who are successful. this study tends to expose the problems of women to reach gender equality for women. this study is importantly conducted because nh. dini’s literary works reveal the problems of women related to patriarchal culture which hampers the progress of women. the present study is different with the previous one, because this study explores feminism ideology which is against patriarchal culture and tradition which is still adopted by people as portrayed in five novels of nh. dini. the theory of dinamic structuralism is used to explain the interconnection of all aspects and components of the novels to get the complete meaning. the theory of sociology of literature is used to relate the social problems in the novels to the realities in the real world. the theory of feminism is used to understand the novels related to women problems, patriarchal culture and gender equality. text analysis based on the problems of the study revealed that many women are still trapped in domestic sector, still dominated by patriarchal culture. they loose their fundamental rights to manage their own lives and to improve their lives quality to become qualified women. consenquently the women are so dependent on other people. analysis about the factors which caused the poverty and misery of women revealed that the main cause of the women problems in the novels is patriarchal culture. the women are not permitted to work in public sector to earn their own lives. consenquently many women become poor for being jobless. the fight for gender equality that revealed in five novels are in agreement with the thought of feminism ideology, among others is the fight to get education and job. feminism ideology also fight to free women from patriarchal domination by living without marriage or claiming for divorce from the husband who can not protect their wives anymore. keywords: women problems, patriarchal culture, gender equality, feminism ideology 1. introduction this study observes women problems related to tradition and patriarchal culture. there are still many women placed in domestic sector and loose their rights to manage their own lives. the men are regarded superior and and dominate the women who are inferior. the five novels which are observed are la barka (1975), jalan bandungan (1989), dari parangakik ke kampuchea (2003), dari fontenay ke magallianes (2005), la grande borne (2007). the novels are importantly conducted for the following reasons. 1) nh. dini reveals women problems related to tradition and patriarchal culture in the five novels. 2) nh. dini’s ideas and thoughts contained in the novels are mostly in agreement with feminism ideology which figth for gender equality for women. 3) nh. dini was awarded sea write award in literature by the goverment of thailand. some of her novels are so popular that they are reprinted so many times. 4) as an indonesian feminist, nh. dini has her own ideas and thoughts which are different from the west feminist. based on her ideas and thoughts it is posible to find a new concept about indonesian feminism that can be adopted in indonesia. the problems analysed in this study are (1) how is the picture of women’s lives in the novels of nh. dini ? (2) why do the women in the novels live in poverty and missery? (3) how is the relation between the struggle for gender equality in the novels with feminism ideolgy?. 2. research method the method applied in this study is hermeneutic method which is used to understand the five novels well and in detail by using the principle of interpretation and explanation. the meaning contained in the texts is tried to be revealed by focusing on the “inner and outside” elements of the novels. and this is also conducted to find the massage and the purpose of the writers in creating her novels. in qualitative analysis, there are three stages that can be accomplished they are data reduction, data display and conclusion drawing or verification (miles dkk, 1984: 21). in the stage of data reduction, the text is divided into three parts they are the picture of women’s lives, the factors which cause the poverty and misery of the women, the relation between the struggle of gender equality contained in the novels with feminism ideology. in the second stage, the three groups of the data are interpreted and explained based on their substance and information. the third analysis is conclusion drawing and verification, the data is continued to be explained, noting regularities, causal flows and propositions. in this study, the major theory applied is theory of feminism, because most of the problems deals with womens problems related to tradition and patriarchal culture and also the struggle for gender equality. the thoughts and ideas from liberal, radical, marxists and socialist, multicultural and global feminisms are mostly used in the process of analysis. 3. discussion and results texts analyses based on the problems of study revealed that the life of women in the novels are still in the bad condition. they are trapped in domestic area, can not free themselves from patriarchal domination. as a wife in the family, a woman has no rights to manage her own life with her own way. the rights to own properties and money in the family is dominated by the husbands while the responsibility for the house work is given to the wives. analyses about the factors which cause the poverty and the misery of women in the novels is revealed that the main cause is tradition and patriarchal culture. the women are not allowed to work in public sector, to earn their on living. consequently there are many women become poor for being jobless and no money. they spend all the time working in the house without salary. the fight for gender equality revealed in the novels of nh. dini are in agreement with the ideas and thoughts of feminism ideology. among others are the figth for education and work. by improving knowledge and ability, it will be easy for the women to find better work and enough salary. feminism ideology fight for women’s freedom from patriarchal domination by living without marriage or claiming for divorce from the husbands who can not give protection and safety for the wives. the result of the study shows that the picture of the women’s lives revealed in the novels is intendeed to make readers understand the women’s problems related to tradition and patriarchal culture. consenquently to reach the freedom and gender equality for women, tradition and patriarchal culture should be refused as proposed by feminism ideology. the struggle revealed in the novels shows that it is high time for women to have their rights to become the real women, never become dependent on anyone as proposed by feminism ideology. 4. conclusions and suggestions 4.1 conclusions from the analyses of the picture of women’s lives, it is found that there are still many women trapped in domestic area, they can not free themselves from patriarchal domination. they loose their rights to work in public sector and only work as a house wife without salary, consenquently they become dependent on somebody. at the present time, there have been so many women who are successful working as skilled workers or professionals, but the number are still very small compared to the number of men who are successful. from the analyses of the factors that cause the poverty and misery of the women, it is revealed that the man cause is tradition and patriarchal culture which is still adopted by the society. the freedom is limited for the women, they can not be active as free as the man, thats why the women can not reach the optimal success. thats why tradition and patriarchal culture which hampers the progress of women should be refused. from the analyses of relation between the struggle of gender equality in the novels with feminism ideology, it is found that both ideas above are in agreement one another. feminism ideology proposed that women should improve their knowledge and ability as the modal to face the hard life. it also stresses on the rights of autonomy for women to manage their own lives with their own way. 4.2 suggestions the next observer may continue to analyse women’s problems related to tradition and patriarchal culture, by studying the problems, it can be understood the issues that may hamper the progress of women. by relating the problems with feminism ideology, it is expected that the new concept for indonesian feminism can be constructed to adopt in indonesia. feminism analyses on literary work can enrich dimension of sociology of literature and strengthen the study of literature. 5. acknowledgements this study cannot be accomplished without supervision, input, suggestions and assistance provided by some lecturers. therefore, in this opportunity, my special gratitude is directed to my supervisors, prof. dr. i nyoman kutha ratna, s.u., as the main supervisor, prof. dr. i nyoman weda kusuma,m.s., as cosupervisor i, and prof. dr. i nyoman suarka, m. hum., as co-supervisor ii. i am also sincerely indebted to all my lecturers and examiners, prof. dr. i wayan cika, m.s. , prof. dr. i made suastika, s.u. , prof. dr. aron meko mbete, prof. dr. drs. ida bagus putra yadnya, m. a. ,and prof. dr. i made gosong, m.pd. 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pembaruan 8 april. .1990. pusat dokumentasi sastra h.b jassin. hak dan kedudukan wanita di indonesia dan negeri lain. jakarta: suara pembaruan 3 februari, hal: 6, kol. 1-6. .1991. pusat dokumentasi sastra h.b jassin. taman bacaan di daerah kumuh. jakarta: harian media indonesia 8 februari, hal: 4. kol. 4-9. .1997. pusat dokumentasi sastra h.b jassin. surat terbuka kepada mendikbud: “budi bahasa”. jakarta: suara pembaruan 2 desember, hal: 15, kol.1-7. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 343—352 https://doi.org/10.24843/e-jl.2019.v13.i02.p12 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 343 linguistic landscapes in desa kuta 1 i wayan mulyawan, udayana university 2 ni ketut ratna erawati, udayana university 1 corresponding author : moelya01@gmail.com received date: 10-01-2019 accepted date: 28-02-2019 published date: 31.-07-2019 abstract -this research aimed to identify the presence of linguistic landscapes (ll) in desa kuta. ll is sociolinguistic study of language used in outdoor signage that firstly introduce by landry and bourhis (1997). desa kuta as one of tourist destination in bali experiences a great development due to globalization effect. this great development can be seen clearly through the presence of outdoor signs along the main roads of desa kuta. the research was conducted from february to march 2019. the finding showed there are 2.549 signs along the main roads of desa kuta. the language used mostly in english with 1.332 signs (52%). as for the types, there are 1.603 signs of commercial signs (65%). in term of the function, 2.320 signs (93%) are informative. keywords: linguistic landscapes, language, function. 1. introduction language is the key interaction of human as a social being. formerly, language is use as a means of communication between people either spoken or written. nowdays, in this globalization era, there is one other form of communication between people and their environment. this communication is known as mass communication in form of outdoor signs. these outdoor signs may be in form of traffic signs, billboards, place names, road names, etc. this mass communications of outdoors signs is known as linguistics landscapes (ll). this study was firstly introduced by landry and bourhis (1997) as the study ole language in public space. mulyawan (2016) stated that ll is a multilingual study of outdoor signs especially as the language of commercial signs. the presence of outdoor signs of every place, region or territory are highly depends on the status or development of the place. so that, one place may full of outdoor signs where as other has only few out door signs. besides, the presence of outdoor signs also indicates the characteristic of the place. mailto:moelya01@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 343—352 https://doi.org/10.24843/e-jl.2019.v13.i02.p12 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 344 desa kuta is one of tourist destination in bali which experiences a great change in term of tourism development. in the last 4 (four) decades, desa kuta had transformed from local village into international village. picture 1. the condition of jalan raya kuta in 1983 (above) and present condition (below) (source: http://muslimbalitours.com/koleksi-foto-foto-pantai-kuta-tempo-dulu.html) picture 2. the condition of jalan legian in 1975 (left) and present condition (right) (source: http://inputbali.com/berita-bali/inilah-baliku-dulu-dan-baliku-kini) picture 1 and 2 above show the transformation desa kuta due to tourism development. these transformation is the continues effect of globalization which not only influence the http://muslimbalitours.com/koleksi-foto-foto-pantai-kuta-tempo-dulu.html http://inputbali.com/berita-bali/inilah-baliku-dulu-dan-baliku-kini e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 343—352 https://doi.org/10.24843/e-jl.2019.v13.i02.p12 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 345 material development but also give great effect to the presence of local culture and ideology. this fact is in line with giulianotti and robertson (2007: 2) which stated that globalization always endangered the locals. in order to preserve the local, especially the balinese language against effect of globalization, there for balinese government encourages the use of balinese language in public sphere. majidi (2013: 37) said that the survival of local language can be seen from the use of the language as an active communication in public. furthermore, mulyawan (2017b: 82) stated that the proses of emerging local culture (i.e. language) to be part of international communication in a development area known as glocalization process. one way to glocalize balinese language is to use it as a mass media communication in public space, so that balinese language will be read and recognized by the foreigners in bali especially in desa kuta. the fight of balinese language and culture in public space against globalization effect, made desa kuta as an ideal place to conduct ll study. 2. research method based on its data and analysis, this research is a qualitative research, because its aims to identify the phenomena of outdoor signs in desa kuta as a way to preserve the local from negative effect of globalization. the data source of this research is primary data source in form of outdoor signs in surrounding desa kuta, such as traffic signs, billboards, place names, street names, buildings names, etc. based on method and technic of collecting data proposed by kothari (2004: 7), the method used in this research is field research with participant observation, by which the process of collecting data is direct observation to desa kuta by the researcher himself. the technic of collecting data was photo graphic techniques by which all data were collected through documenting the outdoor signs using a digital camera. the method of analysing data was qualitative method which divided into two technic: quantification of qualitative data and subjective interpretation upon the data. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 343—352 https://doi.org/10.24843/e-jl.2019.v13.i02.p12 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 346 picture 3. desa kuta source: google map 3. theoretical basis linguistic landscapes (ll) is new trend of analysis which focuses on the use of language in public space. this study was initially proposed by landry and bourhis (1997: 23) “linguistic landscape refers to the visibility and salience of languages on public and commercial signs in a given territory or region”. furthermore they limit the form of ll into “... language of public road signs, advertising billboards, street names, places names, commercial shop signs, and public sign on government buildings...”(1997: 25). further study showed that ll is not only about the language use in public sphere but it is also involving the reflection and language status of the given territory as well as the social and cultural condition of the society (gorter, 2006: 2; cenoz and gorter, 2006: 67-68; ben-rafael e. et al., 2006: 7; moriarty, 2014). this approach indicates that ll is the corpus of data and the analysis will be vary depend on the interest of the researcher, in short it can be said that ll is a multidisciplinary approach. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 343—352 https://doi.org/10.24843/e-jl.2019.v13.i02.p12 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 347 mulyawan (2017a) focused his study on the use of language in commercial out door signs in desa kuta. his study showed that the presence of ll in desa kuta is the reflection of the need of desa kuta as a tourist destination. 4. result and discussion geographically desa kuta is located in kuta district badung regency. desa kuta is divided into 13 administration sub area or known as banjar (the smallest administrative sub district): banjar pemamoran, banjar pering, banjar pengabetan, banjar pelasa, banjar jaba jero, banjar pande mas, banjar temacun, banjar tegal, banjar buni, banjar teba sari, banjar anyar, banjar segara and banjar mertha jati. the corpus data of this research is the outdoor signs in 6 (six) main roads of desa kuta : jalan raya kuta, jalan pantai kuta, jalan bakung sari, jalan buni sari, jalan kartika plaza and jalan legian. the data were collected from february to march 2019. picture 4. the main roads of desa kuta source: google map. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 343—352 https://doi.org/10.24843/e-jl.2019.v13.i02.p12 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 348 no road total % 1. bakung sari 374 14.67 2. buni sari 223 8.75 3. kartika plaza 393 15.42 4. pantai kuta 596 23.38 5. raya kuta 665 26.09 6. legian 298 11.69 grand total 2549 100 table 1. the data the finding showed that there 2.549 outdoor signs along the 6 (six) main roads of desa kuta. based on the language used, the data were grouped into 6 (six) categories: a. balinese language b. indonesian language c. english language d. balinese + indonesian e. combination of english and other language f. symbol, index or icon the finding showed that only 31 out door signs (1.22%) were in balinese and there were 531 outdoor signs (20.83%) in indonesian, whereas 1.332 outdoor signs (52.26%) were in english. these facts indicate that the use of local and national language is not represented as the host of language used in desa kuta. representation of more than 50% english indicate that the society is multilingual in order to support the status of desa kuta as international village no language total % 1. balinese 31 1.22 2. indonesian 531 20.83 3. english 1332 52.26 4. balinese + indonesian 45 1.77 5. english + others 448 17.58 6. symbol/ index/ icon 162 6.36 grand total 2549 100 table 2. the language of ll e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 343—352 https://doi.org/10.24843/e-jl.2019.v13.i02.p12 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 349 in term of the form of the outdoor signs, the data were categories based on the form list proposed by landry and bourhis (1997): a. billboard signs b. government building signs c. street name signs d. place name signs e. commercial signs f. traffics signs the finding showed that commercial out door signs were the most data found with 1.603 signs (62.89). among those 6 (six) categories proposed, there were 503 outdoor signs that were not belong to the categories dependently rather to be mixed in form, such as place name mixed with commercial signs, political advertisement, and many others micelenous form of advertisement, parking signs, local note which did not represent a place of the thing being noted in the signs. these forms of outdoor signs were categorized as mixed form. no form total % 1. billboard 51 2.00 2. government building 47 1.84 3. street name 31 1.22 4. place name 201 7.89 5. commercial signs 1603 62.89 6. traffic signs 113 4.43 7. mixed 503 19.73 grand total 2549 100 table 3. the form of ll as for the functions of the outdoor signs, the data were grouped based on the function of ll proposed by landry and bourhis (1997): a. informative function b. symbolic function e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 343—352 https://doi.org/10.24843/e-jl.2019.v13.i02.p12 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 350 the finding showed that most of the outdoor signs were informative with 2.320 signs (91.02%) and 194 outdoor signs (7.61%) were symbolic. the phenomena of mixed form also were found in functions of ll. the mixed of informative function and symbolic function were in form of the language used by which the language were mixed between balinese language and/or balinese letters as a representation of the status of balinese as the host. the total signs of mixed function were only 35 out door signs (1.37%). no function total % 1. informative 2320 91.02 2. symbolic 194 7.61 3. mixed 35 1.37 grand total 2549 100 table 4. the function of ll 5. conclusion based on the discussion, it can be concluded that desa kuta based on the representation of the language of outdoor signs were considered to multilingual society (see table 2). as for the form and function, the theory proposed by landry and bourhis (1997) cannot describe all the data of outdoor signs in desa kuta, which led to the adding of mixed form (see table 3) and mixed functions (see table 4). reference akindele, dele olufemi. 2011. linguistic landscapes as public communication: a study of public signage in gabarone botswana. 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(eds) 1915. course in general linguistics ferdinand de saussure. mcgrow hill: london. ben-rafael e. et al. 2006. linguistic landscape as symbolic construction of the public space: the case of israel. in durk gorter (eds). linguistic landscape: a new approach to multilingualism. pp. 7-30.clevedon: multi lingual matters ltd. cheng, y.c. 2000. a cmi-triplization paradigm for reforming education in the new millennium. international journal of educational management. 14(4), 156-174. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 343—352 https://doi.org/10.24843/e-jl.2019.v13.i02.p12 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 351 giulianotti, r. and robertson, r. forms of glocal-ization: globalization and the migration strategies of scottish football fans in north america. journal sociology, 41 (1), pp. 133-152. sage publication. gorter, durk. 2006. further possibilities for linguistic landscape research. clevedon: in durk gorter (eds). linguistic landscape: a new approach to multilingualism. pp. 81-89. clevedon: multi lingual matters ltd. huebner, thom. 2006. bangkok’s linguistic landscapes: environmental print, code mixing and language change. in durk gorter (eds). linguistic landscape: a new approach to multilingualism. pp. 31-51. clevedon: multi lingual matters ltd. kothari, c.r. 2004. research methodology: methods and techniques. new age international (p) limited, publishers landry, rodrigue and bourhis, richard y. 1997. linguistic landscape and ethnolinguistic vitality: an empirical study. journal of language and social psychology 16, 23-49. mulyawan, i. w. 2017b. glocalization of balinese language as outdoor signs in desa adat kuta bali. international journal of education, agustus 2017, vol. 10, no. 1. universitas pendidikan indonesia. mulyawan, iw. 2010. hipersemiotika periklanan (analisa praktis). denpasar: udayana university press. mulyawan, iw. 2016. structural analysis of ifaw.org advertisement. jurnal ilmiah aurora, pp 178-187. universitas kristen maranatha. mulyawan, iw. 2017a. linguistics landscapes: commercial outdoor sign in kuta bali. international journal of linguistics, april 2017, vol. 9, no. 2. pp. 1-9 (doi:10.5296/ijl.v9i1.10761). macrothink institute. acknowledgement i would like to express my sincere gratitude to my first supervisor prof. dr. ketut artawa, m.a, dr. made sri satyawati, m.hum. as my second supervisor and dr. ni ketut ratna erawati, m.hum. as my third supervisor for their patience and profesional guidence during the completion of this study. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 343—352 https://doi.org/10.24843/e-jl.2019.v13.i02.p12 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 352 1st authors profile i wayan mulyawan was born in badung bali indonesia on december 1st 1978. he was graduated from udayana university for both undergraduate and post graduate degree. at the moment, he is a ph.d. candidate in udayana university. he works as a lecturer in english department faculty of arts, udayana university since 2006. he is now the chair person of the faculty business centre (fbc). previously, he was the head of english non regular program. i wayan mulyawan, s.s., m.hum have published a book of discourse advertising and many international/regional article. in the last three years the focus of his publication is the study of linguistic landscapes, one of the publication is entitle impact of tourism on vernacular outdoor signs in ubud, bali, indonesia was published in isvs e-journal which indexed in scopus. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 14, no. 2, july 2020, pages: 268-275 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i02.p10 268 compound words found in seventy-seven thousand service-trees (sri chinmoy) laila damayanti 1 denpasar, bali, indonesia elladenpasar741@gmail.com ni luh nyoman seri malini 2 denpasar, bali, indonesia kmserimalini@yahoo.com article info abstract* received date: 9 march 2020 accepted date: 10 march 2020 published date: 31 july 2020 keywords:* compound words, endocentric, exocentric, copulative. this research deals with compound words used in seventy-seven thousand service-trees by sri chinmoy. the case is many people did not recognize and aware of using it. this research is trying to describe the types and the structure of compound words and supported by two theories, those are booij (2007) and mccarthy (2002). in achieving the objectives, the researcher uses descriptive qualitative as the type of the research. the data are in the form of compound words. in collecting the data the writer applies documentation technique and the steps are reading attentively, selecting, collecting, and classifying the data systematically by following the types and the structure of compound words. the results of this research show that there are three kinds of compound words. from 390 the data of compound words, there are 348 data are classified as a compound noun, 20 data are classified as a compound adjective, and 22 data are classified as a compound verb. in this research, it is found that only two ways in the spelling of compound words are solid and hyphenated. there are three sub-classes of compound words found in this study those are endocentric compound, exocentric compound, and copulative compound. 269 1. introduction linguistics is the study of language, how it is put together and how it functions and how words are arranged in a certain order, and sometimes the words are changed to adjust the meaning. by the arrangement of words and by the knowledge of the speaker about what the hearer will understand and affected the meaning. morphology is the study of the structure of words, the study of the rules governing the formation of words language. morphology can be divided into two main branches. they are inflectional morphology and word formation, matthews (1974: 42). word formations according to marchand (1992:2), in the categories and types of present-day english word formation, word formation is “the branch of the science of language which studies the pattern on which a language forms new lexical units, i.e words”. word formation is more strictly, ’lexeme formation’. we may define it as the branch of morphology which deals with the relations between a complex lexeme and simple(r) lexeme, matthews ( 1991:37). compound is a unit consisting of two or more bases, quirk (1973: 444). compounds are particularly interesting linguistic constructions for several reasons. first, they constitute an anomaly among grammatical constructions because they are “word” but at the same time exhibit a type or internal syntax. as for the relationship between syntax and morphology, it has often been observed that compounds are the morphological constructions that are closest to syntactic constructions, to the extent that there is no general agreement on which component of the grammar is responsible for their formation. a compound is a complex lexeme that can be thought of as consisting of two or more base lexemes. in the simplest case, a compound consists of two lexemes that are joined together (called compound members), haspelmath and sims.d. (2002: 137). based on the background above, the problems can be distinguished and formulated in two problems as follows: 1. what kinds of compound words are found in seventy-seven thousand service-trees? 2. how is the structure of compound word in seventy-seven thousand servicetrees like? additional information about compound word such as journals and articles from different sources are needed in this study. rumiyati (2015) dealt with compound words used in the novel. the research was aimed at describing the types and the meaning of compound words. the result of her research shows that there were endocentric compound as the highest data followed by the copulative compound and an exocentric compound. the writer also classified the meaning of compounds in transparent is more dominant than opaque meaning. while in this study found exocentric compound as the highest data followed by the endocentric compound and copulative compound. there are only two ways in spelling compound words found in this study, they were hyphenated and solid. wibowo (2014) also analyzed the meaning of compound words and found transparent meaning and opaque meaning. the similarities between rumiyati and wibowo’s analysis are in the meaning of compound words. they found that transparent meaning as the highest data and opaque as the lowest. based on that review the researcher analyzes types and the way in spelling compound words to give the readers information and knowledge about spelling compound words. 2. research methods the method that applied in this research is library research method. it means that research done without observation in the field. it is done by using the books related to the study. 270 2.1 data source the data source is taken from the book entitled seventy-seven thousand service-trees by sri chinmoy. this is the 1,483rd book that sri chinmoy has written since he came to the west in 1964. his first book was published in 1970. this book was published by agni press 84-47 parson blvd. jamaica, ny 11432 27 august 2004. the content of this book is poetry series written by sri chinmoy (part 1-50) series. in this analysis, the writer used the book poetry series part 39. it is used as a data source because it contained many compound words found in this book. 2.2 method and technique of collecting data the method used in this study is by observing the data found in this book. the technique used in this study for collecting the data is by reading the poems and combined with note taking and then the data identified into some groups and classified it into their types. after classifying the data, the researcher continues by listing the data based on each type of compound word. it was useful to know the total amount of compound words found in this book. after listing the data the researcher is taken twenty-seven as the representative data of compound words for analysis descriptively in this study. they are selected according to the scope of this study and the theoretical framework. 2.3 method and technique of analyzing data the collected data is qualitatively analyzed and supported by the quantitative method descriptively presented based on the theory applied in the study. the data is also quantitatively analyzed to count the compound sentences found in the book. it means that the data is analyzed by describing the related theory. the analysis started from finding out the compound words used in the book. then, collected the data is classified into the scope of problems to ease the analysis. after making this classification, the relevant data by following the problems are quoted and then they are analyzed descriptively from the morphological point of view. at last, the structure of compound words based on their kinds are analyzed. 2.4 method and technique of presenting analysis in this study there are two methods used to describe the result of the data analyzed. the methods used in presenting the data are formal and informal. formal means that the data used symbols, codes, and table which have a particular meaning. the data is presented by using symbols, code and trees diagram to explain the result of the data analyzed. informal finding presentations means that the result of the data analyzed is presented by using the word. 3. theoretical framework the first theory used in analyzing the types of compound words is that introduced by mccarthy (2002). compounds, that is words formed by combining roots, and the much smaller category of phrasal words, that is items that have the internal structure of phrases but function syntactically as words, mccarthy (2002:59). the second theory used in analyzing the structure of compound words used the theory by booij (2007). according to booij (2007:79) there are four types of compounds, they are endocentric compound, exocentric compound, copulative compound and appositive compound. 4. discussion 271 4.1 compound noun a compound noun is with a noun that compounding really comes into its own as a wordforming process in english. mccarthy (2002:61). it is important to understand and recognize compound nouns. each compound noun acts as a single unit and can be modified by adjectives and other nouns. there are several ways to form a noun compound based on mccarthy (2002:71) those are as follows: n + n = n adj + n = n v + n = n prep + n = n a. noun-noun (nn) data (1) : when i am separated from my lord, my life-boat plies between empti ness and barrenness. ( sri chinmoy, 2004: 38,008 ) these words life-boat are exocentric compound and hypenated. life-boat is a compound noun that is formed by joining two words they are life as a noun and boat as a noun, which makes one new word life-boat and the semantic meaning for these words are boat refers to the world that we live in. the grammatical structure : word : life-boat combination : [life]n+[boat]n→[life-boat]n n n n life boat 4.3 compound adjective all compound adjectives are right headed and it is an adjective word. it is showed that compound adjectives are headed by adjectives. there are four ways to form an adjective compound. those are as follows: n + adj = adj adj + adj = adj v + adj = adj prep + adj = adj a. adjective-noun (an) compound noun found in seventy-seven thousand service-trees that is combined by the adjective-noun are analyzed as follows: data (2) : my lord, please give me the capacity to be a full-time satisfaction-server of yours. ( sri chinmoy, 2004: 38,079 ) these words full-time are compound noun separated by hyphenated. this compound formed by joining two words they are full as an adjective and time as a noun. the endocentric compound is the type for this compound which is the right headed is time. the meaning is involving a full amount of time spent on some activity, especially a job. the grammatical structure : 272 word : full-time combination : [full]a+[time]n→[full-time]n n a n full time 4.4 compound verb verb compound is a verb that consists of two words. compound verbs are usually written with a hyphen. there are four ways to form a verb compound. those are as follows: n + v = v adj + v = v v + v = v prep + v = v a. noun-verb (nv) data (3) : we can make our godward journey sunlit with our heart’s aspiration-cries. ( sri chinmoy, 2004: 38,038 ) the word aspiration-cries is formed from the word aspiration as a noun and the word cries as a verb. the word aspiration means the act of aspiring or ardently desiring. the word cries means cause to do something or bring to some state by crying or weeping. the word aspirationcries means refers to someone that they want to find a good way with a sincerity heart. the form of this compound is hyphenated because it marked by a hyphen and the type of this compound is exocentric compound because those words have semantic meaning. the grammatical structure : word : aspiration-cries combination : [aspiration]n+[cries]v→[aspiration-cries]v v n v aspiration cries table 4.1 frequency of compound words found : no kinds of compound words found frequency percentage 273 1. compound noun 348 a. noun-noun (nn) 334 95,9% b. verb-noun (vn) c. adjective-noun (an) 11 3,2% d. preposition-noun (pn) 3 0,9% total percentage 100% 2. compound adjective 21 a. noun-adjective (na) 11 52,3% b. adjective-adjective (aa) 1 4,8% c. verb-adjective (va) 5 23,8% d. preposition-adjective (pa) 4 19,1% total percentage 100% 3. compound verb 22 a. verb-verb (vv) 2 9,1% b. noun-verb (nv) 9 40,9% c. adjective-verb (av) 4 18,2% d. preposition-verb (pv) 7 31,8% total percentage 100% table 4.2 frequency of spelling compound words found: 274 three form in spelling of compound words compound noun compound adjective compound verb percentage solid 9 6 10 6,4% hypen 339 14 12 93,6% open 0 0 0 0% total percentage 100% 5. novelty research on compound words is commonly found in a novel or narrative text and all types of compound words found it. meanwhile, in this study used poems book as a reprentative data. the novelty is not all types of compound words found in this book. the appositive compound has not found in this book. the way in the spelling of compound words commonly solid and open, rarely used hyphen. but the novelty about this research also found that most compound words with hyphenated form are 365 of data and the percentages are 93,6% and open form not found in this book. 6. conclusion the researcher draws the conclusion based on kinds of compound words as follows: the total amount of the data of compound words found in this book are 390, there are 348 of the data are classified as a compound noun and the percentage is 89,2% and for the compound adjective, there are 20 of the data found in this book and the percentage is 5,1% and for the last compound is compound verb there are 22 of the data found in this book and the percentage is 5,7%. there are three ways in spelling compound words those are: solid, hyphen and open. the total amount of compound words found in this book are 390 which has spelled in three ways those are: the solid form is found 25 of the data and the percentage are 6,4%, hyphenated form is 365 and the percentage is 93,6% and open compound not found in this book. we can conclude that in spelling compound words found in this book mostly are hyphenated and continued by solid. the structure of the compound word used bracketing and trees diagram. there are three types of compound words those are: endocentric compound, exocentric compound and copulative compound. the total amount of the endocentric compound found in this book is 29 and the exocentric compound is 357, the copulative compound is 4 and the last appositive compound has not found in this book. the exocentric compound is dominant in this book continues with endocentric compound and the last is copulative compound. we can conclude that three types of compound words found in this book. analyzing compound words and comparing with phrases to avoid confusion for the reader is good for the next researcher. 7. acknowledgments i would like to dedicate my best thanks to drs. i nyoman udayana, m.litt., ph.d. as my research supervisor who always leads and encourages me to get the best critical thoughts and ideas in completing this article. 275 references aronoff, mark., & fudeman, kirsten. 2011. what is morphology? second edition united kingdom: blackwell publishing. booij, geert. 2007. an introduction to linguistic morphology. new york: oxford university press. chinmoy, sri. 2004. seventy-seven thousand service-trees. jamaica, new york: agni press 84-47 parsons blvd. echols, john m. and shadily, hasan. 1975. an english-indonesia dictionary. new york: cornel university press. haspelmath, marthin., & sims, d. andrea. 2010. understanding morphology 2nd edition. london: british library cataloguing in publication data. marchand, h. 1992. the categories and types of present-day english word formation. 2-nd edition. munich: c. h. becksche verlaegsbuchhandlung. matthews, p.h. 1991. morphology. second edition. cambridge: cambridge university press. mccarthy, andrew carstairs. 2002. an introduction to english morphology. edinburgh: edinburgh university press. biography of authors laila damayanti, s.s. was born in mataram on september 23th, 1978. she graduated her bachelor degree at stiba saraswati denpasar in 2016. email: elldenpasar741@gmail.com dr.ni luh nyoman seri malini,s.s.,m.hum. she is senior professor in udayana university, faculty of art, denpasar, indonesia. ph.+628124614676 email: kmserimalini@yahoo.com impression in “i wandered lonely as a cloud” e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1 january 2017 issn: 2442-7586 (print) page: 18--27 accreditation:- 18 e-journal of linguistics readability of the translation of figure of speech in srimad bahagavatam from english into indonesian ni ketut dewi yulianti e-mail: dewiyulianti@isi-dps.ac.id institut seni indonesia denpasar ida bagus putra yadnya i wayan pastika e-mail: wayanpastika59@yahoo.com study program of linguistics, school of postgraduate studies, udayana university ketut artawa e-mail: artawa56@yahoo.com study program of linguistics, school of postgraduate studies, udayana university ida bagus putra yadnya e-mail: putrayadnya@yahoo.com study program of linguistics, school of postgraduate studies, udayana university abstract the research is a descriptive translation study focusing on the methods and ideology of translation offigure of speech used in the text of srimad bhagavatam into indonesian. it departed from atranslation paradigm that considered srimad bhagavatam as a product, and the impact of the methods and ideology applied to the readability level of figure of speech translation contained in srimad bhagavatam from english to indonesian. thisis a library study and the method used in collecting the data is observation, by reading the studied text carefully on the sentences that contain figure of speech. data collection technique used is a qualitative one, namely by determining and explaining the methods and ideology embraced by the translator in translating the figure of speech. to view the translation readability level, three informants are involved to complete a questionnaire containing about the readability level of translation. this study shows that the ideology held by the translator is domestication by applying acommunicative method of translation on most sentences with figure of speech. overall, all mailto:dewiyulianti@isi-dps.ac.id e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1 january 2017 issn: 2442-7586 (print) page: 18--27 accreditation:- 19 translation methods used by the translatorhas a positive impact on the readability level of figure of speech translation from english into indonesian. keywords: readability, figure of speech, translation, srimad bhagavatam 1. introcduction nida (1982: 12) says that in the process of translation, content and style of the source language text (sl) should be maintained as closely as possible in the target language text (tl). nida’s explanation above illustrates that the translation must prioritize content and stylistic equivalence. referring to the definition, the language style is very significant to be studied in a translation. in the study of this translation, the language style is a figure of speech in question contained in the sl text and its translation into tl. this study takes the translation work of srimad bhagavatam as an object of study. the question of the methods and ideology becomes a central issue in this study in addition to the effect on the target audience. the text is a religious text that uses different types of figure of speech, which makethe text filled with various aesthetic values, so it deserves to be studied. there are two main problems that are solved in this study, namely: (1) what methods and ideology of translation are applied in the translation of figure of speech contained in the text of srimad bhagavatam from english to indonesian and (2) how is the impact of the methods and ideology applied to translation readability level. 2. theoretical framework this study uses eclectic theories combining the theory of style (keraf, 2002), the theory of translation (nida, 1982), the translation method (newmark, 1998), and the ideology of translation (hatem, 2001). keraf (2002: 41) says that style is a language use employing a variety of language style that can be identified through the use of language that deviates from the use of everyday language. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1 january 2017 issn: 2442-7586 (print) page: 18--27 accreditation:- 20 nida (1982: 12) gives a definition of the importance of style in translation: “translation consists in reproducing in the receptor language the closest natural equivalent of the source language message, first in terms of meaning and secondly in terms of style.” the above definition implies that in the process of translation, content and style of the sl text should be maintained as closely as possible in the tl text. in other words, the above definition illustrates that the translation must prioritize content and stylistic equivalence. based on the orientation, hatim and munday (2004: 229-230) divide translation ideology into two, namely (a) foreignising translation: an ideology of translation in which the translator retains elements of the source language text or predisposed toward the source language (sl emphasis), and (b) domesticating translation: translation manner by adjusting the elements present in the source language text with the condition of the target language (tl emphasis). newmark (l998: 45) proposes eight methods of translating into a diagram, which he describes as v lettered diagram, as adapted below. (1) v letter diagram of translation method (newmark, 1998: 45) the above diagram shows that, like the ideology of translation, translation methods also have two polars. the left pole gives emphasis on the sl, while the pole to the right emphasis on tl. 3. research methods communicative translation idiomatic translation free translation adaptation orientation on tl semantic translation faithful translation literal translation word-for-word translation orientation on sl e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1 january 2017 issn: 2442-7586 (print) page: 18--27 accreditation:- 21 this research method follows the logic of phenomenological perspective (moleong, 1995). one of the characteristics of phenomenological approach is to observe the studied subject carefully. it emphasizes more on the activities of collecting and describing qualitative data in the form of figure of speech contained in the text of srimad bhagavatam.the second type is secondary data in the form of figure of speech translation contained in indonesian version of srimad bhagavatam. other secondary data are in the form of statements from informants in relation to the readability level of figure of speech translation. srimad bhagavatanis selected as the data source due to the fact that it is rich with figure of speech. instruments used in the data collection is in the form of a tape recorder to record interviews with informants. the questionnaire used in this study contain sentences with figure of speech in english and its translation into indonesian. in collecting the data for this study, observation and recording method, backed up by the method of questionnaires and interviews are applied. readability assessment instrument (readability rating instrument) used in this study is detailed in the following table. readability measurement scale of translation (adapted from larson (1988), nababan (1999) and silalahi (2009) s cale definition conclusion 1 the translation is elusive, there are terms that are not understood by the reader. meaning can not be understood because the sentence is not logical. difficult 2 the translation is understandable andits meaning could be understood, but there are some terms that are poorly understood by the moderate e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1 january 2017 issn: 2442-7586 (print) page: 18--27 accreditation:- 22 readers. meaning is less understandable because there are some less logical sentences. 3 the translation is easy to understand and uses terms that can be understood. meaning can be understood due to logical and easily legible sentences. easy questionnaires used to collect data about the readability level of translation contain alterntive questions for the informants to select one of three alternative answers provided, namely (1) easy, (2) moderate, and (3) difficult. the informants involved to complete a questionnaire in this study are three groups of people from the general public who have read the translated work ofsrimad bhagavatam in indonesian. 4. discussion from the analysis of the seventy data in the forms of sentences containingfigure of speech in the text of skanda srimad bhagavatam4 chapter 26, four translation methods have been applied in their translation into indonesian. the translation methods in question are (1) literal, (2) adaptation, (3) free translation, and (4) communicative translation.followings are some examples themeanings of which analyzes its meaning in line with the theme of the text as a motivating force (cf. yulianti, 2005: 37). the theme of srimadbhagavatam text skanda 4 chapter 26 is about the characteristics of a soul living in the material world. the sentences containing the figure of speech are translated by communicative method, a translation method to divert the contextual meaning of sl text accurately into tl text tomake the translation acceptable and easily understood by the target audience. (1) bs : the living entity is driven by one chariot driver. bt : makhluk hidup dikendalikan oleh satu kusir kereta. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1 january 2017 issn: 2442-7586 (print) page: 18--27 accreditation:- 23 metaphor with the image 'chariot driver' in slis communicatively translated into tlinto 'a chariot driver’. the chariot driver here is the epitome of intelligence. intelligence in question is paramatma that is in the body of living creatures. without the charioteer, then the chariot will not be able to move, so does the body of a living being, in the absence of the paramatma, then the body will not be able to act, even if the soul is still in the body. (2) bs : the body is given by material nature, and the driver of that body is paramätmä, the supersoul. bt : badan diberikan oleh alam material, dan kusir badan itu adalah paramätmä, roh yang utama. metaphor in the slis translated by a communicative translation method into tl. the phrase 'the driver of that body' is translated as 'coachman's body'. laws of material nature regulate a person's life by giving the body according to his past karma. every living creature will get a body with different qualities, depending on the more dominant nature that shape it. whereas the paramatma present in every body is to give permission to the body to act. (3) bs : the living entity is seated within the chariot. bt : makhluk hidup duduk di atas kereta. the metaphor in the sl with an image of 'within the chariot' is translated by communicative translation method into tl being 'on a chariot'. individual spirit in the body is a passenger on the chariot (the body). because the spirit is just sitting on the chariot, and it is controlled by paramatma denoted as a chariot driver. (4) bs : king puranjana's going to the forest to kill animals is symbolic of the living entity's being driven by the mode of ignorance and thus engaging in different activities for sense gratification. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1 january 2017 issn: 2442-7586 (print) page: 18--27 accreditation:- 24 bt : kepergian raja puranjana ke hutan untuk memburu binatang adalah simbolisasi dari kenyataan bahwa makhluk hidup dikendalikan oleh sifat kebodohan dan dengan demikian sibuk dalam berbagai kegiatan untuk kepuasan indera. cynicism that describes the nature of ignorance in slis communicatively translated into tl. this can be explained as follows. activities that are not based on the rules of the scriptures which are only concerned with the satisfaction of the senses material put someone in the dark, so unable to see anything right that leads them to into a situation where they can not get out of the material bonds. (5) bs : the chariot is driven by five horses, which represent the five sense organs— namely the eyes, ears, nose, skin and tongue. bt : kereta ditarik oleh lima kuda, yang melambangkan lima organ indera— yakni mata, telinga, hidung, kulit dan lidah. the metaphor in the sl is translated using communicative method into tl. the chariot symbolizes the material body pulled by five horses that symbolize the five senses to acquire knowledge, which has the meaning that the body is already influenced by the properties of the material nature and will tend to be attracted by material sense objects. (6) bs : consequently, the horses are described as moving swiftly. bt : karena itu, dijelaskan bahwa kuda-kudanya berlari kencang. the metaphor that describes the 'horse' as 'senses' in the sl is translated using communicative method into tl. the above sentence implies that people who are not in the self-realization tend to be affected by the control of the properties of materials world, so that the senses are uncontrolled. (7) bs : a conditioned soul is never satisfied with one wife. bt : roh yang terikat tidak pernah puas dengan satu istri. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1 january 2017 issn: 2442-7586 (print) page: 18--27 accreditation:- 25 cynicism in slis translated by applying communicative translation method into tl. the meaning of sentence in sl about the current state of the soul who thinks that he is the controller and the owner of the material world, so develops a desire to enjoy more than one woman could be translated into tl accurately. followings are presentation of translation seen from the implementation of translation method. translation methods total of figurative speech (n= 70) easy to understand difficult to understand word for word 0 0 literal 1 1 faithful 0 0 semantic 0 0 adaptation 4 4 free translation 1 1 idiomatic translation 0 0 communicat ive 64 64 the results of data analysis showed that all translation methods used by the translator have positive impact on the readability level of figure of speech translation from english into indonesian. the tendency to apply communicative translation methods and ideology of domestication, such as those identified in this study, has a positive impact on the level of readability. the choice of domestication ideology in translating english figure of speech into indonesian automatically makes the translation close and acceptable for the target audience, so it can be concluded that the level of readability of thetranslation of figure of speech in srimad bhagavatam text from english into indonesian is very high. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1 january 2017 issn: 2442-7586 (print) page: 18--27 accreditation:- 26 the assessment that is aimed at determining the level of readability of translated text should be left entirely to the readers. results of the tl text readers’ assessment determines whether the translation they read is easy, moderate or difficult for them. in the assessment of the level of readability more than one appraiser need to be specified to maintain the objectivity of the assessment results. here are the results of the assessment of tl text readers of srimad bhagavatam translation. table of readability level inform ant low % moderate % high % a _ 2 3 68 9 7 b _ 3 4 67 9 6 c _ 1 2 70 9 8 5. conclusion four identified translation methods are applied in translating english figure of speech into indonesian contained in the text ofsrimadbhagavatam. fourth translation methods in question are (1) literal, (2) adaptation, (3) free translation, and (4) communicative translation. of the seventy-data, only one data is translated using a literal translation method in favor of the sl, while the remaining sixty-nine are translated by the method in favor of tl; 1 data with free translation method, 4 data by the method of adaptation, and 64 data with the communicative method. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1 january 2017 issn: 2442-7586 (print) page: 18--27 accreditation:- 27 from the tendency of using translation method that indicates a moreoriented to tl, it can be concluded that the ideology of translation applied is domestication, namely tl oriented ideology of translation which affects very high readability level. references hatim, b. and j.munday. 2004. translation: an advanced resource book. london & new york: routledge hatim, b and mason, i. 1990. discourse and the translator. new york: longman, inc. keraf, gorys. 2002. diksi dan gaya bahasa. jakarta: pt. gramedia pustaka utama larson, m.l. 1998. meaning-based translation.a guide to cross-language equivalence.second edition. lanham: university press. miles, m.b. dan huberman a.m. 1994.analisis data kualitatif: buku sumber tentang metode-metode baru.(terjemahan tjetjep rohandi rohidi). jakarta: ui-press. moleong,l.j. 1995. metodologi penelitian kualitatif. bandung: remaja rosdakarya nababan, m. 2004. ”translation processes, products, and practises of professional indonesian translators”.unpublished ph.d. thesis.wellington: victoria university of weeington newmark,p. 1998. a textbook of translation.new york: prentice-hall international nida, e.a. and taber. 1982. the theory and practice of translation. leiden: e.j. brill. yulianti, n.k. dewi 2005. “translation of figurative expressions with reference to the translation of the poem “percakapan” into “conversation. tesis.denpasar: program studi linguistik, program pasca sarjana, universitas udayana. source of data prabhupada, a.c. bhaktivedanta swami. 1987. srimad bhagavatam. (english). los angeles: the bhaktivedanta book trust. prabhupada, a.c. bhaktivedanta swami. 2011. srimad bhagavatam. (translation in indonesian: translationteam). jakarta: hanuman sakti di bawah lisensi the bhaktivedanta book trust e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1 january 2017 issn: 2442-7586 (print) page: 18--27 accreditation:- 28 microsoft word adisaputra adisaputera_e-journal sustainability of langkat malay language a study of community of young people in stabat, langkat regency abdurahman adisaputera1, i made suastra2, i wayan jendra2, made budiarsa2 1postgraduate program, udayana university 2department of linguistics, faculty of letters, udayana university email: abas750@yahoo.co.id abstract this study explores the sustainability of the langkat malay language (bahasa melayu langkat abbreviated as bml) spoken by the speech community of young people based on language choice, language attitude, language dynamics and influential sociocultural and socio-ecological factors. 230 (two hundred and thirty) young people were used as the samples in this study. the data needed were obtained by documentation, survey, interview, and participatory observation methods. the findings show that there was a shift from bml to indonesian language (bahasa indonesia abbreviated as bi) in every domain of use and in various situations of communication. as far as bml is concerned, some internal shifts were also found. the intention to adjust the bml forms to the forms and meanings of bi in phonological, lexical and grammatical levels was responsible for this. both the internal and external factors led to the shifts of bml to bi. the influential internal factors included (1) high tolerance of other ethnic groups; (2) high social mobility of the young people; (3) the decrease in cultural traditional activities; (4) the decrease in the concept of mel ecology; (5) the attitude of not being observant to bml, and (6) no simultaneity between traditional processions and the bnl use. the external factors included (1) the new coming ethnic groups, especially the ethnic group of eja, were getting more dominant; (2) the residing pattern was getting mixed; (3) as the national language, bi was more widely used, understood by bilinguals, gave prestige in social intercourse; and (4) there was a high interaction between the community of young people and the other communities coming from different ethnic groups and speaking different languages. ecologically, the domains of meanings referring to particular referents in bml went down as far as the concepts of its speakers are concerned. such a fall resulted from (1) the limited interaction between the community of young people and the mel ecology-featured entities; (2) the entities were so scarce that they were not included in the speakers’ minds; (3) and the lexical concepts internalized by the speakers, as far as those entities are concerned, were excluded in bml but included in the other languages. the shift from bml to bi made by the young speakers made bml get highly less sustainable. by referring to the criteria introduced by wurm (in crystal, 2000: 20) concerning the extinction of languages, it may be stated that bml is already in stadium 2, that is, a language which is almost getting extinct. key words: sustainability, domain, language choice, language attitude, river ecology, malay community, young people, language shift. 1. introduction the sustainability of langkat malay language (bahasa melayu langkat abbreviated as bml) in sabat can be viewed from the regeneration process of its speakers. there are some indicators that its young speakers do not master a number of its words resulting from the disappearance of some socio-cultural and socio-ecological elements of the malay community in stabat. the cultural change (from the traditional culture into modern culture) or the ecological change (from rural area into urban area) has been responsible for the disappearance of some lexical icons. it is predicted that the number of words indicating animals, plants, traditional equipment, terms of address, household equipment and so on has gone down. those words are predicted to get extinct. such a fall or extinction has been assumed to have resulted in the disappearance of particular concepts used to refer to particular entities. in addition, the multiethnic socio-culture in sabat has been responsible for the language choice made when interaction takes place. the macro linguistic effect of this condition is that diversity of languages has appeared and that the developing languages have shifted with regard to the domains in which they are used. 2. theoretical framework this study is a sociolinguistic one in which the theory of ethnography (hymes, 1974), ecolinguistics (hauagen, 1974; bang and door, 2000) and the theory of socio psychology (lambert, 1960) are mixed. the theory of ethnographic communication refers to the theory which considers that a speech is a cultural behavior; therefore, it is necessary to highlight that the relationship between language and culture is a psychological phenomenon or cognition (socio psychology). then, palmer’s insight (1996: 46-52) into mental imaginary (conceptual insight) which is knitted in the theory of ecolinguistics in this study adds a new variable in sociolinguistic studies, making sociolinguistics not only concerned with the relationship between language and community but also concerned with mutual relationship among language, community and environment. 3. research method the primary data in this study are in the form of quantitative data and the secondary data are in the form of qualitative data. the primary data were obtained through self report and bml lexical competence test done by the respondents. the qualitative data are in the form of lingual data and the speakers’ perception of bml. the methods employed to get the data were the methods of documentation, survey, interview and participatory observation. the quantitative data were obtained by using the instruments of questionnaire and test, and the qualitative data were obtained through documentation, unstructured interview and participatory observation, and the techniques used were recording, elicitation, camouflage and getting involved in dialogues. 4. discussion together with the turn of era, the paradigm and pattern of the mel societal life in stabat have also changed. the river has not been the income generator any longer. the residing pattern, the form of houses, the people’s occupations, their traditional equipment, and their tradition do not have anything to with the river any longer. such a change has also been indicated by the disappearance of the natural and cultural elements. in linguistic domain, the disappearance of natural and cultural elements has been responsible for the disappearance the concepts which are used by the young speakers to refer to the natural and cultural entities. furthermore, the community of young speakers has not been able to speak bml, their native language. the linguistic fact, as far as the young speakers of mel in stabat are concerned, shows that there has been a shift from bnl to bi. in addition, internal shift has also taken place, that is, the shift in lingual forms and meanings of bml which has been influenced by bi. the linguistic shift made by the community of young speakers has also been indicated by the pattern of their bilingualism. culturally and linguistically, the population is composed of emel, eja which is dominant, and other ethnic groups making the community of mel in stabat bilingual. there are three types of environment based on the composition of ethnic groups in the five areas where the research was conducted. they are kel per which is dominated by eja, araco and pami villages which are dominated by emel, and kel stbb, which is ethnically composed equal. the dominance of one ethnic group in one area has been responsible for the language chosen in that area. the respondents taken from the environment dominated by mel totaled 170 (73.9%). among them, 124 respondents (53.9%) stated that bml was the dominant language and 46 respondents (20%) stated that bi was their dominant language. this shows that in the mel dominated environment, bnl was not dominantly used. the consequence was that many young speakers did not understand bml and could not speak it fluently. only 35.22% of the respondents understood bml and could speak it fluently. in the environment not dominated by mel, 10 respondents (4.3%) had mastered bml since they were good at speaking. 23 (twenty three) respondents (10%) did not master bml. in addition, 27 (twenty seven) respondents had mastered bml after their childhood and after they started school. this has been responsible for the disappearance their b1, that is, bml. more or less 18.8% lost their b1, that is, bml, as they did not understand it and could not speak it fluently. the linguistic shift was also shown by the language chosen in various domains. the language selected in the domains of family, neighborhood, friendship, tradition, transactions, religion, and education was bi. generally, the young respondents spoke bi with all their interlocutors, except when they talked to their grandparents or to those who were older than them in the domain of neighborhood. if related to the parents’ occupations, bml was chosen in the domain of family if the parents were farmers. this shows that bml is strongly maintained in the families who are farmers. as far as the friendship is concerned, the younger people preferred to speak bi to bml, even when they spoke to their friends belonging to the same ethnic group. this shows that there had been a diglossic leakage, in which bi was used instead of bml. this leakage had taken place in such a way that it had reached the domains where it should have been strongly maintained such as the domains of family, friendship and tradition. together with the diglossic leakage which took place in all domains, the expressions used by the young people in various situations of communication also tended to be dominated by bi as well. it can be generalized that when the young people got angry at home, at school and with neighbors and their friends, they more dominantly use bi than bml. similarly, when they told something funny, abused other people, mumbled and so forth, they also used bi. being not observant to bml was also indicated by their tendency to choose bi. knowledge and technology, pressure from the other more dominant ethnic groups and high tolerance of them were responsible for this. the bilingual situation also resulted in code switching and code mixing, which took place within sentences and inter sentences, as the other consequence. in code mixing, the mixed forms between bml and bi, which tended to be caused by the similarities in phonological and morphological structures between bml and bi, were observed. the socio cultural and socio ecological activities were also closely related to the language shift made by the young people in stabat. the activities they did related to mel tradition in stabat can be stated low. this resulted from the fact that there were no strong permanent traditional organizations as far as the mel community in stabat is concerned. the number of mel cultural processions decreased. however, the remaining ones, which were watched by the young people, were performed using bi. no simultaneity between culture and the language use was responsible the position of bml, which was getting weaker. the results of the competence test of bml lexical items done by the young people proved that socio ecologically most of them lost many lexical concepts in bml. apart from the low involvement of the respondents in various cultural events, the following things were also responsible for such a loss. (1) the interactions between the young people and the entities related to the mel ecology were getting less; (2) such entities were getting less in number making them not internalized in the minds of the young people, as the speakers of bml; and (3) the lexical concepts referring to such entities were not available in bml but in the other languages instead. it was also found that internal shifts also took place in bml. in phonological level, the shifts of [ự], [i], and [r] took place. the tendency in adjusting the sounds in bml to those in bi can be reflected by the shift of vocal [u] in initial position to [ ]. such a shift took place if the meaning of the bml word is identical with the meaning of bi one. lexical shifts were also found in bml. such shifts were found in (1) the bml words which were synonymous with those in bi; (2) in the words which had particular meanings or hyponymy; (3) in the words whose referents had changed; (4) in the words used to express traditional expressions; (5) words used to express wrong perceptions; and (6) in words used to express ‘highly’. shifts were also found in grammatical aspects such as in the forms which were similar to those found in bi. in this case, new forms which were combinations of bi and bml were found. this can be illustrated by the forms dipulangkannya, mulangkannya, and ngelehnya. there were several factors which were responsible for the language shifts made by the mel young people. the factors which were identified are classified as internal and external factors. the internal factors included (1) high tolerance of other ethnic groups; (2) high social mobility made by the young people; (3) the decrease in socio cultural activities; (4) the fall in ecological concepts of mel; (5) being not observant to bml; and (6) no simultaneity between the traditional processions and the bml use. the external factors included (1) the dominance of new coming ethnic groups, especially the ethnic group of eja; (2) the residing pattern which was getting mixed; (3) the existence of bi as the national language, which was more widely used, understood by all bilinguals and had high prestige; and (4) high interaction between the young people with the other communities belonging to different ethnic groups and speaking different languages. 5. novelties this research proves that there were some shifts from bml to bi made by the young people in stabat. the factors which were responsible for this can be classified as external and internal. the external factors included (1) high tolerance of other ethnic groups; (2) high social mobility made by the young people; (3) the decrease in cultural activities; (4) the decrease in ecological concepts of mel; (5) not being observant to bml; and (6) no simultaneity between the traditional processions and the bml use. the external factors included: (1) the dominance of new coming ethnic groups, especially the ethnic group of eja; (2) the residing pattern which was getting mixed; (3) the existence of bi as the national language, which was widely used, understood by all bilinguals, and had high prestige; and (4) high interaction between the young people with the other communities belonging to different ethnic groups and speaking different languages. in addition, in phonological level, some shifts were also fond as far as [ ], [i], [r], and [u] are concerned following speech attitude in bi. with regard to lexical items, many shifts were also found. they are (1) the bml words which were synonymous with bi ones; (2) the word with particular meanings; (3) the words whose referents had changed; (4) the words used to express traditional expressions; (5) the words which were used to express misperception; and (6) the words used to express ‘highly’. such shifts resulted in new forms, that is, the forms which were combinations of bi and bml. this can be exemplified by dipulangkannya, mulangkannya, and ngelehnya. socio ecologically, the dip in the concepts used to express mel ecology was also found in the community of young people. apart from the low involvement of the young people in cultural events, such a dip also resulted from (1) less interaction between the community of young people with the entities related to the mel ecology; (2) the scarcity or the disappearance of such entities making their concepts not internalized in the minds of the young people; (3) the lexical concepts referring to those entities, if available, were not in bml but in other languages. 6. conclusions the results of the research on the community of mel young people in stabat show that there were some language shifts from bml to bi. internal shifts also took place, that is, the shifts in forms and meanings within bml influenced by bi. the shifts took place in phonological, lexical and grammatical levels. internal and external factors were responsible for the language shifts taking place in the community of mel young people in stabat. the influential internal factors included (1) high tolerance of the other ethnic groups; (2) high socio mobility made by the young people; (3) the decrease in cultural activities; (4) the fall in the concepts referring to mel ecology; (5) not being observant to bml; and (6) no simultaneity between the traditional processions and the bml use. the external factors responsible for the language shifts made by the community of young people in stabat included: (1) the dominance of new coming ethnic groups, especially the ethnic group of eja; (2) the residing pattern which was getting mixed; (3) the existence of bi as the national language which was more widely used, understood by all bilinguals, and had high prestige; and (4) high interaction between the young people with the other communities belonging to different ethnic groups and speaking different languages. the linguistic condition, which is in the form of shifts from bml to bi made by the young people caused bml to be less stainable. by referring to the criteria introduced by wurn (in crystal, 2000: 20) concerning the languages which are getting extinct, it can be stated that bml is already in stadium 2, that is, the language which is getting less sustainable. the language which is getting less stainable is the language which is in the condition in which only a few or no young people learn it or the language whose fluent speakers are adults who are relatively young. 7. acknowledgments the completion of this dissertation cannot be separated from the parties who have been very helpful to the writer. therefore, in this opportunity, the writer would like to thank the rector of udayana university, prof. dr. dr. i made bakta, sp.pd (khom), director of postgraduate program of udayana university, prof. dr. ir. dewa ngurah suprapta,m.sc., head of the doctorate program of linguistics, prof. drs. i ketut artawa, m.a., ph.d., and secretary of the doctorate program of linguistics, prof. dr. drs. ida bagus putra yadnya, m.a., who have provided the writer with the educational opportunity and academic services. the writer would also like to highly appreciate prof. drs. i made suastra, ph.d., as the promoter; prof. dr. i wayan jendra, s.u., as co-promoter i; and prof. dr. made budiarsa, m.a., as co-promoter ii for their guidance and supervision during the completion of this dissertation. high appreciation is also extended to the board of examiners such as prof. dr. aron meko mbete, prof. drs. ketut artawa, m.a., ph.d., prof. dr. i wayan pastika, m.s., dr. i ketut darma laksana, m.hum., and prof. mahyni, m.a., ph.d. for their criticism and contribution for the improvement of this dissertation. finally, the writer would also like to thank all the teaching staff, administrative staff, and all the parties whom cannot be mentioned one by one and who have played roles in the competition of the writer’s study in the doctorate program of linguistics, postgraduate program of udayana university. e-journal patriarchy in maternal society belu est nusa tenggara i ketut suar adnyana balinese department, faculty of education university of dwijendra denpasar made budiarsa english department, faculty of letters udayana university ni made dhanawaty indonesian department, faculty of letters udayana university ni nyoman padmadewi english department undiksha university abstract this present study, which analyzed patriarchy in maternal society in belu, is a qualitative one. four couples were determined as informants. they were determined using snow ball sampling technique. the data were collected through non participatory observation and interview. the observation in the family domain was focused on the communication between the husbands and wives. what was observed was recorded in the field note book. what was observed was every speech event and the focus was the topic discussed, where and when the speech took place, and who took part in it. in addition, the researcher also recorded every speech event using a voice recorder, a handycamp and a camera. from the speech events observed, it was found that the men had superordinate position and the women had subordinate position. the dominating position could be observed from what linguistic strategies were used in communication. the men showed the power they had using instruction, interruption, and quiet strategy. the power the men had indicated that patriarchy was applied in the belu maternal community. there were several similarities in regard to their speech behaviors between the maternal community and paternal community. keywords: patriarchy, maternal, speech strategies 1. introduction derrida states that in a binary pair one party gives privileges to the other (fromm, 2011: 27). similarly, in a maternal community, women are given privileges such as the facts that the families are determined based on the maternal line and that the ownership of property passes from mother to daughter. this is also applicable to the belu maternal community. apart from giving privileges to the women, there are also several expressions such as liu rae loto and ina maromak which are used to glorify the women. based on the privileges provided to the women and the expressions used to glorify them, traditionally, it can be stated that the women in the belu community have superordinate position. the difference in how the women and men are traditionally treated, if analyzed based on what is proposed by coates (1986), results from the difference in approach which considers that the women and women are different. such a difference causes the women’s linguistic behaviors to differ from the women’s. in general, in a paternal society the men are considered having all the power in the family domain. based on such a view, in a maternal society the women are considered having all the power in the family domain. in the paternal society, the women’s position is made similar to the men’s. the study conducted by adnyana (2012), which explored the daily linguistic behaviors of the maternal community in belu, indicated that the family authority rested on the men. the patriarchy in the maternal community in belu could be observed from the people’s linguistic behaviors reflected by how orders and interruptions were given and the quiet strategy used. based on what was described above, in this present study the paternal forms in the belu maternal community in east nusa tenggara are discussed. 2. research method the present study was conducted in some areas where the tetun ethnic group lives. the tetun ethnic group is one of the ethnic groups living in belu regency and adhering to matriarchy. the tetun people live in three districts; they are west malaka district, weliman district, and wewiku district. among the 17 districts, only six adhere to matriarchy, and three of which such as west malaka district, weliman district, and wewiku district, are entirely matriarchal. three districts such as rinhat district, central malaka district, and east mala district adhere to patriarchy as well as matriarchy (adnyana, 2012: 56). out of the three districts which entirely adhere to matriarchy (west malaka district, weliman district, and wewiku district), only one, that is, west malak barat, was chosen as the location where the present study was conducted. it is made up of 20 villages, and one of them, that is, uma lor village, was chosen as the village where the present study was located for several reasons. they were 1) most of the people living at uma lor village belonged to the tetun ethnic group; 2) it used to be the kingdom center in the past as could be proved from the fact that there were three tafatic (royal) buildings; they are tafatik makdean rai, tafatik kaberan rai, and tafatic rabahasa hain. 3) topographically, it is far enough from the regency capital and the provincial capital. it is about 86 kilometers from the regency capital and 400 kilometers from the provincial capital, meaning that the people living in it were less affected by globalization than those living at the other villages. the primary data, which were in the form of speeches, were obtained from the tenun ethnic group community. the data included their daily conversations and the conversations taking place in the traditional meetings. therefore, to make the data collected valid, comprehensive and reliable, the key informant was firstly determined using snowball sampling technique. then the following informants were determined based on who were referred to by the key informant and so forth (sugiyono, 2008: 125). the determination of the informants was discontinued when the data obtained were regarded as having represented the linguistic facts the uma lo’or ethnic group people living in belu regency had. the observation and non participatory method was used to obtain the data needed (moleong, 2002: 126). the observation made in the family domain was focused on the communication taking place between the husbands and wives. what was observed was recorded in the field note book; what was focused was the topics, where and when the speech events took place, and who were involved. in addition, every speech event was also recorded using a voice recorder, a handycamp and a camera. 3. results based on what was described above, the patriarchy adhered to by the maternal community could be observed from the fact that the conversations were dominated by the men. such domination was realized through what was ordered, interruption, and quiet strategy. 3.1 order order was one of the strategies used by the men in the maternal community when they communicated each other. in general, an order was used to ask someone to do something. the orders used by the men to communicate with the women can be illustrated as follows. situation : this conversation took place in the afternoon. the husband was looking for something in the cupboard in the waiting room, while mother was in the kitchen. 1. s : imbei, mai lai ibu seni cepat ‘mum, come here at once’ 2. i : nan sa? ada apa ‘what’s the matter’ 3. s : modi kunci mai ambi kunci nya ‘take the key’ (after some time) 4. s : lae lais cepat ‘cepat’ (quickly) 5. i : heinlai sebentar ‘sebentar’ (just a moment) 6. s : ah, mode kunci nia laci intj ambil kunci di laci ‘ah ambil kunci di laci’ (ah, take the key in the drawer) (adnyana, 2012: 200) from the conversations above, it could be observed that the husband ordered the wife to do something. the first order was made to ask the wife to get close to the husband. this was done to avoid the wife from misunderstanding what was ordered by the husband. after the wife was getting close to the husband, the husband gave another instruction to the wife to take the key (line 1 -3). after some time, the husband gave another instruction to the wife to take the key (line 3). after some time, the husband instructed the the wife to give the key to him immediately (line 4). after some time, the wife failed to find the key; as a result, the husband once again asked her to take the key from the drawer (line 6). if the order given by the husband to the wife was observed, it could be seen that the husband was in the superordinate position. the instruction given by the husband to the wife reflected such domination. when the wife was ordered to do something by the husband, she always did it without arguing. that showed that the wife was in the subordinate position. the sentences uttered by the husband were classified into what is referred to as mood derivable (blum-kulka et al., 1999). the imperatives uttered by the husband showed high degree of directness; the reason was that the mood of the sentences was in accordance with the words forming them (wijana, 1996: 32-33). having several traditional privileges, the wife should be in superordinate position. however, as far as the speech events above are concerned, the contrast took place. the husband was in superordinate position. in such a position, the husband had the right to order the wife. in the paternal society, the men had superordinate position, and; as a consequence, the men controlled the households. the position of the husband in the paternal society was similar to the husband’s position in the maternal society. this was a paternal form in the maternal society. being in the subordinate position did not necessarily mean that the wife did not have the right to order the husband. the wife had the right to order the husband; however, the way in which she ordered the husband was different as illustrated below. conversation 2 1. s : orasida kalo listrik moris bele soru kalan? sebenar kalau listrik menyala bisa tenun malam ‘sebentar, kalau listrik menyala bisa menenun pada malam hari?’ 2. i : bele, soru kalam bele. bisa tenun malam bisa ‘bisa, menenun malam hari.’ 3. s : soru too jam 10 bele to. tenun sampai jam 10 bisa kan ‘menenun sampai jam 10, bisa kan?’ 4. i : tulun bapa, hola nia. tolong bapak, ambil det. ‘tolong bapak, ambil itu’ 5. s : (mengambilkan benang untuk istrinya) 6. i : jam 10 hai hanawa jam 10 baru istirahat ‘jam 10 baru istirahat.’ : tulun ida nia. tolong satu det ‘tolong yang satu itu’. 7. s : (mengambilkan potongan bamboo untuk istrinya) (adnyana, 2012: 228) in conversation 2, the wife ordered the husband using the word tulun ‘tolong’ (help) (line 6 and line 4). the use of the word tulun caused the order given by the wife to sound more polite. the word tulun indicated that the wife was in subordinate position. being in subordinate position, the wife ordered the husband in such a polite way that he did not feel that he was ordered. spencer and oatey (2001: 22) stated that such a choice made the order given have the impact of politeness. such a choice in strategy could not be separated from the power the husband had in the household. this phenomenon was also applicable to the paternal society. being in subordinate position, the wife ordered the husband politely as illustrated by the above example. the following conversation was taken from the dissertation written by padmadewi entitled ‘tuturan masyarakat buleleng dan konstruksi gender’. she did not state that the speech she discussed was made by the paternal community. conversation 3 1 s : pak kal ke depan o? pak mau ke depan ‘ pak mau ke depan ya? 2 s : kenken kal minum? bagaimana mau minum? ‘kenapa? mau minum? 3 i ya pak tolong kalau mau ke depan ya pak tolong kalau mau ke depan ‘ya pak, tolong kalau akan ke depan’ (padmadewi, 2005: 129) in line 3, the wife ordered the husband to do something using the word ‘tolong’. the wife used it to give the impression of politeness. that indicated that the husband had power so the wife chose an appreciate word to order the husband. from the analysis of conversation 2 and conversation 3, there was a similarity in the strategy used by the wife to order the husband, that is, the use of the word ‘tolong’. it could be concluded that the way in which the husband communicated in the paternal community was the same as the way in which the husband communicated in the maternal community; and the way in which the wife communicated in the paternal community was the same as the way in which the wife communicated in the maternal community. this phenomenon strengthened the fact that there was patriarchy in the maternal community. 3.2 interruption interruption is one of the strategies used in communication. someone is stated to interrupt if he/she interrupts another while speaking (coates, 1986: 153). the results of several studies showed that both men and women chose this strategy in communication. what has been argued is who makes more interruptions in communication? however, according to adnyana (2012), the men (the husbands) made more interruptions than women for various objectives as described in the following table. table 1. use of interruptions by men and women gender linguistic strategy linguistic features meaning the husband interruption interrupting the wife’s speech using imperative interrupting the wife’s speech using interrogative interrupting the wife’s speech using interrogative interrupting the wife’s speech by repeating the wife’s statement interrupting the wife’s speech using interrogative refuting the wife’s statement confirming disagreeing with the wife’s opinion controlling the speech topic evading from the topic obtaining information the wife interruption interrupting the husband’s speech using interrogative adding information obtaining information table 1 clearly shows how the interruptions made by the men were different from those made by the women. the men made interruptions to repute the wife’s opinion, ask for confirmation, disagree with the wife’s opinion, control the topic, evade from the topic and to obtain information; however, the wife made interruptions to add and obtain information. the interruptions made by the husbands were used to show that the husband had power over the wife. such power was not analyzed from the quantity of the interruptions made by the husband, but based on the variations of the interruptions made by the men. the men used six (75%) interruptions; however, the women used two (25%) interruptions. out of the six interruptions made by the men, four indicated the power the men had over the women. the four types of interruptions were (1) reputing what was stated by the wife, (2) disagreeing with the wife’s opinion, (3) controlling the topic, and (4) evading from the topic (adnyana, 2012: 298). tanen (1990) stated that the interruptions made in speeches indicated domination. the husband dominated the speeches as he had power in the household. the power the husband had in making interruptions was not so different from the power the husband had in the paternal community. padmadewi (2005) stated that the couples with higher education made interruptions with different objectives. the husband making interruptions to repute the wife’s opinion, disagree partially with the wife’s statement, and disagree with the wife’s behavior indicated that he was more skillful in communicating things and that he was responsible for the family. however, the wife made interruptions to show that she knew the topic being discussed. from what was discussed above, it could be stated that the husbands in buleleng regency had power over their wives. such power was realized in the form of interruptions. if the husbands in buleleng regency, as the paternal community, were compared to those in the belu community, as the maternal community, the husbands were in superordinate position in their families. this phenomenon showed that the power the husbands had in buleleng regency was the same as the power the husbands had in the belu maternal community, indicating that there was patriarchy in the belu maternal community. 3.3 the strategy of being quiet being quiet was one of the linguistic strategies chosen both by the husband and wife. padmadewi (2005) stated that the men and women used the strategy of being quiet in communication with different objectives. being quiet did not indicate powerlessness. the following table presents the strategy of being quiet used by the men (the husband) and women (the wife). table 2. the difference in being quiet strategy used by the men and women gender linguistic strategy linguistic features meaning remarks being quiet not giving access to the wife the husband being quiet disagreeing with what was proposed by the wife acknowledging mistakes the wife being quiet avoiding conflicts with the husband stating agreement acknowledging mistakes (adnyana, 2012: 317) table 2 showed that the men used the strategy of being quiet to indicate that they did not give access to the women, disagreed with what was proposed by the women, and acknowledged mistakes. however, the women used the strategy of being quiet to avoid conflicts with their husbands, to show agreement, and to acknowledge mistakes. if the strategy of being quiet used by the men was compared to that used by the women, it could be stated that the men used the strategy of being quiet to show that they had power over their wives, and that the women used the strategy of being quiet to show that they were cooperative in communication. from the strategy of being quiet used by the buleleng community in general and the husbands and wives with higher education in particular, it could be stated that the strategy of being quiet was used by the men (the husband) to express refusal, show strength, and to maintain their status. however, the strategy of being quiet used by the women was used to express loyalty, powerlessness, and their husbands’ superiority. from such comparisons, it could be concluded that the husband in the maternal community had the same position as the husband in paternal buleleng community. this showed that there was patriarchy in the belu maternal community. such patriarchy could be observed from their linguistic behavior. 3.4 conclusions based on what was discussed in 3.1., 3.2., and 3.3, it could be concluded that traditionally, the women had several privileges; the families were determined through the maternal line and the ownership of property passed from mother to daughter. however, such privileges were not reflected by their linguistic behavior. based on their linguistic behavior, it was the men who had super ordinate position. this could be observed from how imperatives were used, how interruptions were made, and the strategy of being quiet was used. the men’s linguistic behavior showed that they had power in their families. the power the men had indicated that there was a patriarchy in the belu maternal community. acknowledgements in this opportunity, i would like to express my appreciation to prof. dr. made suastra, m.a., as the main supervisor, dr. ni made dhanawaty, as co-supervisor i, prof. dr. ni nyoman padmadewi, m.a., as co-supervisor ii, and the board of examiners: prof. dr. aron meko mbete, prof. dr. drs. ida bagus putra yandnya, m.a., prof. drs. made suastra, ph.d., dr. a.a. putu putra, m.hum., dr. made satyawathi, s.s., m.hum. for their comments and suggestions. e-journal of linguistics vol. 9. na.2 page 41--50 issn: - acreditation:- 41 e-journal of linguistics language style of didek text in the islands of selayar, south sulawesi province dafirah e-mail: irahacim@hotmail.com makasar university prof. dr. i nyoman weda kusuma, m.s. e-mail: weda_kusuma@yahoo.com study program of linguistics, school of postgraduate studies, udayana university prof. dr. i nyoman suarka, m.hum e-mail: nyomansuarka@yahoo.com study program of linguistics, school of postgraduate studies, udayana university dr. pudentia, mpss, m.a. e-mail: pudentia_mpss@yahoo.com indonesia university abstract this article aims to describe the language aesthetic elements of didek. didek is an oral tradition that is presented in the form of song of unrequited-reply. one of the peculiarities of this oral tradition is the emphasis on aesthetic elements or beauty. the speakers / singers are required to always use a beautiful language while singing. berangkat dari pandangan roman jakobson penulis membahas unsur estetika yang ditemukan dalam teks didek. artikel ini akan berfokus pada pembahasan tentang estetika bahasa dalam teks didek yang mencakup penggunaan gaya bahasa berupa: diksi dan majas. departing from the view of roman jakobson this article is focused on a discussion of the aesthetic language of the didek text including the use of language style: diction and figures of speech. keywords: language style, didek 1. introduction didek is one of the cultural heritage of selayar community in south sulawesi. didek is presented in the form of song of unrequited-reply between groups of men with women. the e-journal of linguistics vol. 9. na.2 page 41--50 issn: - acreditation:- 42 existence of didek is part of oral tradition of indonesian people competing with modern values offered by the outside world as a result of modernization, globalization of information (badrun, 2014: 3). the offered modern values are difficult to avoid because it is disseminated through mass media (printed and electronic) reaching remote corners. the times and modern technology have shown their dominance in grabbing the attention and sympathy of the people, especially the younger generation. as a result, young people are no longer interested in studying didek and it gradually drove didek on extinction. on the other hand, didek becomes a cultural product of selayar community that contains a variety of moral teaching, life guidance and so forth. in expressing their thoughts and feelings, the performers of didek use beautiful and polite language as the medium. the strength of didek lies in the use of language elements. the use of diction, and style, and the formula becomes a distinctive feature of didek text. 2. concept 2.1 didek didek is presented in the form of unrequited kelong characterized by the vocabulary of kelong 'singing' that appears at the beginning of each speech padidek 'didek players'. kelong in makassar language and elong in bugis means singing in indonesian. the meaning of kelong listed in makassar-indonesian dictionary is a rhyme or a poem (1995: 197). according to maknun (2012: 73) kelong is a form of language that has a certain pattern, expressed by means intone, and contains a specific meaning. didek is displayed in groups, at least by four people consisting of a group of men and women. before the play both of these groups were given signs as a rule in the play. the rules are determined by traditional leaders and simultaneously monitor / supervise each participant behavior and attitude. the fundamental rules in this show is that the song performed by each e-journal of linguistics vol. 9. na.2 page 41--50 issn: - acreditation:- 43 group should be polite and courteous to set two seniors as referees in the show. furthermore, each group must keep sight and the way they sit while singing. in addition to these rules there are rules about songs to be performed by each group. the song of each group should be no more than three lines and the reply of every song should be precise. the groups who violate the rules will be sanctioned by custom. didek performance could be held at night or during the day. 2.2 selayar community selayar society is the name of makassar ethnic community from a regency in south sulawesi, namely, the regency of selayar islands. in this paper those classified as selayar society are the people who are still settling in selayar islands and the people who have migrated to other areas. 3. theoretical framework poetic language is one of the central themes in the works of roman jakobson who appeared with functional structural view of the language. according to roman jakobson (1987: 71), from the point of poetic language and literature, there are six functions of language, namely: 1) emotive function, 2) referential, 3) poetic , 4) metalingual, 5) conative, and 6) the phatic. one of the six functions, i.e poetic is a function of language that necessitates the aesthetic elements. the basic framework that becomes the work reference in this article refers to the principle that didek is oral tradition that highlights the aesthetic element in the delivery of the message. the use of language style is one strategy in maintaining the aesthetic elements. analyzing the language style means analyzing the techniques of word usage, use of figure of speech either individually or in groups language style is a way of expressing a thought or feeling in verbal or written form, all kinds of expression used to express something with the figurative meaning (panumbangan, 2013: 149). according to fachruddin (1994: 49) style of language is someone’s language statement who e-journal of linguistics vol. 9. na.2 page 41--50 issn: - acreditation:- 44 consciously or not, intends to inspire and captivate the attention of the listenerss or reader to a particular purpose or sense. diction is the choice and use of appropriate words to represent the thoughts and feelings to be expressed in a sentence pattern (fachruddin, 1994: 37). the words chosen are generally associated with denotative and connotative, suggestive meanings. keraf (2010: 24) indicates that there are three understanding of diction, namely: (1) choice of words / diction including ideas, how to form a group of words in the use of expressions and style that are appropriate to the situation; (2) word choice / diction is the ability to distinguish shades of meaning precisely and ability to find a form that corresponds to the value of the listener community groups; and (3) the appropriate choice of words is made possible by a number of vocabulary mastery of the language used. figure of speech is the choice of a particular word in accordance with the intent of the writer or speaker in order to obtain the aspect of beauty (ratna, 2009: 164). figure of speech is the use of word beyond the limits of common meaning or deviate from its literal meaning (sudjiman, 1990: 50). 4. discussion 4.1 diction (choice of words) diction (word choice) influences the process of speech creation. in the oral tradition, diction undergoes a short process and can not be repeated. diction in didek found meaningful denotation, connotation, the word suggestion. in didek, the use of denotative or connotative words take place in a balanced manner. the frequency of use of words having the same denotative and connotative meanings. in the performance of didek the use of denotative and connotative words is done alternately and is not found in any performance purely using denotative or connotative words only. here are some examples of didek text that use denotative words. e-journal of linguistics vol. 9. na.2 page 41--50 issn: - acreditation:- 45 didek la si pakkelongki banngini (1) ‘ didek will each sing tonight ' para bajikmamo naung labajik todong biritta erang kanangta (2) ‘ equally well indeed be good news also bring our words' (we will sing didek tonight, if everything goes right all would be good news) the text above is an example of the use of denotative words. the rows of the text as a whole imply denotation. the choice of words used has the meaning of what it is. in contrast to the following text fragment, the words used implies connotations, the implied meaning and that meaning is found when the words are in a broader context. kassibalasaki kelong balasaki cinna mataku (1) 'because of the unrequited-reply please reply my desire' laanda tongkang sala tannang ri baruga (2) 'so that no wrong behavior in baruga' (for our song has an unrequited-reply please response to my love) connotative meaning is found in the word cinna mata, if the word cinna stands alone the connotative meaning is desire. when the word cinna is joined with the word mata into cinna mata then its meaning transformed into affection or love. in addition to the denotation and connotation, diction with suggestive words is also found in didek , ie words that are able to give suggestions to the audience with the power of the existing meaning. selection and placement of such words seem as if emitting supernatural power bringging suggestive effect to the readers to be sad, thrilled, excited, or angry. choice of words in the following example gives specific suggestions to the audience. the word hell brings the listener as if to feel the torment while the atmosphere is described by the speaker in the following text. parri-parriki sambayang ri genteng longguna lino (1) ‘please hurry to pray while still in the world ' kalompo duduk bambang apinna naraka (2 ‘do your prayer while still in the world, because the fire of hell is so hot’ e-journal of linguistics vol. 9. na.2 page 41--50 issn: - acreditation:- 46 the word of naraka 'hell' at line (2) gives suggestions to the audience a sense of the fear because hell is synonymous with torment and distress. hell to muslims is a comeuppance for man who during his life did away orders and prohibitions. di samping sugesti rasa takut, kosa kata neraka juga memberi sugesti kepada pendengarnya untuk tidak melalaikan kewajibannya, seperti: shalat, berbuat baik, dan tidak menzalimi sesamanya. in addition to the suggestion of fear, the word naraka also gives suggestions to the audience to not neglect its obligations, such as: prayer, do good, and not oppress one another. 4.2 figure of speech figure of speech is one of the language richness. it is an expression of thoughts and feelings that pour in the form of figurative expression. the expression can be found in oral and written form. the following discussion shows the kinds of figure of speech found in didek. 4.2.1 litotes the phrases that indicate the smoothing or degradation with the intention to humble oneself are found in didek. this expression is found mainly in the early songs (performance) or in the opening part. this figure of speech states something that does not fit with reality. the goal is not to lie, but to humble oneself as a manifestation of appreciation and respect for others. here are some examples of litotes found in didek. barak massipubali tokkelong tunaba ‘may be replied to the lowly singers’ (please reply to the song of that despicable) the above text is found in some performances. the word tuna 'despicable' is smoothing characteristic performed by the speaker. denotatively the word tuna implies despicable person, the undignified low person. in fact, the speaker is not of the class as it was conceived by means of tuna. the presence of the word tuna in the opening of the song is the realization of respect for others e-journal of linguistics vol. 9. na.2 page 41--50 issn: - acreditation:- 47 similar word meaning is used interchangeably in the text opening that is kamase 'poor' or to kamase 'the poor'. either kamase 'poor' or to kamase 'the poor' denotatively means destitute people, people who do not have any property. this fact is contrary to the reality of life of its speakers who have home furniture, even among existing speakers there are some people who have two-wheeled vehicles. the use of words such as those mentioned above serves as a medium of respect. manna kamase lattajang tongkang tugguruk panngamaseang 'despite the poor will wait also compassion' (although poor but still expect attention) in addition to the examples mentioned above, there are still refining by the use of kodong 'pity', which means helpless people, people who need pity, people need aids, and people who are in poor condition. the use of the word is found in several didek performances. ikambe kodong pakokok nisukuruk ‘we feel pity, farmers remain grateful’ (we pity, though the farmers remain grateful) 4.2.2 personification personification is a figure of speech which type of disclosure is done by comparing the human behavior with something that is not human. the following example is the use of personification in didek. manna bulang buru tonja bintoeng kaballe tonja (1) ‘although the moon lies, stars lie as well ' matanna allo niak tonja taaggiling (2) ‘the sun is also moved’ ‘although the moon and the stars lie as well, the sun also shifts’ the use of the word bulang 'moon', bintoeng 'star', and mata allo 'sun' in this example, is compared to the properties owned by humans. to lie is only possessed by humans and are not owned by celestial objects such as stars, moon, and sun. e-journal of linguistics vol. 9. na.2 page 41--50 issn: - acreditation:- 48 4.2.3 pleonasm the phrase using pleonasm is a phrase that intends to provide an affirmation by adding information on the actual statement that is already obvious. this kind of figure of speech is also found in didek kalompo dudu bambang apinna neraka ‘due to immense heat of the fire of hell’ the use of the word bambang 'hot', is an explanation of the nature of fire. when someone mentions the word fire, in the mind of the listener already emerges an understanding that it is hot, not cool or cold. so in the absence of any word indicating hot, the listeners already know that the fire is hot. 4.2.4 hiperbole hyperbole is kind of figure of speech that tends to exaggerate or overstate the truth of reality. karagumba nyurrungi langik na butta 'the joy through the sky and the earth' ( our excitement gets through the sky and earth) the joy that is felt to penetrate heavens and the earth, is a style that is exaggerating because someone’s real excitement is in the heart. it is in the heart that happiness is felt. 4.2.5 repetition figure of speech or language style in the form of repetition is a style that repeats the word, group of words or phrases in order to better assert. according to keraf (2010: 127), repetition takes the forms of repetition of sounds, syllables, words, or parts of sentences that are considered important to give the pressure in an appropriate context. the type of repetition that are found in didek is repetition in the form of words. paria beru kulamung beru kupalehek-lehek (the newly planted paria has just spread) e-journal of linguistics vol. 9. na.2 page 41--50 issn: - acreditation:- 49 pengulangan terjadi adalah kata beru ‘baru’. pengulangan kata beru dilakukan sebagai penegasan pada kata paria ‘pare’. pare yang dimaksud dalam teks ini adalah pare yang baru ditanam, dan biasanya pare yang baru ditanam sifatnya menjalar atau dijalarkan. a repetition occurs with word beru 'new'. the repetition of words beru is done as an emphasis on the word pariah 'pare'. the word pare referred to in this text is a newly planted pare, which has the characteristic of a plant that usually spread or creep 4.2.6 paradox paradox is a figure of speech in the form of opposition. this figure of speech indicates a contrary condition but true. barang lakana tattolong-tolong tunaji natinggi geok ‘let them called low in position, but noble in behavior’ the contradiction in the above example is characterized by the word tuna 'despicable' and tinggi geo 'noble'. the referred position in this context is the position in the community, though just as ordinary people (not an official nor nobility), but must be still well behaved, polite and courteous. 4.2.7 metaphor metafora adalah jenis majas yang membandingkan sesuatu benda dengan benda yang lainnya. the metaphor is a figure of speech that compares a type of object with other objects. kanara to malompoiya kujanjanngi bulu tinggiya ‘for a leader is just like high mountain’ the compared objects in the example above is to malompoiya 'leader' with bulu tinggi 'high mountain'. both of these objects are compared since both share the same properties. a leader is in the high position, resembling a high mountain. 5. conclusions e-journal of linguistics vol. 9. na.2 page 41--50 issn: - acreditation:- 50 the use of language style is not only found in written texts but also on oral works, such as the didek. the speakers of didek beyond their awareness have made use of linguistic elements in their speech. these elements become the particularities of didek itself. the use of language style in didek indirectly makes didek fulfill a language function that is poetic function. the style found in didek includes diction and figure of speech. diction includes the selection of denotative, connotative, and suggestive meanings. the figures of speech consist of: litotes, personification, redundancy, hyperbole, repetition, paradox, and metaphor. 6. bibliography ambo enre, fachruddin. 1994. dasar-dasar keterampilan menulis. ujung pandang: ikip jakobson, roman. 1960. linguistics and poetics. london: the belknap press of harvard university press. jakobson, roman. 1987. language in literature. london: harvard university press. junus, umar. 1989. stilistik: suatu pengantar. kualalumpur: dewan bahasa dan pustaka. keraf, gorys. 2010. diksi dan gaya bahasa. jakarta: pt gramedia pustaka utama. mahsun. metode penelitian bahasa. jakarta: pt rajagrafindo persada. maknun, tadjuddin. 2012. nelayan makassar; kepercayaan, karakter. makassar: identitas universitas hasanuddin. moeliono, anton m. 1982. “diksi atau pilihan kata: suatu spesifikasi dalam kosa kata”. dalam pembinaan bahasa indonesia iii. jakarta: bhratara. panumbangan, abraham. 2013. panduan lengkap: majas, peribahasa, pembentukan istilah, sinonim-antonim. jakarta: pt suka buku poerwadarminta, w.j.s. 2003. kamus umum bahasa indonesia. jakarta: balai pustaka. ratna, i nyoman kutha. 2009. stilistika, kajian puitika bahasa, sastra, dan budaya. jogyakarta: pustaka pelajar. e-journal of linguistics vol. 9. na.2 page 41--50 issn: - acreditation:- 51 rosyidi, ikhwan, dkk. 2010. analisis teks sastra: mengungkap makna, estetika, dan ideologi dalam perspektif teori formula, semiotika, hermeneutika dan strukturalisme genetik. yogyakarta: graha ilmu. siswanto, wahyudi. 2008. pengantar teori sastra. jakarta: pt grasindo. sudjiman, panuti. 1990. kamus istilah sastra. jakarta: ui press. microsoft word suka yasa_e-journal 1 the aesthetics, religiosity, and response of the readers of geguritan sucita i wayan suka yasa1, i wayan cika2, tjokorda rai sudharta3, i nyoman suarka2 1postgraduate program, udayana university 2department of linguistics, faculty of letters, udayana university 3religion and culture program, hindu indonesia university email: abstract the object of this research is the text of geguritan sucita having total verses of 1,877. the problem observed is that the structure, esthetic rule applied and source of text transformation into gs as religion literature. the main objective of this research is to answer the three problems concerned. in addition, it has the objective to preserve and develop geguritan literature. the benefit can be as one of sources of knowledge in literary science, especially concerning geguritan literature; as the consideration in making policy related to religion and balinese culture; and also as reading material, especially for readers of geguritan literature. the theory applied in reviewing the three problems is structural, semiotic, intertext, rasa (mode) and literature reception. the data source obtained by conducting literature study, observation and interview. the data is the analyzed from literature and religion point of view. the research novelties are as follows : gs is gita puja of ida ketut jlantik (1905-1961) which is offered to god almighty. as worshipped song, gs is sekar. the materials are quoted from classical works of prior hindu which is then arranged in accordance with idealism of writers kawi-wiku by considering rule of kāvya. gs is established using balinese language kepara enriched with vocabularies of old javanese so it has hindu esthetic. formal structure of gs is established according to geguritan : padalingsa matrix. the text consists of 1,877 rhythm, 11 rhyme and 57 melodies. sinom rhythm as the idol one to lead other rhythm in order to sānta rasa. verses of gs can be grouped into two parts: 4 rhythm manggala and) 1,873 narrative rhythm. totally, formal structure of gs fulfills alamkara principle. the text has melody and euphony religious melody. narrative structure gs is established following norm of tattwa purarbhāwa ‘reborn cycle’, in addition it is the leader of rhythm as well as function as epilog. in term of contemplative reading level bhakti yoga, manggala is finally known as the center text of gs.gs narration is developed according to aguron-guron rule ‘having the teacher from spiritual and nyastra tradition. from matrix aguronguron, it is proposed two plots in paradox one: kāma and tirtayatra. plot source of kāma is narrated by the existence of sang sucita. on the other hand, plot source of tirtayatra is narrated by the existence of sang subudi. kāma (desire) and 2 ahangkara (ego) is the the problem source that characters of gs experience moral dilemma. its message, if someone wish to succeed in reaching life objective, the two obstacles must firstly be defeated through learning process of mulat sarira by yoga : bhakti-karma-jnanaand yoga. after completion of narrating plot source of tirtayatra, it is also narrated kāma which is developed into ahangkara. for this reason, it is presented bad figure i pataka to spread disaster which is in contrast with the common rule of geguritan literature. gs narration can be understood as reading model according to narrative structure rule of kāvya. in every part of structure called sandhi is expressed rasa. there are nine rasa that can be enjoyed in gs. the nine rasa is inter-related and function collectively to strength the main rasa of gs, namely sānta rasa. discourse of gs is established structurally like a diamond necklace: acarasusila-tatwa-yoga by narrating religious concept of syncretism idea of siwabuddha. the philosophic thought is the three big schools of hindu: dwaitawisisthādwaita-adwaita. the source text is having a discourse of declarativeimperative objective. the hypogram is much read in term of searching and then to bee expanded. it can finally be said that gs is a literature of hindu that fulfills the requisite of mahākāvya in the domain of sekar alit bali. key words: geguritan, religious literature, kàvya, yoga, sekar, aguron-guron, kàma, tirtayatra, and rasa. 3 1. introduction geguritan sucita (gs) (sucita hymn) composed by ida ketut jlantik (1905-1961) is a alive work as it has nobleness characteristics and thus it is a candle of life for the readers. it proves from positive appreciation from readers toward gs text and also for the composer. it is, however, the nobleness characteristics intended has not been studied deeply yet. in contrast, if reviewed from any literary aspect and religion, there are a number of main problems as follows : (1) philology problem : gs is a work where its rhyme develops from 1218 verses (in 1961 published by balimas) 1877 verses (1982 published by kayumas and bali post) in different headings. is this due to the creative response from its readers ? (2) expressive problem : no clear existence of composer and the background of creative process. (3) objective problem : unconventional of formal structure and narrative structure and full of vacant rooms so it causes various of responses from its readers. (4) inter-textual problem : various hypogram text of gs is not clearly read. (5) reception problem : what aesthetic norms and how they are applied so gs succeeds to be favourite reading for its readers ? (6) religious problem : if reviewed from certain perspective, the discourse of mixed school principles : siwa and buddha can cause social-religious conflict. from the six problems identified above, there are three main problems reviewed in this research as follows : (1) how is the formal structure and narrative structure of gs ?, (2) what is the ideal of esthetic norm and how it is applied by jlantik in changing gs ?, (3) how is the source text is transformed again in gs as religious literature ? this research is ideally hoped to understand the specific expression and nobleness perspective containing in old balinese literature of geguritan style: (1) its special structure; (2) esthetic norm applied by the writer; (3) the way of writer to transform the prior text, (4) various taste or meaning listed in it, and (5) the 4 effect top readers of balinese traditional literature. after understanding the special expression and the great view of it, this research also aims to preserve, develop and publish geguritan literature. for the sake of implementing the above objectives, it is necessary to conduct a research concentration based on the formula of problems proposed to understand : (1) formal structure and narrative of gs; (2) esthetic norm which is the ideal and implemented by jlantik in composition of gs; (3) network of literature text and hindu represented in gs. the comprehensive answer of these problems is expected to be beneficial for : the development of literature science; enhancing treasure of literary library; as guidance and consideration for the researcher and religious motivator and hindu literature, especially in bali; and as appreciation item or reading for the fun of sekar alit (short rhyme) 2. literature review, concept and theoretical basis so far, it is obtained a number of writings that make gs as a discussion object. the writing intended is in term of letters transfer, and translation, description of structure and functional review and cultural review in gs: budharta (1980), nuarca et al, (1984/1985), puspawati (1985), purna et al, (1991/1992), budiasa et al (1997) and yasa (1999). from the works of this writings, it is known that the discussion tends to be partial and intrinsic, even extrinsic aspect of gs also determines literary value of gs. there are five theories applied to review gs, namely :(1) structural theory to review structure of gs; (2) semiotic theory to review symbolic discourses in gs; (3) intertext theory to review hypogram of gs; (4) rasa theory to analyze rasa and dominant rasa in gs; and (5) reception theory of literature to review the response of gs readers. 5 3. research method this research is a qualitative one. the main focus is to review the gs text. to find a maximum output, there are four approaches applied in integrated one: objective-mimetic-expressive-pragmatic. there are two kinds of data source: (1) primary data source is gs text; (2). secondary data source in term of books and interview output where the text is relevant to this research. the data is collected through library study, observation and interview with a number of informants who are considered understanding gs. the researcher is the key instrument. in the meanwhile data analysis is conducted using heutistic method namely ‘an analysis based on language competence’, hermeneutic ‘an analysis based on literary and culture competences. the analysis outputs are presented in descriptive one. 4. aesthetic understanding of geguritan sucita: through literature study, it is known that gs is a developing works. it means the gs text has additional for total verses, pupuh and melody from the first publication in 1960s to next publication in 1980s. pupuh is initially at 37 develops into 57 pupuh; melody from 10 to be 11; and verses from 1,217 (balimas publication in 1961) into 1,877 verses (kayumas publication in 1982). the title is also different: geguritan sucita, geguritan sucita/subudi and geguritan sucita muah suvudhi. it is also known that the existence of gs spread widely in society which is sufficiently determined by creative readers: i ketut repet and i putu astra lokika. in addition, it is also known that a number of literary text and religion of other jlantik’s work. those which are published instead of gs, namely aji sangkya, geguritan lokika and satwa men tingkes. in the meanwhile those which are not published are gurindam gonika, a text of radio broadcasting entitles terjemahan wrēhaspati tattwa, terjemahan saracamuscaya and bebasan bhỉsma parwa. it is also similar to repet’s works. those which are published are geguritan sarascamuscaya and geguritan nitisastra. while those which have not published yet are geguritan puputan margarana or geguritan yudeng margarana and geguritan darma pada. 6 gs as gita puja. gs is gita puja of ida ketut jlantik (1905-1961) offered to god almighty through entertainment, education and suggestion to society readers. as worship song, gs is sekar ‘flowers offering in wisdom language’ in kepara balinese language enriched by old javanese language, thus at certain rhyme has archaic image. the structure of gs is modified according to kāvya principle, namely a principle of indian literature that has be implemented in java during hindu period (9-15 century) as the guidance in writing kakawin and kidung. jlantik seems to compose using emanation principle: sustainable spirit in shape modification. for jlantik, the works of kawi (old javanese) is a reference ones, both in term of formation and content. through this inspiration, jlantik then works in kawi-wiku idealism. he quotes and composes the esthetic-religious idea obtained from his meditation in deeply learning about the above hindu literature. it is then creatively listed in pattern of balinese traditional literature: sekar alit which is popular in 1950s. for this reason, the principle of kāvya is a motivated esthetic guidance in establishing formal structure and narrative of gs. the creative principle of jlantik is a pray and work according to bhaktikarma-jnana-yoga having the meaning that work and the output of work are dedicated for society happiness in sincere one. for him, his works are ‘sekar’ ‘flower of offering’. so that is why, the works must be composed of selected wisdom flowers in order to be lengut kaput melah ‘beauty within kindness’. as presented in such a way, jlantik hopes the readers can have rasa anyar ‘a new emotion from old idea’ that make their life bright. in idealism above, formal structure of gs is established to fill the pattern of sekar alit: padalingsa. sinom is the favourite tembang having its objective that the rhyme of gs supports the spirit of what being transformed. the election of rhyme content follows kakawin structure; manggala-corpus-epilog to be constructed of bhāwacakra ‘circle’ pattern: rhymes of gs as of like a necklace of sanwacana ‘wise discourse’ to be composes in such a way according to alamkara ‘stylistic’ so the rhyme and rhythm have euphony religious. 7 in the meanwhile the narrative structure of gs is composed on deductive idea in narrative unit pattern of sandhi. for this narration, it relates rasa that can be enjoyed by concentrating attention to relation of vibhāva ‘mood, background and emotion’ anubhāva ‘figure expression and discourse’ vybhicaribhāva ‘a rising emotion due to enjoying the relationship between vibhāva and anubhāva’. for the sake of sandhi, aguron-guron system is selected as text matrix by developing the plot seed of kāma ‘desire’ and tirtayatra ‘holy trip’. good kāma is symbolized to be the main figure in story under the name of sang sucita. while tirtayatra plot having dharma discourse is personalized as the main figure under the name of sang subudi. the idea of jlantik that good emotion and wise intellectual, if it is synergized, can cause people having karuna ‘feeling of pity’ and moksa ‘happiness’. moksa is the ultimate peak obtained by jenek attitude ‘silence in yoga definition’. in contrast, bad kāma appears to be ahangkara ‘anger emotion’. these characters are symbolized as antagonist characters under the name of i pataka ‘the source of misfortune’ as he has a friend of i durbudi “bad thinking’. based on principle of karma, the bad action has the effect to punarbhawa ‘people are trapped in repeated suffer’. so that is why, jlantik suggests to gs readers to follow their idol character, sucita-subudi. having good attitude within idea and thought, the people are believed to be able to overcome suffer and they can reach their wise life. matrix aguron-guron shows at least: (1) a conducive learning site, (2) sustainable learning time, (3) selected teachers-students, (4) a contextual learning system having religious view: theory-practice and (5) learning objective: prosperity-happiness. under this understanding, it is known that jlantik keeps on maintaining learning model in asrama system or upanisad ‘sit close by to teachers’: (a) asrama which is friendly to environment and ideal to contemplative; (b) everlasting learning time, namely reaching the ideal life objective: brahmacari-grehasta-wanaprasha’, ‘young period-marriage period-old period’; (c) teachers is bhisuka or sanysin ‘holy persons’, namely people that have religious experience so it can be the center of wisdom’; (d) respected student; (e) a 8 systemic teaching material: acara-susila-tatwa-yoga’ ‘ritual-ethic-theologycontemplative’ adding with other sciences; (f) the literature sāstrāgama ‘holy book of hindu’; (g) its learning theory: mulat sarira ‘self introspection’; (h) its learning method : pratyaksa-anumana-agama pramana ‘proving through empiriclogic-god’s word analysis’; (i) its practice according to desa-kala-patra ‘placesituation-condition under the religion principle; and (j) learning objective which is catur purusārtha: dharma-artha-kāma-moksa ‘the four main objective of life, namely having good moral and knowledge, obtaining wealth, having life enjoyment and having happiness, freedom emotion from material binding’. structure pattern and wise discourses arranged into gs is really coming from literary text and selected hindu text, especially from old javanese period. the clear text of reading such as from script or book : saracamuscaya, bhagawadgỉta, bhuwanakosa, jnāna siddhānta, wrhaspati tattwa, tattwa jnānan, aji sangkya, sang hyang kamahāyanikan, yoga sūtra, kakawin arjuna wiwāha, kakawin rāmāyana niti sāstra, kakawin bharata yuddha, kakawin sutasoma, kakawin siwarātri kalpa, kakawin dharma sūnya, dammapada, surya sewana, agastya parwa, adi parwa, wana parwa, and aguron-aguron. the selected texts are discussed again according to special style having declarative-imperative objective. the hypogram text is much read in term of main material that has been expanded. for member of santi candra kirana tabanan and dharma gita banjar, singaraja, gs is a favorite reading. most of its text considered as surya jnāna “life enlightenment’. by reading gs, both collectively in tradition of mabebasan and in their own interest male them happy as well as suggesting and teaching to be sanwacana ‘wisdom discourses’ available in gs as the reference to motivate them in learning song, balinese language, culture, and hindu religion. some certain parts are learnt by heart, discussed, and understood its meaning, both for self reflection, for worshipped song, for material of topeng, arja dances, dalang, dharma wacana ‘religion enlightenment’ and the source of inspiration in writing literary work and religion. even certain part of gs is produced in term of tape recorder cassette. 9 5. conclusion from above description, it is known that gs is hindu literature that fulfills the requisite of mahākāvya in the domain of sekar alit. it is said like this as gs verses succeed to entertain, teaching and suggest its readers with its estethicreligious of old javanese called kalangwan : (1) formal structure according to alamkara principle; (2) specific narrative structure fulfills sandhii principle having the pattern of bhāwacakra; (3) having the content of siwa-buddhaism in a deep and wide one; (4) from the form and content of lengut kaput melah “beauty in goodness’, that is the readers enjoy any rasa especially sānta rasa ‘peaceful situation’; (5) so that is why, gs is the favourite reading functioning as hindu literature for its readers. 6. acknowledgment gratitude to god almighty as his blessing this writing can be completed on time. his blessing can be felt by the writer through sincere assistance from any parties. so that is why, through this good occasion the writer wish to express my respect and thanks to government of indonesia republic via national education minister, prof. dr. dr. i made bakta, sp.pd(k)., rector of udayana university; prof. dr. dewa ngurah suprapta, m.sc., director program of post graduate udayana university; prof. dr. i gede mahardika, ms. head of research institution of udayana university; prof. dr. i wayan ardika, m.a., dean of faculty of letters udayana university; prof. drs. ketut artawa, m.a. ph.d., head of doctoral program, linguistic program; prof. dr. i nyoman weda kusuma, m.s., head of narrative discourse concentration; dr. i wayan cika, m.s., prof. dr. tjokorda rai sudharta, m.a., dr. i nyoman suarka, m.hum., as promoter and co-promoter; prof. dr. i nyoman kutha ratna, s.u. prof. dr. aron meko mbete, prof. dr. ida bagus gde yudha triguna, m.s., prof. dr. i wayan jendra, su., drs. i gede sura, m.si., drs. i nengah medera, m.si., ida ketut jlantik (the late), i ketut repet (the late), i nyoman oka (the late), and dewa 10 pudji (the late), for their spiritual guidance. the expression of gratitude also goes to my friends and family. clause complex and experien... clause complex and experiential realization in court texts (bali bomb case i): a systemic functional linguistics study eddy setia1*, i gusti made sutjaja2, amrin saragih3, ida bagus putrayadnya2 eddy12457@yahoo.com 1 school for graduated study, udayana university. 2 department of linguistics, faculty of letters, udayana university 3 department of linguistics, faculty of letters, medan state university 1. introduction through the analysis of clause complex and experiential realization in court texts (especially bali bomb case-i) by employing two approaches, namely systemic functional linguistics (sfl) and critical discourse analysis (cda), the writer hopes to find out not only the grammatical constructions of both problems in the court texts but also their ideological constructions. law text in general and court text in particular have their own language characteristics compared with others, such as journal and scientific ones. language complication in law text is also agreed by law experts and law-text makers especially the language used in government constitutions. danet (1980:449) explains that the study of law text is related to language characteristics, functions, and consequence used in social decency negotiation (for details see danet, 1980:449; remmelink 2003:51—52; lumintaintang 1993, 1994, dan 1995; gibbons, 2005:15; tiersma, 1999:139—41; halliday, 2004:3, also eggins, 2004:10; thompson, 2000:9). there are some basic concepts in learning language, besides those that are related to a number of theoretical explanations, as in various technical terms used. in sfl, studying language must be linked to four basic components, i.e. (1) language as a text and system, (2) language as sound, writing and wording, (3) language as structure – configurations of its parts, and (4) language as resource – choices among alternatives. besides, there are also five dimensions in language and their ordering principles. they are (1) structure (syntagmatic order), (2) system (paradigmatic order), (3) stratification, (4) instantiation, and (5) metafunction (see also halliday, 2004:20—30; eggins 1994:201—202, 2004:203; teich 1999:19—20; martin, 1992:4; martin, 1992:4; halliday, 2005:22). 2. clause and clause complex in sfl the technical term of “clause” in sfl is identical with ‘sentence’ in the formal grammar. in sfl (halliday 2005:262) clause complex is a part of clause. the term clause itself, by eggins (2004:255—256) is called clause simplex. clause or clause simplex equals simple sentence in formal grammar and clause complex equals complex sentence. in sfl, parts of a clause are in accordance with the types of process, i.e. (material, mental, verbal, relational, behavioral, and existentional). the criteria used in grouping the process are semantics and syntax. these criteria differentiate one kind of process from the others. type of process determines kinds of experience in a clause and as determinant of participant that is tied up by the process. clause in sfl is a grammatical unit that consists of three main components, i.e. (1) process, (2) participant, and (3) circumstance. process equals verb in formal grammar, participant equals subject or object, whilst circumstance equals complement. interdependency of clauses is technically called “taxis”. the same interdependency is called parataxis (equal status) and the different one is called hypotaxis (unequal status). hypotaxis is the relation between a dependent element and its dominant, the element on which it is dependent. parataxis is the relation between two-like-elements of equal status, one initiating and the other continuing. the distinction between parataxis and hypotaxis has developed as a powerful grammatical strategy for guiding the rhetorical development of text. the choice between parataxis and hypotaxis characterizes each relation between two clauses (each nexus) within a clause complex, and clause complexes are often formed out of mixture of parataxis and hypotaxis. clause complex and experiential realization in cour... file:///d:/eh%20jurnal/linguistik/linguistk-html/e-j%20eng_edi_setia_edit.htm 1 of 5 08/04/2009 12:10 3. experiential realization the concept of experiential realization in sfl refers to flow of events. then, this flow of events is chunked into quanta of change by the grammar: each quantum of change is modeled as a figure – a figure of happening, doing, sensing, saying, being or having. according to halliday (2004:170) the concept of experiential realization is called as flow of events. there are some elements needed in realizing experience in a clause, i.e. process, participant, and circumstance. process refers to activities or actions happening in the clause. 4. ideological concept fowler and kress (1979:185) claim that text embodies ideology. the use of language is influenced by the interlocutors’ ideological positions, that is, the values (consciously or unconsciously held), the perspectives acquired through particular path through the culture (see lemke, 1990:435; threw, 1979:94; hodge, kress, and jones 1979:81; young and brigid, 2006:32. 5. the research findings the research findings on clause complex realization involve taxis and logico-semantic relations. the analysis of clause complex in court texts (bali bomb case i), especially that which deals with taxis and logico-semantic relations shows the number of percentage of the needs of clause interdependencies (parataxis and hypotaxis) and the system of logico-semantic relations . from the eleven texts, a number of 305 clause complex nexus, consisting of 51,47% parataxis and 48,52% hypotaxis is found. the needs of logico-semantic relations are (expansion = 95, 08% and projection = 4, 53%). in conclusion, court texts favor much more parataxis than hypotaxis. the scale of priority of the needs of taxis (expansion and projection) can be determined from t1 to t11. expansion clauses can be grouped into three types, i.e. (1) elaboration, (2) extension, and (3) enhancement. from the whole texts, only t4 favors complete expansion in the two taxis (paratactic and hypotactic elaboration, extension, and enhancement. t1, t2, t6, t7, and t10 variously show the degree of needs of elaboration and extension in their taxis. the variation of the needs is not too much except for paratactic elaboration and hypotactic extension, i.e. for parataxis (elaboration=22,4%, extension=30,18%, and enhancement=2,83%); for the hypotaxis: (elaboration=1,88%, extension=4,71%, and enhancement=35,23%). t1, t2, t6, t7 and t10 show the degree of needs of elaboration and extension in their taxis. the variation of the needs is also not too much except for paratactic elaboration (t10=7,69%) and hypotactic extension (t1 and t2 are equal, i.e. 11,11%, and t6 = 5,0%).t3, t5, and t11 do not need paratactic elaboration at all. from the results of analysis of t1 to t11, there are only six texts that use projection clauses, i.e. t2, t4, t6, t7, t8, and t9. there are two types of projection clauses, namely locution and idea. they can be in the forms of paratactic projection of locutions and ideas and hypotactic projection of locutions and ideas. only some data of projections are found in the analysis. the requirements of projections of court texts can be represented in six texts, and they are arranged based on the scale of priority as the following. (1) t9 = hypotactic projection of locution (26, 66%), (2) t4 = hypotactic projection of locution (26, 66%); (3) t6 = hypotactic projection of locution (13, 33%), (4) t2 and (5) t8 = hypotactic projection of locution (6, 66%); t6 = paratactic projection of locution (6, 66%). 5. the results of experiential realization analysis the results of lexicogrammatical experiential analysis are tabulated in order to clarify the degree of the difference in the needs of distribution of grammatical elements in each text. t9 does not mostly need men(tal) process type ( 6,55 %), but also highly needs verb(al) process type( 6,72 %) compared with the other texts. men process concerns with sense, cognition, emotion, and perception that happen in human being. verb process is in between, men and rel processes. it means that, verb process owns its characteristics, that is, to show activities which are closely related to information. from the results of the analysis, beh (avioral) and ex (istence) processes are likely not required in all clause complex and experiential realization in cour... file:///d:/eh%20jurnal/linguistik/linguistk-html/e-j%20eng_edi_setia_edit.htm 2 of 5 08/04/2009 12:10 texts. there are also some other processes that are not required in some texts. for example, mat (erial) process does not exist in t3 and t7, neither do men process in t1 and t2, rel process in t1 and t3, and ver process in t5 and t10. requirements of types of process in each text are different from each other. t4 prioritizes mat and rel processes (even the portions are different) compared with the other types, i.e. 12, 61% and 8, 06% of each. in conjunction with verb transitivity process, t9 can be seen to need the biggest verb transitivity, namely 30,0% out of the total number of 133 processes, followed successively by t10=20,30%, t11=18,79%, t4=18,04%), t6=5,26%, t2 and t1 =2,25% each, t8 and t3=0,75% each, and t5 does not require it at all. the results of the analysis of participant types show that from the total number of 550 samples, the spread of each participant types (pt) (humans and nonhumans) in each text can be concluded as follows: t9 favors 194 pts (humans=29,0% and nonhumans=6,18%). t4 favors 165 pts (humans=18, 0% and the rest (12,0%) are nonhumans. t10 favors 39 pts (humans=5, 45% and nonhumans=1,63%). t11 favors 34 pts (humans=4, 72% and nonhumans=1, 45%). t2 favors 26 pts (humans=3, 63% and nonhumans=1, 09%). t8 favors 18 pts (humans=1, 27% and nonhumans=2, 0%). both t1 and t5 favor 10 pts (humans=1, 45% and nonhumans=0, 36%) nonhumans. t3 is the only text which does not require pt (= 0%), but it requires 2 nonhuman pts (0, 36%). the results of the analysis of circumstance types show that eight out of eleven texts favor acc circumstantial type. they are t1 (1, 27%), t3 (0, 21%), t4 (9, 09%), t5 (0, 63%), t6 (2, 33%), t7 (0, 63), t8 (0, 63%), and t9 (18, 18%) respectively. t2 and t10 favor the same type of circumstance, i.e. loc/temporal (t2=1, 90% and t10=1, 48%). t11 is the only text which favors rol circumstantial type (3, 59%). meanwhile the insignificant numbers are cause (cau) =5, 50%, extent (ext) temporal=2, 75%, circumstantial=1, 90%, rol=1, 48%, mat=0, 85%, and ext distance=0, 42% respectively. context of situation can be grouped into three components, i.e. (1) social action, (2) role structure, and (3) symbol organization. these three components, in lfs are recognized as field, tennor, and mode. environmental or social context of language is structured as “field”, a certain social action; "tenor" concerning with the role relationship; whilst "mode” concerns with problem of symbol subdividing. the combination of the three components produces situation or context of a text. tables of context of situation text field tenor mode 1 court prosecutor written 2 court prosecutor spoken-written 3 court prosecutor spoken-written 4 court prosecutor spoken-written 5 court defendant/the accused spoken-written 6 court defender spoken-written 7 court prosecutor spoken-written 8 court defender spoken-written 9 court court of justice spoken-written 10 court court of justice spoken-written 11 court supreme of court spoken-written 6. novelty the ideological interpretation of each text (t1-t11) can be represented as follows: based on the analysis in part 4 (4.1 – 4.1.3) and part 5 (5.1 – 5.5) above, it can be summarized that t1: [(α xβ)® actor ^ pro.mat ^ gol ^ sirc.acc: (part:human)] = can be interpreted as “written order” that needs to be replied. t2: [(1 +2)® actor ^ pro.mat ^ gol ^ sirc.loc dan time: (part:human.)] =can be interpreted as the information of material and physical events. t3: [(1 +2)® senser ^ pro.men ^ phenomenon + sirc.acc: (part.nonhuman)] = can be interpreted as “rules/authorities”. t4: [(α xβ) ® actor ^ pro.mat ^ gol ^ sirc:acc: (part:human) + (hipotactic locution projection)] = can be interpreted as the information of clause complex and experiential realization in cour... file:///d:/eh%20jurnal/linguistik/linguistk-html/e-j%20eng_edi_setia_edit.htm 3 of 5 08/04/2009 12:10 material and physical events. t5: [(α xβ) ® actor ̂pro.mat ̂gol ̂sirc:man / acc /role: (part:human)] = can be interpreted as material acts that implicitly can be proved as facts. t6: [(α xβ) ® senser ̂pro.rel ^ att ^sirc:man + angel: (part:nonhuman.)] = can be interpreted as “evidence”. t7: [(1 =2) ® token ^ pro.rel ̂value ̂pro. rel ̂value: (part:nonhuman)] = can be interpreted as “definition”. t8: [(α xβ) ® token ^ pro.rel ^ value :(part:nonhuman)] can be interpreted as “definition”.t9 : [(α xβ) ® actor ^ pro.mat ^ gol ^ sirc.acc: (part:human) + (hipotactic projection locution)] = can be interpreted as the information of material and physical events. t10 : [1 + 2] ®actor ^ pro.mat ^ gol ^ sirc./time: (part:human)] = can be interpreted as “statement”. t11 : [1 + 2] ® sayer ^ pro.verb ^gol ^ sirc.man :(part:human.)] = can be interpreted as “order”. 7. conclusion and recommendation 7.1 conclusion discussing experiential metafunction means discussing about grammatical clause as representation. transitivity system or process system stresses on the differences in material, mental, verbal, and behavioral paradigms. circumstantial systems stress on the differences in adverbial or prepositional phrases which exist in all processes (material, mental, verbal, and behavioral. nevertheless, each process is followed by the role of different participants which happen in the different configuration. the choice of material process, for instance, chooses the role that must follow it, i.e. actor, and other choice elements, such as gol. the choice of mental process involves senser and phenomenon, and so on. therefore, in describing the grammar of clause as representation, it does not only describe the difference among the process types but also the difference that arises in the role and the function of participant and the possibilities of circumstantial choices. the results of overall analysis of both grammatical elements (clause complex and experiential realization) in each text result in ideological interpretation. 7.2 recommendations this writing only discusses about clause complex and experiential aspects. it means that, there are many more grammatic aspects need to be observed and expanded. there are many kinds of texts that can be further studied and observed. hopefully, the results of the analysis in this disertation could be match with the usefulness, i.e. (1) can enrich the documentation of language research in general, (2) can be a model and at the same time as enrichment of texts analysis that combine two approaches, i.e. systemic functional linguistics (sfl) and critical discourse analysis (cda), (3) can be a reference and at he same time as a contribution for those who particularly are interested in texts analysis and in language researches in general. 8. references halliday, m.a.k. 1961 categories of the theory of grammar. word 17, 242-292. dicetak ulang di bab ii dalam m.a.k. halliday (2002), on grammar, vol. 1 kumpulan karya m.a.k. halliday. diedit oleh jonathan j. webster. london & new york: continuum. halliday, m.a.k. 1963a. the tones of english. archivum linguisticum 15.1: 1-28. halliday, m.a.k. 1963b. intonation in english grammar. transactions of the philological society. p. 143-169. halliday, m.a.k. 1966a. “the concept of rank: a reply.” journal of linguistics. 2 (1): 110-118. halliday, m.a.k. 1967. intonation and grammar in british english. the hague: mouton. halliday, m.a.k. 1973. exploration in the functions of language. london: edward arnold. halliday, m.a.k. 1974b. language and social man. london: schools council & longman. halliday, m.a.k. 1975. learning how to mean: explorations in the development of language. london: edward arnold publishers. halliday, m.a.k. 1979. language as social semiotic: the social interpretation of language and meaning. clause complex and experiential realization in cour... file:///d:/eh%20jurnal/linguistik/linguistk-html/e-j%20eng_edi_setia_edit.htm 4 of 5 08/04/2009 12:10 london: edward arnold publishers. halliday, m.a.k. 1985. an introduction to functional grammar. first edition. london: edward arnold. halliday, m.a.k, 1986. spoken and written language. victoria: deakin university press. halliday, m.a.k. 1992b. the notion of ‘context’ in language education. in: le, t., mccausland, m. editors. interaction and development: proceedings of the international conference, vietnam. 30 maret – 1 april 1992, university of tasmania: language education. halliday, m.a.k. 1993. writing science: literacy and discursive power. london: the falmer press. halliday, m.a.k. 1994. an introduction to functional grammar. second edition. london: arnold. halliday, m.a.k. 2002. linguistic studies of text and discourse. london: continuum. halliday, m.a.k. 2003. on language and linguistics. london: continuum. halliday, m.a.k. 2004. the language of early childhood.. london: continuum. halliday, m.a.k. 2005. on grammar. london: continuum. halliday, m.a.k. 2006. the language of science. london: continuum. halliday, m.a.k. 2006. computational and quantitative studies. london: continuum. halliday, m.a.k. dan matthiessen, c. m.i.m. 1999. construing experience through meaning: a language-based approach to cognition. london: cassell. halliday, m. a. k. dan matthiessen, c. m.i.m. 2004. an introduction to functional grammar. third edition. london: arnold halliday, m.a.k dan ruqaiya hasan. 1976. cohesion in english. london: longman. hancock, c. 2005. meaning centered grammar: an introductory text. london: equinox. hodge, b, g. kress, dan jones. 1979. the ideology of middle management. in fowler, et.al. language and control. london: routledge & kegan paul, p.81-93. hodge, r. dan gunther, k. 1988. social semiotics. cambridge: polity press. hoey, m. 1996. patterns of lexis in text. oxford: oxford university press. clause complex and experiential realization in cour... file:///d:/eh%20jurnal/linguistik/linguistk-html/e-j%20eng_edi_setia_edit.htm 5 of 5 08/04/2009 12:10 i e-journal of linguistics ideologies beyond the inviting rain text by balinese migrant in sumbawa ni wayan mekarini wmekarini@yahoo.com triatma jaya tourism and hospitality bussiness college prof. dr. i gusti made sutjaja, m.a. email: sutjaja@yahoo.com study program of linguistics, school of postgraduate studies, udayana university prof. dr. i wayan pastika, m.s. email: pastika59@yahoo.co.id study program of linguistics, school of postgraduate studies, udayana university dr. putu sutama, m.s. email: study program of linguistics, school of postgraduate studies, udayana university abstract makalah ini menerangkan tentang ideologi yang terkandung dalam teks panggil hujan. sejalan dengan situasi tadah hujan, teks panggil hujan menjadi harapan bagi keberlangsungan mata pencaharian petani. ideologi teks diteropong dari sudut pandang konteks situasi. pada aspek medan terdapat etika bahwa teks ritual tidak boleh diwarnai dengan gurauan atau homor. stuktur percakapan ditata secara sederhana, tanpa proses berbantahan. pada aspek pelibat, ketua pamangku berfungsi sebagai partisipan kunci. hal itu sejalan dengan dinamika kekuasaan yang terkandung dalam suatu praktik sosial. bagaimana struktur ideologi yang dikandung teks panggil hujan sehingga teks dapat berfungsi secara signifikan dalam pemeliharaan hidup petani? paper ini mengulas ideologi dari tiga metafungsi yang berbeda versi sistemik dikombinasikan dengan tinjauan dari sudut pandang wacana. keywords: ideologi, konteks, medan, pelibat kunci, pemeliharaan hidup ii i. introduction suyadnya (2006) and badra (2009) stated the balinese inviting text is magical activity since it combines symbol and spell. other balinese culture observers, hooykaas (1980), classified it as soccery that required spiritual knowledge. so far, the ability of inviting rain is locked to public so it could be understood by few people. people even those who are regularly involved in the practice have not enough knowledge of it. this assimetry condition could be predicted as the influence of strong warnings, such as awye wera ‘do care, shouldn’t be shared to others’ and ila-ila dahat ‘very dangerous, do not talk about’. this warning also comes with fine or punishment, among others are nonmedical pain, mental disturbance, social communication difficulties, or short aged. in other words, there is a large gap between text productivity and public understanding which encourage the researcher to explore it then. emperically, inviting rain text can be found in the area of the balinese migrants along sumbawa island which is generally carried out as agricultural protection. the actor of the text has no special label as it was in bali. text productivity raises some questions: (a) what ideologies are there to let the text legaly put into practice (b) what concepts are there in interpersonal relation, and (c) how the text is formed. the general objective of the research is to explore values and wisdom beyond the migrant community cognition which might be different from those brought from their land of origin. research problems are formulated to explore both cultural and discourse ideologies beyond the inviting text. ii. general overview on adjectives as far as an ideology is concerned, halliday (1985: 5) defines it as part of cultural context representation, which is associated with sense, norms, knowledge, and values. lexicon selection to realize a meaning is different among groups because sense is beyond the language aspect. for example, the meanings of the statue, picture, or dance are different. eggin (1994: 113) states that ideology is the most abstract contextual element that is implicitly realized in the text. ideology iii includes language relationship with mind, participants, and culture which clearly describe field, actors, channel, and the meaning source. on the other hand, text is also a discourse which shows power domination (kress (1985: 29). in discourse, ideology covers the entire system of ideas and perspectives on the world to be able to form unconsciousness (false consciousness) to comply. it happens because the ideology comes from experiences that are condensed on the groups from previous generation to the next generation. it then was appointed as a rule in social life that must be obliged to all group members. ideology is essentially a form of knowledge and its relation to social class structure and the implementation of specific social practices. knowledge can be a social convention which was subsequently accepted as cultural norms and values. for example, repetition of certain tradition makes the implementation of certain social practices of conventional practices that must be implemented. thompson (1984: 60) reveals that ideology is a way of creating a stable social order, legitimacy explicit, and evokes the spirit of the past. thus, ideology is always "immanent" in effective social relations which later turned into imbalanced relation. based on those definitions, this study of ideologies beyond the inviting text explores the range of knowledge and perception of the world that make up the group identity and legitimacy aspects which also create domination to force social arrangement. the systemic functional linguistic theory accommodates linguistic and nonlinguistic aspects where ideologies are realized in the cultural context, situational context and its lexicogrammatical relation (halliday, 2004, eggins, 1994). compared to the elements of situational or cultural context, ideology is categorized as the outermost context in the text or the most abstract context (eggin, 1994: 10, 113). that’s why ideology is not clearly stated in the text, but the text implies it. the abstraction of ideology is implicitly realized in the text and used as a source of meaning of the text. in other words, a phenomenon is seen and given meaning by the ideology exposed. these patterns of view can further differentiate it from other groups. thus, ideology is identical to the identity of the group that includes (a) the value which is upheld and obeyed unconsciously, and also (b) biases and perspectives adopted. the unconsciousness in obeying such an iv ideology is based on the value of crystallization that has been adhered to the society from one generation to the next. this value also covers negative impact that disturbs the community if the text is not implemented. values and perspectives on participants include a variety of language, power, type of relationship, level of experience while values and perspectives on the role of language involves the selection of word patterns, the flow of information, politeness, and metaphor. iii. discussion ideology in discourse explains how a perceived phenomenon is shown from people’s point of view, including forecast when such practices are not implemented, the keynote speaker, and the intensity of the experience exchanged among participants. ideology in situational aspect covers the field of social practices, participant, and information organization. ideology on the use of language includes a variety of responses submitted, the information given and stored and the distance between participants and events. these points of view become group identity that might differ it from similar communities in other areas. 3.1 inviting rain as a discourse as a discourse, the ideology tnngb is characterized by the presence of legitimacy or how power can be obtained to be used as the basis for taking right to do social control. in this field, ideology is associated with domination by the controller against the controllee. the dynamic power of the text allows the assimetry power in the implementation of social practices. as a discourse, the inviting rain text contains elements that justify the domination of the key participant over the community. the key participant that is the chef pamangku can maintain people’s life, because the text is done to protect farmers from loss. the more farmers had the blessing of rain, the glorier the ritual did. the key participant is given no special label for this ability which indicates nonprofessional activity. as migrants they are given wide planting areas, the v coming rain is responsed by working hard along days. no migrants have returned home to bali, but they still kept close relation to the relatives in their land of origin. the inviting rain text is dominated by the universal values of life; among others are life maintaining, environmental care, and working hard. the most important belief is the greatness of god in regulating human life. migrants believe that water crisis brings another advantage behind. the almighty god is the only source of hope in facing unaffordable problems since he allows what is impossible to become possible. even if land looks barren, dry, and hard to plant, it can provide an adequate harvest with the god’s help. the migrants believe that god is always there close to diligent, hard working and honest people. however, it is believed that god has dual characters, blessing or punishing. blessings are received by people by working and delivering offering, which is seen as a balance value between receiving and giving. ideology of caring environment is reflected in the loyalty of migrants to occupy the area set by the government. rainfed environment is not treated as a disadvantage, but the opportunity to live closer to mount tambora, the highest hindu kingdom in sumbawa. migrants considered sumbawa regency government as the one which saves their lives from long poverty. social problems in bali such as graveyard confict, sekte ‘class domination, or kasepekang 'dismissed as members of the banjar' will never occur in any migrant area. the only label used is that balinese migrants unify them all. iv. inviting text as text the ideological viewpoint as a text is concerned with the ideology as an identity group. that view can be understood as a way of understanding a specific group that can help a person to enter and get involved into the group easily. 4.1 ideology in field ideology in the text field is associated with the values and perspectives of the text group and other related things based on the user, that is, how the community of users interpret and function the text. thus, the ideology of the text vi field brings certain thoughts of group members, including the beliefs and concerns. the inviting text is accieved as a text of hope. the key participant conveys a specific request and hope to god and asks him to be pleased to help the community. migrants do pump the rest rain water from the pond for farming. they dig traditional wells, but no water has come out. in this case, the neduh ‘inviting rain’ text is the only hope to obtain rain. so far, this inviting rain text is appointed and agreed upon as a a cultural tradition of agriculture. the ideology in field is shown below. no stages place held ideology 1 marembug pamangku’s discussion 2 rapat pengurus pamangku’s meeting 3 mapengarah member’s sosialization 4 neduh temple asking for rain as shown in the table above, ideology that stands out in the field is the elements of coordination and cooperation between components, such as, indigenous leader, chairman of the association pamangku, traditional village officials, community pamangku, chairman of the group, and members. among all the stages of its implementation, the first stage can be categorized as a central stage. in the marembug stage ‘discussion’ whether text must be held or postponed is discussed, whether it is the high time to hold it. the chef pamangku and village head make the decision based on the balinese calendar and climate. the pamangku has untypical experience in ritual especially how to communicate the wish to the invisible figures. this experience put him as a key participant. 4.2 ideology in participant relation participant can be classified from the activity or status. the text begins with a discussion between the village head and the pamangku. these two functions, therefore, can be taken as the inisiator for the text. in this preparation vii stage, the head village visits the pamangku’s house to have a discussion. with such initiatives, the position of traditional leaders appear lower than pamangku. the pamangku is perceived as a source of advice and guidance. in the other stages, the pamangku plays most dominating conversations or contributes most in terms of ideas and concepts. he has the right to maintain the text in stages, groups involved, and the type of implementation. in terms of facilities, the pamangku selects facilities including the symbols of offering and magical figures. from the aspect of language use, the variety exemplified by the pamangku tends to be followed by others, in this case, the use of honorific expressions. there are two types of vocatives used, such as honorific vovative and kindship vocative. the participants involved in the stages of the text can be divided into obligatory and arbitrary participants. the obligatory participant is a person that must be present during the text, opposed to the arbitrary ones. the presence of the obligatory participant shows his significant role during the process. the ideologies in the participant structure are shown below. no stages obligatory participant arbitrary participant 1 marembug pamangku village head secretary small group leader 2 rapat pengurus pamangku group village commitee sajen maker information blower 3 mapengarah information blower member 4 neduh pamangku village head community members from the table above, it can be seen that the structure participant reflects the contribution of each participant to the text. the most significant role is played by the pamangku and village head as they are involved in most stages of the text. the percentage shows that text cannot be executed without their agreement. in other words, the two roles contribute to social control. viii the community members can be categorized as ritual followers which does things instructed. they support the text through behavioral action and obtain not enough knowledge about text stages and the meaning of utterance. however, there is no strong willing to know it because asking such questions is considered as impolite attitude and untrust the key participant. 4. 3 information structure the ideology on the use of language reflects the culture of the balinese ethnic group. the role of the language ideology contains two main points, namely, a wide choice of languages and metaphors. first, in terms of information structure, it looks like a common choice ‘pattern-specific’ (general-specific). the general information such as time and the common sajen is shared to all participants. specific information regarding the specific means of upah-upahan ‘gift, offering’ is locked by the group of the village board, or pamangku group. the most specific information such as rerajahan ‘symbols’ and spells are hidden from the others. the structure of information extends from general to specific information. the information can be divided as shared information, selective shared information; and unshared information which is kept individually. in other words, selection ofl information may not be known by the other participants but it is tightly stored by the key particpant. information is stated from general to specific as shown in examples below. (1) a. buin petang dina, tanggal patlikur niki, rahina sukra pon prep four days date 24th day friday 'four more days, exactly friday twenty-fourth ' b. nggih, nyoreang sawetara jam dua kont afternoon about clock 2 ‘right, 2 pm in the afternoon’ the information on time (a) is stated in term of days to the target time. it’s necessary since the community does not pay much attention to the days or dates in a calendar. in a more specific way, the information on day time (b) is more ix needed than the clock time. all participants prefer the information on day time to the clock-based information. early in the morning, they go to work in the field, take a rest at noon, keep working until the sun sets and soon reach home. in other words, the sun is appointed to be the oclock leading their daily activities. the clauses below presents shared and unshared information. (2) indik sajen anggen mapinunas, prep offering prep beg ‘the offering for begging’ wantah a pejatian maten saking jerone atr offering name prep 2 sg ‘just a pajatian from you’ sane lianan tiang driki ngarerehang. rel other 1 sg complete ‘i completed the others’ the information on the common offering pajatian is shared but the specific information of the complete offering and equipment is not stated. there is a norm that peole may not ask for more information than it was given. this also represents that the text is locked to public since the one who shares it openly could be fined. if a participant wants to know it, the pamangku will restate the warning to stop the dialogue. another stategy shown in the text is the metaphor which relates man to god. the metaphor compares two lexical items in congruent semantic meaning, as the following examples. (3) a. titiang damuh cokor i dewa 1tg water favor foot art gods 'i am your servant' b. jerone wantah jan banggul due ida 2 tg rel stair pos 3 tg ‘you are the stairs (to reach) him (the god)’ x metaphor (a) damuh 'water favor falling on the ground’ shows that man is far below the god’s power. in that context, god is positioned as the sun that can heat the water drops and make them disappear soon. man is treated as a very weak entity, and his existence depends on the sun. from a different perspective, the concept of this metaphor reflects a vertical line, where humans are in the lower pole and not enough strong to preserve their existence. the metaphor jan banggul ‘stairs’ (b) shows that it is hard for people to communicate his wish. in this case, the pamangku is taken for granted has the ability to connect people to god. it also means that each ritual needs the assistance from the pamangku to communicate people’s wish. through the pamangku, man is linked to the creator of the nature. in brief, the inviting rain text covers the ideology of the belief in the almighty god. v. conclusion the ideology of the inviting text and the value realized by the perception that is upheld by the community. the ideology covers the tight relation between language and people’s mind, language and participants’ relation, and also language and culture. the situational ideology that forms the field of ideology, participant, and the use of language realkizes the ideology of hope, residential perception, and protects and blesses groups, opposed to fine. neduh , the ‘inviting rain text’ is accepted and implemented for farming. the ideology on the participant’s relation includes the imbalanced participant’s power to create the key participant, obligatory participant, and oblic participant. the pamangku acts as the key participant that holds the legitimacy associated with place, time, offering, participant, and stages. from the gender point of view, men contributes himself in most stages, and the only a small part is done by women. thus, the text can be categorized as a men’s capacity. the ideology on the role of language includes the use of language that is raised by the participant key and is used as a model by the other participants. the conversation in the high variety of the balinese language spoken by the pamangku is followed by the other participants. the range of vocative covers kindship and honorific to religious leaders as well as a strategy xi to maintain identity and origin. the text raises the metaphor which compares man to god. as god is the highest, man addresses his wish and expectation, especially on unsolved issues. from the information structure, not each piece of information is stated explicitly, but some is shared explicitly or even kept hidden. this type of information causes people not to have clear understanding. the text functions as a protective ritual to save people’s livelihood. with the service provided by the pamangku the ritual could be held and believed to link people to god. references eggins, s. 1994. an introduction to systemic functional linguistics. london: pinter publisher ltd. fairclough, n. 1995. critical discourse analysis: the critical study of language. new york: longman publishing. halliday, m.a.k. 1985. language as social semiotic. london: edward arnold. halliday, m.a.k. 1973. exploration in the functions of language. london: edward arnold. kress, g. 1985. ideological structure in discourse. dalam dijk, t,. ed. dimension of discourse. volume 2. amsterdam: academic press. microsoft word sri satyawati_edited 1 valency and syntactical relation in bimaness made sri satyawati1, i ketut artawa2, i wayan pastika2, i gusti made sutjaja2 1postgraduate program, udayana university 2department of linguistics, faculty of letters, udyana university email: madewati@hotmail.com abstract this study presents the findings and descriptions of the replies to several problems that have not been completely and deeply discussed in the researches previously conducted on bimanese. the problems are related to micro-linguistic factors, namely valency and syntactical relation in bimanese. both deductive and inductive approaches were applied to obtain satisfactory results. the main theory employed in this study is role and reference grammar theory (rrg) by van valin and j. lapolla. it was employed to completely analyze the collected data in accordance with the problems proposed in this research, and the inductive approach was employed to analyze the data in order to get novelties. in this study, clause structure is given the first priority to discuss, followed by the discussion on operator, voice markers, nominalizers, and definiteness. based on the predicate category, the clause in bimanese can be constructed with the constituents that are under the categories of verb, noun, adjective, number, and adverb (prepositional phrase). based on the clause analysis, it has been found that in bimanese there are several operators, each of which has different functional boundary in marking the clause meaning. one operator may only sign nucleus, core (nucleus and argument), or core and periphery. bimanese has also been identified to have four linguistic states expressed by verbs that are made to make sense based on state (aktisontrat), achievement, and accomplishment. rrg classifies verbs into ten instead of four. however, in this study, to make the analysis easier, verbs are classified into four. the predicate in bimanese can be both serial verbs and secondary verbs. it has also been found that the mechanism of change in valency is marked by the attachment of markers to the verbs resulting in causativity, applicativity, and resultivity. from those syntactical constructions, the syntactical relation in bimanese can be clearly identified. the discussion on syntactical relation starts with subj and obj followed by word orders. the word orders found in bimanese are spo, adposition of prep-n, n-g, n-adj, n-dem, and question word position. in addition, four voices have also been identified in bimanese. they are active, passive, middle, and antipassive. key words: morphosyntax, valency, syntactical relation, operator, state, aktionsart, lexical representation, thematic relation, voice, serial verbs, secondary pred. 2 1. background bimanese or commonly called nggahi mbojo is a language natively spoken by approximately 608,679 speakers in the eastern part of sumbawa island including bima regency, dompu regency, and bima city (syaqmsuddin, 1996: 13). the eastern part of bimanese speaking area is the komodonese speaking area and the western part is the sumbawanese speaking area. bimanese is one of the local languages existing in indonesia. it is a language that is really interesting to explore. however, few studies pertaining to this language have been conducted. therefore, some micro linguistic aspects such as morphology and syntax need investigating more completely and consistently. as an illustration, in the previous studies no clear explanation about markers and their functions in bimanese has been found. in fact, their forms, functions and meanings affect the clause structure and the constituents forming the clause. morphologically, the discussion is not only related to the forms and functions of the verbs, but the meanings of the verbs also become the focus of the discussion. the meanings of the verbs resulting in different types of verbs may affect the verb valency. and then, the difference in valency may result in various relations between the verb and its arguments. this morphosyntactical study is focused on morphology and syntax. therefore, the main problems discussed in this study are as follows: 1) what are the patterns of the clause structures in bimanese? 2) as a language with no affixes, is it possible to determine the argument thematic relation role to the subcategory of pred in bimanese? 3) is there any grammatical and lexical marker for realizing the mechanism of change in valency in bimanese? 4) how is the syntactical relation in bimanese expressed? 2. theoretical framework the main theory referred to for analyzing the phenomenon in bimanese, as mentioned above, is role and reference grammar (rrg), which is developed by van valin and la polla (1997) and is intended to develop the universality of languages 3 viewed from the clause structure in bimanese. in the clause structure, it views the distinctions between predicate and non-predicate elements or between noun phrase and ad position phrase (preposition and postposition). the distinctions made and the other concepts of rrg may be employed to recognize the linguistic facts existing in bimanese. in addition, it is also employed to determine the change in valency in bimanese syntactical relation. compared with other formal theories, rrg is the proper one for analyzing the morpho-syntactical factors in bimanese. it rises as a combination of some formal theories, as some of the terms used in it are derived from the theories previously introduced. this can be exemplified by the fact that in rrg there are three grammatical relations such as subj, obj, and indirect obj., while in functional grammar there are only two relations, that is, subj and obj. furthermore, relational grammar views a clause only from syntactical function and functional grammar views a clause from two dimensions, that is, syntactical and semantic dimensions, while rrg analyzes a clause based on syntactical, semantic, and pragmatic aspects. 3. research method according to van valin and laq polla (1997), the aim of linguistic study is to explain linguistic phenomenon. this includes the explanation of a language as an individual possession and the explanation of languages that is directed to the universality of languages. from such phenomenon, it can be recognized how a language is different from others. this study attempts to describe the linguistic phenomenon in bimanese especially those that are concerned with valency and syntactical relation. this qualitative, explainatory and synchronic study expresees and explains the data in accordance with the language reality. this is also called a field study since the data were natural and were directly obtained from the speakers (hyman, 2001). he stated that many researches conducted so far did not involve human participation apart from researchers themselves. in addition, according to him, field linguistic study does not only involve the first person (the researcher), but also the second person for the data elicitation and the third person for observation so that the data obtained are accurate. this means that the quality and the 4 quantity of the data depend on (1) the researcher, and (2) the time and the speakers’ skillfulness (mithun, 2001). the data collected for this study are classified into the primary data (the data that are obtained through interview) and the secondary data (the data that are obtained from texts). the technique employed to analyze the data was descriptive-analytic, and the approach applied was deductive-inductive. 4. discussion one of the findings show that the clause in bimanese is made up of pred filled with verb and non-verb. the pred filled with verbs produce intransitive, monotransitive and bitransitive clauses, whereas the pred filled with non-verbs result in intransitive clauses only. bimanese does not have any affix determining any change in valency and voice. for this purpose, the concept of operator is used instead. with reference to such a concept, seven types of operator were found in bimanese used as the indicators of the elements of nucleus, core (nucleus and arguments), and clause (core and periphery). they are aspect, negation, modality, evidential, status, illocutionary and directional. therefore, bimanese is considered (1) a language focusing on informational aspect proved by three types of aspect markers such as actor cross reference ku-/-ku, {ma-/-na}, {na-/-na}, nominalizer {ma-},{ma-}, {ra-}, and {di-}, and lexical markers such as wunga for ‘progressive’, nee for ‘future’, and ‘past participle’; (2) a language whose marking system is determined by the role of arguments filling in the subj (actor or undergoer); (3) a language whose passive construction is only marked by {ba-}or whose agent markers are attached to the pred, that is, nee for ‘future’ and wau for ‘past participle’. the aspects determined by the three types of aspect markers are (1) imperfective (if the cross reference of the actor appears before the pred, {di-}and nee for ‘future’ are used), perfective (if the cross reference of the actor is after the pred, {ra-} and wai for ‘past participle’ are used), habitual (if the cross reference of the actor is attached to the pred, {ma-} is used), and durative that uses the lexical marker wunga for ‘progressive’. furthermore, the iterative marker {ku-}attached after the pred is also found in bimanese. 5 the grammatical markers indicating aspects can function as the agent markers in passive construction and as the possessive markers as well. moreover, some can also be used as nominalizer/relativizer. the agent markers and the possessive markers are marked by the cross reference of the actor, the nominalizer and relativizer are marked by {ra-}, {di-}, and {ma-}. the other operator category is negation, which is indicated by the lexical constituent wait ‘not’, watipu ‘not yet’ and laina ‘not’. the constituent wait or {ti}’not’ is used to negate noun, verb and adjective; laina ‘not’ is used to negate noun, while watipu is used to express unfulfilled activity. the operator which is in the forms of modality, status and evidential contains illocutionary force close to modality. the lexical markers au ‘what’, cou ‘who’ and the grammatical marker {ro} are used to indicate interrogative illocutionary force, while the lexical constituent aina ‘do not’ and the grammatical markers {ja}, {put}, {ni} are used to indicate imperative one. directional operator is also found in bimanese. how it is used depends on geographical area and direction. the markers used to express direction are di for the object located in the west, ele for the object located in the east, da for the object located in the north, and da for the object located in the south. furthermore, the markers used to refer to geographical area are ipa for the area isolated by a mountain, a river, and sea, ese for the upland, awa for the lowland, dei for the hinterland, and ari for outside/more developed areas. bimanese also has voice markers such as {ba}for oblique, weki for reflexive, angi for reciprocal, {-wea}, {kai}, and labo for an increase in valency. the markers of relative, noun and definiteness are also found in bimanese. in rrg, a clause is composed of core (consisting of pred and its arguments) and periphery. pred is expressed by nucleus which is under category of verb and in bimanese it can express four types of state. the meaning of verb introduced in rrg is based on the types of aksionsart such as state, activity, achievement, and accomplishment. out of ten types of verbs whose meaning is based on aksionsart, only four are used in this study. they are used to determine the lexical representation of each verb in bimanese. to determine the thematic relation of verb, two basic types of verbs, namely state and activity are used. 6 based on what has been described above, the lexical representations of the four basic types of verbs are as follows (1) be’ (x,y), (2) pred’(x), or pred’ (x,y), and (4) be’ (x, [pred’(x)] for state verb; do’ (x,[pred’(x,y)] and do’ (x,) pred’ (x) for activity verb; ingr pred’(x) or ingr pred’ (x,y) for achievement verb; become pred’ (x) or become pred’ (x,y) for accomplishment verb. furthermore, the thematic relation of verb in bimanese indicate that the verb can involve one or more participants whose roles are patient, perceiver, stimulus, cognizer, content, wanter, desire, possessor, possessed, emoter, target, effector, goal, mover, static, static mover, performer, consumer, consumed, creator, creation, and locus. the pred in bimanese can be in the forms of serial verb and secondary verb. the serial verb is made up of two verbs, one of which is lao ‘run’ and mai ‘come’, as in lao rai ‘go running’ and mai ngaha ‘come to eat’. the secondary verb involves depective, resultive, circumstance, and complement predicate. three of them, depictive, resultive and circumstance, are called adjuncts and their existence in a clause is optional, and the other, complement, is obligatory and is called complement. from the analysis of verb valency, it has been found that the mechanism of alteration in valency in bimanese is marked by the increase in valency (causative and applicative) and the decrease in valency (resultative). causative in bimanese is reflected lexically, morphologically, and analytically. the lexical causative takes place when the constituent of pred is a verb with causative meaning such as gili ‘to roll’ and dunggi ‘to push’. morphological causative is formed by attaching the causative marker (ka-) to adjective such as in makarasona ‘to clean’, to noun such as in makacina ‘to become brother’, to number such as kaduana ‘to becomed two’, and to verb such as makapaliponga ‘to make to become rolling’. analytic causative is formed by adding the verb ndawi both to intransitive and transitive clauses containing the verb kau. in addition, there are also causative constructions with semantic parameter known as (1) pure causative and permissive causative, (2) direct causative and indirect causative. applicative in bimanese is marked by the prepositions labo and kai and the marker wea. the two prepositions appear in the predicate slot and may be marked by a cross reference marker and form complex verbs such as nika labo ‘to marry with’, doho 7 kai ‘to sit in’. applicativity with the marker wea is formed by adding it to the verb as in ndawi wea ‘to make for’. the complex verb with wea can also be marked by a cross reference as in the two prepositions mentioned above. in bimanese, the process of causativity is similar to the process of applicativity in that they are formed by adding arguments. in causative, the argument added is actor, while in applicative the argument added is undergoer whose thematic roles are benefactive, commutative, instrument, and theme. the argument with benefactive role appears in the applicative with wea , while the commutative and instrument roles appear in applicative with labo and kai. resultative as a process of the decrease in valency is derived from passive. the verb in resultative is marked by a resultative marker {ra} but the agent is omitted. there are four types of voice found in bimanese. they are active, passive, middle, and anti-passive. the pred of all the voices are (1) noun, verb as the basic constituent which may be marked by an aspect marker and a cross reference marker; (2) basic transitive verb, either active or passive marked by causative, applicative, and benefactive markers. generally, the transitive verb can be recognized through the meaning of the verb itself, if there is an argument in the form of direct object (undergoer) after the verb. the aspect markers attached to the verbs in active transitive construction use actor cross reference markers such as {ku/-ku}, {-mu/mu}, and {-na/na}, while the aspect markers in passive construction are {ra} for perfective and {di} for imperative. the passive aspect markers may also be used in middle voice with transitive verbs. theoretically, middle voice is classified into periphrastic middle, morphological middle and lexical middle. however, based on the analysis of the data, in bimanese there are only two types of middle. they are periphrastic and lexical middle. bimanese does not have any grammatical marker indicating morphological middle. it only has lexical markers marking reflexive middle such as weki ‘self’ or kese ‘self’ and marking reciprocal ‘angi’. in addition to the lexical markers, reflexive in bimanese can also be expressed by reflexive verbs marked by actor cross reference markers. these markers are used to express that the action conducted by the actor comes and refers to the actor itself. 8 based on the analysis of the form of middle action, the middle voice in bimanese is divided into (1) physical care (performance) action, (2) action performing physical change, ,(3) action showing change in physical posture, (4)action showing translational movement, (5) action showing acquisition, (6) action showing emotion, action showing cognition, and (7) action showing spontaneity. based on the above findings, it has been identified that bimanese has uniqueness and universality. what is unique and universal is identified by comparing bimanese with the other languages such as rongganese and sasaknese. the universality is shown by the fact that (1) pred is filled in by verb or other categories such as noun and adjective, (2) subj. and obj. are filled in by n/np, (3) the word order svo, (4) the word pattern in which n is before adj and prep. the things showing that bimanese is unique are (1) the grammatical markers ‘clitics’ bearing information on the operator, especially aspect, and (2) the grammatical markers expressing voice. 5. novelty not all markers existing in bimanese were identified in the previous studies. the markers found out were usually called affixes. in addition, how the markers were named was not consistent. furthermore, the interaction among the markers has not been completely described so far. however, based on the theory of operator introduced in rrg, the markers in bimanese, which are numerous, can be more easily discussed. they are {mu-/mu}, {na-/-na}, {ba}, {ra-}, {di-}, {ma-}, {ka-}, {-ku1}, { -ku2}, {-wea}, {labo}, {-kai}, {-ro}, {angi}, {weki}, {ba}, {wunga}, {nee}, {wau}, {ja-}, {-pu}, {-pu}, {-ni}, {ndawi}, ‘buat’, and {kau} ‘suruh’. through those markers, it can be concluded that : a. bimanese has two types of markers. they are grammatical and lexical markers. the grammatical marker is also called clitics featured as follows (1) it has lexical meaning, (2) it can be attached to particular constituents, and (3) it does not derive and change the valency of the attached constituents. b. in the previous studies, {ku-/ku}, {ta-/-ta}, {mu-/mu}, {na-/-na} were called pronominal clitics and verb agreement. however, in this study they are called actor 9 cross reference since they refer to the argument serving as actor. furthermore, the clitics {ra-}, {di-}, and {ma-} are called clitics of nominalizer. in addition, {ba} is called passive marker, {ka-}, {ndawi}, {kau} are called causative markers, {ku} is called aspect marker, {ku2} is called emphasizing marker, {-wea}, {-labo}, and {kai} are called applicative markers, {ro} is called interrogative marker, {angi} is called reciprocal marker, {wunga}, {nee}, {wau} are called aspect markers, and {ja-}, {-pu}, {-ni} are called imperative markers. c. bimanese is a language which gives priority to the information on aspects. the tree types of aspect markers such as actor cross reference, nominalizer and lexical markers prove this. the marking system in bimanese is greatly influenced by the arguments of the subject. d. if morphological markers are used as the passive construction standard, then certainly bimanese will not have passive construction. however, when passive voice is discussed from the syntactic point of view, bimanese has syntactic passive as the semantic role of the subject as undergoer and the oblique agent is marked by {ba}. this can be exemplified by foo ede radari ba ina nahu ‘mangga itu dipotong oleh ibu saya.’ the passive construction found in this study is different from that found by jauhari (2000). he argues that passive construction in bimanese is formed by pred affixes {ra}, {di}, and {ba-}. nevertheless, this study shows that the primary features of passive construction are (1) the agent is marked by oblique marker {ba-} and (2) the role of the subject is as undergoer. 6. acknowledgement i would like to express my thanks to the rector of udayana university, prof. dr. dr. i made bakta, sp. pd (khom) and director of postgraduate program of udayana university, prof. dr. ir. dewa ngurah suprapta, m.sc., and head of doctorate program of linguistics, prof. drs. i ketut artawa, m.a., ph.d. for the opportunity and facilities provided to me in joining the doctorate program. my thanks are also extended to prof. drs. i ketut artawa, m.a., ph.d., as my promoter, prof. dr. i wayan pastika, 10 m.s. as co-promoter i, and prof. dr. i gusti made sutjaja, m.a. as co-promoter ii for the advice and guidance provided to me during my study. my high appreciation is also addressed to the dean of the faculty of letters of udayana university, prof. dr. i wayan ardika, m.a., dr. ni made danawati, m.s. my thanks and appreciation also go to all parties who have been very helpful during the completion of my study in the doctorate program of linguistics of postgraduate program of udayana university whom i cannot mention personally. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 2, july 2023, pages: 177--182 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i02.p06 177 the effectiveness of eco-descriptive text to increase student’s english reading skill at senior high school 1 maronge 1 suparman technology of sumbawa university city, sumbawa, suparman@uts.ac.id. 2 hasrul sani technology of sumbawa university city, sumbawa, hasrul.sani@uts.ac.id. article info abstract* received date: 6 february 2023 accepted date: 23 february 2023 published date: 31 july 2023 keywords:* effectiveness, eco-descriptive tex, english, reading skill this research purposed to find out the student’s reading comprehension by the types of eco-descriptive texts to increase student's english reading skills at senior high school 1 maronge. the method of this research of this research applied quasi-experimental research the sampling technique used cluster random sampling technique, which the total sample of this research is 63 students. data collection techniques used are observation and testing. in addition, the test implemented the pre-test and post-test design. techniques for analyzing data used descriptive statistical tests and paired sample ttests. furthermore, the results of the sample paired t-test showed that the sig. (2-tailed) which is 0.000, the df value is 230, the tcount value is -59.786 which has a positive meaning of 59.786, and the mean value of paired differences is -36.801. so, it can be concluded that sig. (2-tailed) is 0.000 <0.05, and tcount -59.786 > ttable 1.653. this means that there is a significant effect on the use of eco-descriptive text to increase students' english reading through posttest and pretest. 1. introduction learning english consists of four skills that must be mastered: listening, speaking writing. and reading. reading is one of the important skills which not only broadens knowledge but also supports the process of mastering the three other skills. reading is one of the important aspects of learning english, which is applied at the elementary level until the university level of education. reading is very important for learners when they are undergoing their education. then, reading skill is a skill that is difficult for students to master. according to suryaman, (2012: 37) that the ability to read and write students in indonesia has not developed optimally, this is based on the results of a unesco study through the program for international student assessment (pisa) in 2003, where the reading skills of children in indonesia aged 15 years and above, is ranked 39th out of 41 countries studied. from the number studied it appears that 37.6% of students could only read, without being able to grasp the meaning, and 24.8% of students could only draw one knowledge conclusion. the problem in reading comprehension is closely related to word recognition, word meaning, phonetic analysis, and structure. kodan, (2017) explains that word recognition skills are not developed, and problems arise in reading comprehension. then, sitompul (2013) argues that vocabularies or words themselves are one of the success factors for someone in learning a language. several studies have implemented various types of strategies and methods (approaches) to improve skills and overcome difficulties in students' reading skills including; preview, ask question, and summarize (pars) strategy, peer-assisted learning strategy, preview, question, read, summarize, and test, using surveyquestion-read-review-recite-reflect method, reciprocal teaching method, and translation method. of the various types of strategies and methods (approaches) that are indeed effective for students in certain areas, they cannot accommodate students in other areas, especially students who are in remote and lagging areas. therefore, this study tries to examine alternative approaches to improving and overcoming students' difficulties in reading skills. the approach applied in this study is the 178 ecolinguistic approach. an ecolinguistic approach is an approach that adopts and reads the environment into the classroom. this approach is very effective for multilingual students because this approach can increase cognitive knowledge. this cognitive knowledge has long been embedded in their minds since they began to interact with the environment around them. the environment referred to in this study is in the form of a variety of lexicons sourced from the environment around the students, then designed to be an eco-descriptive text. the role of the environment in the formation of the eco-descriptive text of this research is very important to study, as is the opinion grabe, (2002) says that reading is defined as an interaction between the reader and the text requiring a rich background and adequate knowledge of the language. this opinion shows that the text produced must be adapted to the student's background. some of the earlier studies that have relevance to this research are related to how to increase students' english reading skills. among them, barrabas and setyawa, (2022) researched improving students learning outcomes through reading skills using picture media for elementary school students. research findings related to observations and assessments of students' reading abilities, in general, they read stories about objects that have been observed based on pictures as learning media in terms of the strengths and weaknesses of these objects. students observe the objects written in the picture. students observe the words written in the pictures (barrabas dan setyawa, 2022:325). the research discusses improving reading skills, but the research only discusses english teaching media, not covering the material being taught. furthermore, research conducted by nurnaningsih (2021) discusses the use of flashcards in teaching english vocabulary to young mothers. the focus of this research findings is the use of flashcards to teach english by changing flashcards in front of the children, then flashcards combined with songs, and lastly flashcards combined with hide-and-seek games (nurnaningsih, 2021:44). this study emphasizes the use of flashcards to teach english, which has relevance to this research, namely the use of various vocabularies or lexicons to teach english, but the difference lies in the type of lexicon or vocabulary used. in other words, research uses vocabulary related to localization elements to design reading skills materials. then, topal, et al,(2019) discusses the effectiveness of smart board media in teaching reading to junior high school student. then, topal, et al (2019) emphasizes the use of media in the form of smart boards to teach reading material about the narrative text. so, the location of the difference in this study is in the type of text material used, which this study uses descriptive text material. based on the background above, this study examines the effectiveness of eco-descriptive text to increase students' english reading skills at senior high school 1 maronge. using the ecodescriptive text is a learning process of interaction between students and learning resources in a learning environment (pane & dasopang, 2017). so, the purpose of this research is; (1) to design the types of eco-descriptive texts to increase student's english reading skills at senior high school 1 maronge, and (2) to analyze the effectiveness of eco-descriptive texts to increase student's english reading skills at senior high school 1 maronge. 2. research methods this method of this research applied quasi-experimental research. creswell (2008: 313) explains that quasi-experimental includes assignment, but not the random assignment of participants to groups. the sampling technique used cluster random sampling technique, which the total sample of this research is 63 students. data collection techniques used are observation and testing. in addition, the normalized gain analysis was used to assess the improvement of students' learning outcomes (sudjana, 2016). the test implemented the pre-test and post-test designs. techniques for analyzing data used descriptive statistical tests and paired sample t-tests. 3. discussions 1). types of eco-descriptive texts to increase student's english reading skills at senior high school 1 maronge the types of eco-descriptive texts to increase students' english reading skills, which are the design from different eco-lexicon. the data of eco-lexicon to design eco-descriptive texts are marine beaches environment, and fauna in land environment. then, the examples of types of eco-descriptive texts to increase students' english reading skills are as follows. 179 figure 1. this is matti mindai beach ecodescriptif text of matti mindai beach matti mindai beach is a beautiful hidden beach with a not long coastline. matti mindai beach is approximately one hour from labuhan terata village. matti mindai beach location is in gili dua rea in front of ngali island, it is the part of administrative territory lape district. visitors come to this beach by a local boat, jukung (local sailing vessel), and sampan. the reason this beach is called "matti mindai" is because mandar tribe lives in front of the beach and are immigrants from west sulawesi. "matti minddai" is derived from mandarness and means in indonesia language "timbul tenggelam"(embossed drowning or ebbtide) beach. "matti" means tenggelam (drowning or sinking) and "minndai" means timbul (embossed). it means that this beach will be visible when the sea water is in flux, otherwise, this beach will not be seen when the sea water is refluxed. matti mindai beach has a very unique form of sand. the sand on this beach is reddish, it looks star-shaped, and white sand is formed from the remnants of dead sea corals. furthermore, matti minddai beach is flanked by two gili, namely gili dua kayyang and gili dua cecceng. figure 2. this is jaran (horse) ecodescriptif text of jaran (horse) jaran (horse) samawa is an ungulate mammal or animal that stands on the biggest yoke in its class. the horse stands on one nail so that it is included in the perissodactyl ordo. the horse has ancestral unity with tapirs and rhinos. horses are one of the most successful modern animals of the genus equus, due to their ability to survive in natural selection and their ability to evolve very well. jaran samawa belongs to the eastern horses because it has a small skull shape. this is different from european horses that have large skulls. seeing the shape of its face, jaran samawa is a descendant of horses originating from mongol, where mongol horses are thought to be a descendant of the type of przewalski horse that was discovered in 1879 in central asia. jaran samawa has a body size not too large, and its is height approximately 1.13 meters to 1.33 meters because the sumbawa region is a tropical climate. furthermore, jaran sumbawa divides into two groups namely jaran gamang (a wild horse) and jaran main (a racehorse). jaran gamang is a horse that is breeding wildly system, whose aim is to fulfill economic needs. recently, jaran gamang develops into a very famous sumbawa product called susu jaran gamang (wild horse 180 milk). whereas jaran main is a horse used for folk games known as the barapan jaran, which is held annually at the moyo festival. in addition, jaran samawa is also divided into three based on its age, namely jaran nara, jara nalu, and jaran numpu. penerapan teori ekolinguistik pada ecodescriptif text of ecodescriptif text of jaran (horse) merujuk pada jenis teks deskriptif tentang unsur lingkungan fauna di daratan. ecodescriptif text of jaran (horse) memiliki kedudukan sebagai proses asimilasi, dan dijadikan sebagai bagian judul teks deskriptif. kemudian, ecodescriptif text of jaran (horse) dijelaskan pada paragraf pertama termasuk pada proses asimilasi yang membentuk bagian part of identification dari teks deskriptif. bagian identifikasi terdapat pada kalimat jaran samawa is belong to the eastern horses, because it has a small skull shape dan seterusnya. data ekoleksikon yang berkedudukan sebagai proses akomodasi dalam pengembangan teks deskrtiptif menggunakan ekoleksikon matti mindai beach. data ekoleksikon yang terdapat pada proses akomodasi membentuk part of description (bagian deskripsi) dari teks deskriptif. hal ini dicantumkan pada paragraf kedua yaitu jaran samawa is belong to the eastern horses, because it has a small skull shape. this is different from european horses that have a large skull. seeing the shape of its face, jaran samawa is a descendant of horses originating from mongol, where mongol horses are thought to be a descendant of the type of przewalski horse that was discovered in 1879 in central asia. jaran samawa has a body size not too large, and it is height appoximately 1.13 meters to 1.33 meters, because sumbawa regional is a tropical climate. furthermore, jaran sumbawa divide into two groups namely jaran gamang (wild horse) and jaran main (race horse). jaran gamang is a horse which is breed wildly system, whose aim to fulfill economic needs. recently, jaran gamang develops into a very famous sumbawa product called susu jaran gamang (wild horse milk). whereas jaran main is a horse used for folk games known as the barapan jaran, which is held annually at the moyo festival. in addition, jaran samawa also divided into three based on its age, namely jaran nara, jara nalu and jaran numpu. 2) the effectiveness of eco-descriptive text to increase student's english reading skills at senior high school 1 maronge the results of the analysis to measure the effectiveness of eco-descriptive text to increase student's english reading skills at senior high school 1 maronge is something that must be done, because the results of the effectiveness test form the basis that the eco-descriptive text material that has been developed has a significant impact on change. achievement of student learning. the results of the effectiveness test are carried out by giving a test in the form of an eco-descriptive text and accompanied by questions from the text. the tests given to students in this study consisted of an initial test (pretest) and a final test (posttest). the purpose of the pretest was conducted to determine students' initial ability to understand the type of descriptive text that had been developed. the final test was conducted to find out how significant the changes in student scores were, after receiving treatment through learning a variety of descriptive texts. the purpose of the final test was carried out to compare the differences in student scores with the scores obtained during the initial test. pre-test and post-test were implemented in the form of eco-descriptive text with different topics. different topics are adapted to the school environment (ecology) of each respondent in this study. furthermore, the pre-test and post-test questions were designed based on the number of respondents in each research location. students' pre-test and post-test scores were analyzed using spss. then, a descriptive statistical test was performed, and a paired sample t-test was performed. the results of the analysis of the initial test scores and the final test are as follows. an overview of the results of the pre-test descriptive statistical tests on the eco-descriptive text of matti mindai beach and the post-test on the eco-descriptive text of jaran (horse) is as follows. 181 table 1. the result of the pre-test and posttest n lower score higher score sum mean std. deviation pre test 231 20 70 11228 48.61 8.615 post test 231 70 100 19729 85.41 7.558 valid n (listwise) 231 based on the table. 1 above shows the results of the descriptive statistical test from the post-test scores regarding the eco-descriptive text of horse, it can be seen that the lowest value is 70 and the highest value is 100. furthermore, the sum is 19729, the mean value is 85.41 with a standard deviation of 7.558. the number of respondents was 231 students. on the other hand, the results of the descriptive statistical test of the pre-test values regarding the eco-descriptive text of matti mindai beach are based on the table. 3 above shows that the lowest score is 20, and the highest score is 70. the mean value in the pretest is 48.61, the sum is 11228, and the standard deviation value is 8.615. based on the interpretation of the percentage of the mean value of 48.61, it was found that the percentage of achievement of the average (mean) was in the range of 55-64%. tabel.2 hasil uji paired t-test paired differences t df sig. (2taile d) me an std. devi atio n std. error mean 95% confidence interval of the difference lowe r upper pre testpost test 36. 80 1 9.35 6 .616 38.01 4 35.58 8 59.78 6 230 .000 table. 2 shows the results of the sample paired t-test on the posttest scores regarding the eco-descriptive text of jaran (horse), and the pretest values regarding the eco-descriptive text of matti mindai beach. the results of the sample paired t-test showed that the sig. (2-tailed) which is 0.000, the df value is 230, the tcount value is -59.786 which has a positive meaning of 59.786, and the mean value of paired differences is -36.801. so, it can be concluded that sig. (2-tailed) is 0.000 <0.05, and tcount -59.786 > ttable 1.653. this means that there is a significant effect on the use of eco-descriptive text to increase students' english reading through posttest and pretest. 4. novelties the novelty of this research lies in the approach used, namely the ecolinguistic approach. this approach is used to design a variety of eco-descriptive texts to improve students' english reading skills. 5. conclusion learning by using an environmental approach as the material used to design eco-descriptive text can help students understand the contents of the descriptive text developed in this research. this can be seen from the changes in the results of the students' pre-test and post-test, where it was found that sig. (2-tailed) is 0.000 <0.05, and tcount -59.786 > ttable 1.653. this means that there is a significant effect on the use of eco-descriptive text to increase students' english reading through posttest and pretest. 6. acknowledgements the writer would like to thank and appreciate those who have contributed to this current 182 study, especially the director of the master innovation program who has contributed to the maximum completion of this study. the english teacher of sman 1 maronge mr. safarudin, s.pd., m.pd always supports the writer during research in his english class. references barrabas, d & setyawan, a. (2020). improving students learning outcomes through reading skills using picture media for elementary school students. maktab: jurnal pendidikan dan teknologi. 1(1), 322-327. creswell, j. w. 2008. educational research: planning, conducting and evaluating quantitative and qualitative research: third edition. new jersey: pearson education. grabe, w. (2002). foundations for l2 reading instruction. the language teacher online. retrieved from http:// www.jalt-publications.org/tlt/articles/20 02/07/grabe. kodan, h. (2017). determination of reading levels of primary school students. universal journal of educational research, 5(11), 1962–1969. https://doi.org/10.13189/ujer.2017.051112. nurnaningsih. the use of flashcard in teaching english vocabularies by young mothers. surakarta english and literature journal. 4 (1), 44-53. pane, a., & dasopang, m. d. (2017). belajar dan pembelajaran. fitrah jurnal kajian ilmu-ilmu keislaman, 3(2), 333–352. sitompul, e. y. (2013). teaching vocabulary using flashcards and word lists. journal of english and education. sudjana, n. (2016). penilaian hasil proses belajar mengajar (17th ed.). rosdikarya. suryaman, m. 2012. metodologi pembelajaran bahasa. yogyakarta: uny press. topal, h., fitriani, s.,s. & erdiana.,n. (2019) the effectiveness of smart board media in teaching reading for junior high school students. research in english and education (read). 4(3), 108-118. biography of authors suparman was born in the lab. terata, october 7, 1987. he is a lecturer in english at the higher school of teacher training and education of paracendekia nw sumbawa, indonesia from 2014 until 2022. nowadays, he is a lecturer in the master innovation program graduate school of technology of sumbawa university. he took his undergraduate education at ikip mataram which is now the university of mandalikamataram (undikma), majoring in english education. then, he continued his master's degree at ahmad dahlan university, yogyakarta, majoring in english education. currently, he is pursuing his doctoral education at udayana university, denpasar. he graduated in 2022, with his doctoral program in the study of linguistic linguistics. email: suparman@uts.ac.id. hasrul sani is a lecturer in english at technology of sumbawa university. he took his master's degree at ahmad dahlan university, yogyakarta, majoring in english education. email: hasrul.sani@uts.ac.id. https://doi.org/10.13189/ujer.2017.051112 sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 2, july 2023, pages: 253--259 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i02.p14 253 translation lexicon of traditional plants as rice substitute in nganjuk regency, east java ita fitriana 1 ; dian adiarti 2 ; idah hamidah 3 universitas jenderal soedirman, department of japanese, purwokerto, indonesia 1,3 universitas jenderal soedirman, english literature study program, purwokerto, indonesia 2 email: ita.fitriana@unsoed.ac.id; dian.adiarti@unsoed.ac.id; idah.hamidah@unsoed.ac.id article info abstract received date: 2 januari 2023 accepted date: 25 february 2023 published date: 31 july 2023 keywords: traditional plant lexicons, rice substitutes, nganjuk regency, biodiversity, local wisdom. nganjuk regency, located in east java, is known as an agricultural production area. in the past, rice was an expensive food commodity, leading the community to seek rice substitutes. one of the alternatives was the utilization of various traditional plant lexicons such as tales, gembili, uwi, garut, ganyong, gadung, suweg, and kentang ireng. the utilization of these plant lexicons by the nganjuk community reflects their close connection with nature. this study aims to provide a descriptive and qualitative depiction of the usage of rice substitute lexicons in the culture of nganjuk society. research data was collected through interviews and observations. interviews were conducted to understand the functions and meanings of using rice substitute lexicons in nganjuk society.the findings of this study provide a deep understanding of the diversity of traditional plant lexicons used as rice substitutes in nganjuk regency. it was found that mbote / kimpul, gembili, uwi, garut, ganyong, gadung, suweg, and kentang ireng are plants that have long been known and utilized by the nganjuk community as valuable sources of carbohydrates. the utilization of these lexicons is not limited to the past but continues to the present.the community's connection with nature is reflected in their knowledge of these plant lexicons. the nganjuk community has a profound understanding of the benefits and uses of each plant. they appreciate biodiversity and integrate this knowledge into their daily lives. however, this research also reveals a shift occurring in the younger generation. in the modern era, with abundant availability and the dominance of rice consumption, these traditional plant lexicons tend to be forgotten and less known by the current generation. this highlights the need to preserve the knowledge and traditional practices related to plant lexicons as rice substitutes. in this context, this research makes a significant contribution to enriching the understanding of cultural wealth and traditional values related to food in nganjuk regency. these findings can serve as a basis for developing efforts in preservation, education, and promotion of the use of traditional plant lexicons as healthy and sustainable rice substitutes. 1. introduction nganjuk regency, located in east java province, has the potential to be rich in natural resources and abundant cultural heritage. with an area located in the lowlands and mountains, nganjuk regency has soil conditions and structures that are quite productive for various types of crops, both food crops and plantation crops, thus greatly supporting economic growth in the agricultural sector. the title of an agricultural-producing region is not a mere figment of the imagination. because of its status as an agricultural growing district, nganjuk regency has had various processed agricultural products since ancient times. some of these agricultural products are used as food substitutes for rice, such as cassava, cassava vines, and other tubers. these efforts are made to improve national food security by diversifying food consumption (wuryantoro and arifin 2017:72). dietary dependence on one particular type of food is highly vulnerable to changes in the global environment that have often occurred in recent times. it leads to an increase in excessive 254 food consumption and results in food scarcity. so, efforts to increase the variety of food consumption other than rice are increasing to reduce dependence on rice as a staple food, along with the development of time, which demands an increase in the quality of people's food consumption (latifah and prahardini 2020:94). changes in food conditions that occur today not only affect technology in agriculture but also affect other fields, including the field of language. some food names from ancient times have experienced a shift in name and even disappeared today. therefore, research on the lexicon of traditional plants as rice substitutes in nganjuk regency is an interesting topic to explore further. one example is tiwul. this food has been popular since ancient times. it is not known exactly when tiwul began to be made, but it became a staple food for most javanese people during the japanese colonial period (jesica et al. 2017:1). although in the past it was very popular and spread to several places on the island of java, at this time the term tiwul is no longer recognized by the current generation. the lexicon change occurred due to the scarcity of rice as a staple food in ancient times, so other alternatives to rice were sought. today, rice is easily found everywhere, causing the shift to tiwul as a substitute for rice. from the explanation above, this research uses ecolinguistic theory as a data analysis tool. according to umiyati (2023:1066), ecolinguistics seeks to explore linguistic phenomena found in the relationship between languages, between people, and between humans and nature from the perspective of ecological philosophy. ecolinguistics is a concept that links the study of linguistics with ecology (nahak and simpen 2020:46). in the context of linguistics, ecology has a significant role. the existence of ecology in the field of linguistics refers to the sustainability of the language itself. the definition of ecolinguistics was first coined by haugen (1972:325), namely the study of the interaction between language and its environment. this definition considers that the "language environment" is equal to the interaction environment obtained in an ecosystem. therefore, this branch of linguistics can also be called ecosystem linguistics (do couto 2018:149). ecolinguistic studies are needed to examine the reciprocal relationship between nature or the surrounding environment and language. in a society, any speech must master, use, and recognize words and discourse related to its environment, either the natural environment or the social environment. a lexicon is a collection of morphemes or linguistic units used in a particular language. specifically, a lexicon refers to an inventory or list of morphemes present in a language, including root words, affixes, idioms, phrases, and other forms. in a lexicon, morphemes are organized by linguistic categories or groupings of similar morphemes. the lexicon in local languages is an inseparable part of indonesia's cultural heritage that continues to live and develop today, and its preservation efforts are very important so that it is not eroded by rapid progress through electronic media (umar 2020:71). lexicons in local languages are used by local communities as a means of daily communication, so they are considered appropriate and accurate by them (nirmalasari et al. 2019:233). based on the perspective of cognitive anthropology (stukan 2018:27), a set of lexicons is a sign object and an important activity event in the environment. the dynamics of lexicon existence are influenced by changes in the environment in which a language is used. this is evidenced by the use of local language lexicons by farming communities in gunung kidul district, namely gaplek, tiwul, and gatot, but these lexicons are not found in nganjuk district. tiwul, gaplek, and gatot are traditional foods made from cassava (ambarsari, endrasari, and anomsari 2022:1). so far, people have consumed many types of tubers that are commonly found, such as cassava, sweet potatoes, and potatoes. in addition, there are still various other types of tubers that have potential but have not been widely explored, such as mbote/kimpul, gembili, uwi, arrowroot, ganyong, gadung, suweg, and kentang ireng. changes in people's consumption patterns from rice to wheat flour used in instant noodles and bread show that public interest in food ingredients derived from tubers is still limited. this limited consumption of tubers may be due to the perception that the majority of the population who consume these foods are considered plebeian, not prestigious, obsolete, poor people's food, and lack quality (hanafie 2010:2). this study aims to explain in detail the traditional plant lexicon that has been used by people in nganjuk regency as a substitute for rice. in the analysis of ecolinguistic theory, it 255 looks at how language reflects human interaction with their natural surroundings and how the selection of traditional plants as rice substitutes contributes to environmental sustainability and the welfare of local communities. by providing comprehensive information on the lexicon of traditional plants as rice substitutes in nganjuk regency, it is hoped that it can increase people's awareness of the potential of local natural resources and their cultural heritage in developing healthy and diverse food choices. in addition, this research is also expected to be a useful reference source for researchers, practitioners, and policymakers in the development of sustainable food policies and cultural preservation in nganjuk district. 2. research methods this study uses a qualitative descriptive approach. in this case, it provides a thorough explanation of language phenomena related to meaning and environment, especially about the lexicon of rice substitutes used by residents of nganjuk regency in their daily lives. the data collected in this study were obtained through three stages: first, data collection using the techniques of the fishbowl, recording, and note-taking technique; second, data analysis; and finally, the presentation of the analysis results. in the data provision stage, two methods were used: the listening method and the speaking method. researchers conducted direct interviews with informants or main data sources. this is in line with (mahsun 2012:93), who states that the method of providing data with the chap method because the data collection method consists of interviews between researchers and informants. in addition, for the data analysis part, the equivalent method and the method of apportioning. in this study, the referential exemplar method is used, which is the basic technique of the determining element sorting technique. furthermore, the distributional method is based on the direct elemental division technique. the dissemination of the results of data analysis is through an informal approach. interviews with locals in nganjuk regency who have knowledge and experience with traditional plants as rice substitutes were used to obtain data for this study. the information for this study was gathered through interviews with native speakers of the nganjuk dialect of javanese. 3. discussions 3.1. data f 1 figure 1 – mbote / kimpul 'taro' in data f 1 is mbote / kimpul which was widely used as a staple food to replace rice during the japanese colonial period. mbote / kimpul is processed simply by boiling then immediately served for breakfast, lunch or dinner. however, nowadays it is rare to find taro as a staple food. the processing of taro by the community is usually only steamed, made into chips, or fried. apart from mbote or kimpul, there are other types of taros that can be used as food, namely bentoel, bogor taro, and padang taro. many processed foods made from taro are currently found and become modern food preparations, such as cakes, breads, drinks, biscuits, and so on. even processed taro or internationally known as taro was introduced by taiwanese culinary which processed taro into bubble tea, pudding, fried foods, and taro qball. 3.2. data f 2 256 figure 2 – gembili data f 2 is gembili. during the japanese occupation in indonesia, gembili was used as a staple food. gembili grows well in people's yards. gembili is oval in shape but there is also a branched shape. the surface of the tuber is smooth, the color of the tuber skin is beige to light brown, the color of the cortex is greenish yellow and the color of the tuber flesh is clear white to cloudy white. the gembili bulbs are about 4 cm in diameter, 4 cm to 10 cm long with a round or oval shape. the skin of the bulb is about 0.04 cm thick. the skin of the bulb is easy to peel because it is quite thin. the weight of the tuber is about 100 200 grams. gembili is eaten boiled or steamed. however, not many people, especially from the current generation, are familiar with gembili. although it is still grown in the countryside, gembili is almost never found in markets, including traditional markets. gembili has a unique taste, which is savory and has a slight earthy smell that makes its aroma distinctive. in addition to being a food ingredient, raw gembili can be used as a remedy for bruises or swelling by grating and compressing it to the bruised place. 3.3. data f 3 figure 3 – uwi data f 3 is uwi. in the past, uwi was one of the alternative foods, a helper in times of famine. when the drought hit, rice could not be harvested, so people would consume tubers such as uwi. unfortunately, uwi is still less popular than other bulbous plants such as potatoes, cassava and sweet potatoes. the cultivation of uwi is not yet on a large scale, often considered a wild plant that grows creeping in the yard. in fact, uwi is relatively easy to plant and harvest during the dry season. in the past, uwi was used during the dry season and in the rainy season people would plant it again." 3.4. data f 4 figure 4 – garut ‘arrowroot’ 257 data f 4 is garut or in english is called arrowroot which was widely used as a staple food to replace rice during the japanese colonization. just like taro, arrowroot is processed simply by boiling then immediately served for breakfast, lunch or dinner. however, nowadays people rarely consume arrowroot as a staple food. as a result, it is rare to find arrowroot sellers. so, people no longer plant garut for sale. this does not rule out the possibility that in the future the lexicon garut will no longer be recognized by future generations. 3.5. data f 5 figure 5 ganyong data f 5 is ganyong which was widely used as a staple food to replace rice during the japanese colonization. ganyong is currently a foreign name for children of the internet generation. this plant, whose name seems hokey, has many good benefits for consumption as a substitute for rice. ganyong is processed simply by boiling and then immediately served for breakfast, lunch or dinner. however, nowadays it is rare to find ganyong as a staple food. this is because the national availability of rice is quite high, in contrast to the conditions of the past, rice is still rare and not everyone can afford rice even though rice is quite desirable than ganyong, so the lexicon ganyong could be unknown in the future. 3.6. data f 6 figure 6 – gadung data f 6 is gadung, a type of tuber in the forest. in the past, gadung was the main food for people in nganjuk district. however, nowadays people's interest in consuming gadung is starting to disappear because it has been replaced by rice. in addition, processing gadung requires its own skills. if not processed properly, it can cause poisoning such as discomfort in the throat, dizziness, vomiting blood, choking, drowsiness, fatigue and even death. in the future, it is possible that gadung will remain just a name. the lexicon of gadung may become extinct as it is not recognized by future generations. 3.7. data f 7 figure 7 – suweg 258 data f 7 is suweg which is widely used as a staple food to replace rice. but nowadays many people no longer want to use suweg. rice is more desirable than suweg so that the rice substitute staple food is only a name, this is because suweg is no longer a staple food, so the existence of suweg lexicon is also starting to be threatened. 3.8. data f 8 figure 8 kentang ireng 'black potato' data f 8 is a kentang ireng ‘black potato’. kentang ireng are currently rarely found in traditional markets in nganjuk district. not surprisingly, not many people know that today's generation knows him. kentang ireng may sound strange and unfamiliar. even though kentang ireng were once one of the staple food sources in nganjuk district. however, currently one of these foodstuffs is forgotten. kentang ireng are less desirable than rice. so that the staple food that replaces rice, in the future, will remain just a name and have an impact on the existence of the lexicon of kentang ireng. 4. novelty this study is based on the proposal of wuryantoro and arifin's (2017) previous study on the same topic but with different objects and methods entitled "eksplorasi dan identifikasi tanaman umbi-umbian (ganyong, garut, ubi kayu, talas, dan suweg) di wilayah lahan kering kabupaten madiun". in this study, the types and meanings of language styles are proposed based on the perspective of the study of the research object. the traditional food found in the district of nganjuk is one of the snacks that have been forgotten by the younger generation today. therefore, considering that the lexicon of traditional food will be lost if it is not preserved, it is necessary to document the language through lexicon. 5. conclusion from the data analysis, it can be concluded that sweet potatoes such as mbote / kimpul, gembili, uwi, garut, ganyong, gadung, suweg, and kentang ireng are rarely recognized by the younger generation. there is even an assumption that eating these sweet potatoes is "oldfashioned food" which is no longer in accordance with their prestige as young people. let alone as a snack or snack, the younger generation in nganjuk regency tends to choose bread with its many variants, biscuits, chocolate, and so on compared to eating mbote / kimpul, gembili, uwi, garut, ganyong, gadung, suweg, and kentang ireng. this condition is very concerning for the existence of the lexicon of mbote / kimpul, gembili, uwi, garut, ganyong, gadung, suweg, and kentang ireng because it can result in the future that the younger generation will be unfamiliar with traditional food. 6. acknowledgements the highest appreciation is dedicated to university of jenderal soedirman, indonesia for the research funding and to all parties who support the research and its publication. 7. bibliography ambarsari, indrie, retno endrasari, and selvia dewi anomsari. 2022. “nutritional and sensory characteristics of tiwul made from different fortified tuber flours.” e3s web of conferences 361:04008. doi: 10.1051/e3sconf/202236104008. 259 do couto, hildo honório. 2018. “ecosystemic linguistics.” pp. 149–61 in the routledge handbook of ecolinguistics, edited by a. f. fill and h. penz. new york and london: routledge. hanafie, rita. 2010. “peran pangan pokok lokal tradisional dalam diversifikasi konsumsi pangan.” jurnal sosial ekonomi pertanian 4(2). haugen, einar ingvald. 1972. the ecology of language. stanford: stanford university press. jesica, claudia, estherina cansa, jennica fidelia, jeremiah irwan, and yosua wira adi nugroho. 2017. “gaplek, tiwul and gatot as staple food in javanese barren area.” international journal of history and research 7(4):1–6. doi: 10.24247/ijhrdec20171. latifah, evy, and per prahardini. 2020. “identifikasi dan deskripsi tanaman umbi-umbian pengganti karbohidrat di kabupaten trenggalek.” agrosains : jurnal penelitian agronomi 22(2):94. doi: 10.20961/agsjpa.v22i2.43787. mahsun. 2012. metode penelitian bahasa. depok: kharisma putra utama offset. nahak, maria magdalena namok, and i. wayan simpen. 2020. “the ritual of ecolexicon in the text of batar in tetun fehan malaka,timor, east nusa tenggara province: ecolinguistic view.” e-journal of linguistics 14(1):44. doi: 10.24843/e-jl.2020.v14.i01.p05. nirmalasari, nirmalasari, aron meko mbete, i. wayan simpen, and anak agung putu putra. 2019. “falia‘s ke-kaghati-an in muna speech community from the ecolinguistic perspective.” e-journal of linguistics 13(2):233. doi: 10.24843/e-jl.2019.v13.i02.p04. stukan, diana. 2018. “sociopragmatic failure: struggling with cross-cultural differences in communication.” open journal for anthropological studies 2(1):27–36. doi: 10.32591/coas.ojas.0201.03027s. umar, umar. 2020. “the meaning difference of lexicon ‘sakit’ in bimanese: a semantic perspective.” e-journal of linguistics 14(1):71. doi: 10.24843/e-jl.2020.v14.i01.p08. umiyati, mirsa. 2023. “lexicon distinctiveness used in ‘awig-awig’ text in tenganan village bali: an ecolinguistics study.” theory and practice in language studies 13(4):1065–75. doi: 10.17507/tpls.1304.29. wuryantoro, and mochamad nur arifin. 2017. “explorasi dan identifikasi tanaman umbiumbian (ganyong, garut, ubi kayu, ubi jalar, talas dan suweg) di wilayah lahan kering kabupaten madiun.” agri-tek: jurnal ilmu pertanian, kehutanan dan agroteknologi 18(2):72–79. biography of authors ita fitriana received her undergraduate degree in 2010 and her master's degree in 2012, both from universitas gadjah mada. in 2022, she obtained her doctoral degree from universitas udayana. in 2016-2017, she participated in the "long term japanese teacher training" program sponsored by the japanese government in japan. since 2014, ita fitriana has been working as a lecturer in the japanese department at the faculty of humanities, universitas jenderal soedirman, located in purwokerto, indonesia. dian adiarti completed her bachelor's degree in 2001 at the state university of malang in english education and her master's degree in 2007 in literature. she is currently a lecturer in the english literature study program at the faculty of humanities, universitas jenderal soedirman since 2008. idah hamidah has been a lecturer at the faculty of humanities, universitas jenderal soedirman since 2005. she was born in sumedang regency, west java. she completed her bachelor's degree at padjadjaran university in linguistics in 1999 and her master's degree at the university of indonesia in linguistics in 2009. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 303—313 https://doi.org/10.24843/e-jl.2019.v13.i02.p09 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 303 the portrait of noken as a manifestation of the existence of papuans 1 yafed syufi, university of papua 2 made budiarsa, made_budiarsa@yahoo.com, udayana university 3 wayan_simpen, wayan_simpen@unud.ac.id, udayana university 4 made sri satyawati, made_srisatyawati@unud.ac.id, udayana university *corresponding author: yafetsyufi@gmail.com received date: 10-01-2019 accepted date: 28-02-2019 published date: 31.-07-2019 abstract— the portrait of noken as a manifestation of the existence of papuans is seen from the perspective of the socio-cultural aspect, noken, as a manifestation of the indigenous papuan representation in its mandate, is only vague but its meaning is very deep. its meanings can be both denotative and connotative. for example, the noken called mesin, as a medium of transporting various types of goods, has a denotative meaning. in addition, it also has a connotative meaning, namely a person who is open and likes giving whatever he/she has in his/her noken. the next connotative meaning is as a mother who carries the burden of life or as it is usually called ifaj uk aromat mowran (a women carrying a lot of burden), starting from the period of menstruation, conceiving, giving birth and breastfeeding, which is identical to a noken called mesin. unlike the case of noken, which is called mecoi, this kind of noken has two kinds of meanings, namely denotatively as a means of transporting goods and connotatively as a person who is closed or stingy. both mesin and mecoi are used for reducing the amount of garbage that has been wrapped around the life of the nation and the state. keywords: noken, socio-cultural, denotavely and connotatively 1. introduction based on the title above, noken (papuan traditional bag) is a language phenomenon that represents the people of papua collectively as a socio-cultural community. noken represents the culture of indigenous people who inhabit the land of papua collectively. in general, the land of papua is culturally divided into 7 zones of indigenous territories, namely: (1) mamta, northeast papua, (2) saereri, north papua, cenderawasih bay, (3) domberari, northwest papua, (4) domberai, west papua (5) anim ha, south papua, (6) la pago, central papua, and (7) meepago, west central papua. the indigenous territory of mamta encompasses the areas around jayapura, and it is inhabited by 97 tribes and stretches from port numbay sentani, sarmi mamberamo raya up to the region of keroom. the indigenous territory mailto:made_budiarsa@yahoo.com mailto:wayan_simpen@unud.ac.id mailto:made_srisatyawati@unud.ac.id mailto:yafetsyufi@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 303—313 https://doi.org/10.24843/e-jl.2019.v13.i02.p09 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 304 of saereri encompasses the areas around cendrawasih bay, consisting of biak-numfor, supiori, yapen, waropen and nabire (coastal areas). the domberai indigenous territory encompasses the areas of the parts of north west papua, around sorong-manokwari, bintuni, wondama, raja ampat, south sorong and tambrauw. the indigenous territory of bomberai encompasses the areas of fakfak, mimika, the surrounding areas of fakfak, kaimana, and mimika coastal areas. the indigenous territory of anim ha encompasses the areas in south papua such as merauke, bovendigul, mapi and asmat. the indigenous territory of la pago is an area in central papua (eastern part), which encompasses the areas of pegunungan bintang, wamena, lani jaya, puncak jaya, puncak and nduga, yahokimo, yalimo and tolikara. the last is the indigenous territory of meepago, which encompasses the regions of intan jaya, paniai, deiyai, dogiyai, nabire gunung and mimika gunung (papua customary council, https // www.kompasiana.com). 2. research method the method used to present the data in this paper is the qualitative descriptive method. the use of this method is intended to describe the matters related to noken, in terms of how to make it, like knitting, weaving, and embroidering it, as a local wisdom and a representation, and, at the same time, as a socio-cultural representation of oap (indigenous papuans) who inhabit the seven indigenous territories. method is a way that must be implemented or applied in scientific research (sudaryanto, 2016: 9). the results of this study are presented informally using ordinary words with a few technical terms. this method is contrary to formal method, in which the findings are presented using signs and symbols (sudaryanto, 2016: 241). 3. discussion before analyzing the portrait of noken as a manifestation of the existence of papuans, let us reflect first a phrase in a declaration stated by the united nations, “no one left behind” in terms of socio-cultural, economic and political matters. seen from a socio-cultural perspective, papua is a region consisting of 7 indigenous territories. however, noken, as a marker of identity, does not apply specifically based on the territories, but collectively and universally. collectively means shared knowledge. therefore, e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 303—313 https://doi.org/10.24843/e-jl.2019.v13.i02.p09 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 305 noken is a representation of papuan knowledge. universal means that the knowledge does not connote any discrimination in terms of racial, ideological, religious and other social stratifications (banasuru, 2012: 24). certainly, each tribe that inhabits the seven indigenous territories has a different classification of noken, and so does the meaning which certainly varies. noken can be seen as cultural values, economic values, and political values. noken, as a political value, has just been known in the era of 2000s instead of in the 60s. as cultural values, noken is seen as a socio-cultural identity of indigenous papuan (oap) collectively. noken, as a socio-cultural, economic and political magnet, is a chain that cannot be separated from one another. therefore, the existence of noken needs to be maintained and protected as a cultural product of indigenous papuans. noken has connotative and denotative meanings. connotatively, the word noken implies the meaning of a mother or a wife, while denotatively; it has the meaning of a means of transporting goods. generally, the creativity and innovation in knitting, weaving, and embroidering noken, as cultural values, have been recognized by the international community, in this case the united nations (initiated by unesco in france on the 4th december 2012). therefore, oap (indigenous papuans) must have constructive concepts instead of destructive ones in building the foundation of human values in a whole and civilized in the joints of community’s life. in other words, there is no dichotomy of mountain people and coastal people. there are only indigenous papuans. noken, as a concrete form of human values, touches all of the elements of the community that inhabit the land of papua as a small paradise that descends to earth. therefore, noken as an environmentally friendly transporting medium needs to be taken care of as best as possible. those who throw garbage randomly indirectly insult the environment, both biotic and abiotic. noken needs to be cared for as best as possible so that it can function properly. ecological literacy consists of two words, namely eco and literacy. eco is derived from the greek word oikos which means household, or, in a broader sense, a universe or earth as a place to live in for all habitats (keraf, 2014: 127). eco is then generally understood and used a word that refers to an environment. etymologically, the word ecology is a combination of two greek words, oikos and logos. logos means science, whereas ecology means the science of how e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 303—313 https://doi.org/10.24843/e-jl.2019.v13.i02.p09 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 306 to take care of and maintain the universe where the living things live. ecoliteracy means a situation in which people have been enlightened about the importance of the environment. noken papua will still exist if the natural environment of flora and fauna is always properly preserved and conserved. in addition, noken gives the color to the papuan identity as the next gold, pearl and diamond generations in the future. noken serves a means of transporting goods and also an environmentally friendly material. indonesia is the second largest producer of plastic waste in the world after china. therefore, the state and its people must pay attention to environmental issues and protect the environment wisely by producing environmentally friendly materials. related to this, the government in the land of papua has glanced at noken as a replacement for plastic bags. the community needs to be creative and independent in innovating and designing various forms of noken in order to replace plastic bags and sacks as a medium for transporting goods. the community needs to protect and conserve the forest against the threat of large-scale exploitations in the interests of capitalism, which has a negative effect leading to the degradation of forests, and also affects all aspects of life including flora and fauna. consequently, flora, as the sources of the raw materials for knitting, weaving and embroidering noken, will also be destroyed and disappear. therefore, the protection and conservation need to be done, accompanied by scientific knowledge, so that the actions taken are always done using empirical ratios. there are a lot of exploitations of natural resources in the land of papua which are massively done and in a structured way. therefore, regulations in protecting and conserving the intellectual property and natural resources of papua need to be issued. in relation to what was described above, in this section, we will discuss the perspectives of noken based on the data taken from three language ethnics that inhabit the tambrauw regency of west papua province. they are (1) irires tribe, (2) mpur tribe, and (3) miyah tribe. these three have the same perspective about noken, but the way of naming the noken is different based on the language used by each language speaker. the irires community classifies the noken into three types. they are (1) noken which is called mesin, (2), noken which is called mecoi, and (3) noken which is called mesino or a small bag that is used for keeping cigarette pipes, tobacco leaves or cigarettes, matches and knives. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 303—313 https://doi.org/10.24843/e-jl.2019.v13.i02.p09 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 307 mesin and mecoi are used as media for transporting goods in the forms of firewood, yams, sago, vegetables, bamboo, meat, small children, puppies and piglets. therefore, based on the perspective of the irires language, noken is multifunctional. mesin is symbolized as a woman (mother/wife) by the irires community. so, if there is a relative asking a question mesin bidau rekafe? (which is your noken? or where is your noken?), it means that he or she is asking which or where your wife is. or with the question buk mesin fow e guros e? (already/bear noken or not yet), meaning that he/she is asking you whether you are married or not (syufi, 2014). mesin is more elastic compared to the other types of noken. therefore, it is always analogous as a mother. it is due to the perception that when a mother is conceiving/pregnant, the baby in the womb can be well grown up and more elastic like a noken that has a lot of load. furthermore, mesin is identical to a person that has a big neck or likes to give, because it is more transparent when carrying something, compared to mecoi which is not transparent so that it is identical to someone who is cheapie or ego to himself. the examples of mesin and mecoi can be seen in the following picture. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 303—313 https://doi.org/10.24843/e-jl.2019.v13.i02.p09 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 308 picture 1 mesin in the iriresh language picture 2 e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 303—313 https://doi.org/10.24843/e-jl.2019.v13.i02.p09 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 309 mecoi in the iriresh language culturally, noken is symbolized as a woman who moves into adulthood (iker mar). in the mpur language, there are three classifications of noken. they are (1) janduor, (2) kuap, and (3) janduwar, or small noken. if someone is asking you in the mpur language, ambi janduor ketiege? (where is your noken?), it means that he/she is asking you where your wife is. janduor can be compared to kuap (the second type of noken in the mpur language), which is identical to a stingy person or selfish. on the other hand, in the miyah language or karon, noken is also classified into three types. they are ta, ayu, and ayukrah. ayukrah is a small noken used for keeping cigarette pipes, matches, and knives. the above three descriptions of samples are given with the intention of giving a clear picture of what noken is to the indigenous papuan (oap) without giving discrimination to the other papuan ethics. thanks to our best brother, titus pekei, a papuan who has presented the work of oap (indigenous papuans), known as a world heritage cultural object at the unesco meeting in france, dated december 4, 2012. perhaps, in the future, there is not only the voice of noken, but also the voice of mats or as it is often called koba-koba, arrows, koteka, and asmat carvings which are needed to be voiced, because noken without arrows are like vegetables without salt. this also applies to koteka, mats, arrows, asmat carvings, which are needed to be voiced in order to get places like noken. let’s use noken, and stay away from plastic bags, sacks, and baskets, so that we can avoid instant culture, being consumptive and consumerism. by this, we have preserved noken as a product of indigenous papuans. language, mind and culture are closely related to one another due to the fact that what the speaker thinks is what is spoken (simpen, 2008: 11). the mindset of speakers produces a particular culture, and language reflects the thoughts and culture of the speakers. whorf states that language has a central position, language shapes the way of thinking of its speakers and, consequently, language determines how they see the world (simpen, 2008: 11). noken represents the symbol of papuan human life that is more meaningful and dignified. noken, as a cultural product, is interpreted in a complex and unique manner that represents the competencies and intellectuals of papuans in designing artifacts. noken, as a cultural value, needs to be inherited from generation to generation, so that the younger e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 303—313 https://doi.org/10.24843/e-jl.2019.v13.i02.p09 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 310 generations do not lose their identity. cultural values that are intact and complex are narrowed down into the values of modern civilization that are determinative, leading to a cultural crisis that afflicts humans to the basic foundations in themselves and their lives (banasuru, 2013: 41). besides, the younger generation needs to be aware of the cultural crisis that leads to an identity crisis. the english motto that needs to be properly reflected is as follows: i hear and i forget i see and i remember i do and i understand hopefully, the english motto above reminds us that i hear i forget, i see i remember, i do i understand. noken needs to be preserved so that its existence is still maintained. in addition, there is an ancient poem that needs to be narrated as follows. i come --from nowhere i am ---who knows i'm leaving --somewhere i will die --somewhere in this context, a comprehensive view of sciences and values that develops in the community is needed. it is also necessary to examine the philosophical meaning contained in the culture of noken as a cultural representation of indigenous papuans, such as an ancient poem listed above. 4. environment the existence of noken needs to be supported by an environment that is still natural because the material for knitting, weaving and embroidering noken is taken from the forest. the raw material is in the form of melinjo, forest pandanus (moifen); this type of tree bark is usually slimy and grows in used fields. therefore, if there is forest degradation and deforestation, then the materials for knitting, weaving and embroidering are left to be just stories. the occurrence of environmental crises and environmental disasters that we experience globally today is our own result. the dominant perspective and model are not only in science itself, but they are also in the social, political, economic and cultural fields (keraf, 2014: 69). e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 303—313 https://doi.org/10.24843/e-jl.2019.v13.i02.p09 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 311 the paradigm of thinking must be more holistic so that a balance and sustainability of the environment may occur, so that people can use the media, especially raw materials for knitting, weaving, and embroidering noken. palm oil company sacrifices the forests of papua and this affects all aspects of life both biotic and abiotic. the environmental crisis is considered to occur due to human behavior which is influenced by anthropocentric perspectives. this anthropocentric perspective causes humans to exploit and drain the universe in order to fulfill their interests and needs without giving enough attention to the preservation of nature (keraf, 2010: 49). the human greedy attitude destroys both the flora and fauna and this affects all aspects of human life. the anthropocentric perspective gives birth to greed, and greedy attitudes and behaviors cause humans to take all they need from the nature without considering the concept of conservation, because nature is seen as being only in the interest of humans. anything can be exploited as long as it does not sacrifice other humans. corporations that have a greedy attitude do not have a view of biocentrism; inevitably the disaster of nature will approach humanity. literally, biocentrism is also known as an environmental theory. the core of this theory is that humans have a moral obligation to nature. back to noken, if it is not supported by flora, then there will be no raw materials for knitting, weaving, and embroidering. therefore, the stability of the environment needs to be preserved, so that it can give birth to a balanced environment. 5. novelty seen from the perspective of the socio-cultural aspect, noken, as a manifestation of the indigenous papuan representation in its mandate, is only vague but its meaning is very deep. its meanings can be both denotative and connotative. for example, the noken called mesin, as a medium of transporting various types of goods, has a denotative meaning. in addition, it also has a connotative meaning, namely a person who is open and likes giving whatever he/she has in his/her noken. the next connotative meaning is as a mother who carries the burden of life or as it is usually called ifaj uk aromat mowran (a women carrying a lot of burden), starting from the period of menstruation, conceiving, giving birth and breastfeeding, which is identical to a noken called mesin. unlike the case of noken, which is called mecoi, this kind of noken has two kinds e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 303—313 https://doi.org/10.24843/e-jl.2019.v13.i02.p09 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 312 of meanings, namely denotatively as a means of transporting goods and connotatively as a person who is closed or stingy. both mesin and mecoi are used for reducing the amount of garbage that has been wrapped around the life of the nation and the state. there is a spirit of noken as the natural material to replace sacks and plastic bags, so that the face of environment becomes better, and the biotic and abiotic environments are more dignified. 6. conclusion the portrait of noken manifests the existence of indigenous papuans. noken has two relations in terms of meaning. the denotative meaning or real meaning is that noken functions as a means of transporting goods in order to meet the needs of human life as well as serving as a medium for covering the genitals. next, noken has an additional meaning or connotative meaning which is identical to someone’s wife. the portrait of noken shows the existence of the indigenous papuans in terms of the preservation of the nature of papua, so that human relations are very integrated and more harmonious with nature, and have sustainability for the next generation. noken is a representation of the culture of indigenous papuans. it serves as an economical resource for the community. it is from noken that people can commercialize it in order to get results to meet family needs. noken has also a political element in it, since it is mostly patterned with a morning star motive. therefore, noken needs to be preserved so that it does not become extinct but has a spirit. it also needs to be narrated and documented in order to be protected and preserved. furthermore, the new generations should continue the spirit of noken so that it does not becomes extinct. based on the explanation above, we can learn that there is no modern of primitive noken. the most important is its function in protecting our lives. noken as a cultural representation and identity of papuans need to be preserved so as not to experience an identity crisis. we must always appreciate it as our own work, so that we are not considered as an instant human. indigenous papuans must be creative and innovative in knitting, weaving, and embroidering of noken so that the new generation does not stand in a crossroads but has a strong principle in maintaining and caring for noken as an identity and socio-cultural representation of the community of papua. besides that, they should maintain and preserve the e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 303—313 https://doi.org/10.24843/e-jl.2019.v13.i02.p09 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 313 environment as a home for living things, so that they are free from pollution. noken serves as an environmentally friendly materials in replacing plastic bags. references banasuru aripin 2013. filsafat dan ilmu filsafat dari hakikat ketanggung jawab: alfabeta bandung. https//www.kompasiana. com. dewan adat papua. keraf sonny a. 2014. filsafat lingkungan hidup alam sebagai sebuah sistem kehidupan. pt kanisius yogyakarta. keraf sonny a. 200. etika lingkungan hidup. pt. kompas media nusantara . jakarta. simpen i wayan . 2008. pelangi bahasa indonesia:pustaka larasan jl.tukad pakerisan xv/7 denpasar bali. sudaryanto, 2016 metode dan aneka teknik analisis bahasa. syufi yafed. 2014. potret suku irires kepel press: yogyakarta. 8. acknowledgements this research is supported by the researcher’s for his correction and comments and thanks to those who have given me hight motivation to finish this work on manuscript as well as provides some literatures to complete this research. biography of author yafed syufi is a lecturer at papua university, was born in miri, indonesia, 5 th of december 1971. he joined to doctoral program (s3) of linguistics department in udayana university september 2016, and the title of his dissertation is “leksikon kesaguan guyub tutur masyarakat irires papua barat”. e journal e journal strategy to combine clauses in waijewa dialect a sumbanese language ni wayan kasni english department, faculty of letters, warmadewa university email: yan_nik66@yahoo.com postgraduate program, udayana university ketut artawa department of linguistics, faculty of letters, udayana university i wayan pastika, department of linguistics, faculty of letters, udayana university a a putu putera department of linguistics, faculty of letters, udayana university abstract clause is defined as a grammatical unit consisting of the elements of subject (s) and predicate (p), both with object (o) and adverbial (a), and has the capability of being a sentence. clauses can be categorized based on (i) the core arguments, (ii) the presence or absence of negative words in predicate, (iii) the categories of words or phrases that occupy predicate function, (iv) its capacity of being a sentence, (v) their functions in sentences. a clause can be combined in two ways, first using coordinate conjunction forming a coordinate construction, and second using subordinate conjunction forming a subordinate construction. this research attempted to analyze the strategy of combining clauses in waijewa dialect; a sumbanese language. this research applied qualitative method in which the written data were collected from three key informants and four supporting informants from each district in waijewa using four techniques namely; (1) observation, (2) structure-based interview, (3) documentation, and (4) triangulation. the collected data were analyzed using distributional method. the theory used to analyze the data was the language typology theory proposed by dixon (1994) and 2010) and comrie (1983). the result showed that in waijewa dialect clauses could be divided into two; namely, the clauses having verbal predicates and the ones having nonverbal predicates. waijewa dialect has clitic pronouns marking the arguments of the verbs. they showed nominative, accusative, and genitive cases. the coordinate constructions in bsdw could be categorized into two forms such as: (1) syndetic (construction marked by conjunction) and (2) asyndetic (without conjunction marker). the forms of mailto:yan_nik66@yahoo.com subordinate clause in subordinate construction were divided into three; namely, (1) relative clause, (2) complementation clause, and (3) adjunct clause. arguments a and s were relativized by gapping and attaching the prefix {a-} to the v and the relativization of the arguments o, e, locative, and instrument was done by gapping and attaching prefix {pa-} to the v. the complementation clause could be combined using either the conjunction ba ‗that‘ or without the conjunction ba, verb serialization, relative clause construction, purposive linking with the conjunction {ka} ‗for‘ or without the conjunction ka. the adjunct clause could be combined using either conjunction or without conjunction. keywords: clitic, nominative, accusative, genitive, syndetic, asyndetic. 1. introduction bahasa sumba dialek waijewa (hereinaffer abbreviatred to bsdw) is a language spoken in south west sumba regency especially in north waijewa, west waijewa, east waijewa , and south waijewa districts . bsdw is a bima-sumba subgroup language. it is classified as central malayo-polynesian. according to syamsudin (1996) the bima-sumba language consists of three subgroups, namely (a) the bima and komodo language, (b) manggarai language, ngada, which consists of manggarai and ngada-lio language, (c) the sumba and sawu language. not many studies of waijewa dialect have been conducted so far. the previous research was solely focused on the kambera dialect. several studies have been conducted among them was the study conducted by widarsini (1985) entitled ―the affinity phoneme of austronesian ancient language with kambera dialect and manggarai‖. the other studies were conducted by ariningsih (1997) entitled ―taboo words of sumba dialects‖, marian klamer (1998) entitled ―a short grammar of kambera‖, sari (1998) entitled ―the phonology of sumbanese language in east sumba: generative and transformation‖, and by simpen (2008) entitled ―politeness on using language in native language in east sumba (dissertation)‖. another reason why bsdw was used as the object of the present study was that bsdw does not have any written document especially about its grammatical system. so far the grammar book available is only about kambera dialect. if waijewa dialect is compared to kambera dialect, several differences were identified with respect to the clitic pronouns marking the verbal arguments and the other forms of syntactic markers like aspect, modality, definiteness, and the like. a different marking system certainly influences the strategy of combining clauses. therefore, this research is focused on the strategy of combining clauses in waijewa dialect. this research aimed at analyzing (1) the basic structure of the clause, (2) the structure of the arguments and the valence of the verb, and (3) the strategy of combining clauses in coordinate and subordinate constructions. 2. material and method this research is a field research based on post positivism philosophy or interpretative paradigm, meaning that the object cannot be partially broken into some variables. the method used to collect the data was qualitative method. the data were in the forms of written and oral data. the written data were taken from informants through; (1) observation, (2) structure-based interview, and (3) triangulation. the written data were taken using documentation technique. the collected data were then analyzed using distributional method. the result of the analysis was presented formally and informally. 3. result and discussion the discussion of the strategy of combining clauses in waijewa dialect is focused on the result of data analysis. three points are discussed here; they are: (1) the basic structure of the clause, (2) the structure of the argument and the valance of the verb; and (3) the strategy of combining clauses in coordinate and subordinate constructions. 3.1 the basic clausal structure in waijena the clause in waijewa dialect can be divided into two; they are: the clause having verbal predicate and the clause having nonverbal predicate. the verbal clauses are in the forms of intransitive and transitive clauses. the clauses having non verbal predicates are the clauses having noun, adjective, number, and adposition as predicates. bsdw has clitic pronouns marking the arguments of the verb. they show nominative, accusative, and genitive cases. examples: (1) nati ka‟bani na dakura ga yauwa dem man 3sgn stabbed 1sga 1sg that man stabbed me. (2) nati lakawa na – nego dem anak 3sgn dance that girl danced the clitic pronoun {na-} is attached to the verb dakura ‟stab‘ in example (1) and the verb nego ‘danced‘ functons as the nominative marker of the third person singular. the clitic {-ga} in example (1) functions as the acussative marker of the first person singular. 3.2 the structure of the argument and the valence of the verb the argument structure of intransitive clause is s (pro,np animate/non animate) nominative case-intrv. s can also have genitive, accusative, and double markers (nominative and accusative). the s marked with genitive case in interrogative clause relates to the mood of the clause, while the s marked with accusative case in declarative relates to modality or aspect. s is marked like o in imperative when the verb receives more emphasis than the verbal argument. s is marked in accusative case in the nominal predicate clause because, semantically, s does not control the activity. the s which has double markers (nominative and accusative) shows that the speaker is certain about the situation expressed in the clause. examples (3) you‟wa ne‟e – ngga rio. 1sg asp – 1sga mandi i am taking a bath. (4) kako-mi yemmi! go-2pln 2pl you , go ( 5) you‟wa guru – wa – ngga 1t guru – p.def – 1ta i am a teacher (6) pirra mba ammi – nggu? qw asp datang – 1sgpos when did you come?.‗ (7) wai-na na-malau-na leg-3sgpos 3sgn-long-3sga his legs are long sentences (3—5) show that s is marked with accusative case while sentence (6) shows that s is marked with genitive case. the s in (7) has double markers. the structure of clause transitive is a nominative case trnvaccusative case/def.emp – (o (pro/np)). a can also be marked with genitive, accusative, or double markers (nominative plus accusative). the a marked with genitive case in interrogative sentence relates to mood and the status of the clause as a subordinate one in relative construction. the a marked with accusative case relates firmly to aspect or modality. a is marked simultaneously with nominative and accusative when the speaker is certain about the situation expressed by the clause. the argument o has different marking system. the marking system of o is closely related to definiteness or non definiteness. pronouns are considered definite so they are marked with accusative case. the o realized by np definite may be marked with accusative or definite emphasis. the np indefinite is not marked with accusative case. examples: (8) appa pa – woi – mu ne pasara dana. qw relo – buy – 2sgpos dem market ap ‗waht did you buy in the market ?.‗ (9) na ata pa – pamai – nda na – kendu bana. dem perso relo – panggil – 3plpos 3sgtn – run asp ‗the person who called me has run away.‗ (10) ne‟e-ndi a -gezo pare asp-3pln 3pln-polish rice they are polishing rice.‗ (11) na lakawa na – kaula – ngga you„wa. dem boy 3sgn –calll – 1sga 1sg ‗that boy called me.‗ the valence increasing in bsdw is done through the process of causative and applicative. the valence reducing is done through reciprocal and anti causative. morphologically, causative is marked by the prefix {pa-} before the intransitive verb of adjective. the anti causative is marked by prefix {ma-} before the transitive verbs todi ‗close and ‗bukke ‗open‘. the meaning of reciprocal is marked by the clitic {pa-}on the verb after the nominative marker showing plural person. . 3.3 coordinate and subordinate construction coordinate construction in bsdw can be categorized into two forms such as: (1) syndetic (construction marked by conjunction) and (2) asyndetic (without conjunction marker). the subordinate clause is divided into three namely, (1) the relative clause construction, (2) the complementation clause, (3)the adjunct clause. the arguments a and s in relative constructions are relativized by gapping and attaching the prefix {a-} before the pred. the relativization of the arguments o, e, locative, and instrument are done by gapping and attaching the prefix {pa-} before the pred. possessor is relativized using the resumptive pronoun strategy. the complement clause comes after the primary verb b or after the secondary verb type a, b, and c. the table below shows the semantic type of the verb and the types of complement clause in bsdw. primary type b type of clause 1 attention eta ‘see‘ fact and activity rengge ‘dengar‘ fact and activity 2 thinking pange‟da ‘think‘/‘consider‘ fact and activity pande ‘know‘ fact, potential 3 deciding pata ‟decide‟ fact, potential 4 liking mbei ‘like‘ potential, activity 5 speaking tekki ‘say‘ fact patuka ‘ask‘ potential roru ‘persuade‘ potential secondary type type of clause a mulai ‘begin‘ ba ‘finish‘ nungnga ‘try‘ potential and activity b mbei ‘want‘ kambu ‘plan potential c paksa ‘force‘ ngai ‘let‘ potential the complementation clause can be combined using the conjunction ba ‗that‘ or without the conjunction ba, verb serialization, relative clause construction, purposive linking with the conjunction ka ‗for‘ or without the conjunction ka. the adjunct clause can be combined using conjunction or without conjunction. 4. novelties some novelties found in the research are as follows. (1) waijewa dialect is a limited affix language. being a limited affix language does not mean that the language is not capable of expressing various meanings in a clause structure. the limited affixes are optimally used to convey many various meanings in the clause using the same marker to express different meanings in different structures. (2) based on the word order, the clausal structure in waijewa belongs to svo type. (3) bsdw is a head-marking language, that is, the language which is rich in morphosyntactic marking on the (verbal, nominal, adjectival) predicator; the pronominal, aspect, definite emphasis or modality clitic together with predicate constitute the nuclear clause. (4) waijewa has three paradigms of clitic pronouns namely, nominative, accusative, and genitive. those clitics mark person, number, and morphological case in the clause structure. (5) bsdw belongs to np drop language because the clitics are the predicate arguments and the nps are optional. verb plus pronominal marker already constitute a complete clause. the full nps are included only for emphasis or disambiguation. (6) typologically, bsdw belongs to fluid s, in which s is marked like a; however, s can also be marked like o. s is marked like o in nominal predicate because s is identical with the situation expressed by the predicate; thus, s in that situation is non active or does not control the activity. s is marked by o in verbal predicate when the structure emphasizes modality, the verb, or aspect of the verb. 5. conclusion and suggestion 5.1 conclusion based on the data analysis it was found that bsdw clause could be divided into two namely, the clause having verbal predicate and the clause having nonverbal predicate. bsdw has clitic pronouns marking the arguments of the verbs. they show nominative, accusative, and genitive case. bsdw is regarded as np drop since the clitic pronouns may already constitute a complete clause without the appearance of the np as their hosts. the argument structure of intransitive clause has the pattern s (pro,np animate/non animate)nominative case-intrv. s can also have genitive, accusative, and double markers (nominative and accusative). the structure of transitive clause is a nominative case trnvaccusative case/def.emp – (o(pro/np)). a can also be marked with genitive, accusative case, and double markers (nominative plus accusative). the marking system for o is closely related to definiteness or non definiteness. the valence increasing in bsdw is done through the process of causative and applicative. the valence reducing is done through reciprocal and anti causative. coordinate construction in bsdw can be categorized into two forms such as: (1) syndetic (construction marked by conjunction) and (2) asyndetic (without conjunction marker). the subordinate clauses found in subordinate construction are (1) relative clause construction, (2) complementation clause, (3) adjunct clause. argument a and s are relativized by gapping and attaching prefix {a-} before the pred and the relativization of argument o, e, locative, and instrument is done by gapping and attaching prefix {pa-} before the pred. possessor is relativized using resumptive pronoun strategy. complementation clause can be combined using the conjunction ba ‗that‘ or without conjunction, verb serialization, relative clause construction, purposive linking with conjunction ka ‗for‘ or without conjunction. the adjunct clause can be combined using conjunction or without conjunction. 5.2 suggestion waijewa dialect seems interesting to be investigated because it is rich in language phenomena. being a language without written document, many problems need to be observed such as phonology, morphology, syntax, and semantics. this gives other researchers opportunities to explore the phonology and morphology of waijewa especially about clitics and affixes. on syntax level, the things which need to be deeply observed are complex predicate and verb serialization. it is hoped that further research on waijewa can be used as a complete document to avoid the language from becoming extinct. 6. acknowledgements in this opportunity, i would like to express my gratitude and thanks to those who have contributed in one way or another to this research, especially prof. drs. ketut artawa, m.a., ph.d. as the main supervisor, prof. dr. i wayan pastika, m.s., as cosupervisor i, prof. dr. a.a.putu putera, m.hum., as co-supervisor ii, and the board of examiners: prof. dr. aron meko mbete, prof.dr.i nyoman suparwa, m.hum, dr. ni made sri satyawati, s.s, m.hum, dr. ni made dhanawaty, m.s., and dr. i nyoman kardana, m.hum., for their critical comment and suggestions for the improvement of this research. remaining errors are all mine. 7. bibliography aikhenvald, y. alexandra.2006. ―serial verb construction in typological perspective‖. dalam : alexandra y aikhenvald, dan rmw dixon ed., serial verb contructions : a cross-linguistic typology. oxford: university press. alsina, alex, joan bresnan, peter sells. 1997. ―complex predicates: structure and theory‖. dalam : alex alsina, 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2442-7586 (online) issn: 2541-5514 (print) page: 93-104 93 lingual domination in tourism discourse: a cda study 1 i nengah laba, 2 i ketut riana, 3 made budiarsa, 4 i wayan pastika 1. bahagia@inengahlaba.com sekolah tinggi pariwisata bali internasional 2. k.riana@gmail.com faculty of arts, udayana university 3. made_budiarsa@yahoo.com faculty of arts, udayana university 4. wayanpastika@unud.ac.id faculty of arts, udayana university abstract—this study examines tourism discourse in the national print media to answer a research question of how lingual domination is presented in the tourism discourse. this study uses a method of qualitative research methodology. the approach in this study is a phenomenological approach using the phenomenon of the use of language in national printed media. the grand theories used in this research is the theory of critical discourse analysis proposed by van leeuwen (2005 ; 2008) and lingual domination by burton (2008 ; 2012) with a supporting theory of critical discourse analysis proposed by fairclough (1989; 1995). the research results of this study indicate that lingual domination in tourism discourse show social effects on 1) attitude change; 2) cognitive change; 3) collective reactions; 4) personal reactions; 5) agenda setting; 6) socialization; 7) social control; 8 ) defining reality; and 9) endorsement of dominant ideology. keywords: critical discourse, lingual domination, and tourism 1. introduction language has a vital role in communication and social interaction in the community. the tourism development affects the language dynamically and this can be seen from the intersection between languages in tourism which has become a central phenomenon in post-modern society (cf., fox, 2008: 13-15). this evident can be seen from the fact that the tourism industry can enrich vocabulary and terms in the indonesian language that is closely related to tourism, such as vocabulary used in restaurants and by waiters. it proves that the growth of tourism does not only affect the economic, socio-cultural and natural environment, but also the use of language. as an integrated system of representation, language is also a core medium for the tourism community and media institutions for producing a message that is revealed in the text and discourses. in relation to this, mass media are likely a struggle area of any interest that can be seen from the implementation of various strategies which arise from lingual domination. this means in presenting information, mass media will not be separated from the multiple conflicts of interest that are often caused by the various needs to instill a certain ideology. the media are also used as mailto:bahagia@inengahlaba.com mailto:k.riana@gmail.com mailto:made_budiarsa@yahoo.com mailto:wayanpastika@unud.ac.id e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017 vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 93-104 94 a space to show up and dominate the social discourse. according to van leeuwen and machin (2007: 60-61), the discourse can also transform social praxis through various elements and contexts of interest. the text in printed media as a form of mass media is the result of a discourse process that contains the values of representation, domination and ideology as a broadcaster, and the printed media has often not been neutral in explaining social reality. that is, the media will include perspectives from their point of views in explaining social reality. to find out how the printed media involves its views, the use of language as an important element is to be observed. with regard to this, lingual constructions in the form of words, phrases, sentences or specific expressions on tourism discourse have to be analyzed and this option is not a coincidence and not too arbitrary. it is assumed that the choice has been made to have a certain perspective, a certain agenda and ideology, for example, in the sentence: "alih fungsi lahan produktif untuk pariwisata sudah pada tingkat mengkhawatirkan". this sentence shows that there is a land conversion by displaying the objects of tourism without indicating who is responsible for the land conversion. discourse with capitalism or socialism ideology will produce a discourse with their characters. from this explanation, we can understand that critical discourse analysis will put the language in opening system based on their contexts. the analysis will always reveal how the text is produced and reproduced as a result of an interest and subsequently used as an instrument of domination in creating a particular ideology. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017 vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 93-104 95 the relationship among media, discourse and ideology can be described as follows. chart 1.1 the relationship among media, discourse and ideology (source: burton, 2012:75 modified by the researcher) the chart above describes that the representation of the interests of a person or group requires media institutions and all instrument operations in order to open up the space in the discourse of domination through various lingual constructions as an effort to inculcate the ideology of either real or veiled to the public (community). ideology will show the effects related to the attitudes and behavior of the audience as the cause of social construction that will affect social reality and need a space to represent itself. in this context, critical discourse analysis can be used as a framework to explore the representations and forms of domination in social life and the meaning can be seen through the lingual construction which has appeared in various strategies of discourse used (van leeuwen, 2005: 95). in connection with these issues, further study is needed to explore the forms of lingual domination. therefore, research problem is formulated as “how is lingual domination presented in tourism discourse on the national print media?” 2. literature review and theoretical framework audience (society) target of domination media institution media texts dominant entity dominating expressions lingual construction social construction dan individual representation social reality e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017 vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 93-104 96 2.1 literature review the main focus in conducting literature review is on how the researcher acquired the information in form of theories used in this research, data, methodology, findings with their strengths and weaknesses based on the concepts and approaches to get the relevance of this research. the literature review which is described in this study consists of three parts, namely: (1) textbooks that contribute to the framework in this study; (2) similar previous researches with relevant methodology and theoretical frameworks that support this study; and (3) the object of research, that is tourism discourse. ling ip (2008) entitled analyzing tourism discourse: a case study of hongkong travel brochure. this study reviewed about parts of tourism discourse in destination brochures in hongkong. ling ip used a multimodal analysis method in reviewing the language used in a brochure in explaining many tourism destinations that are managed by splendid tours& travel limited as a part of the hongkong tourism board. ling ip also reviewed the language used from micro to macro linguistics and the visual elements in those brochures and also the factors effecting interpretation of tourism discourse; the seventh study by thurlow and jaworski (2011) entitled tourism discourse: language and banal globalization. this study explained about 1) tourism discourse in globalization, 2) the role of language and communication in tourism, 3) an understanding of the language in globalization or a post industrial era (especially in tourism), 4) the circulation of linguistics material such as genre and language style and 5) how the local language are commodificated in tourism communication as stated by bourdieu (1991) and irvine (1989). the study by thurlow and jaworski on tourism discourse: languages and banal globalization inspiring the researcher that tourism theme can be reviewed by linguistics approach. research carried out by bestari, artawan and yasa (2014) entitled “ pemberitahuan gubernur bali, mangku pastika, in balipost newspaper: analisis eksklusiinsklusi theo van leeuwen. this research used a descriptive qualitative approach to describe an exclusion and inclusion strategy in bali post about gubernur bali, mangku pastika. the objects used in this research were 22 data in form of sentences structure from 19 september 2011 to 21 juli 2012 which used discourse analysis approach using the van leuween model. kheirabadi and moghaddam (2012) did a research of linguistics on international mass media using discourse analysis approach entitled “the linguistic representation of iranian and western actors of e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017 vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 93-104 97 iran’s nuclear program in international media: a cda study. this research used discourse analysis approach of fairclough (2001) and van leeuwen (2008) models about social actors to review news and international articles that tell about the iranian nuclear program. the source of data in this research taken from 50 news and articles of the international media including agance france press, bloomberd, the wall street journal, the associated press, the new york times, the washington post, reuters, and bbc news published in november – december 2010. in this study, khierabadi and moghhadam review the neutralization of printed media in giving information about the iranian nuclear program from a linguistics point of view with discourse analysis to explore the socio semantics in reporting news. the result of study showed that international mass media were not neutral in giving information about the iranian nuclear program. to avoid misunderstandings or different perceptions toward research focus, there are some basic concepts used in this research. the concepts are lingual domination, tourism discourse, and national printed media. burton (2008) stated that mass media through various lingual dominances in forms of the structure used and the form of sentences will have the power to create the knowledge and perception of society about the world. in this context, the use of language is seen to be not neutral because it is showed that there is domination in society which implied certain ideologies. in short, lingual domination in this research is all structures and sentences used on national printed media which showed domination by a certain party to other parties. tourism can be defined as a service industry of transportation, hospitality, housing, hospitality service, food and beverages that relates to other services such as bank, insurance and security. hallet and weinger (2009:11) explained the relationship between discourse and tourism in linguistics. they stated that the discourse of tourism is a discourse of identity construction, promotion, recognition, and acceptance. it is a discourse created through the creation and manipulation of linguistic and visual texts. although these texts are specific their locale, they share common goals are transparent through the work of discourse analysis. those goals involve both producer and audience. based on halet and weinger (2009) explanations, the tourism discourse in this study is defined as written texts which describe the activities relating to tourism and published in the national printed media. nurudin (2009:36) stated that mass communication e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017 vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 93-104 98 has provided a new revolution in the era of the information period that is able to create community characters. therefore, the high dependence of information as the means to deliver messages will be able to establish the existence of a society. in mass media, audiences are often called or mentioned directly in the text. that approach is a process of how the text communicates with the audiences and how the audiences are positioned by the text. in this research, the printed media is defined as a means of mass media which is printed and published continuously like newspapers and magazines. those printed media are bali post, nusa bali and kompas. 2.2 theoretical framework to analyze and describe the phenomena in this study explicitly, the researcher used some relevant theories. those theories are 1) critical discourse analysis theory; 2) critical discourse analysis theory of van leeuwen model with exclusion and inclusion strategy approach; 2) lingual domination theory by burton (2008) who said mass media through lingual displayed has power to do construction and reconstruction of social reality. according to mayr (2008), a discourse is started from social analysis by foucault (1977), lead to critical linguistics by fowler, et al (1979), and critical discourse analysis pioneered by van dijk (1990). moreover, mayr explained the definition of discourse can be seen from two different perspectives, which are structuralism and functionalism. the structuralism views the discourse as the use of language especially of clauses and sentences that focus on how the structure of a text is framed as a whole and reflected in cohesion and coherence (cf. halliday and hasan, 1987:21-23; halliday, 1994:129). in this context, structuralism does not focus on social aspects which provide information about how people use and interpret the language. meanwhile, the functionalist views discourse as a form of "language in use" which cannot be separated from the purpose and function of language as a communication tool in social praxis. in critical discourse analysis, discourse is not merely seen as language study. critical discourse analysis uses textual language to be analyzed. the result of analysis is not only to gain an overview of language aspects, but also relate to the social aspect. regarding the discourse, van leeuwen (2005:94) said that: "the term" discourse "is often used to denote an extended stretch of connected speech or writing, a" text "."discourse analysis" then means "the analysis of an extended text, or type of text". " e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017 vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 93-104 99 furthermore, van leeuwen explained that the discourse is often used to express speech and writing that is related to each other and called text. so, the theory of discourse analysis model of van leeuwen reveals the scope of the text or certain types of text. leeuwen introduced the model of discourse analysis to detect and investigate the process person or group within a discourse to be marginal. in that context, there is a relationship between discourse and power in which the forms of representation and domination become an integral part of social life. discourse on the national printed media is always linked with social practice. 3. research methodology the model used to analyze the lingual domination in tourism discourse is descriptive qualitative research with critical discourse analysis approach as the main part to explore text production. the method used in this study was descriptive qualitative research using systematic writing of theory and then data observation continued with triangulation (bungin, 2008: 23-24). this study contains excerpts such data to illustrate the presentation of the report. because it is related to lexical use and linguistic aspects in tourism discourse, the description is very important to get a clear understanding of the problem discussed above. corpus linguistics in this study is in form of lexical data, phrase, grammar and textual phenomena by language user on printed media in order to reveal tourism discourse, so lingual domination in the text can be further analyzed (cf. baker, 2010: 93 -95; bednarek, 2006: 5-6). litosselti, et al. (2010: 146) states that researchers themselves can be the main instrument in a variety of qualitative research to collect data, analyze the results and report findings. after the data has been collected, it is classified and assisted by advanced technique namely technique noted. technique noted in this study is used as a technique to record the various forms of relevant data in this study. this technique will be supported with transcription and transliteration to obtain valid data (mahsun, 1995; 2005). 4. discussion lingual domination refers to a variety of construction that appears in tourism discourse in media that showed the domination for the audience to its effect on society. burton (2010: 13) states that the meaning of a discourse is about values, beliefs and the dominance of their representation. in line with this, faiclough (1995) argues that language and its relation to social e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017 vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 93-104 100 community context can lead to a non-symmetrical relationship. this means that the practice of discourse through text creates power relationships imbalance between the social classes, men and women, the majority and minority groups where the difference was represented in social practices. this is the role of discourse analysis to explore the social practice in tourism discourse. the conception of inoculation theory and cultivation theory in media studies stating that the submission of emphasis messages repeatedly, and the degree of correlation between the delivery of messages by the media to the public could lead to a change of attitude towards a particular issue (burton, 2002: 259). referring to the lingual domination theory put forward by burton (2008), lingual text on the media can be used as an instrument of domination by some effect on them, these effects include 1) a change in attitude; 2) cognitive changes; 3) moral panic; 4) the emotional / personal reaction; 5) agenda setting; 6) socialization; 7) social control; 8) defines reality; and 9) smiles against the dominant ideology. exposure to the effects of domination that creep into the discourse of tourism through the lingual aspect in the national printed media described as follows. data (1) mereka sering menuai keluhan tamu asing,” kata semarajaya, salah satu warga setempat, senin (8/7) kemarin. pria yang juga pengurus subak ini mengaku kerusakan jalan di jatiluwih sudah berlangsung lama. namun, belum ada proyek perbaikan yang maksimal. (bp, 9/7/2013) “they are often drawn complaints of foreign guests, "said semarajaya, one local resident, monday (8/7) yesterday. he who is also a board member, admitted that the road along subak jatiluwih have been damaged for long time. however, improvement hasn’t been made maximally. (bp, 09/07/2013)” the structure of the sentence, "pria yang juga pengurus subak ini mengaku kerusakan jalan di jatiluwih sudah berlangsung lama ", shows the effect of cognitive change as indicated by the expression semarajaya, a resident in jatiluwih frequently received complaints from foreign guests due to damaged roads. cognitive changes of the residents around jatiluwih arising from its impact on their minds after seeing and observing the condition of roads without any maximum improvement made. this is reinforced by argumentative sentence, namun, belum ada proyek perbaikan yang maksimal (however, improvement hasn’t been made maximally). e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017 vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 93-104 101 construction syntactic lexicon liaison with contrastive lexicon of namun (but) further strengthens the cognitive change. data (2) “padahal, banyak aktivitas menarik di bali, salah satunya sport,” ujarnya. wisatawan di bali hanya tinggal di hotel. jadi yang dijadikan destinasi adalah hotelnya, padahal hotel hanya sebagai fasilitas menginap. (bp, 149/2013) “in fact, there are a lot of attracting activities in bali. one of the is sport," he said. in bali, tourists just stay at the hotel. so, the destination is the hotel itself. but, it is only a facility to stay in. (bp, 14/9/2013)” the cognitive understanding of the society in the context of tourism discourse is mainly on hotel. this is reflected in the structure of the sentence, "jadi yang dijadikan destinasi adalah hotelnya, padahal hotel hanya sebagai fasilitas menginap” (so, the destination is the hotel itself. but, it is only a facility to stay in). cognitive changes over the definition of tourism that is so complex narrowed the realm of a hotel. other tourist activities such as sport events have no much attention. the lexicon of hotel on the data implies that discourse tourism is narrowed down only as a hotel business. the process of cognition is the stigma of a link between tourism needs to be distinguished that the hotel is only a facility of tourism activities and not tourism destinations. 5. conclusion from the discussion above, it can be concluded various forms of lingual domination reflected from the elements of linguistics features including lexicon, phrase and certain structures. lingual domination refers to a variety of construction that appears in tourism discourse in media that showed the domination for the audience to its effect on society. burton (2010: 13) states that the meaning of a discourse is about values, beliefs and the dominance of e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017 vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 93-104 102 their representation in a discourse so communication in a discourse is also a means to put an ideology. linguistics study with a tourism theme in the perspective of critical discourse analysis approach through critical paradigm is also associated with other social sciences. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017 vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 93-104 103 references baker, p. 2010. corpus methods in linguistics. dalam litosseliti, l (ed). research methods in linguistics. london: continuum international publishing group. barker, c. and galasinski, d. 2001. cultural studies and discourse analysis: a dialogue on language and identity. london : sage publications ltd. benarek, d. 2006. evaluation in media discourse: analysis of a newspaper corpus. london: continuum. bestari, t.r., artawan, g., yasa, i n. 2014. “pemberitaan gubernur bali, mangku pastika, dalam surat kabar bali post: analisis strategi eksklusi-inklusi theo van leeuwen. ejournal universitas pendidikan ganesha, jpbsi, vol: 2 no. 1 tahun 2014. bungin, h.m.b. 2008. penelitian kualitatif. jakarta: prenada media group burton, g. 2002. more than meets the eye. an introduction to media studies. third edition. london: oxford univeristy press, inc burton, g. 2008. yang tersembunyi di balik media. pengantar kepada kajian media. (alfathri adlin, pentj.) yogyakarta: jalasutra. burton, g. 2010. media & society. 2nd edition. new york: open university press. burton, g. 2012. media dan budaya populer. (hodder arnold, pentj.) yogyakarta: jalasutra. fairclough, n. 1995. critical discourse analysis. the critical study of language. harlowessex: longman group limited. fox, r. 2008. “english in tourism: a sociolinguistic perspective”, tourism and hospitality management, an international journal of multidisiplinary research for south-eastern europe, vol. 12, no. 1, 2008. hallet, richard w. and weinger, j.k. 2009. official tourism websites: a discourse analytic perspective. chicago: il. halliday, m.a.k. 1994. language as social semiotic: the social interpretation of language and meaning. new york: routledge. kheirabadi, r. dan moghaddam, s.b.a. 2012. “the linguistic representation of iranian and westren actors of iran’s nuclear program in international media: a cda study. theory and practice in language studies, vol. 2, no. 10, pp 2183-2188, october 2012. finland: academy publisher. ling ip, j.y. 2008. analyzing tourism discourse: a case study of hong kong travel brochure. lcom papers vol. 1 p. 1 – 19. hongkong : the university of hongkong. littosselti, l. 2010. research methods in linguistics. london: continuum international publishing group. mahsun. 2005. metode penelitian bahasa. tahapan strategi, metode dan tekniknya. jakarta: pt. raja grafindo persada. mayr, a. 2008. language and power: an introduction to institutional discourse. london: continuum international publishing group. moleong, lexy j. 2011. metodologi penelitian kualitatif. bandung: pt. remaja rosdakarya. nurudin. 2009. pengantar komunikasi massa. jakarta: pt. rajagrafindo perkasa. thurlow, c. and jaworski, a. 2011. tourism discourse: languages and banal globalization. applied linguistic review. van leeuwen, t. 2005. introducing social semiotics. new york: routledge. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017 vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 93-104 104 van leeuwen, t. dan machin, d. 2007. global media discourse: a critical introduction. new york: routledge. van leeuwen, t. 2008. discourse and practice. new tools for critical discourse analysis. oxford-new york: oxford university press. impression in “i wandered lonely as a cloud” e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 89 e-journal of linguistics text of the myth bulu geles in the village of tambakan, kubutambahan district, buleleng regency luh putu puspawati e-mail : puspawati1960@yahoo.com udayana university i wayan cika e-mail: wayancika@yahoo.com study program of language and indonesian literature, post graduate study program udayana university nyoman kutha ratna e-mail: kutha_ratna@yahoo.com study program of language and indonesian literature, post graduate study program udayana university i made suastika e-mail: madesuastika@yahoo.com study program of jawa kuna literature, post graduate study program udayana university abstract tambakan village community, district kubutambahan, buleleng believe the tradition of myth sampi bulu geles text contained in that village that vows payment using calf (bulu geles) as offerings at pura dalem. text tradition believed myth sampi bulu geles existence for generations. currently not only tambakan villagers who professed and offer bulu geles, but is also done by people from outside the village of tambakan. this text of myth bulu geles tradition passed down from older generations to younger generation until now. text of myth bulu geles contain bulu geles, i dewa offering. this kind of offering appear when troops from buleleng kingdom and padanguah people lost in battle with bangli kingdom and hide beneath the forest in belong area. belong area is the origin of tambakan village. e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 90 the kind of this research is qualitative with source of primary and secondary data. data is collected using observation, interview, and literature study technique. text of myth bulu geles tradition need to reviewed because this text of myth is unique and the review is focused in four matter there are first the structure of text of myth bulu geles in tambakan village? second text of myth bulu geles in tambakan village function? third text of myth bulu geles in tambakan village meaning? fourth the bequeathing system of text of myth bulu geles in tambakan village? in term of issues reviewed, function, semiotic, and transmission theory are used. the result of the analysis gained that text of myth bulu geles in tambakan village has a narrative structure that is straight plot, primary and secondary figure, contain offering theme with place and time background. the sequence of ceremony in text of myth bulu geles in tambakan village that is cow release ceremony, calling process, catching and ended with bulu geles slaughter in mungkah wali ceremony. the function text of myth bulu geles in tambakan village that connected with context consist of rite function, social function, tri hita karana function, and education function. the meaning of text of myth bulu geles in tambakan village is religious increasing meaning, prosperity meaning, unity and solidarity meaning, and heritation meaning. the bequeathing system of text of myth bulu geles in tambakan village is done by oral through word from old generation to younger generation hereditary that consist of environtment preservation, culture value preservation, and social preservation key words : bulu geles, i dewa, mapanauran, mungkah wali 1. introduction oral tradition is a tradition which has developed in the society through transmission by the words of the mouth from generation to generation. oral tradition is closely connected with the customs belonging inherently to its society (okta adetya, 2010). oral traditions growing in a region could be in the forms of myths, tales, legends, customs, etc. the majority of those oral traditions carry their respective philosophical contents so trusted by local people that they take them as a kind of belief. from such traditions are derived certain functions and meanings. text of the myth bulu geles has become so well known, and in its development as text it is still known to a number of people, particularly to the elders; but for the young generation such a myth is barely known. nowadays, the text of the myth bulu geles is more prominently expressed in terms of such rituals as the losing of the bulu geles and the ritual of mungkah wali practiced continuously from generation to generation periodically conducted in the village of tambakan, precisely on dead e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 91 moon days and once every two years on the full moon of the first local calendar month (purnama kasa day). in its authentic context that myth is understood as a form of ritual which by the local people of tambakan village is regarded as a unique tradition upon the fact that a such tradition is found only in that village of tambakan. in this research, four problems under concern in relation to the text of the myth bulu geles in the village of tambakan are formulated as follows (1) how is the structure of the myth bulu geles in the village of tambakan? (2) what are the functions of the text of the myth bulu geles in the village of tambakan? (3) what meanings are contained in the text of the myth bulu geles in the village of tambakan? (4) what system underlies the inheritance of the text of the myth bulu geles in the village of tambakan? this research is expected to be a source of inspiration, able to reveal and develop one of the various aspects of the indonesian culture. this research is aimed at analyzing, understanding, and describing as well as preserving the various myths as the nation’s cultural heritage from an agricultural village in the plateau region, which are of much benefit for the future generation. it is also expected that this research can contribute to the enrichment of our knowledge inventory as well as establish links with researches in the field of mythology as a science. theoretically, the result of this research can: (1) enrich our knowledge inventory concerning myth; (2) add to the existing references pertaining to the text of the myth bulu geles still maintained among the people of tambakan village, inclusive of such aspects as its structure, functions, meanings, and its inheritance system in the village of tambakan. some practical benefits of this research includes the following: (1) for the local people this research gives them access to understanding and practicing various values contained in the myth as well as document it in the form of publication; (2) for the government this research can be used as the basis for preserving and developing the myth to the future; (3) for researchers this documentation can be used as the basis/model for further researches in the future. 2. theoretical frame 2.1 function theory functional theory deals with the function of the text of the myth in relation to its social context. by teeuw (1984) the function of a text is considered to be that of providing benefit and entertainment, or what come to be termed utile and dulce, because in a text there could be found certain values which are of benefit for human life. e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 92 koentjaraningrat (1987) has developed a theory about the very complex functions of the elements of culture. in principle, this theory concentrates on a series of instinctive needs of human beings in connection to establishing their whole life. 2.2 semiotic theory barthes gives a lengthy discussion of the relation between myth and culture (ritual and culture) and on revealing meanings within a culture, in which an entity within a culture is comprehended in terms of double meanings (connotation). according to hoed (2011), semiotics is the science which studies signs in human life. whatever is present in our life is seen as a sign, i.e. as a thing that should be given a meaning. 2.3 transmition theory this theory is based on robson’s ideas (1994) which was originally used in relation to studies on manuscripts. according to these ideas, in copying the manuscripts from generation to generation there have always happened such things as changes, additions, omissions, substitutions (through the intervention of the copyists). this is particularly true with oral tradition which through its oral transmission from generation to generation since time immemorial has undergone a lot of changes by the time it reaches the young generation at present, namely changes in the forms of missing parts, additions, and omissions. such is the condition of the tradition inherited now. however, its gist can still be understood as it was originally perceived by the previous generations. such really is the process of transmission of oral tradition. 3. research method the design of this research use qualitative method so if reviewed this kind of research is qualitative research.the informant in this research can be divided by two kind that are community figure and community member. the definition of informant from each of group using purposive sampling technique (the respondent that understand the text myth will be choosen).the next step is the definition of informant based on key informant information and then the same pattern used to next informant. this pattern is called snowball technique. data collection for this research is using several methods such as (1) observation; (2) deep interview; (3) literature study. there are three steps in analysis technique suc as (1) data classification; (2) data reduction that is data selection to keep away double data; (3) data verification that is verificate the data that appropriate for e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 93 the need in this research. the result in this research is presented in descriptive or narration, formally presented in flow chart, table. 4. result and discussion 4.1 structure of the mythological text bulu geles at tambakan village the mythological text bulu geles has a narrative structure, made up of plots, characters, theme, and setting. it has straight plots, meaning that the first events are followed by the following ones. it contains six events as follows (1) this plot starts with wars between the buleleng kingdom and the bangli kingdom; the troops of the buleleng kingdom and the people living at padanguang ran away and many entered the forest. (2) they were afraid that where they hid in the forest was identified by their enemies. they vowed to offer bulu geles if the enemies could not identify them. (3) the troops of the buleleng kingdom and the padanguang society felt safe where they hid; even they lived happily and prosperously; as a result, they offered bulu geles. (4) the padanguah society returned to the village from where they hid; however, they felt unsafe and decided to stay at belong, which then became tambakan village where they have lived permanently until now. (5) in its development, those who pay the vow are those who come from tambakan village and outside the village. however, a shift has taken place. now many people pay for the vow in order to get jobs, promotions, pass the final examinations, to be accepted at any favorite schools, and have sons. some also pay for the vow in order to be successful in politics, and businesses. (6) the people living at tambakan village also perform a ceremony called mungkah wali once in six months, every purnama kasa (the full moon of the first balinese month). it is performed at mrajapati temple, tambakan village. the text bulu geles has the main character and secondary characters. the main character is bulu geles or i dewa and the secondary characters are the troops of the buleleng kingdom, the troops of the bangli kingdom, and the padanguang society. the theme on which the mythological text is based is the offering to ida sanghyang widi wasa (almighty god), the safety of the nature and human beings. however, the dominant theme is the offering to ida sanghyang widi wasa through what is called pecaruan i dewa. the mythological text bulu geles also has setting (time and place). the event took place at padanguang village, belong village (now it is called tambakan), tri kahyangan temples, mrajapati temple, melanting temple, the forest where the lost troops hid and the forest where i dewa lives now. the society offered bulu geles on the day when there is the dark moon. the people living at tambakan perform the mungkah wali ritual once in two years. e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 94 4.2 function of the mythological text bulu geles at tambakan village the functions of the mythological text bulu geles at tambakan village is related to tri hita karana, ritual, social and educational functions. the tri hita karana function is implemented in the teaching of being balanced between man and almighty god, between man and his fellow creatures, and between man and his environment. the ritual function in the life of those living at tambakan village is always accompanied with sraddha and bhakti, as reflected by the ritual in which bulu geles is released and the mungkah wali ritual. the social function of the mythological text bulu geles at tambakan village is that the activities done by the villagers are always based on the mutual assistance system. this can be seen from their religious and traditional activities, their individual and collective activities (helping one another). the educational function of the mythological text bulu geles is actualized when the village head (jro mekel) and the traditional village head (bendesa adat) implement their leadership democratically. the reason is that every activity is done together and involves the leaders and their people. they are all involved starting from when the ritual is planned, when it is prepared and when it is performed. such a learning process is done from the old generation to the young generation. 4.3 meanings of the mythological text bulu geles at tambakan village the meanings which are related to the understanding of the cultural value of the mythological text bulu geles and the ritual performance are the meaning of enhancement of religiosity, the meaning of prosperity, the meaning of unification and solidarity, and the meaning of conservation. the meaning of enhancement of religiosity is that the tambakan village offers bulu geles and performs the mungkah wali ritual based on srada bhakti, which is believed to enhance their belief in ida sanghyang widhi wasa (god) and his personifications. the villagers believe that they will be peaceful, safe, secured and tranquilized as the objective of this holy sacrificial ceremony is the spiritual and physical purification. the meaning of prosperity of the mythological text bulu geles at tambakan village is that the villagers believe that they will be prosperous and economically better. they believe that they will be safe, peaceful, comfortable and tranquilized as there will not be any natural disturbance. they also believe that their life will improve by performing this ritual. e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 95 the meaning of unification and solidarity; most people living at tambakan village are hindu worshippers. they believe that any ritual should be performed with mutual assistance, full devotion, sincerity and gratefulness. in understanding the meaning of unification and solidarity, they live peacefully and quietly, appreciating and respecting one another, and keeping the village secured. they believe that if they can do every activity collectively and they are fully responsible for it, they will be peaceful, secured, tranquilized, comfortable and prosperous. the meaning of conservation, in this case, means the meaning of cultural, traditional, religious and environmental conservation. such a tradition should be maintained at tambakan village as the society has understood such values since a long time ago which have been transmitted from generation to generation. mutual assistance is bequeathed by the old generation to the young generation, as teaching how to prepare rituals will make them prosperous physically and spiritually, peaceful, and appreciate and help one another. . 4.4 system of bequeathing the mythological text bulu geles at tambakan village the mythological text bulu geles is an oral tradition which has been known since a long time ago by tambakan community. the old generation is still able to tell what the text contains. it has been bequeathed by the old generation to the young generation. it has been bequeathed orally; it has been transformed in the form of a ritual at tambakan village. such a ritual is still conserved by the local people, in accordance with what has been accepted from their ancestors, which is stated to be “mula keto” (it should be like that). such a myth and ritual tradition has been in existence since a long time ago until now from generation to generation, as described in this writing. it has been bequeathed through three systems of conservation; they are (1) the environmental conservation; the local people maintain the environment and what it contains well; the animals can live safely and comfortably; nothing has been exploited, making the plants and animals live safely and able to improve their habitats. the surrounding people become peaceful, tranquilized, safe and prosperous; the environment is conserved and natural. the cultural values which are conserved at tambakan village are the great ones which need to be conserved. the local people do not dare change what has been inherited from their ancestors. they believe that if they change it a disaster will happen to them. it is necessary to respect and conserve the concepts inherited from their ancestors. they are great, although they have to be adjusted to the e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 96 current condition. the values which are bequeathed by their ancestors may be used as guidance to the local people’s behavior; they are all bequeathed from generation to generation. if they are all well inherited, the local people will be happy, peaceful, safe, and prosperous. (3) the social conservation can be observed from the activities done by the local people when, for example, they hold a meeting attended by the village head (jro mekel) and the traditional village head (jro bendesa adat) , the priests (jro mangku) living around tambakan village, mancegra and the ladies who are good at making bantens (srati) and the community leaders. what they talk about is the mungkah wali ritual and the ritual in which bulu geles is released. they help one another perform such rituals without expecting for any reward. if they are well performed, then the local people will be comfortable and prosperous from generation to generation. . 5. findings the first finding is that the mythological text bulu geles at tambakan village cannot be separated from text and context; it can give guidance to the local people’s life. it is respected and inherited as a holy tradition, which means giving prosperity. the relationship between the mythological text bulu geles and the local people and their environment is in harmony, in accordance with the concept tri hita karana. bulu geles is used to pay for a vow, indicated by the fact that it is performed at dalem temple, where god siwa is believed to reside and the cattle are used as his vehicle. dalem temple and god siwa worshipping reflects the hindu cosmology the ritual contains. god siwa is believed to be lingga acala with his five functions. what the local people have understood of the mythological text has shifted if viewed from the aspect of worshipping orientation at the temple and the use of bulu geles. however, the function of god siwa as described above still accommodates the temple’s orientation and those who go there to pray. the temple is still used as the place where bulu geles is offered to pay for the vow which may have possibly been made by those living outside tambakan village. . conclusion the mythological text bulu geles at tambakan village has a narrative structure, and contains the process in which bulu geles is released, the process in which a proposal for it is made, the process in which it is caught, and the process in which it is butchered (mungkah wali). the text has straight plots, made up of six events or episodes. it has the main character and the secondary characters. the main e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 97 character is bulu geles or i dewa and the secondary characters are the padanguang society, the troops of the buleleng kingdom and the troops of the bangli kingdom. the theme of the text is about offering. it also contains the setting (the place and time). the places include padanguah village where the war initially took place, the area of belong which is now called tambakan, tri kahyangan temples, mrajapati temple, melanting temple, the forest where the lost troops hid and the forest where i dewa lives. the time when bulu geles is performed is on the day when there is the dark moon (tilem) and every two years, that is, every the full moon of the first balinese month (purnama kasa) the mungkah wali ritual is performed. in 2013 it was performed on 22 nd july. the function of the mythological text bulu geles at tambakan village in the local people’s life is related to the function of tri hita karana, ritual function, social function, and educational function. the meaning which is related to the understanding of the cultural value of the text and the ritual performance can be divided into the religious meaning, the welfare meaning, the unification and solidarity meaning, and the conservation meaning. the mythological text bulu geles at tambakan village is bequeathed through: the environmental conservation, the socio-cultural conservation, and the social conservation. the findings of the study are as follows: the tradition of the mythological text bulu geles at tambakan village is closely related to text and context. the text can give guidance to life to the local people. the text is highly respected and is inherited as a sacred tradition which functions to give prosperity. the relationship between the mythological text bulu geles and the local people and environment is in harmony, in accordance with the concept tri hita karana. bule geles is used to pay for a vow at dalem temple as the hindu cosmology and god siwa as lingga acala. how the local people define the myth of bulu geles and ritual has shifted; however, it still accommodates dalem temple and its worshippers outside the tradition, namely, the temple is still used as the holy place where bulu geles is offered when the local people and those living outside the village pay for a vow. . references abdul rozak. 2012. “makalah legenda”. makalahlegenda.blogsport.com abdul syani. 2009. “pelestarian nilai-nilai budaya lokal. http://blog.unila.ac id http://blog.unila.ac/ e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 98 anita fahriana. 2013. “upaya pemeliharaan lingkungan hidup”. makalah. anitafahriani.blogspot.com diakses 21 mei 2013 bagus, i gusti ngurah. 1990. kesusastraan bali. singaraja: lembaga bahasa dan kesusastraan. barthes, roland. 2010. membedah mitos-mitos budaya bangsa. semiotika atau sosiologi tanda, simbol dan representasi. jakarta. jalasutra. christomy,t & untung yuwono (penyunting). 2004. semiotika budaya. jakarta. pusat penelitian kemasyarakatan dan budaya, direktorat riset dan pengabdian masyarakat universitas indonesia. duija, i nengah. 2005. “tradisi lisan, naskah, dan sejarah”. wacana. vol 7, no. 2. oktober 2005. hal. 111-124 duija, i nengah. 2011. “tradisi lisan maritim sebagai kekuatan kultural masyarakat bali”. dalam jurnal atl. edisi v april 2011 hal 29-41 emile, durkheim. 1988. dasar-dasar sosiologi agama: dalam analisis dan interpretasi sosiologi. jakarta: rajawali press. emile, durkheim. 2011. the elementary forms of the religious life. yogyakarta: erisco. esten, mursal. 1990. kesusastraan, pengantar, teori dan sejarah. bandung: angkasa. finnegan ruth.1989. oral traditions and verbal art. a guide to research practices.london and new york: routledge. fokkema, dw dan ebrud kunne-ibsdn. 1998. teori sastra abad 20. strukturalisme, marxisme, estetika, resepsi, dan semiotik (terjemahan oleh praptadiharja dan kepler silaban). jakarta: gramedia. geriya, i wayan dkk. 1982. sistem kesatuan hidup setempat daerah bali. departemen pendidikan dan kebudayaan. proyek inventarisasi dan dokumentasi kebudayaan daerah bali. hamidi, muhammad. 2003. mitos-mitos dalam hikayat abdulkadir jailani. jakarta: yayasan naskah nusantara (yanasa) dan yayasan obor indonesia. hoed, beny h. 2011. semiotik & dinamika sosial budaya. jakarta: komunitas bambu. koentjaraningrat. 1987a. manusia dan kebudayaan di indonesia. jakarta: jambatan. koentjaraningrat. 1987b. sejarah teori antropologi. jakarta: ui-press. moleong, l.j. 2000. metodologi penelitian kualitatif. bandung: remaja rosydakarya. okta adetya. 2010. “tradisi lisan yang ada di masayarakat”. my opera.com diakses 15 april 2013 e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 99 putra, heddi sri ahimsa. 2006. strukturalisme levi-strauss mitos dan karya sastra.yogyakarta: kepel press. ratna, i nyoman kutha. 2004. teori, metode, dan teknik penelitian sastra. yogyakarta: pustaka pelajar. robson, s.o. 1994. prinsip-prinsip filologi indonesia (terjemahan). jakarta: rul semadi astra, i gde. 2008. “pelestarian lingkungan hidup pada zaman bali kuno. kajian berdasarkan data prasasti”. peper. disajikan dalam seminar nasional trerkai dengan hut ke 50 fakultas sastra unud denpasar. suastika, i made. 2008. “nilai agama dan pendidikan dalam satua bali: kasus di desa sekardadi, kecamatan kintamani, kabupaten bangli”. dalam journal ilmiah widya santhi. vol. 2 no. 3 januari. mataram: stah. teeuw, a. 1984. sastra dan ilmu satra. pengantar teori sastra. jakarta: pustaka jaya. e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 100 thank you note thank you to udayana university rector and university udayana post graduate director for the opportunity and the facilities during doctoral program in linguistic department udayana university. thank you for prof. dr. i wayan cika, m.s., as promotor, prof. dr. nyoman kutha ratna, s.u., and prof. dr. i made suastika, s.u., as co promotor. their guide and advice are very helpful in this dissertation writing process. finally thank you to all colleague for the help in this dissertation. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 153--167 accreditation:- 153 e-journal of linguistics the meanings of the balinese 'to eat': a study of natural semantic metalanguage (nsm) gusti ketut alit suputra e-mail: alit_suputra@yahoo.co.id tadulako university fkip, palu made budiarsa. e-mail: madebudiarsa@yahoo.com study program of linguistics, school of postgraduate studies, udayana university ni made dhanawaty e-mail: sainandana@yahoo.co.id study program of linguistics, school of postgraduate studies, udayana university a.a. putu putra e-mail: putraharini@yahoo.com study program of linguistics, school of postgraduate studies, udayana university abstract the study discusses the meanings of 'to eat' in balinese. it aims to describe the application of the theory of natural semantics metalanguage (nsm) on the balinese language verb, which means ' to eat'. the theory used to analyze the verb is the theory of natural semantics metalanguage. the theory recognizes the principle that the natural state of a language is to maintain the form for one meaning and one meaning for one form. the study uses two types of data sources, namely: (1) primary data in the form of oral data and (2) secondary data in the form of written data related to the research topic. the method used in data collection is observation and conversation. results of the data analysis are presented by using formal and informal methods. these results indicate that the verb “to eat” in balinese language consists of: lexicons of ngrayunang, ngajeng, daar, nunas, nede, ngamah, nidik, nyaplok, caklok, ngleklek, dan nyanggol. such lexicons, in addition to having the same semantic field, they also have distinctive features that differentiate one lexicon to the others. keywords: meta language, semantic field, and the distinctive features. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 153--167 accreditation:- 154 1. introduction one of the few general rules of semantic mentions that the different forms will be different in meaning (chaer, 1990: 39). that is, if there are two or more words that look different although the difference is slight, its meaning is different. therefore, two synonymous words are not exactly one hundred percent have the same meaning. there is definitely a difference. it can be proved on the words kini and sekarang. both words are essentially synonymous, but in reality are not interchangeable in a sentence. the word sekarang in the sentence, “istri yang sekarang cantik” " it cannot be replaced with the word kini because sentence construction that appears to be, “istri yang kini cantik” (not grammatical). the statement was supported by the proponents of the theory of natural semantic metalanguage (nsm) who believes in the principle that the natural conditions of a language is to maintain the form for one meaning and one meaning for one form (wierzbicha, 1996). the principles, in addition to be applied to the grammatical construction, it is also applied to the lexical construction. the description can be seen in the following data. (1) imeme sedek madaar di paon. 'mother is eating in the kitchen' (2) ida bagus kari ngrayunang. „ida bagus is still eating‟ data (1) and (2) show that the lexical forms are different, especially lexicon madaar on data (1) and lexicon ngrayunang on the data (2). such differences in accordance with the opinion of goddard (2002: 130) that special semantic features called subtle difference, is inherent in some lexicons that have shaped configuration of distinctive meaning between the one lexicon to the other lexicons, especially the lexicon that is in the same semantic field, such as lexicon madaar which is classified as low balinese language, while ngrayunang is classified as polite balinese. although these two words refer to the same reference, the two lexicons have components of meaning, which is not one hundred percent the same. according to palmer components of meaning is the whole meaning of a word composed of a number of elements in which the e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 153--167 accreditation:- 155 elements of one another have different characteristics (1981: 108). it can be proved by the two lexicons that cannot be exchangeable in the sentence. if imposed, the sentence will be as follows. (3) * imeme sedek ngerayunang di paon. 'mother is eating in the kitchen' (4) * ida bagus kari madaar. „ida bagus is still eating‟ the two sentences, namely: (3) and (4) are not acceptable in the balinese speech community for breaking the speech ethics. the linguistic phenomeon is very interesting to be studied more in depth in order to obtain a more complete description of the application of the theory of natural semantic metalanguage (nsm) in the balinese language verb meaning 'to eat'. 2. theoretical basis the theory used to analyze balinese verb of 'to eat' is the theory of natural semantic metalanguage (nsm), which combines the philosophical traditions, the logic in the study of semantics, with the approach of typology on the language studies based on empirical research across languages (wierzbicha, 1996: 23) and it is expected to provide an overview of the semantic structure. natural semantic metalanguage (nsm) is: (1) a theory that can be used to explicate the meaning of the verb madaar 'to eat' in balinese, (2) the theory of nsm recognizes the principle that the natural conditions of a language is to maintain the form for one meaning and one meaning for one form, and (3) in theory of nsm explication of meaning is framed in a metalanguage originating from natural language. the nsm analysis techniques wierzbicka (1996: 23) and beratha (2000: 248) argue that the nsm analysis techniques using paraphrase that follows the following rules. (1) paraphrasing should use a combination of a number of original meaning proposed by wierzbicha. the combination of a number of the original meaning is required, related to the e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 153--167 accreditation:- 156 claims of the theory of nsm, a form cannot be deciphered only by using a single original meaning. (2) paraphrasing can also be done using the elements that constitute the distinctiveness of a language. this can be done by combining elements that constitute the uniqueness of the language itself to decipher. (3) paraphrasing sentence must follow the rules of syntax of the language used to paraphrase. (4) paraphrasing always use simple language. (5) paraphrasing sentences sometimes require special indentation and spacing. example: madaar 'to eat' at that time, x does something to y. therefore, y moves to the x. at the same time x wants this. x does something. note: x = subject / agent y = object / theme 3. research methodology this study uses two types of data sources, namely (1) the primary data i.e. oral data and (2) secondary data in the form of written data in relation to the research topic. primary data is the main data in this study. secondary data is an indispensable source of data. secondary data serves to reinforce the primary data. the methods used in the data collection were listening and conversation (sudaryanto, 1993: 133). the listening method can be equated with the method of observation, meanwhile conversation methods can be equated with the interview method. observation methods in its operation can be assisted with uninvolved observation conversation techniques and note-taking. with uninvolved observation conversation techniques, data can be collected through observation of non-participatory nature. that is to say, the researcher does not engage in verbal interaction with the research subjects. note-taking techniques used in data collection in order to be more efficient because it only records the discourse in which there are forms of verbs of balinese language. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 153--167 accreditation:- 157 in addition to the method of observation, data collection also used interview method. this interview method in its implementation was aided by face to face interview techniques and notetaking. a method of conversation is equated with the interview method, which in practice trying to approach the atmosphere of intimacy, to get openly verbal interaction between researcher and informants. nevertheless, the observation method was the most important of the two methods used in data collection, because it is intended to obtain empirical data. to analyze the data regarding the verbs of balinese language, particularly with respect to the meaning of 'eating', then it was used the theory of natural semantics metalanguage (nsm). the theory recognizes a principle that the natural state of a language is to maintain the form for one meaning and one meaning for one form. results of the data analysis are presented using informal and formal methods. informal methods are realized in the forms of verbal word with some technical terms in the field of balinese verbs. formal methods are used also as a complement of informal methods. in this case the formal method is realized in the form of symbols / signs, such as: „...‟, “...”, x..., y... 4. discussion the sense of 'eat' in balinese hierarchically balinese system is based on lineage. balinese community system is known as wangsa or castes (wiana, 1993: 21). brahmins, known as the highest caste, ksatria is the second caste, and vaishya as the third caste. the third caste is grouped into triwangsa groups. the fourth caste is known as common people. relating to the social strata of the balinese society, than it emerges a stratified balinese language systems. the balinese stratified language system known as sor singgih basa which is basically the polite and the folk language in use (the research team of the faculty of letters, 1978/1978: 1). the usage of sor singgih basa is traditionally deemed to have good speaking manners when talking to a higher caste (brahmin, kshatriya and vaishya) by using polite balinese language (cf. jendra, 1988: 7). e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 153--167 accreditation:- 158 as a result of the use of the sor singgih basa, the concept of to eat is expressed by a number of lexicon in the balinese language, such as: ngrayunang, ngajeng, daar, nunas, nede, ngamah, nidik, nyaplok, caklok, ngleklek, and nyanggol. however, this study does not make the problem of sor-singgih basa as the main problem. the corpus of data that can be studied, remain rooted in the assumption that the semantic structure of the lexicons in balinese language verbs have a variety of forms and have the same semantic field. harimurti (1982) mentions that the semantic field is part of a semantic system of language, which illustrates a part of the reality in the field of culture or a particular universe which is realized by a set of lexical items related meaning. semantic field theory is related to the theory that the vocabulary of a language has a field structure, both lexical and conceptual structure can be analyzed in synchronic, diachronic, as well as paradigmatic approach (aminuddin, 1988: 108). lexicon of ngrayunang lexicon of ngrayunang has the same semantic field as the word madaar. that is, the two words are in essence a speech act verbs, with the referents move the object to the upper body, the mouth; the object then chewed and swallowed. although these two words have the same semantic field, each has certain semantic features which are different from one another. the most dominant semantic features differentiate between one lexicon with the other, is the relationship of these words with the agents / actors. if the lexicon madaar intended in most people, the lexicon ngajeng and ngrayunang are words of respect for dialogue partner or the person to whom being talked about. this can be seen in the following data. (5) ngrayunang dumun, malih jebos wawanin. „please eat first, later on you may continue working‟ ngrayunang lexicon in speech (5) simply cannot be replaced with the word madaar because ngrayunang word has different semantic features with madaar lexicon. this is consistent with the nsm theory that it maintains one form for one meaning and one meaning for one form. in e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 153--167 accreditation:- 159 other words, each lexicon certainly has its own meaning and is different from other lexicon. in order that the explanation is easier to understand, it can be seen in the following explication. at that time x wants something from y. therefore, y to x body part (agent). x wants something. x does something. lexicon of ngajeng lexicon ngajeng which means 'to eat' is intended to human beings, not for animals or pets. ngajeng lexicon means putting something into mouth, chewed and swallowed. this lexicon in essence is often used as a form of respectful word for all levels of caste. the use of the word ngajeng can be seen in the following data. (6) a. gusti ketut wenten pak de? „ is gusti ketut available pak de?‟ b. wenten, ragane kari ngajeng „yes he is, he is eating‟ ngajeng word in the sentence (6) b is essentially classified as active transitive verbs. that is, verbs that require object, but in this sentence, there is no object. this happens because the dialogue partner has understood that what is eaten by the agent / actor is rice. sentence (6) b in balinese is essentially the same as the equivalent sentence in indonesian, such as "have you eaten, sir?" it means, he is eating rice. the verb”eat” on the sentence can be classified as active transitive verb of speech act. in order that ngajeng lexicon meaning to be clearer not ambiguous, the following explication is made. at that time the x wants something in y. x does something. therefore, y moves to the x. x does it this way. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 153--167 accreditation:- 160 lexicon of daar lexicon daar is often used by the speech community outside triwangsa when viewed from the ancestry system. the most dominant semantic features that distinguishing lexicon daar with other lexicons are participants. that is, when and to whom it is used. it is not appropriate if the lexicon daar is addressed to the dialogue partner of higher caste as it will appear the form of speech, such as daar nasine, gusti aji ?. such forms of speech, even if means 'eat', its use is less appropriate. in this respect, it is a form of speech that mixes between high balinese language variety and low balinese. the speech should be as the following data. daar nasine, man! „eat the rice, man!‟ form of speech (7) uttered by speakers who have equal social status or speakers of a higher social status. other semantic features, namely the daar lexicon is only used for humans, not for animals or pets, such as cats, dogs, or cows. other semantic components, namely daar lexicon used by someone to put something into his mouth, chewed and swallowed. in order to be more clearly the meaning of the lexicon daar is explicated as follows. at that time x does something. therefore, y moved to the upper body part, namely the mouth simultaneously. x wants something in y. x does something like this. lexicon of nunas the word nunas is classified as word of polysemy. polysemy is defined as a unit of language (particularly words, phrases) that has more than one meaning (chaer, 1989: 104). for example, the word “head”, in the indonesian language has a meaning (1) part of the body from the neck up, as it is in humans and animals, and (2) the chairman, leaders, such as the principal, the head of the office. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 153--167 accreditation:- 161 according to ullman, there are some elements of the cause of polysemy. a number of these elements include: (1) the specification in science, for example, the word “form” in the field of linguistics, architecture, and art has its own meaning, (2) specialization use in social life diverse community so that the word "jalan" by the driver means working, by traders is interpreted as “sold”, while in relation to meeting is defined as “take place”, (3) used in the style of language, for example, a poem that the word “blood” and “frozen” in the stanza of poetry by chairil, nanti darahku jadi beku has experienced displacement of meaning, and (4) mistakes in oral speech and in writing, the construction of ke lapangan may be able to contain the meaning of sesuatu yang lapang and pergi ke lapangan. that is, the word nunas, in addition to having the meaning of asking, also means eating. this of course depends on the situation, where and when it is used. to be clear, it can be seen in the following data. (7) nawegang nunas toyane kedik. „i ask for a little water please‟ (8) ratu, deriki dumun malinggih, tiang jagi nunas. „ratu please have a seat, i am going to eat‟ nunas word in a sentence (8) and (9) has more than one meaning (polysemy). nunas word in sentence (8) means requesting, whereas nunas word in the sentence (9) means eating. the difference meaning is caused by the presence of the word nunas, in a different sentence. the meaning of word nunas that related to this topic is nunas word in the sentence (9). in this case the word nunas means putting something into mouth, chewed and swallowed. the use of the word nunas by speakers, no other intends than to humble himself. therefore, the speaker does not want to use the term ngajeng. the word nunas has the same semantic field with previous lexicon, such as: ngrayunang, ngajeng, and daar. its explication is as follows: at that time the x wants something in y. therefore, y moved to the top of x, namely the mouth. x wants this. x does it. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 153--167 accreditation:- 162 lexicon of nede the word nede essentially has the same semantic field as the word ngrayunang, ngajeng, daar, and nunas. nevertheless, the word nede has a characteristic or uniqueness when compared to other lexicons. the word nede is classified as word form of respect for the humble. this can be seen in the following data. (9) tiang ten madue pakaryan punapa-punapi. sinah tiang ten jagi durus nede. „'i do not have anything to do. obviously i cannot eat‟ nede lexicon is only used for humans, not for animals or pets. in order to make the lexicon meaning clearer, explication can be seen in the following description. at that time the x wants something. therefore, y moves to the x at the top, namely the mouth. x is humble. x does something. lexicon ngamah lexicon ngamah is an impolite word, word that contains disrespect, anger, and the like. the lexicon also has the same semantic field as the word ngrayunang, ngajeng, daar, nunas, and nede. the similarity of semantic field is to put something into his mouth, chewed and swallowed. semantic feature that most distinguishes between ngamah word and other words that are actors / agents. lexicon ngamah is only used for humans can also be used for the animal or pets. this can be seen in the following data. (10) a. ngamah dogen gaene „all he did was just eating‟ b. suba ngamah celenge? „has the pig been fed?‟ ngamah word in the sentence (11a) is very rude. therefore, ngamah word is also used for animals / pets, as shown in sentence (11) b. the explication is as follows. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 153--167 accreditation:- 163 at that time the x wants something in y. therefore, y moves to the x. x wants it. x does it like this. lexicon of nidik nidik word 'eat' (crude) is almost the same meaning with the word ngamah. those two words, namely nidik and ngamah can be used for humans and animals. nidik word is often used when people are in a state of anger. this word almost as rude as the word ngamah. it can be seen in the data (12). nidik word can also be used for animals, as shown in the data (13) (11) adi telah nasine? nyen buin nidik? „why we run out of rice? who has eaten it?‟ (12) nasine tidik cicing. „the rice has been eaten by the dog‟. nidik word in the sentence (12) has the same semantic field as other words, like: ngrayunang, ngajeng, daar, nunas, nede, and ngamah. that is, the words refer to to move the object to the upper part of the body, the mouth, chewed and swallowed. the explication is as follows. at that time x wants something in y. therefore, x does something, and y moves to x, and x does something like that. lexicon of nyaplok the word nyaplok means to eat. however, the word is very rude. therefore, the word nyaplok is often used for animal / pets. in essence nyaplok word has the same semantic field as the words: ngrayunang, ngajeng, daar, nunas, nede, ngamah, and nidik. the word means to put something into mouth, chewed, and swallowed. only the word nyaplok is not used to humans, but animal or pets, such as dogs. it is shown in the following data. (13) jajane suba caplok cicing. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 153--167 accreditation:- 164 „the cake has been eaten by the dog‟ the word caplok if getting prefix {n-} turned into nyaplok. the word caplok and nyaplok serve to form a verb meaning to do a job that is referred to by the basic words. the explication is as follows. at that time x wants something in y. therefore, x does something, and y moves to x, and x does something like that. lexicon of caklok lexicon caklok is often used for the animal or pets. they have the same semantic field as the words ngrayunang, ngajeng, daar, nunas, nede, ngamah, nidik, and nyaplok. that is, these words are verbs speech acts with the referent put something into the mouth, chewed, and swallowed. although these words have the same semantic field, each has certain semantic feature that is different from one another. in this case lexicon caklok is only intended to the animal or pets, as shown in the following data. (14) siape caklok cicing. ‛ the chicken was bitten by a dog.‟ caklok lexicon in sentence (15) can be interpreted that the dog bite and eat chicken. explication is as follows. at that time the x wants something in y. therefore, x to do something so that y moves. x does like this. lexicon of ngleklek ngeleklek lexicon is a word that contains disrespect, abusive, anger, and the like. the lexicon is often used by speakers who are angry (emotional). anger experienced by speakers when they are extremely angry. in general, this happens in an unpleasant situation, both the speakers and dialogue partners. the explanation can be seen in the following data. (15) ngleklek dogen gaene! e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 153--167 accreditation:- 165 „all he can do is eating!‟ (16) cicing ngleklek nasi di natahe. „the dog eats rice in the yard‟ ngeleklek word in the sentence (16) is very rude and not pleasant to hear. its meaning remains the same, namely to eat. however, the semantic field of the most prominent features contained in ngleklek lexicon, which was never used in a pleasant situation, both by speakers and dialogue partners. the semantic field remains the same, namely inserting the object into the body of the agent, i.e. the mouth, chewed and swallowed. this word besides intended to men who are angry, also intended to animals or pets as shown in the data (17) and it has the same semantic field as the lexicon of ngrayunang, ngajeng, daar, nunas, nede, ngamah, nidik, nyaplok, and caklok. to be clearer, it can be seen in the explication of the following description. at that time x wants something. therefore, x does something to y to move. x does like this. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 153--167 accreditation:- 166 5. lexicon of nyanggol nyanggol word have the same semantic field as words of ngrayunang, ngajeng, daar, nunas, nede, ngamah, nidik, nyaplok, caklok, and ngleklek. that is, these words are verbs speech acts with the referent to put something into mouth, chewed, and swallowed. although these words have the same semantic fields, each has certain semantic features that are different from one another. nyanggol word is specifically used for animals / pets, not humans. this can be seen in the following data. (17) cicinge ento nyanggol balung. „the dog eats bones‟ nyanggol word in sentence (18) means that the bone is run by the dog with its mouth and eaten. to be clearer, it can be seen in the explication of the following description. at that time x wants something. therefore, x does something to y to move. x does like this. conclusion the meaning of 'to eat' can be expressed in different forms of lexicon in balinese language. nevertheless, the principle of msa which maintains one form one meaning, and one meaning with one for.m for example, the word madaar 'to eat' is obviously just focused on putting something into mouth, chewed, and swallowed. it is not likely to occur in other body parts. in other words, each lexicon in the balinese, such as ngrayunang, ngajeng, daar, nunas, nede, ngamah, nidik, nyaplok, caklok, ngleklek, and nyanggol has the distinctive feature that distinguishes between a lexicon with another lexicon. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 153--167 accreditation:- 167 references aminuddin.1988. semantik. pengantar studi tentang makna. bandung: sinar baru. chaer, abdul. 1990. pengantar semantik bahasa indonesia. jakarta: rineka cipta. geoffrey, leech. 2003, semantik. (penerj. partana). yogyakarta: pustaka pelajar. goddard, cliff. 2002. the search for the shared semantic core of all language. australis: university of new england. jendra, i wayan. 1988. “alih kode pemakaian bahasa indonesia daam kehidupan masyarakat kota denpasar”. tesis s2 untuk universitas gajah mada. sudaryanto. 1993. metode dan aneka teknik analisis bahasa pengantar penelitian wahana kebudayaan secara linguistis. yogyakarta: duta wacana, university press. wiana, ketut dan raka santeri. 1993. kasta dalam hindu. denpasar: dharma naradha. wierzbicha, anna. 1996. semantics: primes and universal. oxford university press. impression in “i wandered lonely as a cloud” e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 40--53 accreditation:- 40 e-journal of linguistics ecolinguistic perspective of kerapingan culture kanisius rambut e-mail: kanisiusrambut@gmail.com flores-ende university i.b. putra yadnya e-mail: putrayadnya@yahoo.com study program of linguistics, school of postgraduate studies, udayana university made budiarsa e-mail: madebudiarsa@yahoo.com study program of linguistics, school of postgraduate studies, udayana university aron meko mbete e-mail: aronmbete@yahoo.com study program of linguistics, school of postgraduate studies, udayana university abstract this article is designed to explore the problem of the rapingn crops encoded in the form of words, phrases, sentences and even discourse. this scientific study raised several issues, such as how do people manage raping plant as one of the supporting community cultural activity? how kerapingan forms of expression are seen as ideas, thoughts, and ideology of the environment in which they live? what are the meanings contained in the expression of kerapingan? what are the functions of kerapaingan expressions relating to the relationship between people and raping plants? this paper aims to describe the raping crop management, kerapingan form of expression, the meaning contained in kerapingan expression, and function of kerapingan expressions. to explain the problems of the study, eco-linguistic framework is used. the principle of eco-linguistic theory is a way of managing raping crop diversity to create a mutually dependent relationship between the public and raping plants, insects, and other plants. the framework of interaction and interdependence create also mutual respect, and respect between human beings and the natural surroundings, raping plants, bamboo plants, mailto:kanisiusrambut@gmail.com mailto:aronmbete@yahoo.com e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 40--53 accreditation:- 41 insects, such as wasps, and animals such as ferrets. to obtain such data, interviews and observation methods were applied keywords: culture, kerapingan, eco-linguistics 1. introduction the life of manggarai community group is very dependent on palm trees in manggarai language called raping. one of the tribes in manggarai cultivates this plan ttraditionally. the community is kolang tribe who live in west manggarai. they consider that raping is plant of life because it grows arround the human settlements. as stated earlier that the community of kolang cultivate the plant in a way that is inherited by their ancestors.the plants are treated to a variety of public interests, such as the construction of the house.the fibers wing of plant or lebe wunut are processed for the roof of houses, especially traditional custom house called mbaru wunut. the leaves are processed into the roofs of houses and huts in the fields. the midribs are used to flank wooden fence or in the yard and in the fields, its fibers are made for fastening fence, and the fruit stems are easily processed to get juice or mince 'sweet drinks' and tuak. cultural activities mentioned above are encoded verbally taking the forms of lexicon, phrases, sentences, and even discourse. lingual signs that describe the environment in which people live are interacting, interrelated, and interdependent. this is in line with the so-called by sapir that it is the vocabulary of a language that most clearly reflects the physical and social environment of its speakers (fill, 2001:2) kerapingan phrase is related to cultivation of raping includingverbs, nouns, adjectives, sentences. however,t his article merely presents some verbs, nouns, andadjectives. first, the verbcan describe raping processing activities. in the treatment process there are some verbs such as tekang 'puncture', irih 'cut', landu 'seduce' tong 'catch up', tuke 'ascend', caling 'replace'. secondly, some adjectives that describe the quality of processed products, such as beverages, sugar and the nature of raping stems and fruits. the e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 40--53 accreditation:- 42 products include mince 'sweet juice', metel 'strong', pait 'sour', bakok 'white'. properties of plant stem are cirang 'hard', ngoel'flabby', harat 'sharp', miteng 'black’ and benge 'fragrant'.the third is a noun. this category includes two groups: noun group and noun phrase. groups ofnoun: raping 'palm tree', wunut 'fibers', ndara 'fruit ladden', longko 'fruit', leka 'pelepah', saung 'leaves', lombong 'shoots'. noun phrase: saung leka 'palm leaves', lombongtuak 'palm shoots', gola malang ‘sugar' loke gola 'sugar cubes; tuak mince 'sweet drinks', sopikolang 'drinks from kolang', mbaru wunut 'fiber houses', wase wunut 'fiber ropes’, ndaratewa' fruit stem ready to be processed' raping or palm is a tree that can live and grow in the highlands about 800m2 above sea level. this plant has the advantage, that the roots are very strong to keep the density of the soil so that the soil is protected from erotion or landslides. these plants usually live in the watershed and slope of 40 degrees. raping is very useful for human life, especially for kolang ethnic in manggarai. in general,the palm tree has a multi-purpose, among others, for house materials, such as wunut 'fibers'. wunut is used for the roof of the house, especially the traditional house. from those words, a compound is created, that is mbaru wunut 'thatched roofed house', the same wunut is spun into wase 'rope' to tie kaba 'buffalo', jarang 'horse' and kena 'fence'. the leaves are used for the roof of the house, the young fruit is tapped as a source of raw materials for making golamalang 'sugar cube'. in short raping tree is very useful for humans. this tree grows naturally. people cultivate it for years for the benefit of human beings. currently raping tree is getting less in number. there are no slightest efforts to replant new trees to replace trees that have died though the trees reveal meanings, such as social, economic, and cultural meanings and multi-purpose for human life. a number of studies have concluded these plants are multipurpose. professor of biology, university of padjadjaran bandung, johan iskandar (kompas on saturday 30 april 2011:16) states that palm trees are protector and balance the ecosystems and the countryside ecology. its roots are very solid, deep, and spread out so it has an important function for e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 40--53 accreditation:- 43 preventing soil erosion. in addition, the roots also serve to store water, so that the palm tree can grow in arid areas. the nira ‘juice’ is used as an ingredient in traditional medicines, for example constipation, mouth sores, pneumonia, dysentery, and so on. reality shows that from the beginning until now no attempt of reforestation or replanting new trees to replace trees that have been destroyed and trees were cut for other purposes. in 1970-1971 manggarai was stricken by starvation. therefore, many raping trees are cut to take owak and kuwang, to be used as food. since then, the population of raping has decreased until today. symptoms of extinction of this tree, becomes a symptom of extinction of languages and cultures. from the perspective of ecolinguistics, raping population extinction symptoms brought the extinction of languages and cultures. it was a concern of ecolinguists and ecologist, and cultural linguists. in addition to being a useful tree economically and culturally, raping is also beneficial to the stability of the soil on slopes and river banks, preventing erosion or landslides due to prolonged rain or during 'rain do not stopf or seven days and seven nights'. due to its great benefits, the tree should be preserved in order to preserve the ecosystem and ecology of the country side where the palms grow. if the trees grow and the population is increasing, then there is a harmonious relationship between man and the nature surroundings or environment. in other words, to keep the raping tree is just the same as preserving culture, including the language. 2.problems based on the above background, some problems could be formulated including the followings, 2.1 how do the people of kolang process the raping tree? 2.2 how is the form of raping expressions to express the speakers’environment? 2.3what kinds of meaning are evoked in the raping expressions? e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 40--53 accreditation:- 44 2.4what are the functions of raping expressions in the dynamics of economic life of the speakers? 3. aims the study is aimed at: 3.1 describing how the people of kolang, kuwus district, manggarai regency process the raping tree 3.2 explaining the form of raping expressions to reflect the speakers’environment 3.3 describing the kinds of meaning evoked in the raping expressions 3.4 explaining the functions of raping expressions in the dynamics of economic life of the speakers 4. theoretical framework and research method 4.1 theoretical framework ecolinguistics is a subdescipline of linguistics that is constructed from the collaboration of linguistic theory and ecology. and thus, the basic assumption of ecolinguistic theory refers to three parameters of ecolinguistics proposed by haugen (1972), namely: diversity, interrelation, interdependance, and environment. the language diversity explains the internal relationship between the language diversity such as the lexicon kerapingan that creates interdependence lexical relation to produce the diversity of kerapingan that finally explains the environment of kerapingan. fill and muhlhausler say that the description of linguistic theory must be started from the lexicon (words) which is an instrument recording the events of the physical and social environments. the diversity of vocabulary is due to the interaction of the one lexicon with other the lexicon bearing the diversity of meanings, ideas and ideologies. the lexical diversity also explains the diversity of both physical and social environment. lexical process e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 40--53 accreditation:- 45 is in fact a process of forming a new lexicon, in which interconnected and intertwined interdependence of new lexicon functions as a reflection of the natural environment, both biotic and abiotic. in addition to a variety of lexicon there is also a variety of text and discourse about the environment, for example, the raping 'palm'. raping is viewed as a tree representing a source of livelihood of people and a multipurpose tree. therefore, the tree has a metaphor, discourse, tales. those lingual forms serve to explain the relationship between humans and nature and the language and nature. in addition, the lingual forms have meaning, ideas, and ideology of the speakers of the ecological language. haugen, 1972 (see fill and muhlhausler, 2001: 4) defined language ecology is a study on the interaction of the existing language with the environment. in this case the environment in question is the people who use a language as a code more important than a reference world. 4.2 research method 4,2.1 research location the research location is wetik a village located in the district of kuwus, west manggarai regency. this place is one of the biggest raping tree cultivation in the kuwus district. 4.2. data and data source 4.2.1data the data that have been collected in the course of a study could be classified into two types, namely oral and written data. the oral data were obtained through interviews. the oral data are the informants responses that were narrated in the form lexicon of kerapingan, statements relating to the raping tree processing, such as how to tap palm wine. oral data is often called primary data. in addition to written data obtained through observation, observation notes, for example, a record of the time of processing, the materials for e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 40--53 accreditation:- 46 processing, and the means used during the processing. written data is often called secondary data. thus, the type of research data is of two kinds, namely oral data as the primary data and written data as secondary data. 4.2.2 data source the data source of this research includes two sources, ie data obtained from direct oral interviews with the community groups of manggarai whose livelihood are dependent on raping tree. tua golo ‘village chief’ and tua teno or custom functionary. in addition, secondary data were obtained from the literature and documentation relating to ritual speech of manggarai 4.3 method and technique of collecting data 4.3.1 method of collecting data the method used in this study is a qualitative method. within the framework of collecting data, two ways are used, namely interviews and observations. the first is the method of interview. several questions relating to the cultivation of raping, the terms of raping, and plants and insects that depend on the raping tree are prepared. the researcher then approached the groups who cultivate raping, both in the field, in kolang, kuwus district, west manggarai regency as well as in bali, who happened to come on holiday to bali. the method of interview is also used to collect both cultural and lingual data. it is supported by recording and note taking techniques. recording and note taking are done with the permission of interviewees (interviewee), in addition to collect data on current / time to undertake activity of raping tree processing to produce a variety of products in addition to their understanding of the meaning of the lexicon, phrase, sentence, text, and discourse of kerapingan as a reference value results of the interview are cross-checked against observational data. the second is the method of observation or direct observation. the researcher takes part in it along with the people who manage the raping. the researcher observed the direct e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 40--53 accreditation:- 47 processing of raping up to enjoy the products, such as palm wine or mince and sugar sweet or gola malang. the technique used in this data collection is participant observation. garna (1999: 67) argues that participant observation is applied in a way that the researcher observes the social activities in which the researcher himself is a member, or consider himself as part of society that feel things as perceived by the groups. observation participation was implemented through the strategy, namely (1) passive participation, researcher did not interfere in the activity of processing (did not have a specific role, although he was present in the speech events); the main techniques of this method is recording technique. the process of making gola 'sugar' and sopi 'alcoholic beverages' presented by the speakers were recorded on cassette tape, then transcribed. transcription is done in two languages; manggarai and indonesian languages, along with a wide range of information relating to nonverbal activities, for example: how to sit while tapping nira, gestures, and a variety of supporting devices to make gola 'sugar cube. 4.3.2 technique of collecting data at the time of interview the researcher noted and recorded using a camera and handycamp. note taking are often incomplete. therefore, it is necessary to have a record from camera and handycamp. recordings are played back and recorded accurately. this activity is referred to as transcribing the recorded data. data transcript was compared with a record of the interview. at the time of observation, the researcher and assistants observed and took notes on raping processing activities. the record result was revised repeatedly until no lost of information 4.4 data analysis the data of kerapingan lexicon that have been collected are grouped by coding in accordance with problems. it needs to be done as a form of identification to the forms, e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 40--53 accreditation:- 48 meanings, and functions of the lexicon, the relationship between the lexicons and the loss of raping species. the data have been grouped were analyzed by using qualitative methods. this method of analysis is based on naturalistic paradigm proposed by garna (1999: 59). accordingly, the interpretation of meaning must be based on the socio-cultural context of manggarai ethnic communities, especially farmer groups that manage raping. thus, this study is expected to provide a statement close to the natural conditions of manggarai ethnic character. 4.5 method of presentating the result of analysis results of the analysis are presented with descriptive methods, in line with the use of qualitative methods in the analysis (see satorit, et al, 2009: 199). various forms, meanings, functions implied behind the lexicon of kerapingan are used by ethnic communities of manggarai are described with regard to cultural values, especially to attitudes, outlooks, beliefs, and life principles of the society, taking also into account the cultural changes that occur due to changes of understanding of raping. method of presenting the results of such an analysis, according sudaryanto (1993: 145) is referred to as an informal method. meanwhile, miles and huberman (1992: 17; ola, 2003) call the descriptive analysis method as a narrative text that is commonly used in qualitative research. 5. discussion 5.1 processing of raping as mentioned above, that raping is one of the crops that are cultivated by kolang society. these plants grow naturally. the spread of the plant was conducted by animals, that is weasel. after bearing fruits, the plants are used by the community for various purposes, among others, the fibers are used for roofs, the leaf bud for offerings decoration or langkar in manggarai language, the fruit stalks that are still easily sliced are use to produce nira or mince in manggarai language. e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 40--53 accreditation:- 49 tuak plant or raping has a very important role in terms of environmental preservation due to the fact that the plant has distinctive properties, just as the roots are capable of storing water for long. therefore, where there are raping trees there must be water under the plant. besides, raping tree can hold the water so there is no erosion. therefore, this plant is very suitable to be planted in the area of mountain slopes and in watersheds to prevent landslides. in addition, raping plants can benefit human life, namely as a material for making houses, such as wunut that is used for the roof of the house, called mbaru wunut. traditional house roofs in particular, the young fruits are processed into wine and mince and further processed into gola 'sugar cube' and sopi 'alcoholic beverages'. the following discussion includes : (1) describe the lexicon of raping as a reflection of the physical and social environment of manggarai language speakers, particularly the kolang dialect; (2) explain the meaning, ideas and ideology contained in the lexicon of kerapingan; (3) describe the function of lexicon in the dynamics of economic and cultural (language) developments; (4) explain the relationship between the lose of raping population and the lose of raping lexicons 5.2 expressions of kerapingan empirically, palm or raping tree processing activities is cultural activities of kolang ethnic. all activities were recorded verbally in the form of words, phrases, sentences, even in the form of discourse. verbal forms are signs or symbols that describe the relation, interrelation, interdependence between kolang ethhnic community with the plant of raping lexicons of raping that reflect the physical and social environment of manggarai speakers, kolang dialect are: first, verb: tuke 'up', tekang, 'chisel', pante 'seduce ', irih'cut', tong ‘bucket ', caling 'change ', landu 'sing', kokor ‘cook’, teneng 'cook', inung 'drink'. the raping verbs describe a series of processing activities raping. the verbs illustrate well how important it is and illustrate the close relationship between kolang community with the plant. therefore they e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 40--53 accreditation:- 50 must keep the tree well. verbs are very familiar with the kolang community. in line with what is stated by sapair band. fill, 2001: 2), words, or phrases reflect the physical and social environments of speakers. second, some adjectives describe the quality of processed products, such as beverages, sugar and fruit stems and raping fruits. the products are mince 'sweet nira', metel, pait 'bitter', bakok 'white'. properties of plant are cirang stem 'hard', ngoel 'flabby', harat 'sharp ', miteng' black' benge' fragrant '. adjectives relating to the processing of raping describe the quality of processed products and the characteristics of plants and processed raping. the third is a noun. the catagory includes two groups: a group of nouns and noun phrases. groups of nouns: raping 'palm tree', wunut 'fibers', ndara 'fruits', longko'fruit ', leka 'midrib', saung 'leaf ', lombong 'shoot'. noun phrase: saung leka ‘palm leaves ', lombong tuak ‘palm shoots ', gola malang ‘sugar cub’ loke gola 'sugar cubes wrapping’; tuak mince' sweet palm wine', sopikolang ‘drink from kolang', mbaru wunut' fibers house', wase wunut fiber rope ', ndara tewa' ' fruit stem ready to be processed'. noun group in the kerapingan expressions describe parts of plants and products of plants concerned. thus, expression of kerapingan consists of some form of lexicons, the verb, adjective, noun, noun phrase. all these forms describe a series of activities of raping processing and the products. in addition, the lexicon of kerapingan describes the quality and nature of the plant and processed raping. 5. 3. meanings evoked in the expression of kerapingan. as explained earlier, the expression of kerapingan describes the series of social and cultural activities of the kolang community, kuwus district, west manggarai. therefore, the expression of kerapingan in the form of lexicons have three types of meaning, namely social, cultural, environmental meanings. e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 40--53 accreditation:- 51 first, the social meaning of kerapingan. lexicons relating to the processing of nira and utilization of the plant mostly describe the identity of kolang tribe or community group of kolang. for example kokor gola expression which means to cook sugar, pante tuak 'tap raping’. both of these expressions describe the habit of cooking sugar only done or done by kolang community. second, cultural meaning in the expression of kerapingan. as explained earlier kerapingan expression is a form of cultural activities of kolang society. for example the expression of pante tuak 'to tap raping' describe all the habits of the people of kolang to meet daily needs. the activity of tapping raping is a source of life and the results of that work is in the form of tuak, palm wine, consumed every day or consumed during certain ceremonies. third the expression of kerapingan has environmental significance. verbs of kerapingan describe the close relationship of kolang community with raping plants. at the time people (men) do pante tuak, they have to sing so that the plant won’t get hurt so that the plant keeps providing its nira smoothly. all lexicons of kerapingan mentioned above clearly depict a very harmonious relationship , mutually dependent relationship and the intensity of the interaction of humans and their environment. fourth, economic significance. kerapingan expression embodied in lexicons explains activities of processing nira into sugar cubes, mince, tuak, and sopi. the products are consumed by the family and sold at high prices. the sale is in the form of money used to finance education, health, and other purposes in the family and society. 5.4 function of kerapingan expressions kerapingan expressions that appear in the social and cultural events have a set of functions. first as a means of verbal communication in expressing the activity of a group of people to another group. in addition, as an information channel to interact within their own group or ethnic community. e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 40--53 accreditation:- 52 second, the phrases serve as an identity of the group or tribe, for example kolang tribe. for example lexicons: gola, gin, mice, kokor gola, pante tuak, all indicate that they belong kolang ethnic. the third function of the environment. kerapingan expressions that have been described earlier explain interactions, relationships, interdependence between communities of kolang with the environment, particularly with raping plant. for example, the phrase mbaru wunut means house with fiber roof. such houses are very durable, but flammable. it proves how the kolang society is very dependent on the raping plant and there are still other examples that prove how kolang community are associated with the plants. the fourth function is economical. lexicon kokor gola'to cook sugar' dan teneng sopi 'to make sopi ' indicate the activities of making money. in addition those expressions show how big the profits the kolang community could get from the business of kokor gola or teneng sopi. 6. conclusion kerapingan culture is an activity of cultivating and processing raping that are useful for human life particularly for the kolang tribe. kerapingan culture is recorded verballyl in the form of words, phrases, sentences and even discourse. this article only presents small part of kerapingan expressions in the form of lexicons, such as mbaru wunut ' fiber-roofed housee'. in addition, the phrase of kerapingan has a meaning which includes social, cultural and economic significances. it is suggested to the local government, in this case the departement of agriculture to program raping tree cultivation in the region of kolang and other areas that could be planted with raping trees. e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 40--53 accreditation:- 53 bibliography derni a., 2008.the ecolinguistic paradigm: an integrationist trend in language study.the international journal of language society and culture hasan, m.zaini. 1990.”karakteristik penelitian kualitatif” dalam pengembangan dalam bidang bahasa dan sastra. hal.12-25, malang: ya3 malangfawcett dkk,___.the semiotics of culture and language. london: frances printer.mbete, m., a. 2012.penuntun singkat penulisan proposal penelitian ekolinguistik. denpasar: penerbit vidia jln pulau adi no 27 dps. mbete, m. a. 2003. bahasa dan budaya lokal minoritas: asal-muasal, ancaman kepunahan dan ancaman pemberdayaan dalam kerangka pola ilmiah pokok kebudayaan universitas udayana orasi ilmiah. denpasar : universitas udayana. mbete,m.,a., 2009. linguistik: ekologi bahasa, dan ekolinguistik. bahan martikulasi program magister dan doktor linguistikprogram pascasarjana universitas udayana, 1427agustus 2010 pilgrim,s, 2006. a cross-cultural study into local ecological knowledge. university of essex fill dan muhlhausler, 2001:ecolinguistics reder.continuum london and new york moleong,lexyj.1988. metode penelitian kualitatif. bandung: remaja karya satori,dj., dkk, 2009. metodologi penelitian kualitatif. bandung: alfabeta .sudaryanto, 1982. metode linguistik, kedudukannya,aneka jenisnya, dan faktor penentu wujudnya. yogyakarta: :fs ugm sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 2, july 2023, pages: 241--252 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i02.p13 241 on the position of /s/ in slovak consonant clusters: an acoustic and perceptual analysis 1 renáta gregová pavol jozef šafárik university, košice, slovakia, renata.gregova@upjs.sk 2 eva kiktová pavol jozef šafárik university, košice, slovakia, eva.kiktova@upjs.sk article info abstract* received date:5 may 2023 accepted date: 31 juni 2023 published date: 31 july 2023 keywords:* slovak, consonant clusters, sonority violation, acoustic analysis, perception the paper presents the results of research aimed at the acoustic and perceptual analysis of onset and coda clusters from standard slovak that violate the principle of sonority. the research is based on engstrand and ericsdotter’s (1999) claim that clusters violating sonority are perceptually advantageous over those that follow the sonority principle. the analysis was carried out on a sample of test nonsense words with the initial combinations /sp, st, sk/ and final combinations /ps, ts, ks/. the data were produced and evaluated by native slovak language speakers. the results of the research support the assumption about the perceptual advantage of clusters that are not in accordance with sonority. 1. introduction the fundamental notion in syllable theory is sonority. it is the relative loudness of a sound, its “carrying power” (jones, 1969, p. 24), made by the function of vocal cords and the opening of cavities during articulation (see, e.g., ladefoged, 1992) 1 . as a consequence, vowels as the “tones of free cavities” (ondruš & sabol, 1987, p. 81) are believed to be the most sonorous sounds, representing the top of the so-called sonority hierarchy, and voiceless stops as the category of consonants, that is, “noises at the place of an obstacle” (ondruš & sabol, 1987, p. 81), are the less sonorous sounds and form the bottom of this hierarchy (for details on the sonority hierarchy, see, e.g., parker, 2012). one of the most famous theories of the syllable, the so-called sonority theory says that the centre of the syllable is the most sonorous sound and the sonority of the other segments in the syllable decreases towards the syllable margins (jespersen, 1904). nevertheless, as it is well-known, in languages, there are consonant clusters occurring in onset or coda positions that violate this principle of sonority in the syllable structure and are still considered very frequent in the given language. for example, delisi (2015), in an analysis of the syllable structure of ancient indo-european languages (sanskrit, latin and greek), shows that this violation of the arrangement of consonants in the initial (and also in the medial) position of the syllable is caused predominantly by the fricative /s/. similar findings are reported by research into english. the english three-consonant clusters occurring in the initial position have the structure ‘consonant s–stop–constrictive’, for example, /str, spr/ (see, e.g., giegerich, 1992; gregová, 2012). the special position of the consonant /s/ in the syllable structure is known in 242 italian (delisi, 2015), icelandic (engstrand & ericsdotter, 1999), bella coola and georgian (cho & king, 2003). consonant clusters starting with the fricative /s/, and also other consonant sequences that violate the principle of sonority, can be found in russian in combinations nasal + obstruent (mzda), liquid + obstruent (rvať) and liquid + nasal (lnúť) (o’brian, 2006). in polish, there are combinations sonorant + obstruent + sonorant or two-consonant clusters with liquids and nasals (rtec, mchu) (pawelec, 2012), and similar sequences of consonants are reported in czech (ziková, 2017), slovak (gregová, 2021), etc. obviously, the literature on the given topic is rich; however, details about consonant clusters not adhering to the sonority principle in the syllable structure are varied. for some authors, the inter-language violation of sonority is represented by the alveolar consonants (especially by the consonant -s-) only. these consonants “behave exceptionally in a number of ways, and have to be excluded from various generalizations, though it is not yet quite clear why” (mcmahon, 2002, p. 109). other authors consider the exceptional behaviour of the consonant -s in the initial position of words (syllables) as a feature typical of the english language only (cho & king, 2003). and for a third group of linguists, the violation of sonority (mainly by sibilants) in the syllable structure is a typological feature (ziková, 2017). moreover, as the literature survey indicates, authors dealing with the violation of sonority in the syllable structure offer various explanations for the existence of consonant clusters in languages that do not obey sonority and yet are very common. for example, gouskova (2002) gives a set of phonological rules formally describing the existence of the exceptions to the principle of sonority. giegerich (1992), pawelec (2012) and others call consonants violating sonority ‘extrasyllabic’. cho and king (2003) speak of so-called ‘semisyllables’. ziková (2017) indicates historical and morphological reasons for the existence of so-called ‘ill-formed consonant clusters’, that is, those that do not adhere to the principle of sonority, and engstrand and ericsdotter (1999) introduced the idea of the possible perceptual advantage of the consonant clusters that violate sonority over those that follow it. this assumption is based on a research probe that was carried out on a sample of test nonsense words uttered by one native speaker of icelandic. the recordings were then acoustically analyzed and perceptually evaluated by ten listeners with various language backgrounds. the details of this research, which turned out to be very inspiring to us, are presented in the following subsection. 1.1. a summary of engstrand and ericsdotter’s experiment the research has its roots in the thought that onset clusters like [sp], [st] and [sk] and coda clusters with the reverse order of segments, that is, [ps], [ts], and [ks], “have a perceptual advantage over those predicted by the sonority hierarchy” (engstrand & ericsdotter, 1999, p. 49). this idea results from the premise that listeners can reliably identify the stop place of articulation solely on the basis of the adjacent [s] because the stop place of articulation is present before and after the given stop consonant, that is, both in [s] and in a vowel (engstrand & ericsdotter, 1999). this hypothesis was verified by research. as indicated above, the authors performed an experiment founded on the acoustic and perceptual analysis of the audio recordings of six nonsense words: [spaj], [staj], [skaj], [japs], [jats] and [jaks]. the acoustic analysis aimed at a detailed investigation of broadband spectrograms proved that the acoustic spectrum of the fricative [s] is influenced by the place of articulation of the neighbouring stop. as for the perceptual analysis, the listeners were able to identify the place of articulation of the stop consonant by dint of the acoustic information incorporated in the nearby [s]. the authors thus came to the conclusion that “[…] the commonly encountered initial [s]+stop and final stop+[s] clusters […] may have a perceptual basis” (engstrand & ericsdotter, 1999, p. 49 – 52). 243 the initial consonant clusters starting with /s/ and the final sequences of consonants ending with /s/ are also quite common in standard slovak (see below), though they violate the principle of sonority. we will now briefly introduce the structure of the slovak syllable and the sequences of consonants that do not correspond to the sonority principle. 2. the structure of slovak syllable the maximum phonological structure of the slovak syllable is ccccvvccc 2 . the centre of the syllable can be a short monophthong (v), a long monophthong (vv) or a diphthong (vv) (for details, see, e.g., gregová, 2016). as for the initial consonant clusters, 93.9% of them are binary (cc), three-consonant clusters represent 5.8% of all onset clusters, and four-consonant clusters (cccc) have the lowest frequency of occurrence with only 0.3% (sabol & ivančová, 2014; see also gregová, 2021). the situation in the coda position is similar: two-consonant clusters are dominant with 91.4% of occurrences, and three-consonant clusters represent 8.6% out of all final clusters in slovak (gregová, 2021). 2.1. initial and final clusters in slovak and the principle of sonority there are 34 various types 3 of initial (onset) cc clusters in slovak 4 . seven types of those clusters are not in accordance with the sonority principle. three-consonant initial clusters fall into 28 categories, with 16 types of clusters violating the sonority principle. as for the initial cccc clusters, they can be divided into five different types, and four of them do not follow the principle of sonority (gregová, 2021). all types of the initial two-, threeand four-consonant clusters that violate the sonority principle with the sample clusters and the sample words with the given clusters can be found in table 1. table 1 the slovak initial consonant clusters that do not obey the principle of sonority structure of the cluster violating the sonority principle sample cluster(s) sample word(s) cc clusters voiceless fricative + voiceless stop sp, st, sk spať ‘to sleep’, stoh ‘stack’, skaziť ‘to spoil’ voiceless fricative + voiced fricative sv, xv svetlo ‘light’, chvost /xvost/ 5 ‘tail’ voiced fricative + voiced stop vd, vď /vɟ/ 6 vdova ‘widow’, vďaka /vɟaka/ ‘thanks’ liquid + voiceless stop lk lkať ‘to lament’ liquid + voiced fricative lž /lʒ/ lživo /lʒivo/ ‘falsly’ voiceless affricate + voiceless stop cť /tsc/ ctený /tsceni:/ ‘honoured’ ccc clusters nasal + voiced stop + liquid mdl mdlý ‘insipid’ nasal + voiceless fricative + voiceless stop msť /msc/ mstiť sa /mscic sa/ ‘to revenge’ voiced fricative + voiced fricative + voiced stop vzd vzduch /vzdux/ ‘air’ voiced fricative + voiced stop + liquid zbl zblízka ‘from near’ voiced fricative + voiced stop + voiced fricative zdv zdvih ‘lift’ voiced fricative + voiced stop + sonorant zgň /zgɲ/ zgniaviť /zgɲiavic/ ‘to get sb. down’ 244 voiced fricative + voiced stop + nasal zdn zdnu ‘from the inside’ voiceless fricative + voiceless fricative + voiceless stop fst vstať /fstac/ ‘to get up’ voiceless fricative + voiceless affricate + voiced fricative scv scvrknutý 7 ‘shrunk’ voiceless fricative + voiced fricative + liquid svr svrab ‘scabies’ voiceless fricative + voiceless stop + liquid str struna ‘string’ voiceless fricative + voiceless stop + sonorant fpľ /fpʎ/ vpletať /fpʎetac/ ‘to wreathe’ voiceless fricative + voiceless stop + voiced fricative štv /ʃtv/ štvať /ʃtvac/ ‘chase’ voiceless fricative + voiceless stop + nasal stm stmievať sa /stmievac sa/ ‘getting dark’ voiced fricative + nasal + sonorant hmľ /hmʎ/ hmlisto /hmʎisto/ ‘hazily’ sonorant + voiceless fricative + voiceless stop ľsť /ʎsc/ ľstivo /ʎscivo/ ‘tricky’ cccc clusters voiceless stop + voiceless fricative + voiceless stop + liquid pstr pstruh ‘trout’ voiced fricative + voiced fricative + voiced stop + nasal vzdm vzdmúť sa /vzdmu:c sa/ ‘to hoist’ voiceless fricative + voiceless fricative + voiceless stop + liquid fspr vzpružiť /fspruʒic/ ‘to energize’ voiceless fricative + voiceless fricative + voiceless stop + voiced fricative fskv vzkvitať /fskvitac/ ‘to flower’ the phonotactic possibilities of the final (coda) clusters in slovak are rather poor compared to the onset position. the final cc clusters can be divided into 19 types and only two types violate the principle of sonority. these are the clusters with the structure (1) voiceless stop + voiceless fricative, for example the cluster ‘ps’ in the word čľups /ʧʎups/ ‘plop’, or the cluster ‘ks’ that can be found in the word keks ‘biscuit’; (2) sonorant + nasal, for example the cluster ‘jn’ in the word kombajn ‘harvester’ (gregová, 2021). three-consonant clusters occurring in final position are of three types only, and all of them follow the sonority principle (for details, see gregová, 2021). the data from slovak, similarly to other languages (see above), show that – contrary to the idea of sonority as the leading power in the syllable structure – the order of sounds in syllables (words) also obeys some other rules and principles. although the occurrence of most of the clusters that are not in accordance with the principle of sonority (table 1) is restricted to onomatopoetic expressions and foreign words (gregová, 2021), initial clusters starting with the fricative /s/ are the most common clusters in contemporary standard slovak (gregová, 2021). analogically, for the final position, the most common sequences of consonants are the mirror images of the initial sequences with the fricative /s/, that is, the sequences ‘stop + fricative’. to find the answer to the question of why clusters not in accordance with sonority are so frequent in languages, in the following part of the paper, we will present the acoustic and perceptual analysis of the consonant sequences starting/finishing with the fricative /s/ in line with the theory of 245 engstrand and ericsdotter (1999) claiming that the initial sequence ‘fricative + stop’ and its mirror image in the final position is perceptually advantageous to the one predicted by the sonority hierarchy. the results of our research will help prove or disprove the cited theory. 3. analysis of the clusters violating the sonority principle in the first stage of our research, we used the same test nonsense words as were presented by engstrand and ericsdotter (1999), that is, the words [spaj], [staj] and [skaj] for the initial consonant sequences and the words [japs], [jats] and [jaks] for the final consonant sequences. these words serve for an analysis of the initial sequences /sp, st, sk/ and the final sequences /ps, ts, ks/ 8 . the other consonant clusters violating sonority that occur either in the onset (see table 1) or the coda position (see the section initial and final clusters in slovak and the principle of sonority) will be analyzed later, in the next stage of our research, depending on the results of the present preliminary investigation. since the aim of our research is to test the hypothesis about the perceptual advantage of consonant clusters starting with the fricative sound [s] in slovak, the speakers pronouncing the nonsense words for recordings were native slovak language speakers, and the respondents involved in the perceptual investigation of the recordings were native slovak language speakers too. we thus also take into account the close relationship between the acoustic and articulatory aspect of speech production. in particular, the so-called articulatory basis – the system of articulatory stereotypes typical of speakers of the given language (dvončová, 1980, p. 73) – may be different in different language(s), and it has its reflection also in the acoustic properties of produced speech sounds and their subsequent perception. 3.1 method of the analysis the experimental research presented in this paper was carried out in the licolab (laboratory of experimental phonetics and communication), faculty of arts, pavol jozef šafárik university in košice, slovakia. two native speakers of slovak (one female and one male) were recorded in the studio by a rode nt 2000 microphone in the mono channel mode, * .wav file format with a resolution of 16 bits per sample and a sampling frequency of 44.1 khz. each speaker produced each word five times. all in all, we gained ten recordings of each nonsense word. spectrograms in a range up to 22 khz were created and inspected for all recordings. this analysis was done in praat (boersma, 2001). sample oscillograms and spectrograms for both voices are presented below in figure 1 for [spaj], [staj] and [skaj] and in figure 2 for [japs], [jats] and [jaks]. for measuring the ability to perceive the stop place of articulation of /p, t, k/ on the basis of an adjacent fricative consonant /s/, 15 personal computers (win 10, 64-bit, intel core i7 – 7700 cpu, 16 gb ram) with external sound cards (creative sound blaster x-fi hd) and closed akg k77 headphones were used. all tests were running through the university e-learning portal (lms.upjs.sk). as for the perceptual analysis, 50 native slovak language speakers (all university students aged between 20–25 years) were played the recordings of the initial sequences /sp, st, sk/ and their mirror images /ps, ts, ks/ segmented from the full forms of the test nonsense words. the respondents were asked to listen to the initial segments from the beginning of the recording up to the cursor position (figure 1), and for mirror images, they listened to segments from the cursor position up to the end of the entire sound file (figure 2). 246 figure 1. oscillograms (top) and spectrograms (bottom) for onset position (left – female voice; right – male voice) figure 2. oscillograms (top) and spectrograms (bottom) for coda position (left – female voice; right – male voice) there were two perceptual tests, one with five recordings of each consonant sequence produced by the female voice (thus 15 initials + 15 finals) and the second also with five recordings of each consonant sequence uttered by the male voice (15 initials + 15 finals). in sum, 247 there were ten recordings for all consonant sequences, that is, 60 recordings altogether. the respondents were asked to determine from which word – [spaj], [staj] or [skaj] for the initial clusters and [japs], [jats] or [jaks] for the final clusters – the sound [s] was segmented out. it was possible to play each recording several times, if necessary. the results of the acoustic analysis and perceptual tests are summarized below. they were carried out in laboratory conditions. 4. results the results of acoustic and perceptual analysis are presented in this section. 4.1. the results of the acoustic analysis in the spectrograms (figure 1 and figure 2), the cursor position marks the segment– spectral slice used in the analysis of its spectral content. the spectral slices of the analyzed nonsense words for the initial clusters [spaj], [staj] and [skaj] and final clusters [japs], [jats] and [jaks] were averaged. thus, five spectral slices (8 – 10 ms) were averaged to one. the results for the female voice are captured in figure 3. figure 3. the averaged spectral slices (x-axis – amplitude [db], y-axis – frequency [hz]) 248 the difference between the spectral distribution for the analyzed spectral slices of initial sequences /sp, st, sk/ and final combinations /ps, ts, ks/ is obvious. a similar spectral distribution can be observed between the initial combinations and their final mirror images /sp – ps/, /st – ts/ and /sk – ks/. the same findings are also valid for the male voice. 4.2. the results of the perceptual analysis perception tests were carried out separately for the female and male voice. fifty participants were involved in the tests. at the beginning of the testing process, a test demonstration was carried out. although the test environment was well known to the participants, they still had the option of a short training test. thus, we do not assume that the results of the presented tests should be influenced by ignorance of the test routine. the listener could listen to the sound fraction repeatedly and match the perceived sound to the original word. finished tests were automatically evaluated, overall four tests, in each test 15 sounds. the probabilities of the correct recognition of the initial and final sequences are presented in table 2. male voice stimuli achieved higher recognition rates than female ones, except for the final sequence /ts/. table 2 results of perceptual tests probability initial sequence final sequence spaj staj skaj japs jats jaks female 0.792 0.624 0.484 0.592 0.788 0.692 male 0.834 0.698 0.804 0.772 0.716 0.844 the overall results of the perceptual tests with averaged results for the initial and final consonant combinations under investigation are presented in figure 4. recognition rates reached up to 70% for both the initial and final sequences. nevertheless, it is important to note that no pre-processing of the yielded test data was done, i.e, all reached results were accepted and processed. thus, this presented research also reflects the fact that not everyone can distinguish such a soft sound difference. some participants achieved very low scores, but this was accepted as a normal state. figure 4. summary of the results for initial (onset) and final (coda) sequences 249 except of the descriptive statistics for achieved data presented in table 3, a different perspective on the achieved results can be found in figure 5. violin plots show summary results for onset and coda position for both male and female voices. violin plots depict the full distribution of the data with presence of different peaks and in this case, they show the distribution of scores achieved in four tests, the mean and median for each of them. table 3 descriptive statistics of data initial sequence final sequence female male female male mean 9.5 11.68 10.37 11.66 median 10.5 13 11 12 standard deviation 3.20 3.84 2.97 2.37 minimum 1 0 5 5 maximum 15 15 15 15 figure 5. violin graph of distribution of achieved scores in each perceptual test the histogram in figure 6 depicts the frequency of data occurrence for the partial test with the lowest average recognition rate 63.33% that belongs to female onset test (figure 4). in this case, it reflects the total number of participants and their yielded score in this test. six participants achieved a score of five or lower than five correct answers, and 31 participants achieved a score of ten or more correct answers. 250 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 0 1 2 3 4 5 6 7 8 9 10 11 12 figure 1. histogram for one test (female voice, onset) with the lowest recognition rate of 63.33% (the x axis – number of correct answers; the y axes – number of participants) 5. novelties the paper introduces the first perceptual and acoustic analysis of the consonant clusters in slovak that are not in accordance with the principle of sonority. the results of this pilot study indicate the perceptual advantage of the initial consonant clusters /sp, st, sk/ and the final clusters /ps, ts, ks/ over the clusters following the sonority principle. 6. conclusions the sonority theory of the syllable (jespersen, 1904) explains the organization of segments in this unit on the basis of their sonority. nevertheless, in languages, there are common clusters occurring either in onset or in coda positions that violate the principle of sonority. various authors have offered various explanations on how to account for this phenomenon. engstrand and ericsdotter (1999) assume that the existence of clusters breaking sonority may have a perceptual basis. their research probe indicates the verity of this assumption. this paper has presented the results of similar research aimed at the analysis of data from slovak. in the slovak language, as well as in other languages, the principle of sonority is not obeyed in particular by the fricative consonant -s-. however, the inventory of the slovak initial consonant clusters that are not in accordance with the sonority is more numerous (table 1). in the first stage of the research, we concentrated on the clusters starting with -sand their final mirror images. based on the perceptual tests performed, it can be concluded that in the cases of the initial consonant clusters /sp, st, sk/ and the final clusters /ps, ts, ks/, the listeners were able to perceive the stop place of articulation on the basis of an adjacent fricative consonant /s/, as previously indicated by the research probe of engstrand and ericsdotter (1999). the experimental amplitude-frequency analysis of spectral slices confirmed the results of the perceptual tests. our research, carried out on test nonsense words produced and then evaluated in perception tests by native slovak speakers, supports the idea of the perceptual advantage of either word-(syllable-)initial or word-(syllable-)final consonant clusters that violate the sonority principle. the research thus indicates that sonority is one power, but not the only one, governing the creation of consonant clusters when creating words. of course, in the next stage of the research, it will also be necessary to analyse the other types of slovak consonant sequences that do not follow the principle of sonority. only thorough analyses of all the data will prove or disprove the claim about the perceptual benefit of clusters violating sonority. 251 6. acknowledgements this work was supported by the scientific grant agency of the ministry of education, science, research and sport of the slovak republic and the slovak academy of sciences under the research project vega 1/0344/21. references boersma, p. 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(2014). slabičné rozhrania v modeloch trojčlenných konsonantických skupín v slovenčine. jazykovedný časopis, 65(2), 105-121. https://doi.org/10.11649/sfps.2341 https://doi.org/10.1093/obo%20/9780199772810-0042 https://doi.org/10.1093/obo%20/9780199772810-0042 252 zec, d. (2007). the syllable. in p. de lacy (ed.), a cambridge handbook of phonology. cambridge university press. https://doi.org/10.1017/cbo9780511486371.009, 161–194. ziková, m. (2017). sonorita. in p. karlík, m. nekula, & j. pleskalová (eds.), czechency nový encyklopedický slovník češtiny. https://www.czechency.org/slovnik/sonorita biography of authors renáta gregová is an associate professor at the pavol jozef šafárik university in košice, slovakia. her research interest is in the field of phonetics, phonology, morphophonology, but also language universals and typology. she is the author and the co-author of several research papers and textbooks. she has also published two books: quantity in slovak and in british english (2012) and the generative and the structuralist approach to the syllable. a comparative analysis of english and slovak (2016). email: renata.gregova@upjs.sk orcid id 0000-0003-4743-2559 eva kiktová is an assistant professor at pavol jozef šafárik university in košice, slovakia. email: eva.kiktova@upjs.sk orcid id 0000-0001-9325-7339 1 for the phonemic delimitation of the notion of sonority, see, for example, zec 2007 or parker 2018. 2 c stands for consonant, v stands for vowel. 3 an (almost) complete list of all tokens of initial, medial and final clusters obtained from a thorough analysis of several sources and the slovak national corpus can be found in gregová, 2012 and gregová, 2016. 4 the analysis of consonant clusters in slovak was based on kuryłowicz’s well-known idea that the beginning of the word represents the beginning of the first syllable of the word and that the end of the word is simultaneously the end of the final syllable of the word (kuryłowicz, 1948). 5 if the sound form of the word is different from its graphic form, slashed brackets are used. 6 if a grapheme differs from a transcription symbol used for the representation of a given sound, the sound form is noted down with the ipa symbol. 7 although /r/ is a consonant phonetically, it functions as a vowel here. the syllable structure of the given word is cccv.ccv.cv. 8 recall here that the initial clusters /sp, st, sk/ and the final clusters /ps, ts, ks/ are the most frequent consonant clusters in contemporary standard slovak (section initial and final clusters in slovak and the principle of sonority). https://doi.org/10.1017/cbo9780511486371.009 https://www.czechency.org/slovnik/sonorita mailto:renata.gregova@upjs.sk mailto:eva.kiktova@upjs.sk impression in “i wandered lonely as a cloud” e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 86--99 accreditation:- 86 e-journal of linguistics conceptual metaphor in the parables on the gospel of luke: an english indonesian translation study ni nyoman tri sukarsih e-mail: trisukarsih_dp@yahoo.com dhyana pura university made budiarsa e-mail: made_budiarsa@yahoo.com study program of linguistics, school of graduate studies, udayana university ketut artawa e-amil: artawa56@yahoo.com study program of linguistics, school of graduate studies, udayana university aron meko mbete e-mail: aronmbte@yahoo.com study program of linguistics, school of graduate studies, udayana university abstract this study aims at exploring the application of conceptual metaphors in the parable texts found in the gospel of luke and various strategies applied in the translation of conceptual metaphors from english into bahasa indonesia. the research utilizes qualitative method in the form of text analysis to analyze the translation product based on a parallel corpus derived from the english version of the new living translation bible published in 2008 by lembaga alkitab indonesia and its translation into bahasa indonesia. metaphorical expressions in sub-corpus were identified using data reduction technique in the form of parable texts found in the gospel of luke, which were collected, selected, simplified and abstracted. the findings emerged from this study. firstly, from the conceptual mapping all three categories of conceptual metaphor were discovered including orientational metaphor, ontological metaphors, and structural metaphor. secondly, to overcome the problems of translating conceptual metaphors, the translators applied methods closely oriented towards target language (tl) based on a number of conceptual metaphors translation procedures. translation techniques employed include the communicative translation method. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 86--99 accreditation:- 87 keywords: conceptual metaphor, translation strategies, translation ideology introduction in translation studies, translation is seen as both a process and a product (hatim and mason, 1990:3-4). as a product, translation can be seen as the result or outcome of translating certain text from source language (sl) into target language (tl). furthermore, the current study aims to explore the product of parable translation found in the gospel of luke from english into indonesian. the aspects being researched are the research outcome (objective aspect) and the effects on the target readers (affective aspect). the choice of research object in this study, as the basis for research on the manifestation of conceptual metaphor in the parable texts found in the gospel of luke, is made firstly because the parables in the gospel of luke illustrate the various aspects and reality of daily lives in the time of jesus christ that are still relevant today. the parable texts mentioned make up the core of christ‟s teachings (i.e., the principles of truth in christianity) with their inherent cultural richness, which requires interpretation in the reading of the passages. parables as texts consist of signification and interpretation systems that must be done on the signs or realities that occurred in the past. the manifestation of metaphor can be traced through language or metaphorical expressions used to communicate based on the same conceptual system, at least within one language system. several experts on culture argue that metaphors through conceptual mapping is universal (newmark, 1988; schäffner, 2004; kὂvecses, 2005), and can be found across languages and cultures. however, each culture has specific conceptual mapping (lakoff, 1992:40, 1993:245). for example, in concept of „the kingdom of heaven‟ (luke 13:18) in english is expressed through conceptual mapping (henceforth called cm): kingdom of god is a mustardseed, as in the sentence „the kingdom of god is like a mustard seed.‟ this concept in indonesian is also presented in the same metaphorical expression with the source text (henceforth called st), which is “kerajaan allah” as in the e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 86--99 accreditation:- 88 sentence „kerajaan allah seumpama biji sesawi.‟the difference of cm in sl and cm in tl is in the form of metaphorical expression used to convey the same concept (kὂvecses, 2002). theoretical background the essence of metaphor is how readers can comprehend and experience (based on first-hand encounters) a thing or a concept through another concept, as suggested by the following quote: “the essence of metaphor is understanding and experiencing one kind of thing in terms of another” (lakoff and johnson, 1980:5). this quote implies that metaphor is one way for readers to understand one domain of experience (sd) through another domain of experience that is more easily understood or more readily familiar (td). in other words, metaphor is an inter-domain relation in human conceptual system (lakoff, 1993:203). translation theories, particularly the one developed by newmark (1988) and larson (1998) are used to analyze the second question in this research. the theory of metaphor translation developed by newmark (1988), supported by related theory by larson (1998), is used to analyze the questions in this study, which includes: (1) procedure, (2) technique, and (3) method in the translation of metaphors. methodology the method used in this research is the qualitative method in the form of textual analysis, comparative analysis based on a comparative model focusing on types of metaphors from the three categories of conceptual metaphors (orientational, ontological, and structural) in the parable texts from the gospel of luke when translated from english into indonesian. the qualitative research is supported by cognitive approach (as stated by lakoff and johnson, 1980), which is a cognitive linguistic approach, particularly in the domain of lexical semantics that applies to conceptual metaphor. this study is also a corpus-based research, involving a list of keywords that became the initial data from concordance and from the examples on the use of metaphorical e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 86--99 accreditation:- 89 expressions in various contexts in the form of sentences or paragraph, identified and then interpreted. the significance attained from this method is the ability to compare st sub corpus in the gospel of luke, as the main sub corpus being research, with the sub corpus found in the gospels of matthew and mark (as comparative corpus). discussion conceptual mapping of orientational metaphor orientational metaphor is one category of conceptual metaphor that refers to the spatial concept, explicating the spatial range of an abstract knowledge with relatable, real human experience. examples include: up-down, in-out, front-back, on-off, deep-shallow, central-peripheral (lakoff and johnson, 1980:14). metaphors in the following data are considered to have the orientation of social status because the verb „stand‟ in sd is a metaphoric expression that can be interpreted through cm as follows: (1) a. the pharisee stood and prayed thus with himself, “god, i thank you that i am not like other men-extortioners, unjust, adulterers, or even as this tax collector. i fast twice a week; i give tithes of all that i possess”. (luke 18:1112) b. and the tax collector, standing afar off, would not so much as raise his eyes to heaven, but beat his breast, saying, “god be merciful to me a sinner!” (luke 18:13) in data (1a), the verb „stood‟ is the past form of the verb „stand‟, which is in the form of an informative verb. this verb is an abstract entity from the perspective of cognitive linguistics that partly forms the symbolic system in christianity, which is „exalt‟ as sd, as a metaphysic concept used to define „exalt‟ (neville, 2001). the concept of „stand‟ that is conceptualized into „exalt‟ as sd can be mapped through cm: exalt is down. it can be inferred that the verb „stand‟, which denotatively contains the literal meaning of „getting up‟ or „looking up‟, in conceptual metaphor is analogous to „exalt‟ (putting oneself in a higher position). e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 86--99 accreditation:- 90 metaphorical coherence in the source domain of the metaphor itself is taken from daily lives as a symbolic system that refers to the reality of life, which refers to the pharisee as a group of jews that maintained and held on to strict religious traditions at the time. however, aside from strong religious tendencies, they became arrogant and stressed on overt formality that often resulted into ignoring basic principles of morality that is seen as more humane than strict adherence to religious rules (hillyer, 1999:299-300). this is seen in the parable from luke 18:11-13. the conceptual mapping exalt is down is based on the characteristics that exalt has similar characteristics possessed by the pharisees, which is to place themselves at a higher position (exalt) in the target domain. conceptual correspondence is shown because of the similar characteristics between the mental domain of the source and the target can be explained by the expression „stood‟, which has the literal meaning of „getting up‟or „looking up‟, conceptualized to be analogous with „exalt‟ to become a metaphor. with the expression „stood‟, it can be inferred that the writer conceptualized „stood‟ as having similar characteristics with „exalt‟ (praising oneself) through the expression, “i am not like other men-extortioners, unjust, adulterers, or even as this tax collector.” these expressions are clearly expressions of self-adornment and undermining of others (tax collectors). in data (1b), the adverbial phrase „standing afar off‟ as sd, which forms a verbal phrase, is an abstract entity from the perspective of cognitive linguistics that produce the td „humble‟ (to lower oneself). the meaning created from this abstract entity, which partly forms the symbolic system of „humble‟ in christianity as td, is a metaphysical concept used to define „humble‟ (neville, 2001). the concept „standing afar off‟ when conceptualized into „humble‟ as td can be mapped through cm: humble is up. in other words, the adverbial phrase „standing afar off‟ in terms of conceptual metaphor is analogous with „humble‟ (to lower oneself). metaphorical coherence in the source domain of the metaphor itself is taken from daily lives as a symbolic system that refers to the reality of life, which refers to tax collectors e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 86--99 accreditation:- 91 (jews) who collected taxes and retribution for romans as at that time the jewish territory were colonized by the romans. then, the jews worked for their colonizers. the tasks of tax collectors included gathering and collecting tithes and various direct taxes. from the beginning, they had the tendency to extort and misuse the tax revenues. from the implicit confession of zacchaeus (luke 19:8), tax collectors were considered sinners (hillyer, 1999:285-286). the parable found in luke 18:11-13 refers to this concept. from the conceptual mapping of humble is up, it can be seen that the verbal phrase „standing afar off‟ as an abstraction in sd is portrayed as or analogous to lowering oneself (humble). thus similar characteristics possessed by humble are also possessed by the tax collectors who lowered themselves as the target domain. the similarities or characteristics in the two components of meaning become the basis of metaphor, in which the tax collector who stood afar off and positioning himself lower will be elevated. conceptual correspondence is shown due to similar characteristics between the mental domain of source and target, explained through the expression „standing afar off‟, which literally means standing at a distance from something can be equated with „humble‟ as a metaphor. with the expression of „standing afar off‟, it can be inferred that the writer conceptualized „standing afar off‟ as having similar characteristics with „humble‟ (to lower oneself). in the text, it is clear that lowering oneself is the concept being presented, through the expression, “[he] would not even look up to heaven, but beat his breast and said, „god, be merciful to me, sinner that i am‟.” these expressions are clearly the expression of someone who is placing himself at a lower position. conceptual mapping of ontological metaphor ontological metaphor represents the effort to explain abstract concepts and human knowledge such as events, activities, emotions, and ideas—manifested in words and sentences that refer to objects and physical substances that are physically clear and real. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 86--99 accreditation:- 92 ontological metaphor conceptualizes thoughts, experiences, and process or other abstractions into something with physical characteristics. metaphor in data (2) is considered ontological metaphor because „a garment‟ as sd takes the form of metaphoric expression. this portion of the research is focused on the interpretation of meaning and signification form the story (parable). (2) no one puts a piece from a new garment on an old one; otherwise the new makes a tear, and also the piece that was taken out of the new does not match the old. (lukas 5:36) the noun „a garment‟ as sd in this sentence is an abstract container from the perspective of cognitive linguistics, proven by the presence of the adverb „on‟ in the phrase „an old one‟ presented through conceptual metaphor that is more concrete and easier to understand. in other words, the container can be mapped through cm to become „a garment‟ is „tenet‟ as td. the meaning created from the abstract container that partly forms the symbolic system in christianity is „tenet‟ in td, as a metaphysical concept used to define „tenet‟ (neville, 2001). the concept „a garment‟ conceptualized as „tenet‟ can be mapped through cm: tenet is garment. in other words, „a garment‟ that refers to a piece of fabric, in conceptual metaphor is analogous to „tenet‟ (teaching). the metaphorical coherence in the source domain of the metaphor itself is taken from daily conversational language as a symbolic system that refers to the reality of life. from the metaphor tenet is garment, it can be understood that „garment‟ in an abstraction in sd analogous to teaching („tenet‟) so that the meaning in the metaphor can be more clearly understood. the presence of „garment‟ can be constructed essentially in two ways: firstly as thought and action, and secondly in the sense of a process, an event, or a result of a process. as a process, “no one tears a patch from a new garment and sews it into an old garment. if he does, he will have torn the new, and the piece from the new will not match the old” (luke 5:37). from this process, it is clear that there is an analogy that exists between „garment‟ as sd and „tenet‟ as td, and between „fabric‟ or „cloth‟ and „teaching‟. in this context, people e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 86--99 accreditation:- 93 usually have a difficult time accepting a new teaching if they already have a deeply rooted belief in the old teaching as a notion they hold as true. conceptual mapping of structural metaphor structural metaphor is a type of metaphor in which the entirety of its complex mental concept is structured in a group of concrete terminologies and concepts. structural metaphor is based on two domains: source domain and target domain, grounded in systematic correlation from daily experience. lakoff and johnson (2003:5) stressed that structural conceptual metaphor is dynamic because it manifests the current thoughts, emotions, and actions of the users, which always change according to the different thoughts, emotions, and actions in each culture. this type of metaphor typically uses a wide range of individual linguistic expressions. seen from the form of metaphorical expression „lamps burning‟ in data (3), which is a verbal phrase that forms the structural metaphor of lamp (source of light). the interpretation of meaning and the signification of data (3) form the parable, which is „the living/watchful faith‟ as a symbol is explained by conceptual mapping (cm). (3) let your waist be girded and your lamps burning. (luke 12:35) the verbal phrase „lamps burning‟ in data (3) as sd is an abstract entity from the perspective of cognitive linguistics, which in terms of conceptual metaphor went through cm to be mapped into a concrete entity for an ideal td. conceptual metaphor in „lamps burning‟ conceptualized into „faith of life‟ as td can be mapped through cm: faith of life is wakeful. in other words, „lamps burning‟ is truly „a light that continuously shines‟ and according to conceptual metaphor is analogous to „faith of life‟ (living faith). the clause „waist be girded‟ as sd is also an abstract entity from the perspective of cognitive linguistics, which can be conceptually mapped as „be ready to serve‟ so that it can produce a meaningful product for td. metaphoric coherence found in luke 12:35 is taken e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 86--99 accreditation:- 94 from daily lives of jews, including servants, at the time of christ who typically wore a long type of clothing that covers the entire body up to the heel. therefore, when a servant was working or serving his master, the bottom end of his clothing would have been tied onto a belt so that the end of the fabric would not hinder his movements while working (reilling, swellengrebel, 2005: 432). from this coherence, emerged a verse that reads, “keep your belts fastened and your lamps burning” (luke 12:35). at the time a lamp in palestine was made out of clay with olive oil as the fuel to make illumination. the conceptual mapping faith of life is wakeful can provide an understanding „the light that keeps on illuminating‟ as sd that is portrayed as an abstraction, because it can be compared to „the living faith‟ based on the similar characteristics between „the light that keeps on illuminating‟ and the characteristics of „the living faith‟ as td. the similar characteristics found in the two components of meaning become the basis for the metaphor „the lamps that keep on burning‟, referred to in this parable because the oil as the fuel in the lamps flows through a wick, to keep the lamp burning the wick is the part that is lit (throntveit, 2012: 223-224). similarly, in the expression „the waist that is continuously tied‟ means always ready to serve or to work. the analogy here is the behavior that is always ready to serve, which is a direct reflection of the living faith. translation procedures and techniques of conceptual metaphor analysis was performed on the translation strategy of container/containment metaphor as a subcategory of ontological metaphor, which refers to the metaphor used to express abstract concepts such as ideas, emotion, and activities as something concrete, like an object, a substance, a container, or a person. in the following data, abstract ideas are transformed as concrete objects. pk: a man is lamb (4) go your way; behold i send you as lambs among wolves.(lukas 10:3) (st) e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 86--99 accreditation:- 95 pergilah, sesungguhnya aku mengutus kamu seperti domba ke tengah tengah serigala. (lukas 10:3) (tt) from the perspective of translation procedure for metaphor, the metaphor in st is translated into a metaphoric form in tt, referring to the translation of the metaphoric expression as a realization of cm: a man is lamb because „lamb‟ is analogous with „man‟, whereas lamb in this context functions as an object. in the translation of st that contains the lamb metaphor, the translator used one translation procedure and two translation techniques. from the aspect of translation procedure for metaphor, the metaphor in st is translated into metaphoric form in tt with the same sd (image), which is „lamb‟, and as sd interpreted as „man‟ in td. in the metaphor found in the data, a grammatical form that represents two proposition in a semantic structure that codes situational proposition is presented. the core concept of the proposition is the situation represented by the noun „lambs‟. a proposition consists of a topic and an image of that topic. that sentence contains a topic—lamb; an image—followers of god; point of similarity—men sent among this world; and nonfigurative meaning—followers of god sent into the midst of this world full of danger. two translation techniques applied by the translator in translating the data: first, „lamb among wolves‟ is translated into„domba di antara serigala‟, in which the translator applied shift or transposition translation technique, which indicates a change in language norms from sl to tl. the translator applied the transposition technique by eliminating the marker „s‟ to signify plural noun in sl, which is not translated but rather eliminated from the plural „lambs‟ into the singular „domba‟ and from „wolves‟ into „serigala‟, although the transfer process did not change the meaning in the message of the text. by translating the terminology „lambs among wolves‟ (sl) into „domba di antara serigala‟ (tl), the translator expressed that terminology naturally and adjusted it with the language structure of the target audience. the translator applied transposition translation technique by not translating the marker „s‟, which is a marker for plural nouns in sl. it can be said that the translator is e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 86--99 accreditation:- 96 oriented towards tl, in which it is common that the plural marker is not always used, with the objective that the translation product is readable and can be accepted among the readers of tl. second, the translator applied a translation technique called modulation, which refers to the shift in point of view in translating „send‟ into„mengutus‟. the verb „to send‟ in ancient greek is „apostello‟, which means „to give an order to be carried out.‟ this word also refers to an activity that is currently or about to be performed. the word „apostello‟ is a present indicative active word. „present‟ means that the activity is currently or continuously being done, while „indicative‟ refers to an activity being performed. in this case, tl accurately translated the verb „send‟ into„mengutus‟. it seems as if the translator referred more into the original language (koine greek) in translating this verb so that the message of the text gets to the target readers in accordance to the meaning intended by the author in the original language. translation methods of conceptual metaphor the method chosen by the translator in translating parable texts from the gospel of luke is communicative and adaptive methods because these texts belong to a special category, i.e., informative text, which emphasizes the accuracy of meaning, message, and intention contained in st. the parable texts also belong the category of imperative text (vocative text), aiming to influence the readers to do something, and expressive text, emphasizing the expression of the author‟s emotion. aside from literal and faithful translation methods, as well as semantic method through the application of literal, transposition, addition of lexical elements (linguistic amplification), and transference techniques oriented more towards sl, the author also applied the method of communicative translation, referring to a translation strategy that is oriented more towards tl-even though the use is less frequent compared to literal and transposition translation methods. this is e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 86--99 accreditation:- 97 proven by the application of literal technique, transposition technique, and the technique involving addition of lexical elements. based on the application of the translation techniques for conceptual metaphor from st into tt, several translation techniques were found. another translation phenomenon is that the translator applied descriptive equivalence technique in addition to modulation, adaptation, literal, and the addition of lexical elements as the strategy of translating metaphors from st into tt. this indicates that the translator also emphasized readability for the target audience. analysis shows that transposition as one translation technique oriented towards tl is sufficiently effective in the translation of parable texts from the gospel of luke. the application of translation procedure and translation method based on the emergence of their use is relevant for the religious language genre as one form of text that has informative function, i.e., to deliver the information and understanding of the truth principles according to christianity based on to the realities of life at the time of jesus christ that is still relevant with the realities of today. conclusion understanding the meaning of metaphoric expressions through cognitive perspective, as performed in this research, strengthens the theory of metaphors, which in this case can enlighten how metaphors in various types of texts can be researched. this study stresses on the four functions of conceptual metaphor in the parables from the gospel of luke (st) and its translation into indonesia (tt). in religious texts, conceptual metaphor does not stand alone within a context, but rather it appears in conjunction with other sd components, because the construct of the language that follows conceptual metaphor within a paragraph in st also confound the translation efforts. therefore, translators may apply several alternatives of translation techniques, as described in the above mentioned application of procedures and methods for translating conceptual metaphor. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 86--99 accreditation:- 98 the translation procedure related to the second research question is often applied by the translators of the gospel of luke, which is the procedure of translating metaphors from st into a metaphoric form in tt while maintaining the same sd (image). in other words, sd (image) in tt is the same with sd (image) in st, rendering that the nuance of sl is more prominent. this empirical finding strengthens translation strategies, particularly translation procedures proposed by larson (1984), newmark (1988) including the factor of translatability, which eases the translation process of conceptual metaphor. translation strategies that cover a wide range of techniques, procedures, methods, and ideology reflect the true nature of effort taken by the translator to translate conceptual metaphor found in st from the level of macro text down to the level of micro text. the current research strengthen the various alternative procedures on the translation of metaphors suggested by several experts in metaphor, such as larson (1984), and newmark (1988), although there are many similarities between these procedures. this study synthesizes the translation procedures with lakoff‟s theory of conceptual metaphor (1993), which emphasizes conceptual mapping that refers to the ontological relations between sd and td—in earlier approaches more commonly known as image. references hatim, b. dan ian mason. 1990. discourse and the translator. london: longman. hillyer, n (ed). 1999. ensiklopedi alkitab masa kini. jilid 1 & 2 (cetakan ke-4) jakarta: yayasan komunikasi bina kasih/omf kὂvecses, z. 2002. metaphor: a practical introduction. oxford: oxford university press. kὂvecses, z. 2005. metaphor in culture: universality and variation. cambridge: cambridge university press. lakoff, g. dan m. johnson. 1980. metaphors we live by. chicago, ii: university of chicago press. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 86--99 accreditation:- 99 lakoff, g. 1993. the contemporary theory of metaphor. dalam ortony, a., ed. metaphor and thought, 2 nd edition (020-251). cambridge: cambridge university press. larson, m. l. 1998. meaning-based translation: a guide to cross-language equivalence. second edition.usa: university press of america inc. molina, l dan a.h. albir. 2002. translation techniques revisited: a dynamic and functionalist approach. meta volume xlvii, 4. 498-512. neville, r.c. 2001. symbols of jesus: a christology of symbolic engagement. cambridge: cambridge university press. newmark, p. 1988. a textbook of translation. london: prentice-hall. schäffner, c. 2004. “metaphor and translation: some implication of cognitive approach”. journal of pragmatics, 36, 1253-1269. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 14, no. 1, january 2020, pages: 113-127 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i01.p012 113 morphological interference of muna language speakers in the use of indonesian language laode darmin 1 universitas brawijaya, malang, indonesia laodedarminuda@gmail.com putu dian danayanti degeng 2 universitas brawijaya, malang, indonesia dian_degeng@ub.ac.id esti junining 3 universitas brawijaya, malang, indonesia esti@ub.ac.id article info abstract* received date: 24 dec 2019 accepted date: 27 dec 2019 published date: 31 jan 2020 keywords:* sociolinguistic, interference, morphological interference, muna language this study aims to examine the muna language interference on the morphological aspects as a symptom of language that generally occurs in bilingual people. the influence of muna language as a mother tongue and the difference between the morphological system of muna and indonesian is very possible for interference. this study was conducted with 20 participants from different community groups within the scope of kecamatan mawasangka, kabupaten buton tengah. the data were collected using observation method with involved and uninvolved conversation, records and transcribing technique then analyzed using padan or contrastive method to determine the presence of morphological interference. the result showed that interference in the aspect of affixation in this research occurs in the formation of the prefix {ka-}, prefix {kafo-}, prefix {ta-}, and confix {ka-...-i}. whereas in the aspect of reduplication the interference symptoms are found in the form of partial reduplication of the muna language morphological system. finally, the suggestion in this research that it is expected that the readers can have better understanding about interference and be more careful in using language. so as to reduce interference or distortion in language. 1. introduction muna language is one of the local languages in the territory of the republic of indonesia whose existence needs to be preserved. in its position as a local language, this language is equal and has the same role as other regional languages in indonesia. muna language which is found in the province of southeast sulawesi, has a large number of speakers and is spread in all districts and cities in the province of southeast sulawesi. besides being used as the main communication tool, muna language is also used in a variety of other social activities, such as traditional ceremonies, cultural and religious activities, and even is used as a language of instruction in classes at the elementary school level. mailto:dian_degeng@ub.ac.id mailto:esti@ub.ac.id 114 in speaking muna as a mother tongue, the muna people certainly have an effect on the use of indonesian when they communicate. moreover, speakers who are still thick with their mother tongue will be very likely to cause interference in the use of indonesian. in general, the interference referred to in this study can be interpreted as a result of the frequent use of the muna language which has led to the entry of the muna element into the use of indonesian language so that it appears that there are deviations from the indonesian language rules being used. according to hartman and stonk (in alwasilah 1985: 131), interference is a mistake caused by the tendency to accustom a pronunciation (speech) of a language to other languages including pronunciation of sound units, grammar, and vocabulary. the increasing prestige and usability of indonesian as a national language has encouraged muna speakers to master indonesian in addition to their mother tongue. in daily communication, it is often found the use of indonesian and muna is used interchangeably in a discourse or sentence utterance. in this case, it is not uncommon to find sentences that contain indonesian words but are accompanied by morphemes or other elements commonly used in muna words. this resulted in the identification of the words produced as if they were not as muna words and not as indonesian words. in fact, the interference of muna as a regional language against the use of indonesian can be observed from a variety of phenomena of the language, namely phonological, morphological, syntactic, and semantic symptoms. among the four symptoms, what attracts the attention of the writer to study is the symptom of muna language morphology interference because in the morphology system of these two languages there are some significant differences. in addition, morphological interference is also interference that generally occurs in bilingual societies. based on the literature review conducted by the author, research on muna language itself has been carried out in various aspects of language including: husniar saribu (2015) by title “perubahan fonem dalam tuturan bahasa muna (phoneme changes in muna speech)”, laode sidu (1994) by title “fonologi generatif bahasa muna (generative phonology of muna language)”, awaluddin (2010) by title “afiks pembentuk verba dalam bahasa muna (affixes forming verbs in muna language)”, la aso (2006) by title “inofasi internal dalam bahasa muna dan perlakuan kata-kata serapan dari bahasa indonesia (internal innovation in muna and the absorption of words from indonesian language)”. however, among the related studies, no research has been found that investigates muna's morphological interference with the use of indonesian. based on the background of the problems that have been described, then the problems in this study are: what is the form of morphological interference in muna speakers in the use of indonesian? the purpose of this study is: to describe the linguistic situation that occurs in muna speakers in the use of indonesian and to describe language errors that occur in bilingual people. 2. research methods this research uses a descriptive qualitative approach. subroto (2007:5) stated that qualitative methods are methods of assessment or research methods of a problem that are not designed using statistical procedures". the purpose of using the descriptive research method is to describe the morphological interference form of the gu-mawasangka dialect of muna language to the use of indonesian from aspects (1) affixation, and (2) reduplication. the population of this study is the speech that contains muna language interference with indonesian among the people of kecamatan mawasangka, kabupaten buton tengah, as one of the areas inhabited by muna speakers and there is also heterogeneity of the people who use muna and indonesian languages. 115 the sample in this study was indonesian speech from the muna language community which was obtained from participants with the following criteria: muna native speakers, adult men and women, no speech and health disabilities, education at least elementary school or equivalent, and can speak indonesian. this research was conducted with 20 respondents taken based on occupation (employees, traders, fishermen, and students) in the scope of kecamatan mawasangka and fulfilled the criteria estabilished in the population and sample. the data collection in this study was carried out in several stages including: first, the researcher made observations directed at the muna language speaker’s community in kecamatan mawasangka to look for participants who fit the established criteria. after finding the appropriate participants, the writer then conducted an interview with the muna language speaker’s community in kecamatan mawasangka which consisted of 5 employees, 5 fishermen, 5 traders, and 5 students. in addition to analyzed the data of this study, the researcher used padan or contrastive method from to determine the presence of morphological interference. 3. discussionas morphological interference of muna language speakers can occur in the formation of indonesian root words either by affixing morphemes in the form of affixation or by reduplication. based on the results of data collection, interference in the form of affixation in this study only includes prefixes, and confixes. while the interference in the form of reduplication occurs using a partial reduplication pattern of the in muna language. 3.1 interference of muna language affixation in the use of indonesian a) prefix interference pattern {ka-} the pattern of word formation with the prefix {ka-} of muna language into standard indonesian word formation is morphological interference. this is due to the fact that prefix {ka-} is derived from muna language, where the prefix is not commonly used in indonesian. in this study there are morphological interference data as a result of the application of the prefix {ka-} from muna language into indonesian language as follows: (1) bilang sama mamamu, ambilkan katutup pancinya bibi yang dibawa kemarin” foomba inamu, namala kasongko nouano fokoinao niowa indewi (2) kabesar ikan yang saya dapat kemarin malam, besoknya langsung dijual dipasar sama mamaku” kabala ae pooli kenta indewi kohondoa, naewinenoa lansu noasoae nae daoa inakua (3) katajam pisomu ini, dimana kamu beli ini? kahoko pisomu yinia, naamai olie? the form of the words katutup, kabesar, and katajam, as shown in the data above is a form of interference derived from the prefix {ka-} + root word. the form of interference is influenced by the morphological system of the gu-mawasangka dialect of muna language namely: kasongko (penutup/lid), kabala (sangat besar/hugh), kahoko and (sangat tajam/very sharp). the formation of these words has a pattern that can be described as follows. 116 table 1 prefix interference pattern {ka-} no root word (rw) affixation pattern (prefix {ka-} + rw) interference form 1. tutup ka+ /tutup/ /katutup/ songko ka+ /songko/ /kasongko/ 2. besar ka+ /besar/ /kabesar/ bala ka+ /bala/ /kabala/ 3. tajam ka+ /tajam/ /katajam/ hoko ka+ /hoko/ /kahoko/ 4. lama ka+ /lama/ /kalama/ limpona ka+ /limpona/ /kalimpona/ in the description above, it can be seen that the affixation patterns of the muna words affect the indonesian language used by the muna speakers, so that resulting in non-standard words in indonesian. the prefix {ka-} is a noun-forming affix which is quite productive in muna language which can be distributed either with nouns, verbs, or adjectives. the affixation of this prefix in nouns and verbs has indonesian meaning as follows: “a tool or something as stated by its root word”. whereas the prefix {ka-} affixation of adjectives has meaning: “very’ 'for the root words that mentioned”. the formation of the words katutup, kabala, and katajam, actually has their respective equivalents in indonesian as can be seen in the data extraction as follows. extract 1 table 2 the correct word form of katutup language utterances muna foomba inamu, namala kasongko nouano fokoinao niowa indewi! indonesian bilang sama mamamu, ambilkan penutup pancinya bibi yang dibawa kemarin! english say to your mom, get the lid of aunt's pot that was brought yesterday! extract 2 table 3 the correct word form of kabesar language utterances muna kabala ae pooli kenta indewi kohondoa, naewinenoa lansu noasoae nae daoa inakua indonesian besar sekali ikan yang saya dapat kemarin malam, besoknya langsung dijual dipasar sama mamaku english what a huge fish i got last night, the next day was immediately sold in the market by my mother 117 extract 3 table 4 the correct word form of katajam language utterances muna kahokono pisomu yini, naamai olie yinia? indonesian tajam sekali pisaumu ini, dimana kamu beli ini? english this knife of yours is very sharp, where did you buy this? b) prefix interference pattern {kafo-} the pattern of word formation with the prefix {kafo-} from muna language into the use of indonesian words is one of form of morphological interference. this is because in standard indonesian does not recognize the prefix {kafo-} as an affix in forming words. prefix {kafo-} is one of the noun-forming affixes in the muna language. the use of this prefix can be distributed with nouns, verbs, and adjectives and has meaning: “something that is used to do what the root word states”, or also stated: “the habit ’which is the root word mentioned”. the form of morphological interference of the application of the prefix {kafo-} from muna into indonesian language is further described as follows. (4) itu la ikram selalu dia kafobanta kalau dikasitau orangtua la ikram maitu kafotagali giagi ane dofombae kamokulaa (5) mulai mi mencuci sendiri. jangan selalu kaforepot mamamu itu! poangka metofa baewutomu kunaea. koemo sadia kaforepo inamu yita’a! (6) kalo mau tenang itu jangan terlalu kafourus dengan urusanya orang lain! ane gaumu sumanaa koemo sadhia kafoorosu bae urusando baindoa! the word forms of kafobanta, kaforepo, and kafourus as shown in the data above are a form of morphological interference of muna laguage which is formed from the prefix of {kafo-} + root word. the form of interference is influenced by the morphological system of the muna language namely: kafotagali (suka membantah / always denied) kaforepo (selalu merepotkan / always bother), kafourus (selalu mengurus / always take care). interference of these words has a pattern that can be described as follows. tabel 5 prefix interference pattern {kafo-} no root word (rw) affixation pattern (prefix {kafo-} + rw) interference form 1. bantah kafo+ /banta/ /kafobanta/ tagali kafo+ /tagali/ /kafotagali/ 2. repot kafo+ /repot/ /kaforepot/ repo kafo+ /repo/ /kaforepo/ 118 3. urus kafo+ /urus/ /kafourus/ orosu kafo+ /orosu/ /kafoorosu/ in the description above, it can be seen that the affixation patterns of the muna words affect the indonesian language used by the muna speakers, thus producing non-standard words in indonesian. it has been explained before that the prefix {kafo-} is one of the highly productive affixes for the formation of nouns in muna language so that it interferes with the use of indonesian from the speaking community. the formation of words influenced by the morpheme of the muna languages such as kafobanta, kaforepo, and kafourus actually have their respective equivalents in indonesian. so that the correct formation of words in these sentences is as follows: extract 1 tabel 6 the correct word form of kafobantah language utterances muna la ikram maitu kafotagali giagi ane dofombae kamokulaa indonesian la ikram itu selalu membantah kalau dinasehati orangtua english ikram has always denied if he was advised by his parents extract 2 tabel 7 the correct word form of kaforepo language utterances muna poangka metofa baewutomu kunaea. koemo sadia kaforepo inamu yita’a! indonesian mulailah mencuci sendiri. jangan selalu merepotkan mamamu itu! english start washing your own clothes. don't always bother your mother! extract 3 tabel 8 the correct word form of kafourus language utterances muna ane gaumu sumanaa koemo sadhia kafoorosu bae urusando baindoa! indonesian kalau mau tenang itu, jangan selalu mengurusi urusan orang lain! english if you want to calm down, don't always take care of other 119 people's business! c) prefix interference pattern {ta-} formation of the indonesian word with the prefix {ta-} is also very often found in muna speakers who are using indonesian language. in the muna language morphology system, actually there was no prefix {ta-} as found by researchers in the field. however, if seen from the meaning and function in indonesian by muna speakers, the use of this prefix is suspected to be interference from the {noti-} prefix which is also very productive in muna language. the form of interference from the prefix {ta-} can be seen in the data as follows. (7) biar saja bibit jagung itu tatanam dibelakang rumah! taa tahomo wineno kasitela itua notitano nae kundono lambu! (8) layang-layangku kemarin tasangkut dipohon itu patawalaku indewi notikai nae puunosau maitu (9) bantu saya cari antingnya ademu dia tabuang ditana amba kanau dae indofi dalino andimu notioho nae wite the basic form of the words tatanam, tasangkut, and tabuang as shown in the data above is a form of the morphological interference of the muna language which is formed from the prefix {ta} + root word. the form of interference is influenced by the muna morphology system namely prefix {noti-} as in the following words: notitano (tertanam / planted), notikai / tersangkut), and notioho (terbuang / wasted). interference of these words has a pattern that can be described as follows. tabel 9 prefix interference pattern {ta-} no root word (rw) affixation pattern (prefix {ta-} + rw) interference form 1. tanam ta+ /tanam/ /tatanam/ tano noti+ /tano/ /notitano/ 2. sangkut ta+ /sangkut/ /tasangkut/ kai noti+ /kai/ /notikai/ 3. buang ta+ /buang/ /tabuang/ oho noti+ /oho/ /notioho/ in the description above it can be seen that the formation of indonesian words by the muna speakers is still affiliated with muna language through the use of the {ta-} prefix on indonesian words. the use of the prefix {ta-} can be summed up as interference from the prefix {noti-} because it has the same function and meaning. as explained earlier that prefix {noti-} is one of the affixes forming nouns and verbs in muna language which can be distributed with nouns and verbs. the prefix {noti-} if distributed with the basic form of the verb will have an inflective function and have meaning: “accidentally” in 120 indonesian language. whereas the prefix {noti-} that joins a noun functions as a derivative. meanwhile, the equivalent of the word used in standard indonesian to express “accidentally”' is the prefix {ter-}. the correct use of words for sentences in the data above is as follows. extract 1 tabel 10 the correct word form of tatanam language utterances muna taa tahomo wineno kasitela itua notitano nae kundono lambu indonesian biar saja bibit jagung itu tertanam dibelakang rumah! english let the corn seed planted behind the house! extract 3 tabel 11 the correct word form of tasangkut language utterances muna patawalaku indewi notikai nae puunosau maitu indonesian layang-layangku kemarin, tersangkut dipohon itu! english yesterday my kite, is stucked in that tree extract 5 tabel 12 the correct word form of tabuang language utterances muna amba kanau dae indofi dalino andimu notioho nae wite indonesian bantu saya cari anting adikmu yang terbuang ditanah english help me find your sister's earring that was wasted on the ground d) confix interference pattern {ka-…-i} besides occurring with prefixes, the morphological interference of muna language is also found in the form of confixes. although the number is not large, the confix is very productive in the use of indonesian by the muna speakers. the confix is {ka-...-i} which states the meaning of indonesian as follows: "whole (keseluruhan)’ as mentioned in the root words. the form of interference from the confix {ka-…-i} can be seen in the data transcript as follows. 121 (1) kamanisi mangga yang dibeli mamaku dipasar tadi pagi kamekoi foo niolino mamaku wae daoa hangkowine nsaaitua (2) kalamai mereka datang, padahal dari tadi dihubungi kalimponai do hatoa, gahaaitu nando nsaaitu do hubungida’a (3) pepaya dekebunku kakunii buanya, sini kita pigi ambil! kapaeya wae kaampo mani kakunii bakenoa, maimo dokala damalae) the form of the words kamanisi, kalamai, and kakunii, in the fragments of the above sentences is a form of interference that occurs in indonesian basic words that are affixed with the {ka-...-i} confix of muna language. the basic form of these words is manis, lama, and kuning, which is then interfered with by confix {ka-...-i}. confix interference patterns {ka-...-i} in the words above can be described as follows. tabel 13 confix interference pattern {ka-…-i} no root word (rw) affixation pattern (confix {ka-…-i} + rw) interference form 1. manis ka-…-i + /manis/ / kamanisi / meko ka-…-i + /meko/ /kamekoi/ 2. lama ka-…-i + /lama/ /kalamai/ limpona ka-…-i + /limpona/ /kalimponai/ 3. kuning ka-…-i + /kuning/ /kakunii/ kuni ka-…-i + /kuni/ /kakunii/ the formation of these words clearly illustrates the influence of the muna morphological system so that non-standard words are produced in indonesian language. the formation of correct words in standard indonesian for the sentences above is as follows. extract 1 tabel 14 the correct word form of kamekoi language utterances muna kamekoi foo niolino mamaku wae daoa hangkowine nsaaitua indonesian manis semua mangga yang dibeli mamaku dipasar pagi tadi english sweet all the mangoes my mother bought at the market this morning 122 extract 2 tabel 15 the correct word form of kalamai language utterances muna kaomponai do hatoa, gahaaitu nando nsa’a do hubungida’a indonesian mereka semua lama datang, padahal sudah dihubungi dari tadi english they all came a long time, even though they had been contacted earlier extract 3 tabel 16 the correct word form of kakunii language utterances muna kapaeya wae kaampo mani kakuni’i bakenoa, maimo dokala damalae indonesian pepaya dikebunku kuning semua buahnya, ayo kita pergi ambil! english the papaya in my garden is all yellow, let's go get it! 3.2 interference of muna language reduplication in the use of indonesian morphological interference in muna language not only occurs in affixation but also found in reduplication systems. in this case, the muna speakers often use the muna reduplication pattern even when using indonesian so that they produce non-standard indonesian words. for the example of interference in the form of muna language reduplication in the use of indonesian can be seen in table 4.65 as follows. (1) padahal sudah dari tadi saya tu-tunggu tapi belum datang juga nandomo nsa’aitu ae anta-ntagiea maka mina nahumato dua’a (2) saya capek mi ke-kejar, tidak pernah dia mau pedulikan saya ao wulemo a pa-palintae, babae nao heru kanaua (3) tadi malam ada orang yang le-lempar manga didepan rumahmu mohondo bae mie mepa-pandono foo nae hoano lambumu (4) siapa yang pindahkan bo-botol yang saya simpan digudang kemarin? la’ae mefogampino bu-butolo nihunsaku wae guda indewi? the following forms of reduplication words: tu-tunggu, ke-kejar, le-lempar, and bo-botol, are indonesian words that are interfered with in the muna reduplication pattern so that the words are not standard in indonesian language are produced. the reduplication interference of the words above can be described in the following pattern. 123 tabel 17 muna language interference reduplication pattern no root word (rw) root word reduplication pattern interference form 1. tunggu partial reduplication + /tunggu/ /tu-tunggu/ ntagi partial reduplication + /ntagi/ /nta-ntagi/ 2. kejar partial reduplication + /kejar/ /ke-kejar/ palinta partial reduplication + /palinta/ /pa-palinta/ 3. botol partial reduplication + /botol/ /bo-botol/ butolo partial reduplication + /butolo/ /bu-butolo/ the formation of the reduplication words above is clearly interfered by the muna reduplication pattern. as explained earlier that in muna language, there is a group of verbs and nouns resulting from a morphological process in the form of reduplication which is divided into perfect reduplication, and partial reduplication. when viewed from the form of reduplication, the words in the interference data above use the partial reduplication pattern of the muna language where the second segment is intact. the reduplication interference of the muna language resulted in non-standard indonesian words because it did not fit the reduplication pattern in indonesian. the formation of correct reduplication in indonesian is as follows. extract 1 tabel 18 the correct reduplication word form of tu-tunggu language utterances muna nandomo nsa’aitu ae anta-ntagiea maka mina nahumato dua’a indonesian padahal sudah dari tadi saya tunggu-tunggu tapi belum datang juga. english even though i've been waiting for but haven't come yet extract 2 tabel 19 the correct reduplication word form of ke-kejar language utterances muna ao wulemo a pa-palintae, babae nao heru kanaua indonesian saya sudah capek kejar-kejar, tidak pernah dia mau pedulikan saya. english i was tired of chasing him. he never wanted to care about me 124 extract 3 tabel 20 the correct reduplication word form of bo-botol language utterances muna la’ae mefogampino bu-butolo nihunsaku wae guda indewi? indonesian siapa yang pindahkan botol-botol yang saya simpan digudang kemarin? english who moved the bottles that i stored in the warehouse yesterday? 4. novelties research that is relevant to this resaerch is the study conducted by hasiawati (2018) entitled “interferensi morfologi bahasa bugis terhadap penggunaan bahasa indonesia dalam pembelajaran bahasa daerah siswa kelas viii smp negeri 25 cenrana kabupaten maros (morphological interference of bugis languages on the use of indonesian language in regional language learning for class viii students of smp negeri 25 cenrana, kabupaten maros )”. the result of this study showed that there was interference in the process of learning local languages in class viii of smp negeri 25 cenrana kabupaten maros. forms of interference carried out by teachers and students in the process of learning local languages include interference in the morphological field in the form of (1) the use of proclitic na-, (2) the use of enclitic -ji, (3) ) the use of enclitic -mi, (4) ) the use of enclitic -ki, (5) the use of enclitic -kaq, (6) use of enclitic -pi and (7) use of enclitic -i. another research that is relevant to this research is research on language interference in elementary school students conducted by istiyo (1996) entitled “interferensi gramatikal bahasa jawa dalam bahasa indonesia pada karangan narasi siswa kelas vi sekolah dasar di kabupaten pati (grammatical interference of javanese in indonesian in narrative essays of grade vi elementary school students in kabupaten pati)”. based on the results of this study, it was concluded that there are two kinds of javanese language grammatical interference in the indonesian language, namely morphological interference and syntactic interference. morphological interference consists of interference with morphophonemic process patterns and interference with morphological process patterns (including interference with the use of javanese word-forming items, interference with the application of javanese language meanings in indonesian affixed items, zeronized affix interference, and reduplication interference). meanwhile, syntactic interference consists of three types, namely the interference of phrase construction patterns, interference with the use of word assignments, and word pattern interference. this research conducted by istiyo (1996) is considered relevant because this study examines the existence of forms of grammatical interference in local language in the use of indonesian. based on several previous studies that have been done, it is known that research that discusses the morphological interference of local languages in the use of indonesian has been done several times. but from all the previous studies the subject matter is in the form of students' narrative essays. research that specifically discusses the morphological interference of the muna language in the use of indonesian in direct public speech events has never been done. 125 5. conclusion the manifestation of the muna’s morphological interference in the use of indonesian spoken by muna native speaker in this study is the absorption of the muna element into the formation of indonesian language. the contact between the two languages causes changes in the language system in question, namely the presence of words that have an affixation pattern and reduplication of the muna language with basic words in the indonesian language. interference of muna language in indonesian in the aspect of affixation in this research occurs in the formation of the prefix {ka-}, prefix {kafo-}, prefix {ta-}, and confix {ka-...-i}. whereas in the aspect of reduplication the interference symptoms are found in the form of partial reduplication of the morphological system of the muna language in the use of indonesian by the muna speakers. 6. acknowledgements alhamdulillahirobbil’alamiin, in the name of allah swt, first of all the writer would like to express the deepest gratitude for the blessing, so the writer could finish this thesis entitled “morphological interference of muna language in the use of indonesian languege by muna native speaker”. this work would not have been possible without the support of the supervisors dr. putu dian danayanti degeng, s.s., m.pd, and dr. esti junining, s.pd., m.pd who have been guide, help, support, enthusiastic encouragement, and work of my research. indeed, also to writers’ lecturers at linguistics study program who taught more than the writer could ever give them credit here. nobody has been more important to me in finishing this research than the members of my family. i would like to thank my beloved parents mr. laode uda and mrs. eriati who always pray, give support and big encouragement in finishing this research. as well my brothers who provide unending inspirations. last but not the least, i wish to thank to my lovely friend, and also parties who helped in conducting this research which cannot be mentioned one by one. references: achmad, h.p., and alek a. 2013. linguistik umum. jakarta: erlangga. alwasilah, chaedar a. 1990. linguistik: suatu pengantar. bandung: angkasa aso la. 2006. “inovasi internal dalam bahasa muna dan perlakuan kata-kata serapan dari bahasa indonesia,”. a thesis. yogyakarta: fib universitas gadjah mada. arifin, z., and farid h. 2009. 1001 kesalahan berbahasa. jakarta: akademika pressindo. arifin, z., junaiyah. 2009. morfologi bentuk, makna, dan fungsi. jakarta: gramedia widiasarana indonesia. awaluddin. 2010. “afiks pembentuk verba dalam bahasa muna”. a thesis. yogyakarta: fib universitas gadjah mada. bagea, a. 2011. “kesinoniman kata dalam bahasa muna dialek gulamas”. a thesis. kendari: fib. universitas halu oleo burhanuddin. 1979. bahasa muna. peta bahasa. kemendikbud 126 chaer, a. 2008. morfologi bahasa indonesia (pendekatan proses). jakarta: rineka cipta. chaer, a., dan agustina, l. 2004. sosiolinguistik : perkenalan awal. jakarta: rineka cipta. hartmann, r.r.k., and f.c. stork. 1972. dictionary of language and linguistics. london: applied science. moleong, j. lexy. 2010. metodologi penelitian kualitatif. bandung: remaja rosda. nazir, m. 2009. metode penelitian. jakarta: ghalia indonesia . nursaid dan marjusman, m. 2002. “sosiolinguistik” (bahan ajar). padang: fbs unp ohoiwutun, paul.2007. sosiolingistik. jakarta: kesaint blanc ramlan, m. 2009. morfologi suatu tinjauan deskriptif. yogyakarta: cv. karyono. samsuri. 1985. analisis bahasa. jakarta: erlangga. sidu la, 1994. fonologi generatif bahasa muna. palembang: mli komisariat universitas sriwijaya subroto, e. 2007. pengantar metode penelitian linguistik struktural. surakarta: uns press. sudaryanto. 1992. metode linguistik ke arah memahami metode linguistik. yogyakarta: ugm press. sudaryanto. 1993. metode dan aneka teknik analisis bahasa: pengantar verhaar. j.w.m. 2004. asas-asas linguistik umum. yogyakarta: gadjah mada university press. hasiawati. 2018. interferensi morfologi bahasa bugis terhadap penggunaan bahasa indonesia dalam pembelajaran bahasa daerah. makassar. unem press 127 biography of authors darmin, s.pd. was born in kadatua on august 19th, 1992. he graduated his bachelor degree in the faculty of teachers trraining and education, dayanu ikhsanuddin university in 2015. he currently is completing his master degree in the postgraduate program, magister program, linguistic studies, brawijaya university. email: laodedarminuda@gmail.com dr. putu dian danayanti degeng, s.s m.pd. is lecturer in brawijaya university, faculty of art, malang, indonesia, nik 2012018405032000 ph. +628125212411 email: dian_degeng@ub.ac.id dr. ida esti junining, s.pd., m.pd. is lecturer in brawijaya university, faculty of art, malang, indonesia, nip 19720604 2002122001 ph. +6281249080717 email: esti@ub.ac.id mailto:laodedarminuda@gmail.com mailto:dian_degeng@ub.ac.id mailto:esti@ub.ac.id 1 e-journal voice and control structure in javanese: a lexical-functional approach agus subiyanto faculty of humanities diponegoro university email: subaling@yahoo.com ketut artawa doctorate program in linguistics, faculty of letters, udayana university i wayan pastika doctorate program in linguistics, faculty of letters, udayana university ahmad sofwan semarang state university abstract in javanese control constructions, the controller can be the subj or the obj of a matrix clause. when the control verb is transitive, then the obj usually becomes the controller, and when it is intransitive, the subj is the controller. however, javanese also has a construction involving the clitic takor kok-, which is used for a first or a second person agent. this clitic construction raises some questions related to the termhood of the agent and the argument structure of the verb having the clitic as one of its argument. with a lexical-functional approach, this paper aims to discuss voice selections in javanese control constructions. in the analysis, the model of a syntacticised argument structure adopted from arka and manning (1998) and arka (2003) was applied. this paper used the data of the ngoko (low) register of standard javanese. the analysis shows that javanese has three types of voice, which are active voice (av), passive voice (pv) and objective voice (ov). voice alternations in javanese control constructions occur when the matrix verb belongs to the verbs of the influence type. in this case, a transitive matrix verb in the av form may alternate with the pv form or the ov form. the ov form is used when the agent is a first or a second person. the ov form and the av form are both transitive, and so they have the same argument structure. however, these two transitive forms have different mapping in the functional structure. key words : voice, control structure, javanese, lexical-functional grammar 1. introduction control is a relationship in which the missing subj of a subordinate clause is interpreted as being coreferential with an argument of the matrix clause (kroeger, 2004:127). in other words, in a control construction, there is an np that functions as an argument of both the matrix verb and an embedded one. in this context, the grammatical function of the np can be either the subj or obj of the matrix clause, depending on the number of core arguments needed by the matrix verb. if the matrix 2 verb requires subj and obj, the np being the controller has the obj function. meanwhile, if the matrix verb needs only one core argument (i.e subj), then the controller is the subj (see kroeger, 2004:117). this argument is confirmed for the following control constructions in javanese. subj (1) astirini nyoba [__i ] mbayangake omah ing kutha kuwi astirin ng-try ng-imagine house in town that ‘astirin tried to imagine the house in the town’ subj (2) dhewekei kepengin [__i ] nglipur dhiri ing papan sepi. 3sg want ng-amuse self in place quiet ‘he wanted to amuse himself at a quiet place’ subj obj (3) a. bapakmu sengaja nggawe dheweke i [__i ] nesu father-poss.2sg intentially ng-make 3sg angry ‘your father intentionally made him angry’ subj b. dheweke i sengaja digawe [__ i] nesu dening bapakmu 3sg intentionally di-make angry by father-poss ‘he was intentionally made angry by your father’ the sentences above are control constructions. in (1) and (2), the matrix verb has one core argument (i.e. subj), which controls the missing argument of the embedded verb. in sentence (3-a), the matrix verb has two core arguments (i.e. subj and obj), and it is the obj of the matrix verb that controls the missing argument of the embedded verb. meanwhile, sentence (3-b), which is the voice alternation of (3-a), has one core argument (i.e. the subj), functioning as the controller of the missing subj in the embedded clause. the control constructions as in (1) to (3) are similar to those in english (see kroeger, 2004; dalrymple, 2001); therefore, they do not cause a problem in the theory of control. however, control constructions in javanese involving clitic pronouns may raise some problems. look at the following sentence. subj ? (4) dhewekei sengaja {tak -/kok-} gawe [__i ] ngguyu 3 3sg intentionally 1sg.cl 2sg.cl make laugh ‘i/ you intentionally made him/her laugh’ (lit. s/he was intentionally made laugh by me/you) in sentence (4), the matrix verb gawe ‘make’ occurs as a bare verb, which comes with the clitic tak(for the first person agen) or kok(for the second person agen). in the sentence, the subj dheweke is the controller. the question is whether the clitics takand kokare core arguments or not, and if they are, what is grammatical function of the clitics. another question is how to represent the argument structure of the verb having the agen in the clitic form as one of its arguments, especially in javanese control constructions. this paper aims to discuss voice and control structure in javanese. in this case, a lexical-functional approach is employed, especially to discuss the argument structure of control verbs and the mapping with the functional structure and the semantic structure. the following (section 2) explains the underlying theory, followed by the data and research method (section 3). next, in section 4, javanese voice types are described, and in section 5 voice alternations in javanese control constructions are presented. section 6 discusses the argument structure and lexical mapping of javanese control constructions, and section 7 gives the conclusion. 2. underlying theory the theory applied in this study is lexical functional grammar (lfg), a nontransformational theory of linguistic structure that was initially developed by bresnan and kaplan in 1970’s. lfg is lexicalist in approach, meaning that lexical items or words are considered as important as syntactic structures in encoding grammatical information. lfg is also functional and not configurational, which means that abstract grammatical functions like subject (subj) and object (obj) are not defined in terms of phrase structure configurations or of semantic or argument structure relations, but are primitives of the theory. lfg assumes that language is best described and modelled by parallel structures representing different facets of linguistic organization and information, related to one another by means of functional constraints (dalrymple, 2001). the parallel structures relevant for discussing voice alternations are functional structure (f-str), semantic structure (s-str) and argument structure (a-str). the mapping of 4 these three structures is governed under a lexical mapping theory (lmt), which is a part of lfg. the basic idea of lmt is argument structure (a-str), which is a representation of the syntactic arguments of a predicate. a-str is the locus of the mapping between semantic roles like agent and patient and grammatical functions as subj and obj (falk, 2001:100). in the case of voice alternations in complex predicate constructions like control structures, the use of lmt is very relevant, especially in explaining how an argument bearing the agent or patient is expressed as subj, obj, or t-comp. 3. data dan research method this paper employed the data of the ngoko (low) register of javanese. the data were taken from javanese native speakers of surakarta dialect. the data were collected by using observation and interview methods with recording and elicitation techniques. the elicitation technique was also used to test with the informants the grammatical acceptability of control constructions with their various structures. in this research, the writer also applied reflective-introspective method (see sudaryanto, 1993:121). in this case, as a javanese native speaker of central java dialect, the writer used his linguistic intuition to create data and test the acceptability of the data. the data that the writer created were then consulted with the informants to check their grammatical acceptability. 4. voice types in javanese in javanese, voice is marked morphologically by using a prefix attached to the verb. the nasal (ng-) prefix is used to mark an active voice (av), and the di-/ke prefix is used to mark a passive voice (pv). in addition to the two prefixes, javanese has constructions involving bare verbs occuring with the clitic (tak /kok). in this paper this clitic construction is called an objective voice (ov). the three types of voice will be explained below. 4.1. active voice javanese active voice (av) is marked by the use of the ngprefix attached to a transitive verb. an av construction has at least two arguments, which are the agent occurring in the preverbal position and a patient occurring in the postverbal position. in this transitive construction, the agent functions as the subj and the pasient functions as the obj. in this context, the term agent refers not only to the agent of 5 volitional verbs such as the verbs of hitting and killing but also the perceiver of verbs of seeing and hearing. meanwhile, the term patient refers not only to the affected patient of verbs of impingement but also the unaffected patient of verbs of perception (see andrews, 1985; artawa, 2004). the following clauses show av in javanese. subj obj (5) a. dheweke nggawa barang-barang kuwi 3sg ng-bring goods that ‘s/he brought the goods’ obj subj b. nggawa barang-barang kuwi // dheweke 3sg ng-bring goods that ‘s/he brought the goods’ obj subj c *barang-barang kuwi dheweke {nggawa / gawa } goods that 3sg av-bring bring ‘s/he brought the goods’ in the clauses above, the transitive verb takes the ngprefix showing the av form. the subj of the av form is the agen, which is dheweke ‘s/he’. the basic word order of the av form is agent-v-patient, as in (5-a). in addition to this basic word order, the av construction may have the agent placed in the final position preceded with an intonation break (//) as in (5-b). the patient, however, should follow the verb. the fronting of the patient to the position before the agent results in the ungrammatical sentence, as in (5-c). 4.2 passive voice the construction called passive voice (pv) in javanese is one in which the patient occurs in preverbal position, the verb takes the prefix dior ke-, and the agent (if it is overtly expressed) occurs in the postverbal position which is optionally preceded by the preposition dening/karo. there is a subtle difference between the di form and the keform. with the diprefix, the action performed is volitional or controlled by the agent; while with the keprefix the action is non-volitional or uncontrolled by the agent. syntactically, the two prefixes behave in the same way. the subj of the di-/keconstruction is the patient, and the agent occurs as an adjunct 6 (adj). subj adj (6) barang-barang kuwi digawa ((dening) dheweke) goods that di-bring by 3sg ‘the goods were brought by him/her’ subj adj (7) barang-barang kuwi kegawa ((dening) dheweke) goods that ke-bring by 3sg ‘the goods were accidentally brought by him/her’ the passive constructions above have the patient functioning as the subj; while the agent is the adj. in this case, the agent is optional. if the agent is present in the sentence, it is optionally preceded by the preposition dening ‘by’. this shows that the di-/keconstructions behave similarly with the characteristics of the passive construction across languages (see siewierska, 1984:2-3). 4.3. objective voice the term ‘objective voice (ov)’ was adopted from arka and manning (1998), who used the term to name obj fronting constructions (chung, 1976) in indonesian. in this paper, ov is used to name the javanese constructions with the following characteristics: 1) the patient is placed in the subj position, 2) the transitive verb is used without a prefix, and 3) the agent occurs in the clitic form tak-/kok-. the tak-clitic is used for the first person agent, while the kokclitic is for the second person agent. the following constructions ((8-b) and (9-b)) are in the ov form, which are the alternation of the av form in (8-a) dan (9-a). (8) a. aku mangan roti kuwi dhek wingi 1sg ng-eat bread that yesterday ‘i ate the bread yesterday’ b. roti kuwi tak-pangan dhek wingi bread that 1sg.cl-eat yesterday ‘the bread was eaten by me yesterday’ 7 (9) a. kowe durung ngrampungake gaweanmu 2sg imperf ng-finish work-poss.2sg ‘you haven’t finished your work’ b. gaweanmu durung kok-rampungake work-poss.2sg imperf 2sg.cl-finish ‘your work has not been finished by you’ to some extent, the ov construction in javanese is similar to chung’s (1976) object preposing in indonesian, as seen in the following example. (10) buku itu ku-beli book that 1sg.cl-buy ‘i bought the book’ or ‘the book, i bought’ (chung 1976:60) in this sentence the patient buku itu ‘that book’ has been moved to the preverbal position, and the agent (the first person pronoun aku) cliticizes the prefixless verb beli. the process of object preposing in indonesian is the same as the ov construction in javanese, as in (8-b). there is, however, a subtle difference between them. chung (1976) claims that object preposing in indonesian is allowed whenever the agent is a pronoun, that is, both in a clitic and in a free form. therefore, the clitic pronoun kuin (10) can be replaced by personal pronouns such as aku ‘i’ kamu ‘you’, dia ‘he/she’, mereka ‘they’, kami ‘we (exclusive)’ or kita ‘we (inclusive)’. in javanese, on the other hand, the ov construction is used when the agent is a first or a second person, and must occur in a clitic form. the use of first and second person free pronouns in the ov constructions will result in an ungrammatical sentence as in (11) and (12) below. (11) *roti kuwi aku pangan dhek wingi bread that 1sg eat yesterday ‘the bread i ate yesterday’ (12) *gaweanmu durung kowe rampungake work-poss.2sg imperf 2sg finish ‘your work you have not finished’ the sentences above show that the use of a free pronoun before a bare verb is not acceptable in the ov construction. this is due to the fact that the ov construction in javanese is used only with the agent in a clitic form. the agent, however, 8 functions as a core argument for at least two reasons. first, it cannot be left out as in the passive form. second, it can be the controller of a reflexive (see sofwan, 2000), as seen in the following examples. (13) awakkui arep taki asoake dhisik self-1sg.poss fut 1sg.cl rest first ‘i will rest myself’ (14) awakmui ojo koki-salahake self-2sg.poss neg 2sg.cl-blame ‘you must not blame yourself’ (sofwan, 2000:108). in the sentences above the clitic takin (13) and kokin (14) control the reflexive. this indicates that the agent in the ov construction functions as a core argument. therefore, as in other languages in indonesian such as balinese (artawa, 2000) and indonesian (arka, 2000), javanese has two transitive constructions, which are the av form and the ov form. the ov in javanese, however, is restricted to a first and second person agent, and the agent occurs in the clitic form. in lexicalfunctional grammar, the agent occuring in the ov construction functions as a nonsubj argument or a term complement (t-comp) (see arka, 2003). 5. voice alternations in javanese control constructions control structure involves control verbs, functioning as the main verb, followed by a transitive or an intransitive. control verbs are semantically devided into three types, which are the orientation type, the commitment tipe and the influence type (pollard and sag, 1994). the verbs of the orientation type, such as pengin ‘want’, gelem ‘want’, seneng ‘like’, have two semantic arguments: the experiencer and a state of affairs argument (soa). in this case, the experiencer functions as the controller. the verbs of the influence type, such as kongkon ‘ask’, gawe ‘make’, peksa ‘force’, have three semantic arguments, which are agent, patient and soa. the control structure involving the verbs of the influence type has the patient as the controller. meanwhile, the verbs of the commitment type such as janji ‘promise’ and nyoba ‘try’ have two semantic arguments, which are the committer and soa. in such case, the committer is the controller. 9 in terms of the grammatical functions, the argument being the controller can be the subj or the obj, and the argument being controlled is always the subj. meanwhile, soa in a control construction functions as an x-comp or an open complement. this is due to the fact that soa functions as one of the arguments of the matrix verb. in an x-comp, there is a missing argument which is controlled by an argument in the matrix clause (see dalrymple, 2001; kroeger, 2004). the following are some examples of javanese control constructions with control verbs of different semantic types. x-comp subj subj (15) dhewekei pengin [ __i ] mangan sega 3sg want ng-eat rice ‘he wanted to eat rice’ x-comp subj obj subj (16) aku arep ngongkon kowei [ __i ] blanja neng pasar 1sg fut ng-ask 2sg shop at market ‘i will ask you to go shopping at the market’ in sentence (15), the orientation verb pengin requires two syntactic arguments, which are subj and x-comp. in this sentence, the subj of the matrix verb is the controller of the missing subj of x-comp. meanwhile, in sentence (16), the influence verb kongkon ‘ask’ has three syntactic arguments, which are subj, obj and x-comp. here, the obj of the matrix verb is the controller of the subj of xcomp. voice alternation in control constructions occurs when the constructions involve transitive verbs such as the verbs of the influence type. the following sentences show voice alternation in control constructions with the control verb peksa ‘force’ in (17) and gawe ‘make’ in (18). x-comp subj obj subj (17) a. aku meksa antoni [__i ] metu saka omah kene (av) 1sg ng-force anton get out from house this ‘i forced anton to get out of this house’ 10 x-comp subj t-comp subj b. anton tak-peksa [__i ] metu saka omah kene (ov) anton 1sg.clforce get out from house this ‘anton, i forced to get out of this house’ x-comp subj obj subj (18) a. bapak sengaja nggawe dheweke [__i ] nesu (av) father intentionally ng-make 3sg angry ‘father intentionally made him angry’ x-comp subj subj obl b. dheweke sengaja digawe [__i ] nesu ((dening) bapak) (pv) 3sg intentionally di-make angry by father ‘he was intentionally made angry by father’ control constructions in (15-a) and (16-a) have the av form, as seen from the use of the ngprefix attached to the transitive verb peksa ‘force’ in (15-a) and gawe ‘make’ in (16-a). these two constructions have a voice alternation. with the first person agent, the av construction in (15-a) has the alternation in the ov form as in (15-b). this is different from the av form in (16-b) which has the alternation in the pv form, as the agent is a free np. voice alternations in control constructions occur because the matrix clause is transitive as happening to the verbs of the influence type. the question is whether the verbs of the orientation and commitment types are transitive or intransitive. if they are transitive, then the soa of the verbs can be promoted to the subj position (see arka, 2003). look at the following control constructions. (19) a. aku pengin dolanan ning kebon 1sg want play at garden ‘i want to play at the garden’ b. *dolanan ning kebon tak-pengin play at garden 1sg.cl-want ‘playing at the garden is what i want’ (20) a. aku wis nyoba nggoleki dheweke 1sg perf try ng-find 3sg 11 ‘i have tried to find him’ b. *nggoleki dheweke wis tak-coba ng-find 3sg perf 1sg.cltry ‘finding him is what i have tried’ the constructions above show that the embedded clause or the soa of the verb pengin ‘want’ in (19) and the verb nyoba ‘try’ in (20) can not be fronted to the subj position. this indicates that the soa is not a core argument. thus, the verb pengin ‘want’ and the verb nyoba ‘try’ are intransitive as they have only one core argument, which is subj. the following section will discuss the argument structure and lexical mapping in javanese control structure. as previously mentioned, the model of a-str applied in the analysis is the syntacticed a-str adopted from manning (1996) and arka (2003). 6. argument structure and lexical mapping in javanese control constructions in lmt, a-str plays a crucial role because it is the intermediate stucture that connects functional structure (f-str) and semantic structure (s-str). the model of a-str applied in this study is the syntacticised a-str adopted from manning (1996) and arka (2003). this model of a-str has some characteristics, which are 1) it contains information about the syntactic valency of a predicate, 2) it carries information about termhood (i.e. whether an argument is a term or not, and 3) it contains syntactic arguments having the following prominence: (i) terms outrank non-terms and (ii) within sets of terms/non-terms, prominence reflects semantic prominence. (arka, 2003:129). in a syntacticised a-str, grammatical functions are decomposed into term and non-term arguments. term arguments cover subj and obj/t-comp, while nonterm argument is oblique (obl) (arka, 2003:122). in this context, arguments in a-str are labelled as a-subj (argument-structure subj), a-obj (argument-structure obj) and a-obl (argument-structure obl) (arka, 2003:122). these labels are used to differentiate them from grammatical functions in f-str such as subj, obj and obl. the representation of syntacticised a-str applied in this paper was adopted from arka (2003). in this model of a-str, an argument is represented as a slot, with the leftmost being the most prominent item (i.e. a-subj), followed by the second most prominent (a-obj). in this case, term arguments are put in the sama angle brackets (‘< >’), and non-term arguments are put in different brackets. thus, a predicate 12 having two core arguments and one non-core argument will have the a-str as ‘<< __,__> < __>>’. with this model of a-str, the a-str-f and the mapping of the verb gawa ‘bring’ in the av form nggawa (21), the ov form tak-gawa (22), and the pv form digawa form (23) can be described as follows. f-str subj obj (21) ngawa ‘av-bring’ : a-str < __, __> s-str agent patient f-str subj t-comp (22) tak-gawa ‘ov-bring’: a-str < __ , __> s-str agent patient f-str subj obl (23) digawa ‘pv-bring’: a-str < __ > <__ > s-str agent patient the mapping above shows that the verb in the av form and that in the ov form have the same a-str in that they both have two core arguments (a-subj and aobj). however, the verb in the two types of voice have different mapping, especially the mapping of a-str onto f-str. in the av form, a-subj and a-obj are mapped respectively onto subj and obj. meanwhile, in the ov form, a-subj is mapped onto t-comp and a-obj is mapped onto subj. the a-str and the mapping of the verb in the av form and ov form is different from that in the pv form. in the pv form, the verb has one core argument mapped onto subj, and the other argument, which is non-core, is mapped onto obl. the a-str and its mapping with s-str and f-str as illustrated above can be applied to explain voice alternations in control constructions. in a control construction, there is a soa that functions as an x-comp. as explained above, xcomp is a non-core argument, and therefore, in the a-str the predicate of the xcomp should be put in a bracket separate from the bracket for core arguments. the following is the a-str and the mapping of control verb kongkon ‘ask’ in av form (24-b) and its alternation in ov form (25-b). 13 (24) a. aku ngongkon anakku maem sayur 1sg ng-ask child-1sg.poss eat vegetable ‘i asked my child to eat vegetable’ b. the a-str and mapping of the verb av-kongkon: x-comp f-str : subj obj subj obj a-str : ‘ask’ << __,___> < eat < __,__ >>> s-str : ag pt ag pt soa (25) a. anakku tak-kongkon maem sayur child-1sg.poss 1sg.cl-ask eat vegetable ‘my child, i asked to eat vegetable’ b. the a-str and mapping of the verb ov-kongkon: x-comp f-str : subj t-comp subj obj a-str : ‘ask’ << __,___> < eat < __,__ >>> s-str : ag pt ag pt soa in the control constructions above, the matrix verb kongkon ‘ask’ in the in av form and its alternartion in ov form have the same arguments in the a-str. they have two core arguments and one non-core argument. the core arguments, which are put in the same brackets, are understood as a-subj and a-obj, and the non-core argument, which is put in separate brackets, is soa. voice alternation in the constructions above is shown by different mapping, especially the mapping of a-str onto the f-str. in the av form, as in (24-b), a-subj is mapped to subj and a-obj to obj, whereas in the ov form, as in (25-b), a-subj is mapped to t-comp and a-obj to subj. the 14 mapping of the two transitive clauses above is different from the mapping of the control verb in pv form, as in the following. (26) a. mulyono dipeksa ibune mulih mulyono di-force mother-poss go home ‘mulyono is forced by his mother to go home c. the a-str and mapping of the verb ov-peksa x-comp f-str : subj subj obl a-str : ‘force’ << __> < go home < __ >>> < _ > s-str : ag pt soa in the control construction above, the control verb peksa ‘force’ occuring in pv form has one core argument, mapped onto subj, and two non-core arguments. which are mapped onto x-comp and obl respectively. this shows that the a-str and mapping of the control verb in pv form is different of those in av and ov forms 7. conclusion based on the description and discussion above, some conclusions can be drawn. first, javanese has pv form and two types of transitive constructions, which are realized in av from and ov form. in the av form, the agent functions as the subj, whereas in the ov form it is the patient that functions as the subj. the ov form is used when the agent is a first person or a second person. the agent in the ov form, which is realized as clitic tak(for a first person) or kok(for a second person), is a core argument. control constructions have voice alternation when the control verb belongs to the verbs of the influence type. by applying a syntacticised a-str in lexical mapping, voice alternations in javanese control constructions can be well explained. control 15 verbs in the av form and those in the ov form have the same a-str but they have different mapping, especially the mapping of a-str onto f-str. 16 bibliography andrews, avery. 1985. the major functions of the noun phrase. dalam shopen, tim (ed.) language typology and syntactic description vol i : clause structure. cambridge : cambridege university press arka, i wayan 2000. control and argument structure: control into subject in indonesian. paper disajikan dalam 4th international symposium on malay/indonesian linguistics, jakarta, 26 july 2000 ____________.2003. balinese morphosyntax: a lexical functional approach. canberra : pacific linguistics rspas, anu arka, i wayan dan christopher d.maning. 1998. voice grammatical relations in indonesia: a new perspevtive. dalam marriam butt dan tracy holloway king (ed.).proccedings of the lfg98 conference. brisbane: csli < http://www-csli.stanford.edu./publications> artawa, ketut. 2000. alternasi diatesis pada beberapa bahasa nusantara. dalam bambang kaswanti purwo (ed.) kajian serba linguistik untuk anton moelionopereksa bahasa. jakarta: universitas katolik atma jaya dan pt bpk gunung mulia chung, s. 1976. on the subject of two passives in indonesian. dalam charles. n. li (ed.) subject and topic. newyork: academic press dalrymple, mary. 2001. lexical functional grammar: syntax and semantics. new york: academic press falk, yehuda. 2001. lexical-functional grammar. stanford, california : csli kroeger, paul r.2004. analyzing syntax : a lexical-functional approach.cambridge : cup manning, c.d. 1996. ergativity: argument structure and grammatical relations. stanford: csli. siewierska, a. 1984. the passive: a comparative linguistic analysis. london: crook helm sofwan, ahmad..2000. some aspects of grammatical relations in javanese : a relational and typological study. disertasi ph.d. la trobe university sudaryanto. 1993. metode dan teknik analisis bahasa : pengantar penelitian wahana kebudayaan secara linguistik. yogyakarta : duta wacana university press _________ 1988. metode linguistik (bagian 2) : metode dan aneka teknik pengumpulan data. yogyakarta : gadjah mada university press sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 14, no. 2, july 2020, pages: 222-231 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i02.p06 222 procedures in translation taking place in the translation of english medical terms with reference to clinical biochemistry i putu pebri pranata 1 denpasar, bali, indonesia pebripranatha@gmail.com i nyoman udayana 2 udayana university, denpasar, bali, indonesia nyoman_udayana@unud.ac.id article info abstract* received date: feb 26, 2020 accepted date: feb 28, 2020 published date: july 31, 2020 keywords:* translation, english medical terms, translation procedures. this study aimed at finding out the translation procedures which were applied in the translation of english medical terms with reference to english medical book entitled clinical biochemistry 4 th and its translation version in indonesian entitled biokimia klinis edisi 4. the analysis of translation the procedure was based on a theory proposed by newmark (1988) by which eighteen procedures are mentioned. moreover, this study applied a descriptive qualitative approach. in collecting data, this study applied an observation method by reading clinical biochemistry and its translation biokimia klinis comprehensively to collect the required data i.e. the medical terms and their translation. furthermore, this study applied descriptive qualitative method in terms of analyzing data. the method was implemented by providing an explanation of the translation procedures. moreover, the formal and informal methods were implemented in presenting the data. the formal method is indicated by the use of the table where the term and its translation were placed and differed into sl and tl. the informal method refers to the use of a descriptive explanation regarding the translation procedure. after the identification process, it was found some procedures were applied, i.e. transference, naturalization, literal, and descriptive equivalent. the dominant procedure applied was literal procedure. the contrary, descriptive equivalent was the least applied procedure. based on the result, it can be confirmed that there was an attempt by translator in maintaining the sl words rather than considering tl words as the translation. 1. introduction the term implies certain information. the use of a term is significantly crucial as it becomes a distinctive feature to represent certain knowledge that lies within each academic discipline where. it is basically defined as a word that implies important information related to the field and may explicitly have deeper and specific information from its literal meaning. each 223 academic discipline such as e.g. medical field, economic field, law field, is equipped with its own terms to represent the related information. in the medical field, the use of terms is mainly to describe particular information, especially the notion of medical terms proposed by fogelberg, et. al.,(2006) by which medical terms imply information related to disease, organ, condition, symptoms, etc. the terms in the medical field are known as medical terms. the existence of medical terms can be easily found in medical book. the medical book has been widely used by those who concern on. therefore, medical book has been translated into many different languages by which translation takes the role as a bridge to translate the medical book from sl to various tl(s). all aspects, including the medical terms, are all translated. translating them must be taken into account since it is not an easy task to be carried out. therefore, a translator must be equipped with plenty of knowledge especially in the medical field to transfer those terms into the target language. moreover, during the process of translating, the translator must be faced with consideration whether the term should be translated literally or s/he must seek for another closest equivalent to preserve tl aspects. this will lead to the phenomenon of procedures in translation by which some procedures can be applied for the sake of accuracy, readability, and acceptability. there are many theorists and linguists have proposed the notion of translation procedures and their types. from various ideas regarding what translation procedure is, it is defined as a way undertaken by a translator to search for equivalents in the word or phrase level. in applying the translation procedure, the translator must be carefully selecting what procedure is about to be applied to translate the term. in other words, the choice of procedure will absolutely determine the translation. it can be illustrated by an example of the medical term theatre. in this case, if the term theatre is purely transferred, the translation will be ambiguous as it will confuse the readers towards the relation between a place to watch new movies and information about the medical field. therefore, it can be confirmed that the procedure of transference is not worth to be applied to translate the term as it is commonly known as a place where new movies are shown. translator may have another option by explaining the word theatre itself along with the context. in this case, the procedure of descriptive equivalent can be applied to represent theatre as ‘an operating room in the hospital’ or ruang operasi in indonesian. it can be stated that the choice of translation procedure can provide the various translation result. therefore, the translator must be wise of considering it. as depicted in an example, the author found it interesting to find out procedures in translation through english medical terms and their translation into indonesian. the data source were taken from an english medical book entitled clinical biochemistry and its translation in indonesian entitled biokimia klinis. those two books were the primary data utilized in this study. in addition, this study applied a theory proposed by newmark (1988) concerning translation procedures. there are eighteen translation procedures mentioned, as follows: literal translation, transference, naturalization, cultural equivalent, functional equivalent, descriptive equivalent, synonymy, through-translation, shifts or transpositions, modulation, recognized translation, translation label, compensation, componential analysis, reduction and expansion, paraphrase, couplets, and note, addition, glosses. the procedures in translation can be identified when the required data are collected. this study applied descriptive qualitative method along with library research, observation method, and descriptive qualitative method in analyzing data. the elaboration was discussed in the next section. 2. research methods 224 research method is a plan of procedures, strategies, processes or techniques utilized in the collection of data or evidence for analysis to uncover new information or to create a better understanding of a topic in a research. it assists as a guidance for the writer to reach the aims of the raised problem in the research or study. 2.1. research approach this study applied a descriptive qualitative approach. the approach must be involved in conducting a research. for instance, a qualitative approach is primarily exploratory research and text-based. the required data were collected by doing library research and observation since the data source was in the form of printed-out text or documents. the collected data in this study was then descriptively described and explained in descriptive sentences or paraphrases by using descriptive qualitative method. furthermore, the use of formal and informal method were applied as data presentation. 2.2. data source an english medical book entitled clinical biochemistry (an illustrated colour text) fourth edition was used as the first primary data. this book was reprinted in 2009 and written in 2008 by six writers i.e. allan gaw, michael j, robert a. cowan, denis st. j. o’reilly, michael j. stewart, and james shepherd. the translation book entitled biokimia klinis (teks bergambar) edisi 4 was used as the second primary data. the translation was published by penerbit buku kedokteran egc in 2011 and done by dr. albertus agung mahode & july manurung, s.si, apt. the translation was also edited by dr. novita salim & nella yesdelita. the english book and its translation in indonesian were chosen as primary data for the data source in this present study. the author expects, these books can help the process of conducting this present study in terms of data collection to fulfil the required data. 2.3. method and technique of collecting data this study applied a qualitative approach. therefore, in terms of collecting data, library research was done since the data source was in form a printed-out text or document. it was done by conducting an observation method. the observation method was done by reading comprehensively the english medical book to observe the terms and underlining them. at the same time, the translation of the terms were compared and underlined to assure that both are equivalent. furthermore, doing a note-taking technique towards the english medical terms and their translation will help the process of analysis to become easier. 2.4. method and technique of analyzing data this study applied descriptive qualitative method. as proposed by djajasudarma (1993:10), the use of this method is to describe the characteristic and correlations that occur among the phenomena in a systemic, factual, and accurate way. the technique of analyzing data was done in several stages. first, the collected medical terms and their translation were listed in parallel between sl and tl. from being listed, the process of identification translation procedure was easier. the theory proposed by newmark (1988) was applied in the classification translation procedures towards the identified procedures in the data collection. the descriptive explanation was also added to discuss the applied procedure. 2.5. method and technique of presenting analysis 225 this study applied both the formal and informal methods as the presentation of analysis. the formal method takes a role in tabulating numbers to exhibit a result in the form of figure concerning the occurrence of translation procedures. meanwhile, the use of the informal method is in terms of description which is inevitable. the application of this method is through the use of words. 3. discussion in this section, the collected data in the form of english medical terms and their translation are presented along with their classification in terms of procedures in translation. some data were chosen to be presented as the data analysis in this section. 3.1. transference data 1: the application of transference sl tl meningitis refers to inflammation of the meninges which line the central nervous system (cns). (page 128) meningitis adalah radang pada meningen yaitu membran yang mengelilingi system saraf pusat (ssp). (halaman 128) the medical term meningitis is classified as a disease. according to dorland’s medical dictionary, it is defined as an inflammation of the brain and spinal cord membranes, typically caused by an infection. as seen in the table above, the medical term meningitis was purely transferred into meningitis in the tl. as purely borrowed, it can be seen that there is no spelling adjustment made in the translation. however, the pronunciation adjustment must be made as the word meningitis is pronounced based on it is spelled. in the sl, meningitis is pronounced as [mɛnɪnʤaɪtɪs], and in contrary pronounced as [məniŋitis] in the tl. from the pronunciation, it can be seen that there are some adjustments to vowels and consonants. the vowel [ɛ] is adapted as [ə]. furthermore, the diphthong [aɪ] is simply pronounced as a single vowel [i]. moreover, the consonant [nʤ] is adjusted as [ŋ] resulted from the letters ‘ng’. the different pronunciation occurs naturally since every language has a different system of pronunciation. it is therefore said that this term is absorbed purely with the adjustment of pronunciation based on pupi. the decision of borrowing or doing direct transfer as the translation is not always the inappropriate way in translation, as long as it is well known and widely used in the tl. it can be therefore said that the translator applied the procedure of transference in translating the english medical term meningitis. data 2: the application of transference sl tl osteoporosis is the commonest of bone disorders and is discussed separately on page 78. (page 74) osteoporosis merupakan kelainan tulang yang paling umum. osteoporosis dibahas tersendiri pada halaman 76. (halaman 74) the medical term osteoporosis is classified as a disease. according to dorland’s medical dictionary, it is defined as the reduction of bone mineral density that causes a fracture. as seen in the table above, the term osteoporosis is purely translated into osteoporosis. according to kamus kedokteran, it is defined as pengurangan densitas mineral tulang yang menyebabkan fraktur. in addition, kbbi defines it as keadaan tulang yang menjadi keropos dan lapuk. since the sl term is purely borrowed in the tl, the lexical meaning defined by dictionaries in the tl definitely share and refer to the same and equal information related to bone disease. 226 the borrowed term osteoporosis is differently pronounced as it is pronounced in the sl. although the term is borrowed, the pronunciation still remains to be preserved based on the tl. in the sl, it is pronounced as [ɒstɪəʊpɔːrəʊsɪs]. meanwhile, it is pronounced as [ɒsteopɒrɒsis]. it can be seen that the vowel [ɪ] in the first syllable [tɪəʊ] is simply pronounced as [e] in the tl. secondly, the diphthongs [əʊ] are simply adjusted as [o] and [ɒ] in the tl. in addition, the vowel [ɔː] is simply pronounced as [ɒ] in the tl. the difference pronunciation has become the commonest thing as the word or term is borrowed from another language. this is in accordance with pupi, where foreign terms must be absorbed in some classifications. in this case, the term is not adjusted in spelling yet the pronunciation. therefore, although the term is borrowed, it does have the adjustment in terms of pronunciation. 3.2. naturalization data 3: the application of naturalization sl tl it presents typically as recurrent attacks of muscle weakness or paralysis, often precipitated by rest after exercise. (page 22) penyakit ini muncul secara tipikal berupa serangan berulang paralisis atau kelemahan otot, sering kali dipicu oleh istirahat setelah berolah raga. (halaman 23) the medical term paralysis can be categorized as a medical disorder. according to dorland’s medical dictionary, it is defined as loss or impairment of motoric function in a part due to the lesion of the neural or muscular mechanism. as seen in the table above, the sl paralysis was transferred into paralisis in the tl. paralisis was absorbed through adjustments that result as a borrowed term in the tl. the adjustments of pronunciation can be identified from how these two words are pronounced in their own language. the sl word paralysis that is pronounced as [pərælɪsɪs]. meanwhile, its translation paralisis is simply pronounced as [paralisis]. the vowel [ə] is adjusted as [a]. in addition, the vowel [æ] is simply adjusted as [a]. furthermore, the adjustment of spelling is seen in the translation. a simple adjustment of the replacement of y becomes i is already based on pupi. therefore, it can be said that the translation has followed the language system in the tl. from the adjustments made in the translation, it can be stated that the translator applied the procedure of naturalization to translate the english medical term paralysis to be paralisis. data 4: the application of naturalization sl tl in clinical practice, hyperkalaemia due to hypoaldosteronism is most often seen with the use of angiotensin-converting enzyme (ace) inhibitors and angiotensin receptor blockers (arbs) to treat hypertension. (page 23) dalam praktik klinis, hiperkalemia yang disebabka oleh hipoaldosteronisme sering terlihat pada penggunaan inhibator enzim pengubah-angiotensin (angiotensin-converting enzyme, ace) dan bloker reseptor angiotensin untuk menangani hipertensi. (halaman 23) the medical term hypertension can be considered as a medical condition that is related to blood pressure. according to dorland’s medical dictionary, it is defined as high arterial blood pressure that is above 140/90. as seen in the table above, the medical term hypertension was borrowed into hipertensi. the translation is not significantly borrowed as the adjustment was made. the adjustment of spelling can be seen from the suffix –ion that is shifted into –i. the spelling adjustment is based on term absorption by pupi. as the word is adapted in its spelling, it also affects the pronunciation since the word hipertensi is pronounced based on how it is spelled. 227 the adjustment of pronunciation can be seen from the diphthong [ai] in the sl is treated as [i] in the tl. in addition, the spelling adjustment brings an adjustment of pronunciation where [ion] is simply pronounced as [i]. it is clearly seen that the word hipertensi is a borrowed word from hypertension yet the adjustments were made to fit the tl system. in this case, the procedure of transference did not take place, yet the procedure of naturalization was applied instead. data 5: the application of naturalization sl tl depression of consciousness can progress to coma and death. (page 41) penurunan kesadaran dapat berlanjut ke koma dan kematian. (halaman 41) the medical term coma is categorized as a medical condition that is related to consciousness. according to dorland’s medical dictionary, coma is defined as a state of unconsciousness from which the patient cannot be aroused, even by powerful stimulation. the same idea also stated in kamus kedokteran, koma adalah keadaan tidak sadar sama sekali. in english, it is ‘a state of unconsciousness which cannot be awakened’. as seen in the table above, coma was translated into koma and there are adjustments made in the translation. the sl term consists of two syllables [kəʊ] [mə] as well as the tl that consists of two syllables [kɒ] [ma]. in the first syllable, the difference is clearly seen from the use of diphthong [əʊ] in the sl that is adjusted as [ɒ]. moreover, the second syllable in the sl that consists of the vowel [ə] is simply adjusted into vowel [a] as it sounds in tl based on how it is spelled. in terms of spelling adjustment, the translation has been based on pupi where c is placed before a, u, o must be shifted into k that results coma into koma. the spelling adjustment is based on term absorption by pupi. as the word is adapted in its spelling, it also affects the pronunciation since the word hipertensi is pronounced based on how it is spelled. the adjustment of pronunciation can be seen from the diphthong [ai] in the sl is treated as [i] in the tl. 3.3. literal data 6: the application of literal sl tl there was no evidence of fever, bleeding or infection. (page 27) wanita itu tidak mengalami demam, perdarahan, atau infeksi. (halaman 27) the medical term fever can be categorized as a condition and symptom of an underlying condition. it is one of the ways that human immune system attempts to combat an infection. the rise in body temperature helps the individual resolve an infection. according to dorland medical dictionary, it is the elevation of body temperature above the normal (37°). as seen in the table above, the sl word fever was translated into demam in the tl. in indonesian, the literal meaning of demam is ‘meningkatnya suhu tubuh dan menandakan keberadaan penyakit atau kondisi lain di dalam tubuh’ or the increase body temperature that indicates the presence of a disease or other condition in the body. in addition, kamus kedokteran, fever is defined as peningkatan suhu tubuh diatas normal. the literal meanings by which sl and tl share are equally the same. therefore, it can be stated that the translator translated the word fever into demam by applying the procedure of literal where sl word is translated literally into the tl. the application of literal procedure cannot be denied, it can be an appropriate way as long as it can afford the sl word. this procedure is the basic way of translating since the translator is directly presented with the literal translation of the word where it is one-to-one equivalent. data 7: the application of literal sl tl 228 the failure of synthesis of clotting factors also leads to an increased tendency to haemorrhage or, in severe cases, to intravascular coagulation. (page 58) kegagalan sintesis factor pembekuan menyebabkan meningkatnya tendensi pendarahan atau, pada kasus yang berat, koagulasi intravaskular. (halaman 58) the medical term haemorrhage is classified as a medical condition related to blood loss. as seen in the table above, the medical term haemorrhage was translated into pendarahan. according to dorland’s medical dictionary, haemorrhage refers to the escape of blood from vessels. this differs from bleeding where the blood comes out from a certain part of the body due to the injured vessels, e.g. blood from injury and menstruation. haemorrhage mainly occurs inside the body. as stated in dorland’s medical dictionary, one significant example to refer haemorrhage is ‘cerebral haemorrhage’, where blood occurs within the brain tissue or ventricles that may cause a stroke to the patient. the translation, pendarahan according to kamus kedokteran, is pengaliran darah di dalam tubuh, dan peristiwa pecahnya pembuluh darah dan sebagainya. it can be stated from the literal meaning of pendarahan refers to the escape of blood from vessels that occurs inside of body, as well as implied by the haemorrhage. the sl word haemorrhage is literally equivalent to perdarahan since both share the same literal meaning. therefore, the use of literal meaning as the translation proves that the application literal procedure has taken place in translating the english medical term haermorrhage into perdarahan. data 8: the application of literal sl tl retinopathy may lead to blindness because of vitreous haemorrhage from proliferating retinal vessels. (page 61) retinopati dapat menyebabkan kebutaan karena pendarahan vitreous oleh pembuluh darah yang berpoliferasi. (halaman 61) the medical term blindness is classified as a medical condition related to disability in vision. according to dorland’s medical dictionary, it is defined as the inability to see anything, including light. blindness can occur complete or partial loss of vision. the term blindness was translated into kebutaan. the lexical meaning of kebutaan, according to kamus kedokteran, is hilangnya kemampuan melihat. kebutaan is defined as keadaan buta as well by kbbi or a condition by which a person cannot see or known as blindness. the literal meaning of kebutaan shared by the dictionaries are considered literally equivalent to blindness. both word share the equal information related to the loss of vision. therefore, it can be said that the sl blindness literally means kebutaan in the tl. it can be concluded that the translator translated blindness to kebutaan by applying the procedure of literal. data 9: the application of literal sl tl the clinical symptoms of hyperglycaemia include polyuria, polydipsia, lassitude, weight loss, pruritus vulvae and balanitis. (page 61) gejala klinis hiperglikemia meliputi polyuria, polidipsi, kelesuan, kehilangan berat badan, pruritus vulva dan balanitis. (halaman 61) 229 the medical term lassitude is categorized as a symptom. clinically, it is a state of feeling very tired in mind or body or lack of energy. in addition, lassitude is defined as a condition of weariness or debility. a patient who is suffering hyperglycaemia will encounter some symptoms, one of them is lassitude. as seen in the table above, the english medical term lassitude was translated into kelesuan in indonesian. the word kelesuan is a noun derives from an adjective ‘lesu’ or listless, languid. the affix ke-an is attached to the word lesu to form a noun. not only to form a noun, ke-an gives a certain meaning to the word for indicating a thing in certain circumstances, a place, accidental deeds, resembling something, and etc. therefore, the tl word kelesuan implies kondisi kekurangan tenaga, kepenatan, perasaan lesu, or ‘a condition of lack of energy, fatigue, feeling lethargic’. it can be stated, the tl literal meaning fulfills the sl word which equally refers to a condition of lack of energy. therefore, the sl medical term was literally translated into the tl through the application of literal procedure. 3.4. descriptive equivalent data 10: the application of descriptive equivalent sl tl on examination, she was normotensive and exhibited pitting oedema of both ankles and dullness over her lung bases. (page 49) pada pemeriksaan, wanita itu memiliki tekanan darah tampak normal dan memperlihatkan adanya edema pitting pada kedua pergelangan kakinya dan ketumpulan pada bagian dasar paru-parunya. (halaman 49) the medical term normotensive is classified as intravascular volume status. the quotation taken from a case history above, explains that a woman was examined for medical check-up. it is stated that her blood pleasure is normotensive. normotensive is medically defined as the condition of having or denoting a normal blood pleasure. as seen in the table above, the adjective normotensive was translated into tekanan darah tampak normal rather than borrowing the word purely. the translator preferred to explain the definition of the word normotensive in words. the translation in the form of a short description directly describes the word normotensive itself. it can be concluded that the procedure of descriptive equivalent was undertaken due to the use of short description to give a short explanation toward of the word based on its definition. 4. novelty there are many translation studies that have involved the research of translation procedures. the object such as figurative language in the form of figures of speech, cultural specific items are commonly researched for the application of translation procedures. the novelty of this study is, the attempt to research the application of translation procedures in the level of phrase through medical terms in which they are equipped with crucial, particular, and important information. consequently, translating them requires a translator’s competence in considering the translation. interestingly, this study revealed that the application of literal procedure that is considered as the basic way of translating, was dominantly applied compared to rest translation procedures. it can be stated that the application of literal translation cannot be denied to be applied in the level of translating medical terms into certain languages. 5. conclusion 230 newmark (1988) mentioned eighteen translation procedures. through conducting this study, it was found four out of eighteen procedures applied in the translation of english medical terms found in clinical biochemistry into indonesian in biokimia klinis. those four procedures are transference, naturalization, literal, and descriptive equivalent. firstly, the application of literal procedure was dominantly found. the application of it is inevitable in the process of translation. in this case, the procedure of literal was also applied to some medical terms. translator cannot deny that literal translation may also provide the exact meaning as implied by the sl word. the use of literal procedure can be effective as long as it carries the sl word intended meaning along with the context. it, therefore, can be stated literal translation is the most common procedure applied and found in the translation. secondly, the use of naturalization was also identified for its use in translating the terms. this procedure is commonly found since there are many borrowed words in the tl where they have been adapted to the language system especially in terms of spelling and pronunciation adjustments. the adjustment is based on the term absorption stated in pupi made by the ministry of education and culture in indonesia. thirdly, the transference procedure was found and applied to the translation in indonesian. the direct transfer without spelling adjustment had been done due to either the unavailability of equivalent and the borrowed terms may have been commonly known and used by tl readers. it is therefore that translator applied transference procedure. fourth, the application of descriptive equivalent was the least applied procedure found in the translation of english medical terms. the translator must be faced with a dilemma in representing the sl word to be informatively accepted and accurate. as a result, s/he applied one of several possible procedures to be applied in transferring the meaning. in this case, the application of descriptive equivalent procedure was done by the translator. the definition of the word was brought as the translation in the form of short description to represent the sl word. from the procedures applied, it can be concluded that there was an attempt done by the translator in translating the medical terms. the attempt of preserving sl aspects can be seen from the application of three procedures, i.e. transference, naturalization, and literal. the three procedures were dominantly applied compared to the descriptive equivalent procedure. according to the result, descriptive equivalent has been least applied as identified from the data. in this case, the translator attempted to represent the sl word through describing it in the tl. s/he tried to emphasize the tl rather than borrowing the term by providing an explanation. moreover, the translation of english medical terms into indonesian can be assumed to emphasize the sl rather than emphasizing the tl. this is due to the fact that most terms were purely borrowed and adjusted in terms of spelling and pronunciation. 6. acknowledgements in this occasion, i would like to express my deepest gratitude to ida sang hyang widhi wasa, my almighty god who always blesses me to conduct this study. secondly, i would also like to express my sincere thank to prof. dr. ketut artawa, m.a., as my dearest supervisor, for his patient guidance, enthusiastic encouragement and useful critiques of this study. references: bahasa. 2012. pedoman umum pembentukan istilah. jakarta: badan pengembangan dan pembinaan bahasa, kementerian pendidikan dan kebudayaan nasional. 231 badan pengembangan dan pembinaan bahasa. 2016. pedoman umum ejaan bahasa indonesia. jakarta: badan pengembangan dan pembinaan bahasa, kementerian pendidikan dan kebudayaan nasional. djajasudarma. 1993. metode linguistik – rancangan metode penelitian dan kajian. bandung: eresco. dorland, w. a. newman. 2012. dorland’s pocket medical dictionary 29 th edition. usa: saunders. dorland. kamus kedokteran dorland, alih bahasa: retna nearly elsaria, ... [et al.] ; editor edisi bahasa indonesia, albertus agung mahode, … [et al.] – edisi 31. jakarta: ecg; 2010. fogelberg, et. al.,(2006). medicinens språk. stockholm: svenska läkaresällskapet och liber ab. gaw, alan., murphy, michael j., cowan, robert a., o’reilly, denis st. j., stewart, michael j., sheperd, james. 2009. clinical biochemistry: an illustrated colour text (4 th ed). united kingdom: churchill livingstone, elsevier. gaw, alan., murphy, michael j., cowan, robert a., o’reilly, denis st. j., stewart, michael j., sheperd, james. 2011. biokimia klinis: teks bergambar (ed 4). (translated by dr. albertus agung mahode & july manurung, s.si, apt and edited by dr. novita salim & nella yesdelita). jakarta: egc. newmark, peter. 1988. a textbook of translation. shanghai: shanghai foreign language education press. biography of authors i putu pebri pranata, s.s. was born in denpasar on february 25 th , 1996. he obtained his bachelor degree in the faculty of arts, udayana university in 2018. now, he is pursuing his master degree in linguistic program in translation studies, faculty of arts, udayana university. email: pebripranatha@gmail.com i nyoman udayana, ph.d was born in denpasar on april 5 th , 1963. he obtained his bachelor degree in linguistics at the faculty of arts, udayana university in 1987. in 1995, he officially obtained master degree at the university of sydney in 1995. moreover, he pursued his ph.d in linguistics at the university of texas at austin and graduated in 2013. he is now a senior lecturer in linguistics and the english department, faculty of arts, udayana university. email: nyoman_udayana@unud.ac.id relasi gramatikal bahasamelayu klasik relasi gramatikal bahasamelayu klasik dalam hikajat ‘abdullah muhammad yusdi (mahasiswa) prof. dr.aron meko mbete (promotor) prof. dr. drs. i ketut artawa, m.a., ph.d. (kopromotor i) prof. dr. i wayan pastika, m.s. (kopromotor ii) program pendidikan doktor (3) prrogram studi linguistik universitas udayana, jalan nias no. 13, denpasar, bali abstrak beberapa orang ahli linguistik telah mengkaji naskah bahasa melayu klasik namun naskah bmk pada hikajat ‘abdullah yang berkenaan dengan relasi gramatikal belum pernah dilakukan hingga sekarang ini. penelitian dan pembahasan tentang tipologi sintaksis bmk secara khusus belum menjadi perhatian para peneliti dan pengamat bmk dengan kerangka kerja sesuai dengan tipologi linguistik. penelitian ini membahas perihal relasi gramatikal dengan kerangka kerja linguistis adapun yang menjadi pokok bahasan dalam disertasi ini ialah “bagaimana relasi gramatikal” saling berhubungan dalam bmk yang terdapat pada hikajat ‘abdullah. selain dengan pembahasan yang dilandasi dengan teori tipologi linguistik, penelaahan data penelitian ini juga dilakukan dengan teori tata bahasa formal yaitu tata bahasa relasional (tr) dan pembahasan ini juga melibatkan peran semantis yang tercakup pada sebuah bangunan sintaksis secara keseluruhan sehingga orang tidak kehilangan momentum dan masih menyadari bahwa bahasa adalah maujud hak milik umat manusia yang berartikulasi ganda, yaitu bentuk (bunyi) di satu pihak dan arti (makna) di pihak lain. sasaran pembahasan ini dititik beratkan pada tataran sintaksis namun dengan tidak meninggalkan sama sekali keberterimaan semantis seperti yang disebutkan di atas tadi. adapun di antara pokok persoalan yang dianalisis tersebut ialah masalah akusativitas, ergativitas, dan medialitas. adapun tujuan utama penelitian ini ialah menganalisis dan membahas sifat-perilaku gramatikal yang pada gilirannya memperlihatkan peran semantis juga pada tataran sintaktis bmk habakm. dengan demikian, dapatlah ditentukan relasi gramatikal dan peran semantis dari segi tipologi sintaksis bmk habakm ini. setelah menelaah data yang ada pada bmk habakm secara tipolgis, dapat disimpulkan bahwa, secara sintaktis, bmk habakm memperlakukan s sama dengan a, dan perlakuan yang berbeda dikenakan pada p (s = a, ≠ p). oleh karena itu, bmk habakm termasuk kelompok bahasa yang bervivot s/a. sistem relasi gramatikal yang seperti ini membuktikan bahwa bmk pada saat hikajat ‘abdullah itu ditulis berkaidah sintaksis sebagai bahasa yang bertipologi nominatif-akusatif. kalau diamati dengan teliti, perilaku a dan p verba intransitif dalam bahasa ini, kemudian dihubungkan dengan s secara semantis dengan pemakaiannya, kelihatanlah bahwa bmk habakm tergolong dalam bahasa yang bersistem sa dan sp sebagai sub-bahagian s. pemarkahan morfologis menunjukkan bahwa terdapat s terpilah (split) dan s alir (fluid) dalam bmk dengan verbanya sebagai poros. dengan demikian, secara tipologis, bmk lebih merupakan bahasa nominatif-akusatif yang menurunkan diatesis aktif >< pasif karena secara morfosintaktis dimarkahi oleh pola sintaksis spvt + (men>< di-) o daripada bahasa ergatif yang menurunkan diatesis ergatif dan anti-pasif itu. pengkajian tipologis yang menempatkan bmk sebagai bahasa nominatif-akusatif, secara sintaktis, membuktikan bahwa terdapat dua perbandingan penting dalam menentukan tipologi bmk: (i) perbandingan klausa intransitif dan klausa transitif, (ii) perbandingan peran semantik a dan p pada klausa intransitif. dengan mempertimbangkan betapa penting perilaku relasi gramatikal, peran semantis, dan juga fungsi (komunikatif) pragmatis pada klausa bmk, maka ada baiknya kajian tipologi sintaksis diteruskan dengan kajian tipologi fungsional. jika dikaitkan dengan fungsi pragmatis, maka bmk termasuk bahasa yang menonjolkan/mementingkan subjek. dengan perkataan lain, konstruksi dasar klausa bmk lebih tepat diperlakukan sebagai “subjek-predikat” daripada sebagai “topikkomen”. sebagai bahasa yang bertiopologi sintaktis nominatif-akusatif bmk habakm mengenal diatesis aktif (diatesis dasar) >< diatesis pasif (diatesis turunan), ergatif, dan diatesis medial. kata-kata kunci: relasi gramatikal, peran semantis, tipologi, diatesis, nominatif-akusatif, aktif >< pasif, ergatif, anti-pasif, medial, s terpilah, dan s alir pendahuluan adapun bahasa melayu klasik (yang selanjutnya disingkat bmk) adalah bahasa melayu yang dituturkan pada abad xv – xvii di sekitar wilayah semenanjung malaysia dan singapura serta riau, tepatnya adalah malaka, johor, dan kesultanan siak. bmk yang dianalisis dalam disertasi ini adalah karya tulis ‘abdullah bin ‘abdul kadir munsyi yang naskah itu sendiri diterbitkan oleh pustaka djambatan (1958) dan sudah dianotasi – diberi keterangan dan penjelasan yang kritis oleh teeuw dan dibantu oleh datoek besar. sesungguhnya, penelitian ini menitikberatkan kajian pada tataran sintaksis namun hal-hal yang berkenaan dengan morfologi, semantik, atau pragmatik juga dibicarakan seperlunya. ada dua hal penting yang menjadi pokok permasalahan dalam penelitian ini, yaitu yang berkenaan dengan relasi gramatikal dan peran semantis yang harus dirumuskan. (1) bagaimanakah relasi gramatikal bmk habakm ? (2) peran semantis apa sajakah yang mengisi slot fungsi sintaksis dalam bmk habakm? adapun tujuan penelitian ini adalah untuk membahas, memahami, dan menjelaskan tipologi sintaksis dan juga peran semantis dan sedikit tentang fungsi pragmatis bmk yang terdapat pada naskah bmk habakm melalui kajian relasi gramatikal dan peran semantik. secara teoretis, penelitian ini akan memperkaya khazanah linguistik, terutama di bidang tipologi bahasa dan sintaksis. hasil penelitian ini dapat saja dijadikan bahan perbandingan dan tempat pijakan untuk penelitian lanjutan yang terkait. penelitian ini telah merekam, dan mencatat serta mengumpulkan informasi dan data bahasa tulis yang bersumber dari naskah bmk habakm yang dapat digunakan sebagai bahan penelitian linguistik kala kini dan kala nanti. analisis data dan temuan pnelitian berdasarkan analisis, diketahui bahwa semua afiks verbal bmk berupa meng, ber-, memper-, bersi-, dan -kan dan -i. afiks mengdan dimemarkahi verba yang diatesisnya menjadi aktif dan juga seluruh varian morfofonemisnya. konstruksi verba yang demikian itu muncul pada bmk dalam bentuk struktur dasar. adapun ber adalah pemarkah verba aktif-intransif apabila bervalensi dengan verba turunan ; dan berjuga dapat berfungsi sebagai pemarkah ergatif apabila bervalensi dengan verba transitif dan ia akan berdiatesis ergatif apabila predikat verba intransitif itu diikuti oleh nomina tanpa didahului oleh preposisi. seperti yang telah disebutkan di muka bahwa verbalisasi dengan prefiks mengdan bermenderivasi verba yang berdiatesis aktif. adapun verbalisasi dengan prefiks berdengan bentuk dasar verba transitif mempunyai makna turunan ergatif dalam bmk, dan bentuk verba yang demikian itu tidak pernah menimbulkan makna pasif. dikatakan demikian, karena dalam bmk diatesis aktif >< pasif sudah dimarkahi dengan tegas oleh vtr + menguntuk penanda aktif; dan vtr + diuntuk penanda pasif. apabila verba dengan bentuk dasar nomina berprefiks bermaka makna yang timbul adalah (aktif) intransitif. dalam hal ini transitivitas pada kata turunan ditandai oleh sufiks -i dan -kan. hal ini berlaku umum untuk semua bentuk dasar yang non-verba. adapun prefiks perhanya dapat memverbalisasi adjektiva saja dengan makna ‘komparatif’. berkenaan dengan pentransitif -i dapat dikatakan bahwa sufiks ini membawa makna ‘lokatif’, sedangkan pentransitif -kan akan membawa makna ‘kausatif’. sebenarnya, baik -i dan -kan kedua-duanya dapat mengafiksi verba transitif, yaitu -i membawa makna ‘iteratif’ dalam melempari ‘melempar berkali-kali’ dan -kan membawa makna ‘benefaktif’’ dalam kata menuliskan ‘menulis untuk’, sedangkan didapat ditambahkan pada semua verba transitif. relasi gramatikal bmk, seperti juga relasi bahasa yang ada di dunia, terdiri atas s-ol-otl dan obl. pengujian relasi subjek gramatikal dilakukan berdasarkan uji gramatikal yaitu dengan uji penaikan, relativisasi, penjangka kambang, penyisipan adverbia, dan mempertanyakan konstituen. hasil uji tersebut memperlihatkan bahwa: (1) fn yang berposisi praverbal adalah subjek gramatikal dalam bmk habakm; (2) fn pada urutan pertama (pada posisi tak langsung praverba) adalah subjek gramatikal yang berbentuk transitif dalam bmk dengan syarat verbanya tidak berafiks; (3) fn dengan posisi praverbal berafiks men-/tidak berafiks adalah subjek gramatikal dalam bmk habakm.; (4) fn praverba transitif dan pasca fn objek gramatikal adalah subjek dalam bmk habakm; (5) subjek gramatikal bmk habakm adalah argumen agen yang dapat direlatifkan secara langsung; (6) fn refleksif bmk habakm tidak dapat meduduki subjek gramatikal; (7) subjek gramatikal bmk habakm termasuk bentuk yang tidak berpemarkah. relasi gramatikal objek dalam bmk memiliki ciri sebagai berikut: (1) objek gramatikal bmk adalah fn langsung yang berposisi menyusul verba; (2) objek gramatikal bmk adalah fn yang tidak tersisipi dengan adverbia verbanya; (3) objek gramatikal bmk adalah fn yang dapat digantikan oleh fn refleksif; (4) objek gramatikal bmk adalah fn yang menempati posisi objek kalimat aktif yang dapat dipermutasi menjadi subjek kalimat pasif; (5) objek gramatikal bmk adalah relasi yang tidak dapat direlatifkan secara langsung; (6) objek gramatikal bmk adalah unsur kalimat yang tidak terlesapkan pada kalimat koordinatif; (7) objek gramatikal tak langsung bmk adalah fn yang langsung menyusul verba sedangkan objek langsung mengikuti objek gramatikal tak langsung itu. ciri-ciri gramatikal relasi oblik bmk adalah sebagai berikut: (1) oblik bmk adalah argumen (fn) baik yang berpreposisi maupun yang tanpa preposisi. (2) relasi oblik bmk tidak dapat dijadikan subjek kalimat. adapun tipologi sintaktik bmk, setelah dicermati berdasarkan satuan dasar sintaktis-semantis universal maka satuan yang diterapkan itu adalah sebagai berikut: s = subjek intransitif (argumen satu-satunya dalam klausa intransitif) a = agen merupakan subjek (argumen agen pada klausa transitif); p = pasien merupakan objek transitif (argumen pasien pada klausa transitif); sementara itu, pemahaman subjek gramatikal (comrie, 1981 dan 1989) dapat disejajarkan dengan istilah pivot yang diajukan oleh dixon (1994). berdasarkan data dan pengkajian tipologis, maka diperoleh temuan bahwa bmk berperilaku gramatikal seperti bing: s diperlakukan sama dengan a. apabila s dan p saling rujuk maka bmk memperlakukan konstruksi turunan yaitu pemasivan atau pentopikan. itulah alasannya mengapa bmk dikatakan beroperasi dengan pivot s/a yang merupakan salah satu ciri bahasa akusatif. sejauh pembahasan yang dikemukakan di atas, maka dapatlah ditarik suatu simpulan bahwa relasi gramatikal dan peran semantis bmk adalah s + a da ≠ p. hal ini berarti bahwa bmk memperlakukan s adalah a dan s bukanlah p. pola relasi gramatikal dan peran semantis yang seperti ini sekali lagi membuktikan bahwa bmk, secara sintaktis, bertipologi nominatif-akusatif. sebagai bahasa yang bertipologi nominatif-akusatif, bmk mengenal tiga macam diatesis yaitu diatesis aktif-pasif yang diturunkan dari tipologi nominatif-akusatif, ergatif-antipasif yang diturunkan dari tipologi ergatif, dan diatesis medial dengan sub-diatesisnya medial-leksikal, medial perifrastik, dan medial leksikal. pembahasan dengan penemuan baru tersebut di atas, maka persoalan diatesis dalam bmk, bm dan bi sudah jelas sehingga pembahasan yang berkaitan dengan diatesis, terutama aktif >< pasif, di satu pihak dan ergatif dan anti-pasif di pihak lain, terutama dalam bmk, bm, dan bi tidak lagi menjadi perdebatan yang berkepanjangan karena hal itu sudah dibuktikan secara linguistis yang secara teknis dengan menggunakan peranti bentuk dan makna yakni relasi gramatikal (sintaksis) dan peran semantis (semantis). adapun temuan baru tersebut adalah sebagai berikut. 1. bahasa melayu klasik, bm, dan bi hanya mengenal satu macam diatesis aktif dan satu macam pula diatesis pasif keduanya dapat diperinci dengan sebutan bahwa hanya pola aktif kanonis dan mitranya pasif kanonis dengan pola sintaksis sebagai berikut: a. aktif kanonis: subjek peredikat objek (dasar) fn vtr + men n ali membeli buku itu. b. pasif kanonis: subjek predikat (komplemen) (dasar) fn vtr + di(oleh) (pn) buku itu (dibeli (oleh) ali). 2. di samping diatesis aktif kanonis dan diatesis pasif kanonis, bmk, bm, dan bi juga mengakui keberadaan diatesis aktif non-kanonis yang pola sintaksisnya spo terutama dengan kasus subjek pronomina dengan predikat vtr + ø dan juga diikuti oleh objek (pro)nomina seperti contoh di bawah ini: a. aktif non-kanonis: subjek predikat objek (dasar dan non-topikal) fn vtr + ø fn saya jemput ali. b. aktif non-kanonis: objek subjek predikat (non-dasar dan topikal) fn fn vtr + ø ali saya jemput. apabila kalimat (2a. dan b.) itu diperhatikan secara saksama, terutama secara morfologis, maka akan jelaslah perbedaannya dari kalimat (1a. dan b.) karena kedua kalimat (1a dan b) berpemarkah secara morfologis, sebaliknya, adapun kedua kalimat (2a. dan b.) tidak demikian halnya. demikian juga secara sintaktis, kedua kalimat (1a. dan 1b.) adalah kalimat yang berpola spo keduanya. subjek gramatikal kalimat (aktif) (1a.) menjadi komplemen dengan relasi oblik dan peran agen pada kalimat (pasif) (1b.) dan objek gramatikal kalimat (1a.) menjadi subjek gramatikal pada kalimat (pasif) (1b.) jadi, secara sintaksis pula, pemasivan kalimat aktif kanonis dapat dilakukan, demikian juga sebaliknya, pengaktivan kalimat pasif kanonis akan menciptakan subjek baru pada kedua kalimat itu. hal tersebut tidak pernah terjadi pada pola kalimat (2a. dan b.) yang aktif nonkanonis itu karena pengedepanan objek gramatikal (2a.) ali tidak menyebabkan objek tersebut (ali) menjadi subjek gramatikal pada kalimat (2b). artinya proses pengedepanan itu tidak menimbulkan subjek baru tetapi hanya merupakan pengedepanan objek saja (object fronting) atau pentopikan. alasan pemarkah morfologis yang tidak terlilihat dan pengedepanan objek sebagai topik itu saja sudah cukup kuat untuk mengatakan bahwa kalimat (2a) dan (2b) adalah berpola ergatif, sedangkan kalimat (1a) dan (1b) adalah kalimat yang berpola nominatif-akusatif. dengan tegas dapat dikatakan bahwa kalimat yang bertipe nominatif-akusatif dapat dipasifkan, sebaliknya, kalimat yang bertipe ergatif hanya dapat ditopikkan. pentopikan kalimat bertipe nominatif-akusatif seperti dibawah ini memicu konstruksi kalimat yang tidak berterima baik, dalam bmk, bm, maupun bi seperti contoh ini. objek subjek predikat *buku itu ali membeli. n n vtr + men simpulan dan saran dengan bertitik-tolak pada pokok persoalan penelitian mengenai relasi gramatikal bmk, pembahasan tentang sintaksis semantik telah menghasilkan temuan bahwa bmk merupakan bahasa yang berpola dasar nominatif-akusatif. secara diatesis, bmk mengenal diatesis aktif >< pasif dengan konstruksi s-po yang merupakan kalimat nominatif-akusatif yang secara morfologis dimarkahi oleh vtr + me->< vtr + di(yang dapat dikatakan sebagai aktif kanonis (cannonical active) maupun pasif kanonis (cannonical passive) dengan konsep bahwa kalimat aktif itu, secara semantis, memperlakukan subjek gramatikal sebagai agen (s/a) yang kalimat aktifnya, secara gramatikal, dapat dipasifkan dengan tetep memelihara s-p-o sebagai struktur dasar. grammatical relation in classical malay of “hikajat ‘abdullah” abstract many linguists have studied manuscript of the classical malay albeit the classical malays manuscript of hikajat ‘abdullah regarding the grammatical relations and semantic roles has hardly ever been done up to the present. both researches and discussions on the syntactic typology of classical malay, in particular, have not drawn the attention of classical malays researchers yet within the framework of linguistic typology. this research discusses the subject matter of grammatical relations within linguistic perspectives. whereas the state affairs of discussion within this dissertation is that “how the grammatical relation works in the classical malays prevailing in the hikajat ‘abdullah. apart from the discussion based upon the theory of linguistic typology, the research analysis of data is also conducted under formal grammatical theory that is relational grammar (rg), and such a discussion also involves semantic role covered within the construct of syntax as a whole that one does not lose the momentum and does still realize that language is an entity of human property comprising of double articulation that is form (speech sound) in one hand and meaning (semantics) on the other. the purpose of the analysis is strongly focused on syntactic level without leaving the semantic acceptability at all. whereas the subject matters of discussion among others are of the diathesis concerning with nominativeaccusative, ergative, and medial cases. whereas the main objectives of this research is to discuss and analyze the grammatical features which in turn show the semantic role as well on syntactic level of classical malays of the hikajat ‘abdullah. therefore, one may define typologically both grammatical relation and semantic role of this classical malays of the hikajat ‘abdullah. after having meticulously analyzed the data found in classical malays of the hikajat ‘abdullah then it can be concluded that from the typological view point, the language written in classical malays of the hikajat ‘abdullah syntactically treats s as equal to a and such a treatment differs from the one imposed to p (s = a, ≠ p). thus, the language written in classical malays of the hikajat ‘abdullah grouped into the language pivoted s/a. such a grammatical system proves that at the time of the hikajat ‘abdullah written it was syntactically constrained under nominativeaccusative typology. a close analysis shows that the features of a and p intransitive verb in this language in its relation to s, its use seems semantically that the classical malays of hikajat ‘abdullah may be grouped into sa and sp systemized language as sub-division of s. morphological marking proves that there is a split s and fluid s in classical malays of the hikajat ‘abdullah occurring within its verb as an axis or pivot. therefore, from typological point of view, classical malays is much more nominative-accusative language deriving active >< passive diathesis morphologically marked by syntactic pattern spvt + (men>< di-) o rather than ergative one deriving ergative and anti-passive one. typological study positioning classical malays as nominative-accusative language, which syntactically proves that there are two salient comparisons in defining the classical malays typology: (i) the comparison of both intransitive and transitive clause, and (ii) comparison of semantic role of a and p in intransitive clause. by considering how important the features of grammatical relation and semantic role as well as pragmatic (communicative) function are in the clause of the classical malays. therefore, preferably, the study of syntactic typology is carried on with the study of functional typology. from the pragmatic (communicative) function point of view, thus classical malay may be classified into a subject prominent language. in other words, the basic construction of classical malays clause is more appropriately treated under “subjectpredicate” rather than “topic-comment” one. as a syntactically nominativeaccusative typed language, the classical malays of hikajat ‘abdullah” recognizes active (basic) >< passive (derived), ergative, and medial diathesis. key words: grammatical relation, semantic role, typology, diathesis, nominativeaccusative, active >< passive, ergative, anti-pasif, medial split s, and fluid s. foreword whereas classical (hereinafter referred to as bmk) is malay language spoken in xv – xvii century within the territory of malay peninsula dan singapore as well as riau, particularly malaca, johor, and sultanate of siak. bmk analyzed in this dissertation is a work written by ‘abdul kadir munsyi and the manuscript it self is published by pustaka djambatan (1958) and has been annotated – accompanied with commentary and critical remarks by teeuw and assisted by datoek besar. theoretically, this research will enrich the linguistic horizon, primarily in the field of linguistic typology and syntax. the findings of this research may be taken as a comparison and leaping stone for further related. this research has resumed, recorded, noted, and collected information and data of written language resourced from the manuscript of bmk habakm that can be used as a linguistic research material at the present moment as well as for the coming future. this research does emphasize its focus on syntactic level, though cases touching morphology, semantics, and pragmatics are also treated as necessary. there are two main problems within this research that is something pertaining with grammatical relation and semantic role to. (1) how does grammatical relation work in bmk habakm ? (2) what semantic roles fill in the syntactic function slot in bmk habakm? both main problems above are discussed scientifically descriptive under linguistic typological theory relied upon the the formal grammar that is relational grammar (rg) in which exists terms relation s-ol-io and oblique relation and a-p immediately related to this research. data analysis and findings based upon findings finding that all verbal affixes of bmk consist of meng-, di-,ber-memper-, bersi, and -kan dan -i. affix of mengmarks the verb whose diathesis belongs to active voice and all together with its morphophonemic variants and diis to marks the passive one. such a bmk verbal construction appears in the form of basic structure whereas berapperas to mark intransitive verb when it is valenced with derived verb; and affix of bercould also function as to mark ergativity as valenced to transive verb and it will be having ergative diathesis as the predicate of intransitive verb followed by noun without being preceded by a preposition. the appearance of meng>< dicontrastively marks active voice from the passive one. if the verb is derived from a noun + berthus it belongs to intransitive one. affixes of -i and -kan derive transitivity in which -i refers to ‘locative’ and -kan referes to ‘causative’. affix of perwill construe a verb as it is affixed adjective whose meaning refers to ‘comparative’. truely both -i ‘iterative’ and -kan ‘applicative benefactive’may be affixed to transitive basic verbs. bmk relational grammar, as well as linguistic relation all over the world consists of s-ol-otl dan obl. the test of grammatical subject relation is done under grammatical test viz the test of raising, floating quantifier, adverbial insertion, and questioning constituent. the result indicates that: (1) preverbal positioned np is the grammatical subject in bmk habakm; (2) first ordered np(in indirect position of preverb) is the grammatical subject in form of transitivity in bmk provided that the verb is affixless; (3) preverbally positioned mengaffixed/unaffixed np is the grammatical subject in bmk habakm.; (4) a transitive preverb np and post np of grammatical object is subject in bmk habakm; (5) gramatical subject of bmk habakm is the immediately relativizable agent argument; (6) reflexive np of bmk habakm may not occupy grammatical subject; (7) gramatical subject of bmk habakm is formally unmarked. in bmk the object grammatical relation has the following features: (1) bmk grammatical object is an immediate np directly following verb; (2) bmk grammatical object is an np of adverbially uninterruptible verb; (3) bmk grammatical object is an np of sustitutably reflexisive np; (4) bmk grammatical object is an np occupying object position of active voice permutable into the subject of passive voice; (5) bmk grammatical object is unrelativized relation directly; (6) bmk grammatical object is undeletable sentential constituent within coordinative clause; (7) bmk indirect grammatical object is an np directly following verb whereas direct object comes to follow the indirect grammatical object. bmk grammatical features of oblique relation may be seen as follow: (1) bmk oblique is np argument either with or without preposisi. (2) bmk oblique relation cannot be made subject of a clause. based upon the data and typological study, is found that bmk grammatically behaves just like english in which s is treated as a. in case of s and p corefers thus bmk treats the derived construction by passivization or topicalization. that is the very reasons why bmk is said to operate in the pivot of s/a which identifies the property of accusative language. whereas the bmk syntactic typology, prior to observation based upon the basic unit of syntactic-semantic universals thus, the unit defined is: s = intransitive subjek (the one and only argument in intransitive clause). a = agent is the subject (agent argument of transitive clause); p = patient is transitive object (patient argument of transitive clause); meanwhile, the understanding of grammatical subject (comrie, 1981 and 1989) may be similarized to the term of pivot proposed by dixon (1994). based upon the data and typological study, is found that bmk grammatically behaves just like english in which s is treated as a. in case of s and p corefer thus bmk treats the derived construction by passivization or topicalization. that is the very reasons why bmk is said to operate in the pivot of s/a which identifies the property of accusative language. as far as the discussion above proposed, therefore one could come to a conclusion that bmk grammatical relation and semantic role is s + a da ≠ p. it means that bmk treats s as a and s is not p. such a grammatical relation and semantic role once again proves that bmk is syntactically, nominative-accusative typed language. as a nominative-accusative typed language, bmk recognizes three kinds of diathesis those are active-passive derived from nominative-accusative, ergative-anti passive diathesis derived from ergative typology and medial diathesis with its sub-diathesis consisting of lexical medial, periphrastic medial, and lexical medial. discussion by having the novelty above, thus, the case of diathesis in bmk, bm and b is clear enough so that the discussion concerning with diathesis, particularly active >< passive, on one hand and ergative and anti-passive on the other, mainly in bmk, bm, and bi will never be an endless dispute since it has been empirically and linguistically proved technically by using formal and semantic device those are grammatical relation (syntax) and semantic role (semantics). whereas the novelties are as follows. 1. classical malay, bm, and bi only recognizes one type of active diathesis and one type of passive diathesis both can be described under one notion that only cannoncal active construction and its counterpart cannonical passive with the following syntactical pattern: a. cannonical active: subject predicate object (basic) np vtr + men np ali membeli buku itu. ali act bougt book art ‘ali bought the book.’ b. cannonical passive: subject predicate (complement) (basic) np vtr + di(oleh) (pn) buku itu di beli (oleh) ali). book art pas bought (by) ali ‘the book was bought by ali.’ 2. other than cannonical active diathesis and cannonical passive diathesis, bmk, bm, and bi also recognize non-cannonical active diathesis whose syntactic construction is spo primarily with the case of pronominal subject with predicate vtr + ø and it is also followed by (pro)nominal object such as examples below: a. non-cannonical active: subject predicate object (basic dan non-topical) np vtr + ø pn saya jemput ali. 1sg fetched ali ‘i fetchet ali.’ b. non-canonical active: object subjek predikat (non-basic and topical) np np vtr + ø ali saya jemput. ali 1sg fetch ‘ali i fetched.’ as sentences (2a. and b.) closely read, morphologically, therefore the difference will be clearly visible from (1a. dan b.) for both (1a dan b morphologically marked, reversely, both (2a. dan b.) are quite other wise. syntactically , both sentences (1a. and 1b.) are both of spo constructed. the grammatical subject of active voice (1a.) becomes a complement of oblique relation and role of agent for passive voice of (1b.) and the grammatical object of sentence (1a.) becomes the grammatical subject of pasive voice of (1b.) therefore, syntactically, the passivizasion of cannonical active voice can be done, in contrast, the activization of cannonical passive voice may bring about a new subject within both sentences. never does such a case occur in sentences (2a. dan b.) which is noncannonical active for the preposing of grammatical object of (2a.) ali does not bring about the object (ali) to become grammatical subject of sentence (2b). it means that the process of object preposing does not create a new subject but it is only an object preposing (object fronting) or topicalization. the reason of both just unseen morphological marker and object preposing as the topic is strong enough to say that sentences (2a) and (2b) aree ergatively organized, whereas sentences (1a) dan (1b) nominatively-accusatively organized. undoubtedly, it can be said the sentence nominatively-accusatively typed is passivizible, on the other hand, ergatively typed sentenced may only be topikalized. topicalizing of a nominative-accusative typed sententence as written below triggers unaccepted sentence construction, neither in bmk, bm, nor bi such as the example below. object subject predicate np np vtr + men *buku itu ali membeli. book art ali act beli ‘buku itu ali membeli.’ conclusion and suggestion by focusing on the subject matters of the research dealing with grammatical relation in bmk, the discussion about syntax-semantics has brought about finding that bmk is a nominative-accusative basic pattern language. from diathesis point of view, bmk recognizes the diathesis of active >< passive under s-p-o construction in which nominative-accusative sentence is morphologically marked by vtr + me->< vtr + disaid to be cannonical active or cannonical passive with the conception that the active one, semantically, traets the grammatical subject as an agent (s/a) in which the active one, grammaticallycould be passivized by keeping preserving s-p-o order as a basic structure. referensi adelaar, alexander k. 1985. proto malayic: the reconstruction of its phonology and morphology and parts of its lexicon. alblasserdam: offset drukkerij kanters bv. adelaar, alexander k. 2005. structural diversity in the malayic subgroup. dalam alexander k. adelaar dan nikolaus p. himmelmann (ed.). the austronesian languages of asia and madagascar. london: routledge. alsina, alex. 1996. the role of argument structure in grammar: evidence from romance. stanford california: csli publishers. alwi, hasan. 2000. tata bahasa baku bahasa indonesia. jakarta: balai pustaka. artawa, i ketut. 1998. ergativity and balinese syntax. part i, ii, dan iii. dalam nusa vol. 42, 43, dan 44. jakarta: badan penyelenggara seri nusa universitas katolik indonesia atma jaya. artawa, i ketut. 2004. balinese language: a typological description. denpasar: cv bali media adhikarsa. artawa, i.ketut. 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university. cartier, alice. 1979. de-voiced transitive verb in formal indonesian. universite de paris v (rene descartes), 12 rue de l’ecole de medicine, 75270 paris cedex 06. cattel, n.r. 1978. the new english grammar. massachussett: the m.i.t. press chafe, wallace l. 1975. meaning and the structure of language. chicago: the university of chicago press. chomsky, noam. 1976. syntactic structures. massachussett: the m.i.t. press. chung, sandra. 1976. on the subject of two passives in indonesian. university of california at santa barbara, california 93106. comrie, bernard. 1983, 1989. linguistic universals and linguistic typology. oxford: basil blackwell publisher limited. comrie, bernard. 1988. “linguistic typology”. dalam f.j. newmeyer (ed.). linguistics: the cambridge survey. vol. i, hlm.: 447 – 467. cambridge: cambridge university press. crystal, david. 1991.a dictionary of linguistics and phonetics. massachussett: basil blackwell. culicover, peter w. 1976. syntax. san francisco : academic press. cumming, susanna. 1991. agent position in the sedjarah melaju. santa barbara university of california. cumming, susanna. 1991. functional change: the case of malay constituent order. berlin: mouton de gruyter. dillon, george l. 1977. introduction to contemporary linguistic semantics. new jersey: prentice-hall inc. impression in “i wandered lonely as a cloud” e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 54--69 accreditation:- 54 educational values of munanese folksong: a literary anthropology study aderlaepe e-mail: alaepe@yahoo.com faculty of education halu oleo university i nyoman suarka e-mail: nyomansuarka@yahoo.com study program of linguistics, school of postgraduate studies, udayana university i made suastika e-mail: made.suastika57@yahoo.com study program of linguistics, school of postgraduate studies, udayana university i nyoman kutha ratna e-mail: nyoman_kutha@yahoo.com study program of linguistics, school of postgraduate studies, udayana university abstract munanese folksong is chanted by munanese people in daily life. munanese community is an indigenous ethnic in south east sulawesi besides tolakinese, butonese, and moronenese. the folksong is classified into three types, namely (1) kau-kaudara, (2) lagu ngkodau, and (3) kabhanti. they are distincted by rhythm and tempo, text organization, and word choices. rhythm of kau-kaudara is similar to cha-cha song with a quite fast tempo, lagu ngkodau resembles pop song with a slow tempo, and kabhanti is like country song with a medium tempo. the text of kau-kaudara is organized as a poetry; lagu ngkodau as a lyrical poetry; and kabhanti as a pantun karmina (a two-line traditional verse). the most word choices in kau-kaudara songs are animal, game, and non sense categories, but in lagu ngkodau and kabhanti are marine, environment, and cosmos phenomena. due to munaneses community status before the middle of 20 th century as a illiterate society, the folksong was treated as a social medium. members of the community used it to express every thing both individual and collective affairs. related to the collective one, munanese ancestor used folksong to convey morality messages that aims at making all members of the community well behaved. this circumstance endorses the existence of folksong as a medium of character building that contains educational values. keywords: munanese folksong, pedagogic aspect, and literary anthropology study 1. introduction e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 54--69 accreditation:- 55 munanese folksongs are various traditional songs chanted by munanese people in daily life. the munanese community is one among hundreds ethnic groups in indonesia. it is an indigenous ethnic in the province of south east sulawesi besides tolakinese, butonese, and moronenes. munanese community inhabits muna island that is administratively muna region located at southern part of south east sulawesi. most of munanese people are fond of chanting folksong; in leisure, while they are working in the garden, trading in traditional market, guarding crops from animals attack, rocking child in a cradle, taking rest after working, feeling sad, disappointed, happy, etc; they chant certain songs. the elected songs are not determined by situation or activity they are doing, but depend instead on what songs they want to chant. aderlaepe (2014:3-4) classifies munanese folksong into three main kinds, namely kau-kaudara, lagu ngkodau, and kabhanti. they are distincted by melody and tempo, text organization, and word choices. most of kau-kaudara songs are chanted in rhythmic melody with a quite fast tempo, similar to cha cha. texts of the song are organized as poetry. the most word choices are animal, game, and non sense categories. the songs are usually chanted by children while they are playing games or guarding crops from animal attacks in the morning or afternoon. lagu ngkodau songs are chanted in rhythmic melody with a slow tempo. texts of the song are organized as lyrical poetry that can be identified by the presence of singer as a subject in the first person. culler (1997:71-75) asserts that lyrical poetry is the one in which the narrator speaks as the first person and contains a fictional imitation of „real world‟ utterances. text of lagu ngkodau songs do not contain continuous stories, but a reflection of munanse people‟s daily life. the most word choices in the lyrics of the songs are categories of marine, environment, and cosmos phenomenon. lagu ngkodau songs are chanted by adults or old people. kabhanti songs are chanted in metric melody with a medium tempo resembling country song. as the metric melody, accented voice are placed constantly at certain syllables. the accented syllables are the second and the seventh in every line of the lyrics. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 54--69 accreditation:- 56 texts of kabhanti songs are organized as pantun karmina, a two-line traditional verse. the texts of the songs are short, two lines only, and every line consists of eight syllables. the words choice are used selectively to represent meanings, mostly are in categories of marine, environment, and cosmos phenomenon. kabhanti songs are usually chanted by adults or the old ones. munanese folksong meets the characteristics of folksong in general as stated by dananjaja (1997:141). he argues that a folksong consists of words and melodies, transmitted orally in a community, traditionally shaped, and has many variants. every song of kau-kaudara, lagu ngkodau, and kabahnti is built up by lyric and melody, transmitted orally in the munanse community, and the lyric is quite varied. one or more words in the lyric of certain song can be different from one place to another in the community, but the meanings and ideas exist in the same aims. this circumstance is an evidence that the folksong is a collective expression in the community, not a personal one. before the middle of 20 th century, the munanese community was an illiterate society. every aspect of life was done based on the principles of oral tradition or oral culture. ong (1982:34) asserts that thinking in an oral culture takes place in mnemonic patterns, shaped for ready oral occurrence. folksong was an appropriate medium to munanese community to accommodate their expression. it was an unwitten discourse as a base concept of thoughtutterance-behavior pattern in the community. this circumstance made munanese folksong treated as a social medium that was used by munanese people to express their ideas, religious and morality advices, critics, hopes, wishes, disappointment, sadness, etc. related to the topic of this article, the writer emphasizes attention to functions of munanse folksong as a medium to build character in order that all munanese people behave well. the focus of discussion is educational values existing in the folksong as a character building device. the folksong is treated as a historical document produced by munanese ancestors before the middle of 20 th century when munanese community was still an illiterate society. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 54--69 accreditation:- 57 educational values evoked in the lyrics of kau-kaudara, lagu ngkodau, and kabhanti songs are discussed by employing literary anthropology approach. principally the approach is not an anthropology, but a literary study on the folksong as oral poetry. implementation of the approach in the discussion is done by connecting the analysis to social life of munanese people in the past. ratna (2011:359) argues that literary anthropology is employed in a literary study to explore cultural aspects existing in oral literature and the analysis is connected to the past social life. 2. theoretical concept 2.1 educational value educational value according to wikipedia is the process by which people give values to others. it is from social or religious rules or cultural ethics that are conveyed and taught by a group in position of authority or more experienced, by transmitting or gradually doing in their own realization of what is good behavior for themselves and their community. refering to this concept, educational value of munanse folksong is pedagogic elements evoked in kau-kaudara, lagu ngkodau, and kabhanti including moral education and citizenship education taught by munanese ancestors as more experienced people. educational value is principally a cultural value defined by jayawati et.al. (1997:4) as an abstract concept that covers a large scale of culture that contains ideas or the most valuable things in social life, from the emotional parts of human spirit. by exploring malay folktales in north sumatera, jayawati concluded that cultural values of malay folktales are hard working, be honest, low profile, sincerely to help, be patient, be polite, be cooperative, be appreciative, environment conserve, and prior to country‟s sake than individual‟s. all these items can be grouped into moral education and citizenship education. the educational value of munanese folksong is related to the existence of folksong in munanese community as oral literature functioning as pedagogic device. bascom (1965:250) asserts that one of the four functions of oral literature is as a pedagogic device. to munanese people, chanting folksong is inspired by various goals, one among others is e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 54--69 accreditation:- 58 expressing morality messages to build munanese people character. merton (1967:84-86) argues that all social and cultural activities have positive functions and each type of civilization, idea, and customs meets some important roles. based on merton‟s argument, chanting munanese folksong as intangible munanese cultural heritage has positive functions, including to build character. 2.2 literary anthropology study literary anthropology is a new interdisciplinary approach in a literary study particularly on oral literature that emphasizes on cultural aspects in the literary works. the study is different from the one issued by fernando poyatos (1988) and g. winner (1988) as an anthropology study on literary works. in this article the writer adopts the one that is proposed by i nyoman kutha ratna (2011) as a literary study aims at exploring cultural aspects existing in oral literature. munanese folksong as a sub part of munanese folklore is a source of information concerning sociocultural life of munanese community in the periods before the middle of 20 th century since written manuscripts were not found due to their status as a illiterate society. according to dundes (2007:53), folklore (includes folksong) is a mirror of culture that can be treated as an information source to explore cultural aspects of certain community. referring to this concept, literary anthropology is an appropriate approach to be employed in exploring cultural or educational values of munanese folksong. 3. research methods this research is designed descriptive qualitatively. data of the research were taken and analyzed according to their characteristics. a descriptive qualitative research aims at understanding certain phenomena comprehensively that is found by a subject in a special natural context (risyidi, et.al, 2000:162; maleong, 2007:6). lyrics of kau-kauara, lagu ngkodau,and kabhanti songs as primary data were taken in muna regency south east sulawesi, particularly at watopute district. the data were taken from informants and story tellers through in-depth interview. the informants gave the e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 54--69 accreditation:- 59 song lyrics, whereas the story tellers gave information about sociocultural aspects of munanese community long time ago. secondary data were taken from library source especially the reports of relevant studies. the main instrument in collecting the primary and secondary data is the writer himself (as the researcher) since the research is a qualitative one (sunaryo, 1997:25). then, the obtained data were analyzed by employing heuristic and hermeneutic readings. the first step, heuristic reading is emphasized to comprehend linguistic conventions and the second one, hermeneutic reading is focused to comprehend literary and cultural conventions (ricoeur, 1981:43). since the lyrics of kau-kaudara, lagu ngkodau, and kabhanti use symbolic words or phrases to state meaning, the writer employs pierce triangle technique to interpret the meaning. principle of the technique is that every symbolic word or phrase has three aspects, namely representament, object, and interpretant (riffaterre, 1978:5-6). the first one, representament is a represent element as a signifier; the second one, object is a represented element or a signified; and the third one, interpretant is a comprehension to the symbol or meaning. 4. discussion educational values which are conveyed through morality messages as character building device in munanese folksong are grouped into six, namely (1) honesty, (2) sincerity, (3) politeness, (4) patience, (5) appreciative, and (6) discipline. 4.1 honesty honesty is an honorable character of human being. it is a coherence between something to say and something to think. it is also a coherence between statement and behavior. the utterance of an honest man is in accord with his behavior. the honest does not negate the principle of the universal truth, the real fact, and his empirical experience, also never tells lie and falsehood. he/she confesses his/her mistake as well as his/her emotional feeling such as falling in love, sympathy, sad, anxious, and disappointed. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 54--69 accreditation:- 60 the message of honesty are found in kabhanti and lagu ngkodau songs. the followings are kabhanti and lagu ngodau containing honesty. pay attention to kabhanti songs bellow. 1. amaangko hae mpada i can give you nothing amande lalo miina since i do not know the heart kabhanti number 1 above is usually chanted by a woman. the honesty is directly addressed to someone, it is a man. simbolic word is lalo „heart‟ at line two. it is a representament of symbol with an interpretant of “love”. the singer states her emotional feeling that she wants to give the man something, that is love, but she honestly confesses that the man is not yet recognized well. since she does not know yet the background of the man, she can not accept his love. however she needs enough time to receive the love of the man. implicitly, this song is preceded by another one that is chanted by the man previously and contains the expression of love. to give the man love means the respects and acceptance of his love. in munanese community, one who states love is a man, not a woman. the educational value existing in kabhanti number 1 above is stated implicitly. a woman should not accept man‟s love before knowing him well, before knowing his background, and the woman should state honestly about it. the honesty evoked in lagu ngkodau bellow is stated by a man who claims the coming sheep is his. 2. awatua bhangkakumo that is my sheep (ship) (1) atandai pelantono i recognize its leeboard (2) pelantono ndawi-dawi the leeboard is made from wood (3) kakumbuno ngkoidawa its sheep mast is made from teak (4) symbolic words in lagu ngkodau, song number 2 above are bhangka „sheep‟ in line (1), pelantono „its leeboard‟ in line (2), ndawi-dawi „wood‟ in line (3), kakumbu „sheep mast‟ and ngkoidawa „teak‟ in line (4). these words are representaments of symbols refer to interpretants or meanings. bhangka „sheep‟ refers to “fiance”, pelantono „its leeboard‟ refers to “dress”, ndawi-dawi „wood‟ refers to “unluxurious dress”, kakumbu „sheep mast‟ refers to “hair bun”, and ngkoidawa „teak‟ refers to “noble”. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 54--69 accreditation:- 61 the meaning of honesty in lagu ngkodau, song number 2 above is stated implicitly. a walking woman is symbolized by a coming sheep that honestly confessed by the singer (man) as his fiance. the singer chooses the woman because she is low profile in her appearance. she wears unluxirious dress although she is a noble one. her bun is symbolized by teak, means she is from a noble family. teak in muna region is the most luxurious and expensive timber. educational value found in the song of lagu ngkodau number 2 above is addressed to men. finding a girl friend for a wife should not be viewed from her family background, but from her simplicity in utterance and appearance. 4.2 sincerity sincerity is derived from root of sincere. literally, sincere means “willing to do or to give something without expecting return”. one has sincerity if he/she does or gives something willingly without expecting praise or payment. in munanese folkong, the meanings of cincerity are found in kabhanti. pay attention to two kabhanti songs bellow. 3. amaangko langkamuda i will give you something easy (1) koana dopongkahali in order that we do not treat hard each other (2) 4. idi itu ngkoihimo i my self, do not give anything (1) somano bhaindo itu give priority to the others (2) the word langkamuda in line (1) of kabhanti song number 3 above is a symbolic representament that refers to the interpretant of “sincerity of love”. the singer of the song is a woman who states her decision not to make someone (a man) disappointed. she accepts the man‟s love since she recoginizes him well. sentence of amaangko langkamuda „i will give you something easy‟ in line (1) is a declaration uttered by the singer (a woman) who sincerely accepts the man‟s love. sentence in line (2) koana dopongkahali „in order that we do not treat hard each other‟ is an impact of sincerity of love. the sincerity of love is regardless of job, wealth, and family background. the educational value in kabhanti song number 3 above is love that should be free from pressure. to love someone should be sincere, thereby life is a joy. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 54--69 accreditation:- 62 the message of sincerity in kabhanti song number 4 above describes the willing of the singer to get nothing for the sake of a great affair. lyric of the song in line (1) is a negative sentence. the singer neglects himself/herself of geting something. the word of ngkoihimo „forget‟ in line (1) is a symbol of representment that refers to interpretant of “sincerely succumb”. the sentence of idi itu ngkoihimo „i my self, do not give anything‟ in line (1) means the singer sincerely neglect himself/herself, prior to the others for geting something. it is supported by sentence in line (2), somano bhaindo itu „give priority to the others‟. lyric of the song reflects the sincerity of the singer, after doing certain activity, he/she did not expect retainee. through the lyric, munanese ancestor implicitly taught all munanese people not prior to individual necessity in certain affairs. for the sake of togetherness and social unity, individual necessity should be avoided (la ode imbo in interview, 22 august 2014). 4.3 politeness politeness is derived from root of polite. it is a character viewed from the way of speaking and behaving. one is claimed as a polite person if he/she speaks and behaves well according to social norms. la niampe (in interview 15 november 2014) asserted that social norms is a legitimate law in munanes community. the norms are not written, but people of munanese use as a parameter assessment of politeness. lyrics of munanese folksong are arranged by using polite words to express morality critics. the polite words are symbolic ones which state the meaning not explicitly, but implicitly. the use of symbolic words is perceived more convenient to express the critic. however, woman or man as the addressee of the critic does not feel embarrassed. song of lagu ngkodau bellow uses symbolic words as a realization of politeness in expressing critic. 5. sora-sora katisalalo walk close to the main home pole (1) bhahita sala mondawu be careful you can fall down (2) bhe kahalino polangku ngkeda a ladder is so hard to be stepped, honey (3) polangku kainsepele it is a single wood ladder (4) bhe kakodohono dhandi the promise is so long (5) podhandi naomba wula promise when the moon appears (6) e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 54--69 accreditation:- 63 podhandi naomba wula promise when the moon appears (7) gara tanoomba ghua but the appearing thing is gray hair (8) the meaning in the song number 5 above is stated symbolically. point of the lyric is a critic on bad moral of a woman. she delivered her honor to a man as a wife who served her husband, but not yet getting marriage. she trusted the man for uncertain promise. the man promised to marry her next month. unfortunately the man did not keep the promise. sentence podhandi naomba wula „promise when the moon appears‟ in line (6) and (7) and gara tanoomba ghua „but the appearing thing is grey hair‟ in line (8) describes that the woman was waiting for the promise, but she was befooled (by the man). indeed she was waiting a falsehood and she did not get married until getting old for being disappointed. the word of ghua „grey hair‟ in line (8) is a symbol representment that refers to interpretant of „getting old‟. the words of katisa lalo „the main home pole‟ in line (1) and polangku kainsepele „a single wood ladder‟ in line (4) are also symbol representments that refer to interpretant of „penis.‟ sentence of sora-sora katisa lalo „walk close to the main home pole‟ in line (1) contains critic to the woman‟s moral who has done a sin. sentence in line (2) bhahita sala mondawu „be careful you can fall down‟ contains a warning to the woman that what she has done can drop her prestige down. the warning then continuous in line (3) bhe kahalino polangku ngkeda „a ladder is so hard to be stepped, honey‟. the warning emphasizes how hard the woman passed her daily life if such condition. in line (6) and (7) the sentence of podhandi naomba wula „promise when the moon appears „ means that the man had promised to marry her next month. in line (8) the sentence of gara tanoomba ghua „but the appearing thing is gray hair‟ means the man never kept his promise, until the women was getting old. it is symbolized by ghua means “grey hair”. the educational value in the song number 5 above is the necessity to be careful in loving someone. particularly a woman should not trust a promise of a man who is not recognized well. it is a danger in loving somebody too much before knowing him well. 4.4 patience e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 54--69 accreditation:- 64 patience is a high capable attitude to control emotion not to get angry. one is categorized as a patient person if he/she is able to restrain his/her anger and able to endure suffering from despotism or unfortunate thing. the patient one also is not easily to be hopeless when a worse thing happens to him/her such as failure or injustice. song of kabhanti bellow contains meaning of patience. 6. dhunia ngkodhuniano the world is theirs (1) alamu ngkoalamuno the universe is theirs (2) the expression of meaning in the song number 6 above is shown in two layers. firstly, word of dhunia „the world‟ and alamu „the universe‟ are representments of symbols that refer to interpretant of “ power of authority”. secondly, dhunia „the world‟ and alamu „the universe‟ refer to the interpretant of “beloved girl friend”. at the first layer, the song states condition of the singer patiently faces bad attitude of self-oriented men in the authority who govern in tyranny. the meaning in the second layer states the patience of the singer who was disappointed since his beloved girl friend married other man. through the lyrics of the song number 5 above the ancestor of munanese conveyed advices. firstly, we should be patient to face tyranny of government authority. it is not necessary to struggle alone to face the tyrannyof authority since it is only a boomerang. their authority however will end at a certain time and the good fortune is possible at our side. we have to be patient in waiting the chance to hold the authority. secondly, one is not necessary to get angry if his beloved girl friend married another man. in the situation like this, we get nothing except embarrassing ourselves if we can not restrain the anger, although we are disappointed. 4.5 appreciative appreciative is one of good character built through munanese folksong besides honesty, sincerity, politeness, and patience. an appreciative man always appreciates and recognizes the achievement obtained or work done by anyone. he is also respectful to good ideas, plans, utterances, behavior, invitation, and expectations, of others. the appreciative meaning in munanese folksong is found in kabhanti bellow. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 54--69 accreditation:- 65 7. ainia ntaratomo here we come (1) somo mesuruno mbadha who will accompany the bodies (2) the word of mesuruno „who accompany‟ in line (1) is the representment of symbol that refers to the interpretant of “people who are ready to work together”. the song of kabhanti number 7 above contains the willingness of a group of people to work together. the word of mbadha „the bodies‟ in line (2) is a metaphoric expression that refers to a group of people. the song is usually chanted by a group of women to state their willingness to do a certain activity together with a group of men. the activity is chanting reciprocally all night long. the statement about the willingness to chant reciprocally that is uttered by the group of woman is a form of appreciative. they appreciated and respected the group of men who had invited them to chant reciprocally. the message found in the song of kabhanti number 7 above emphasizes the importance of respecting and appreciating others who behave well to us. the invitation of working together is good and should be appreciated. in munanese community, the main entertainment long before the end of 20 th century was kabhanti performance. it was done in the night, starting from evening and ending in the morning. the performance was namely modero. the performing of modero was done by two groups, men and women groups. both groups sang kabhanti songs reciprocally, one group was the opponent of the other one. modero performers dance simply while they chant reciprocally. they hold hands among others and swing their hands into front and behind. they move from left to the right side to form a cycle. the group who began to compose kabhanti song and chanted together was the men. while the men group were chanting, the opponent (women group) analyzed the meanings and messages conveyed, then they composed an appropriate song to reply the men. as the men finished chanting, the women immediately chanted their song that had been composed. therefore each group analyzed the meanings and messages of the opponent‟s song, composed a new song to be a suitable reply, and chanted the song that had been composed. pictures bellow are men and women groups in modero performance. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 54--69 accreditation:- 66 modero performers of women group were modero performers of men group were chanting kabhanti song they had composed. analyzing women‟s song and composing aderlaepe‟s documentation, 2013. a new one to reply the women‟s. aderlaepe‟s documentation, 2013 an amazing competence owned by both groups makes us asking a question, how they could produce a new song in a short time? when milman perry observed a guslar, a story teller in yugoslavian moslem community, guslar‟s competence to told epic story in one or more hours without reading scripts amazing him. albert b. lord who continued perry‟s study was sure that a singer as the story teller used certain device. actually the singer used theme and formula as the devices which enabled him to tell story without opening the scripts (lord,1988:30-68). however modero performers in muna and guslar in yugoslavia were different. guslar recreated the texts by combining theme and formula devices. the singer adopted some important points of the story and rearranged the points by using formulaic structure. the formulaic structure enabled him to develop and adapted the story based on audience‟s interest. on the other hand, modero performers had to compose new songs in short time as the reply of the opponent‟s. since kabhanti song had no scripts, modero performers did not recreate the texts. they indeed created new texts. the interesting question is what patron they had? the most important aspect in oral tradition is memory. they had adequate vocabulary of the song in their mind. lord (1981:451) asserts that memory is very important to traditional singers. they remember words or phrases they have heard from other singers or they ever used previously. memory is a very vital device that enables modero performers e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 54--69 accreditation:- 67 create the new texts or composed the new songs in a short time. two different groups in modero built a discourse together. although they placed themselves in different groups and became the opponent each other, they actually worked together to build a unity of coherence. their involvement in the same discourse and the memory are two devices enable them analyze the opponent‟s songs as well as create the new ones in short time. since both groups built the same discourse, they easily knew the meanings and messages of the opponent‟s song. they also did not need long time to compose the new song since they had adequate song vocabulary in their mind. 4.6 discipline discipline means the obedience of anyone to legitimated law or social norms. discipline to munanese people is using time efficiently in accordance with the situation. one uses the night time to take a rest and the day time to work, or starts working on time is a discipline. munanese folksong containing an advice to be discipline is found in kahanti bellow. 8. alo itu nobhalamo the night is far-advanced (1) nodhulu ne kamintae the down is coming (2) symbols which state discipline in the song number 8 above are alo „night‟ and nobhalamo „is far-advanced‟ in line (1), also kamintae „the down‟ in line (2). they are representemants of symbols that refer to certain interpretents. alo refers to “time”, nobhalamo refers to “rest time”, and kamintae refers to “end”. lyric of the song reminds of the situation of night that is far-advanced and the down is coming. implicitly the lyric contains suggestion that it is the time to take a rest and the activity must be ended. therefore, the meaning of discipline in kabhanti number 8 above is a warning that doing certain activity must follow the schedule. especially performing of kabhanti by chanting reciprocally, the performers have to end it when the down is coming although the audience prefer the performance is continued. when the down is coming, most of munanese people have to pray shubuh „pray before the sun rises‟. therefore, an activity that is done in the night time must be ended. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 54--69 accreditation:- 68 5. conclusion munanese people as a illiterate society before the middle of 20 th century treated munanese folksong as a social medium that was used to express many important things both individually and collectively. due to this circumstance, the folksong has various functions. one of the various functions of folksong is a character building device. the folksong contains morality messages in order that all munanese people behave well. the messages are real forms of educational values of the folksong, encompassing (1) honesty, (2) sincerity, (3) politeness, (4) patience, (5) appreciative, and (6) discipline. references aderlaepe. 2014. kumpulan nyanyian rakyat daerah muna. raha: badan perencanaan dan pembangunan daerah kabupaten muna bascom, william r. 1965. “folklore and anthropology” in alan dundes the study of folklore. englewood cliff: prentice hall inc. culler, jonathan. 1997. literary theory: a very short introduction. oxford: oxford university press inc. danandjaja, james. 1997. folklor indonesia: ilmu gosip, dongeng, dan lain-lain. jakarta: pustaka utama grafiti. dundes, alan. 2007. the meaning of folklore. usa: utah state university press jayawati, maini trisna et.al. 1997. analisis struktural dan nilai budaya cerita rakyat sumatera utara, sastra melayu. jakarta: departemen pendidikan dan kebudayaan ri, pusat pembinaan dan pengembangan bahasa lord, albert b. 1988. the singer of tales (second edition). usa: harvard university press moleong, lexy j. 2007. metodologi penelitian kualitatif. bandung: pt remaja rosda karya merton, robert k. 1967. social theory and social structure. new york: simon & chuster press. ong, walter j. 1982. orality and literacy. new york: methuen. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 54--69 accreditation:- 69 poyatos, fernando and g. winner. 1988. literary anthropology: a new interdiciplinary approach to people, signs and literature. amsterdam: john benjamin publishing company ratna, i nyoman kutha. 2011. antropologi sastra: peranan unsur-unsur kebudayaan dalam proses kreatif. yogyakarta: pustaka pelajar. ricoeur, paul. 1981. hermeneutics and the human science: essays on language, action, and interpretation. cambridge: cambridge university press riffaterre, michael. 1978. semiotics and poetry. bloomington & london: indiana university press rosyidi, m. ikhwan et al. 2010. analisis teks sastra. yogyakarta: graha ilmu sunaryo, h.s. 1997. perkembangan ludruk di jawa timur: kajian analisis wacana. jakarta: pusat bahasa, departemen pendidikan dan kebudayaan ri. wikipedia. “value education”. http://en.m.wikipedia.org./...values_.... accessed on april 24 th 2016. http://en.m.wikipedia.org./...values_ ucapan terima kasih kesantunan berbahasa pada penutur bahasa kambera di sumba timur i wayan simpen (mahasiswa) prof. dr. aron meko mbete (promotor) prof. drs. i made suastra, ph.d. (kopromotor i) prof. dr. i wayan pastika, m.s. (korpromotor ii) program pendidikan doktor (s3) program studi linguistik universitas udayana, jalan nias 13 denpasar, bali abstrak seperti halnya bahasa lain, bahasa kambera memiliki fungsi sebagai alat untuk menyampaikan pikiran dan perasaan, sebagai alat untukmemahami pikiran dan perasaan, dan sebagai alat berpikir dan berasa. kesantunan berbahasa adalah salah satu aspek kebahasaan yang dapat meningkatkan kecerdasan emosional penuturnya. kajian terhadap kesantunan berbahasa pada penutur bahasa kambera bertujuan untuk menemukan, mendeskripsikan, dan menganalisis satuan verbal yang digunakan sebagai kesantunan, menemukan faktor-faktor yang mempengaruhi kesantunan, makna kesantunan, unsure suprasegmental yang mempengaruhi kesantunan, dan unsur paalainguistik yang menyertai kesantunan. penelitian kesantunan berbahasa pada penutur bahasa kambera bertumpu pada teori linguistik kebudayaan dan teori sosiopragmatik. metode yang digunakan dibedakan menjadi tiga jenis, yaitu metode dan teknik pengumpulan data, metode dan teknik penganalisisan data, dan metode dan teknik penyajian hasil analisis. data dikumpulkan dengan metode observasi terlibat aktif dan wawancara, dengan teknik pancingan, pencatatan, dan perekaman. data yang terkumpul diklasifikasi berdasarkan jenis, bentuk, dan variabel penent. analisis tidak menggunakan data secara kuantitatif, sehingga tidak ada analisis secara statistik. hasil analisis disajikan dengan metode informal, dan dibatu dengan teknik penyajian secara deduktif dan induktif. hasil analisis memperlihatkan bahwa kesantunan berbahasa pada penutur bahasa kambera menggambarkan ideologi yang dijadikan dasar kesantunan berbahasa. satuan verbal yang digunakan untuk kesantunan berbentuk kata, gabungan kata, kalimat, dan peribahasa. kesantunan berbahasa dipengaruhi oleh faktor status, jenis kelamin, usia, dan hubungan kekerabatan. makna kesantunan merefleksikan latar budaya yang dianut penutur dengan berorientasi pada sistem kepercayaan, sistem mata pencaharian, hubungan kekerabatan, stratifikasi sosial, dan sistem pernikahan. berdasarkan hasil analisis di atas dapat disimpulkan bahwa sampai saat ini penutur bahasa kambera masih memegang teguh prinsip hidupnya. prinsip hidup itu 1 tertuang dalam ideologi yang mereka sebut hopu li li witihopu li la kunda’ akhir dari segala pembicaraan –akhir dari segala pintalan’. satuan verbal yang digunakan kesantunan berbentuk kata, gabungan kata, kalimat, dan peribahasa. faktor seperti usia, jenis kelamin, status, dan hubungan kekerabatan sangat berpengaruh dalam kesantunan. makna kesantunan menggambarkan latar budaya yang berkaitan dengan sistem kepercayaan, sistem mata pencaharian, sistem kekerabatan, dan sistem pernikahan.unsur suprasegmetal dan paralinguistik berpengaruh terhadap kesantunan verbal. ada satu aspek kebahasaan yang perlu dikaji lebih dalam, yaitu luluku. ini merupakan lahan baru yang cukup menantang untuk dikaji. kata-kata kunci: idiologi, kesantunan, kecerdasan emosional pendahuluan bahasa kambera merupakan bahasa komunitas kerajaan kambera, yaitu kerajaan terbesar di sumba timur yang wilayahnya terbentang dari barat (lewa), tengah (waingapu), dan timur (umalulu).penutur asli bahasa kambera adalah masyarakat yang mula-mula merupakan komunitas pendukung kebudayaan sumba timur yang berorientasi pada keyakinan marapu. seperti bahasa-bahasa lain, bahasa kambera berfungsi sebagai alat berpikir dan berasa, alat untuk menyampaikan pikiran dan perasaan, dan alat untuk memahami pikiran dan perasaan.sebagai alat berpikir, bahasa dapat meningkatkan kecerdasan intelektual dan sebagai alat berasa, bahasa dapat meningkatkan kecerdasan emosional penuturnya. kesantunan berbahasa merupakan salah satu aspek kebahasaan yang dapat meningkatkan kecerdasan emosional penuturnya karena di dalam komunikasi penutur dan petutur tidak hanya dituntut menyampaikan kebenaran, tetapi harus tetap berkomitmen untuk menjaga keharmonisan hubungan. keharmonisan hubungan penutur dan petutur tetap terjaga apabila masing-masing peserta tutur senantiasa tidak saling mempermalukan. dengan kata lain, baik penutur maupun petutur memiliki kewajiban yang sama untuk menjaga muka. berdasarkan latar belakang di atas, masalah umum yang muncul dalam penelitian ini adalah” bagaimanakah karakteristik kesantunan berbahasa masyarakat tutur bahasa kambera di sumba timur?” masalah umum ini dapat dijabarkan secara khusus berikut ini: (a) bagaimanakah kesantunan berbahasa guyub tutur bahasa kambera diwujudkan dalam satuan verbal? (b) bentuk-bentuk lingual apakah yang digunakan oleh penutur bahasa kambera untuk mewujudkan kesantunan berbahasa? (c) apa sajakah fungsi dan makna kesantunan berbahasa penutur bahasa kambera? (d) faktor apa sajakah yang menentukan munculnya kesantunan berbahasa pada penutur bahasa kambera? (e) latar budaya apakah yang dapat direfleksikan melalui kesantunan berbahasa pada penutur bahasa kambera? (f) bagaimanakah peran unsur suprasegmental yang menyertai unsur segmental dalam memperjelas kesantunan verbal? (g) bagaimanakah peran unsur nonverbal yang menyertai ekspresi verbal dalam menyatakan kesantunan? 2 secara umum penelitian ini bertujuan untuk menemukan, mendeskripsikan, dan menganalisis karakteristik kesantunan berbahasa masyarakat tutur bahasa kambera. karakteristik kesantunan berbahasa itu menyangkut cara penutur bahasa kambera mengungkapkan kesantunan berbahasa, jenis satuan verbal yang dipakai dalam kesantunan berbahasa, sejumlah fungsi dan makna kesantunan, faktor-faktor yang mempengaruhi kesantunan, unsur segmental dan unsur paralinguistik yang mempengaruhi kesantunan. tujuan umum di atas secara khusus dapat dirinci sebagai berikut: (a) faktor kepatuhan terhadap prinsip kesopanan, (b) sejumlah pemakaian satuan verbal yang digunakan untuk mengganti satuan verbal yang ditabukan (c) kata atau istilah dianggap terlalu kasar, sehingga diperlukan bentuk-bentuk yang diperhalus, (d) pemakaian bentuk-bentuk hormat, (e) jenis-jenis satuan verbal taklangsung, (f) variabel umur, status, dan jenis kelamin yang mempengaruhi kesantunan, (g) temuan yang menyangkut ideologi yang mendasari kesantunan, (h) temuan yang berkaitan dengan unsur suprasegmental dan unsur paralinguistik yang mempengaruhi kesantunan. temuan di atas sangat bermanfaat bagi pengembangan teori linguistik kebudayaan karena kesantunan berbahasa pada penutur bahasa kambera bersifat khas. di samping itu, hasil penelitian ini dapat dimanfaatkan oleh masyarakat penutur bahasa kambera dalam menerapkan prinsip kesantunan. hasil penelitian ini juga bermanfaat sebagai bahan untuk pembinaan dan pengembangan bahasa nasional, mengingat peran bahasa daerah dalam menyokong keberadaan bahasa nasional sangat penting. untuk menemukan ideologi masyarakat penutur bahasa kambera yang berorientasi pada keyakinan marapu digunakan teori linguistik kebudayaan. teori linguistik kebudayaan yang dimaksud adalah teori linguistik yang diajukan oleh palmer (1996. penemuan ideologi penutur bahasa kambera sangatlah penting karena perilaku kesantunan berbahasa dilandasi oleh ideologi yang mereka anut. kemudian, untuk menemukan jenisjenis satuan verbal yang digunakan dalam kesantunan dan mengkaji untuk maksud apa satuan verbal itu dipilih, digunakanlah teori sosiopragmatik. jadi, di dalam teori sosiopragmatik tercakup hal-hal yang berkaitan dengan tindak tutur dan kesantunan. dengan kedua teori di atas tidak hanya mampu mendeskripsikan karakteristik kesantunan dalam bahasa kambera, tetapi mampu menjelaskan mengapa bentuk-bentuk tertentu bisa atau tidak bisa digunakan. penelitian ini bersifat kualitatif. data dikumpulkan dengan metode wawancara dan observasi partisipasi dan dibantu teknik penelitian kebahasaan yang dianggap gayut, seperti bebas libat cakap, libat cakap, teknik rekam, dan teknik catat. data primer diperoleh dari 15 narasumber yang dianggap memenuhi persyaratan, sedangkan data skunder didapat dari tulisan kapita (l976a, 1976b, 1982,1985, dan 1987), dan tunggul (2000). pengolahan data dilakukan secara kualitatif dan beberapa variabel penentu hanya dianggap sebagai faktor dan tidak diukur secara kuantitatif. hasil analisis disajikan dengan metode informal dan dibantu dengan teknik penyajian secara induktif dan deduktif. 3 hasil penelitian segala aktivitas kehidupan masyarakat penutur bahasa kambera senantiasa berorientasi pada nilai-nilai yang diyakini dan telah diwarisi dari nenek moyang orang sumba. nilai-nilai itu tidak dapat ditawar atau diubah lagi karena telah menjadi keputusan dan kesepakatan nenek moyang orang sumba. di dalam bahasa adat (luluku) disebut hopu lila witihopu li lakunda ’akhir dari segala pembicaraan’ – ‘akhir dari segala pintalan’. peribahasa ini berarti bahwa ideologi yang diwariskan oleh nenek moyang merupakan keputusan final, yaitu kesimpulan dari segala pembicaraan atau merupakan simpulan akhir pada pintalan benang. ada enam pedoman hidup yang diyakini oleh orang sumba timur. keenam pedoman hidup itu adalah sebagai berikut: (a) li la le li manguama ’hal suami dan hal istri’ (b) li head li meti ’hal sakit dan hal mati’ (c) li konda ri ratu ’hal berkepemimpinan dan hal yang diormati’ (d) li ndewa li pahomba ’hal bertani dan hal beternak’ (e) li kiring li andong ’ hal tentang perkelahian’ (f) li marapu ’hal tentang marapu’ perilaku kehidupan masyarakat sumba timur bertumpu pada keenam ideologi yang disebutkan di atas, termasuk perilaku kesantunan berbahasa. dari keenam ideologi yang disebutkan di atas hanya satu yang tidak melibatkan kesantunan berbahasa, yaitu hal yang berkaitan dengan perkelahian (li kiring li andong), sedangkan yang lainnya sangat relevan dengan kesantunan berbahasa. misalnya, kesantunan berbahasa berkaitan dengan suami istri, terutama dalam peminangan, posisi perempuan dalam kehidupan rumah tangga, dan hubungan suami istri. kesantunan juga relevan dengan kematian, terutama prosesi penguburan mayat. adanya stratifikasi sosial dalam masyarakat mengakibatkan ada sekelompok masyarakat yang menjadi pemimpin sebagai kelas atas, dan ada sekelompok masyarakat yang terpimpin sebagai kelas di bawahnya. kesantunan berbahasa sangat jelas membedakan bagaimana kelompok imperior berbahasa dengan kelompok superior. penutur bahasa kambera mewujudkan kesantunan berbahasa dalam bentuk: kata, gabungan kata, kalimat, dan peribahasa. kesantunan berbahasa pada penutur bahasa kambera memiliki beberapa fungsi, yaitu fungsi ekspresif, fungsi emotif, fungsi direktif, dan fungsi fatik. fungsi ekspresif meliputi: menyapa tamu, menyebutkan kelemahan diri sendiri, menyebutkan kelemahan lawan bicara, dan menyebutkan kelemahan orang lain. fungsi emotif mencakup: komentar tentang makanan yang disantap, komentar tentang makanan yang disajikan, komentar tentang milik diri sendiri dan milik orang lain.fungsi direktif mencakup: memerintah atau menyuruh dari entitas yang memiliki kelas yang berbeda. oleh karena itu, akan ditemukan cara maramba memerintah maramba, maramba memerintah kabiu, maramba memerintah ata. fungsi ini juga menggambarkan cara kabihu memerintah maramba, kabihu memerintah kabihu, kabihu memerintah ata, dan ata memerintah maramba, ata memerintah kabihu, dan ata memerintah ata. fungsi direktif yang lain adalah memohon atau meminta. fungsi ini seringkali menggunakan tuturan langsung atau tuturan taklangsung. apabila yang meminta itu adalah masyarakat dari kelas bawah, maka kerap digunakan tuturan taklangsung atau berbentuk implikatur. kesantunan berbahasa juga berfungsi fatik, yaitu hanya berfungsi sebagai alat untuk mengadakan kontak dengan pihak lain. hal ini sering ditemukan bila peserta tutur 4 berjumpa secara kebetulan di suatu tempat atau di jalan. ada beberapa faktor yang mempengaruhi munculnya kesantunan berbahasa pada penutur bahasa kambera. pertama, faktor status yaitu tuntutan bagi kelas bawah agar berbahasa yang sopan terhadap kelas di atasnya. dalam hal ini kelas bawah wajib menggunakan bentuk hormat bila berbicara dengan kelas atas. kedua, faktor usia, yaitu penutur yang usianya lebih muda wajib berbahasa yang santun kepada petutur yang usianya lebih tua. ketiga, faktor hubungan kekerabatan, yaitu hubungan dalam keluarga mewajibkan seseorang harus menghormati orang lain. keempat, faktor jenis kelamin, yaitu kaum perempuan senantiasa harus menghormati kaum laki-laki, atau sang istri harus berbicara santun terhadap suaminya. perilaku kesantunan berbahasa menyiratkan suatu makna yang diyakini oleh penuturnya. demikian pula kesantunan berbahasa penutur bahasa kambera menggambarkan nilai-nilai yang tercakup pada sistem kepercayaan marapu, menggambarkan system kekerabatan yang mengenal lima generasi, menggambarkan stratifkasi social dengan tiga kelas masyarakat, yaitu maramba, kabihu, dan ata. kesantunan berbahasa juga menyiratkan bahwa penutur bahasa kambera memiliki sistem mata pencaharian sebagai petani dan peternak. kesantunan nonverbal mencakup tindakan nonkebahasaan yang mencerminkan nilai-nilai yang dianggap relevan dengan ideologi yang dianut. beberapa tindakan yang dianggap melanggar kesopanan adalah: cara berpakaian, carta makan, gerakan tubuh, perzinahan dan perbuatan sumbang, mempermalukan orang lain, menyinggung derajat atau keturunan, dan meminang secara langsung. salah satu cara untuk mewujudkan kesantunan adalah menggunakan tuturan taklangsung. hal ini terjadi bila kelas bawah bermaksud memerintah atau memohon kepada kelas atas tuturan taklangsung atau sering disebut implikatur lebih ampuh dan lebih menguntungkan peserta tutur. satuan verbal yang digunakan dalam kesantunan tidaklah berdiri sendiri, tetapi ada unsur nonverbal yang menyertai. unsur-unsur itu lazim disebut unsur suprasegmental, misalnya, tekanan, tempo, dan nada. tuturan akan lebih berdaya apabila disertai tekanan (keras, sedang, dan lemah), tempo (panjang dan pendek), dan nada (tinggi–rendah). tuturan meminta misalnya, akan lebih berdaya guna bila disertai dengan nada rendah, tempo sedang, dan tekanan lemah. di samping unsur suprasegmental, unsur paralinguistik juga menyertai satuan verbal. unsur ini dapat diamati langsung pada saat penutur dan petutur melakukan aktivitas berbahasa secara bersemuka. masing-masing peserta tutur dapat mengamati unsur paralinguistik itu melalui ekspresi wajah dan sikap tubuh yang lain. misalnya, rasa senang, bosan, benci, gelisah, setuju, tidak setuju, kecewa, atau ragu-ragu dapat dikenali dari perubahan air muka, sikap tangan, sikap badan, bentuk bibir,dan pandangan mata. pembahasan penelitian kesantunan berbahasa pada penutur bahasa kambera telah menghasilkan suatu temuan. misalnya, jenis satuan verbal yang digunakan untuk maksud kesantunan, fungsi dan faktor yang menentukan kesantunan, dan makna budaya yang 5 derefleksikan oleh kesantunan. di samping itu, ditemukan pula unsur suprasegmental dan paralinguistik yang menentukan kesantunan. di samping temuan yang disebutkan di atas, penelitian ini juga menemukan tiga hal penting. ketiga temuan baru itu mencakup hal-hal sebagai berikut. 1. penelitian ini berhasil menemukan ideologi penutur berbahasa kambera. ideologi ini belum pernah diungkapkan oleh peneliti sebelumnya. ideologi ini tercakup dalam hopu li la witi hopu li la kunda’ akhir dari segala pembicaraan akhir dari segala pintalan’, yang mencakup hal-hal sebagai berikut: (a) li la le li menguama ‘hal tentang suami istri’, (b) li heda li ratu ‘hal tentang sakit dan mati’, (c) li konda li ratu ‘ hal tentang yang dihormati/kemampuan’, (d) li ndewa li pahomba ‘hal tentang pertanian dan peternakan’, (e) li kiring li andong ‘hal tentang perkelahian’, (f) li marapu ‘hal tentang marapu’ 2. pandangan teoretis gunarwan (1993:7) yang menyatakan bahwa ada sembilan tuturan yang digunakan untuk maksud menyuruh. tuturan nomor urut satu (a) memiliki derajat kesantunan yang paling rendah, sedangkan tuturan nomor urut berikutnya memiliki derajat kesantunan yang lebih tinggi. rumusan saran yang menurut gunarwan (1993) dianggap paling santun, ternyata tidak ditemukan pada penutur bahasa kambera. tuturan yang paling santun pada penutur bahasa kambera adalah ajakan umum dan ini tidak ditemukan pada parameter gunarwan (1993). oleh karena itu. parameter dilengkapi satu tuturan lagi sehingga menjadi sepuluh para meter. 3. pandangan teoretis yang menyatakan bahwa kesantunan lebih berpusat pada orang lain, ternyata tidak sepenuhnya benar. dalam kasus tertentu kesantunan untuk diri sendiri juga penting. artinya, dalam batas-batas tertentu terlalu merendahkan diri sendiri dianggap tidak tulus dan mejengkelkan lawan bicara. simpulan dan rekomendasi secara keseluruhan temuan penelitian ini mengungkapkan simpulan sebagai berikut: (1) masyarakat penutur bahasa kambera memiliki dasar pandangan hidup yang tertuang dalam sebuah ideologi yang disebut hopu li la witihopu li la kunda’akhir segala pembicaraan-akhir segala pintalan’. ideologi itu terdiri atas enam prinsip dasar, (2) masyarakat penutur bahasa kambera menyatakan kesantunan dalam bentuk kata, gabungan kata, kalimat, dan peribahasa, (3) masyarakat penutur bahasa kambera menggunakan kesantunan untuk fungsi ekspresif, emotif, direktif, dan fatik, (4) ditemukan sejumlah faktor yang mempengaruhi kesantunan berbahasa, seperti faktor usia, jenis kelamin, hubungan kekerabatan, dan faktor status. faktor status merupakan faktor yang paling dominan ditemukan pada penutur bahasa kambera, (5) perilaku kesantunan berbahasa menyiratkan latar budaya yang berorientasi pada sistem kepercayaan, sistem kekerabatan, sistem mata pencaharian, dan sistem stratifikasi sosial, (6) unsur suprasegmental dan unsur paralinguistik ditemukan sebagai unsur nonverbal yang menyertai unsur verbal, (7) ditemukan bentuk kesantunan yang khas yang tidak dijumpai pada bahasa lain, yaitu ajakan umum sebagai tuturan yang paling santun, (8) pandangan teoretis yang menyatakan bahwa kesantunan hanya untuk orang lain, ternyata tidak 6 selamanya benar. untuk kasus tertentu ditemukan bahwa kesantunan untuk diri sendiri juga penting. hasil penelitian membuktikan bahwa generasi muda yang paham betul bahasa kambera sangat terbatas jumlahnya. semakin sulit mencari juru bahasa( wunangu), banyak aktivitas budaya yang ditinggalkan, dan cerita lisan hampir tidak dikenal. aspek kebahasaan yang amat menarik seperti luluku belum dikaji secara mendalam. oleh karena itu, penelitian aspek ini sangat penting dilakukan. temuan penelitian ini secara teoretisimperik masih perlu disempurnakan dengan teori baru yang lebih mutahir. daftar pustaka alisyahbana, sutan takdir.1979. arti bahasa, pikiran, dan kebudayaan dalam hubungan sumpah pemuda 1928. pidato sambutan penerimaan gelar doktor honoris causa pada universitas indonesia. jakarta : pt. dian rakyat. anderson, benedict r. o'g. 1990. language and power: exploring political cultures in indonesia. united states of amerika: cornell university press. austin, j.l. 1962. how to do things with words. cambridge, mass : harvard university press. bagus, i gusti ngurah. 1979. "pemakaian bentuk homat dalam bahasa bali : sebuah pendekatan etnografi berbahasa". (disertai).jakarta: universitas indonesia. blum-kulka, shoshana. 1987.”indirectness and politeness in requests: same or different? journal of pragmatics hlm. 131--146. brown, penelope dan s.c. levinson. 1978. "universal in language usage : politeness phenomena." dalam esther n. goody (peny). questions and politeness. cambridge : cambridge university. press. casson, ronald w.1981.language, culture, and cognition: anthropological perspective. new york: macmillan publishing co.inc. carrol, john. b. (ed). 1969. language thought, and reality : selected writings of benjamin lee whorf. cambridge, massachusetts : the mtt press. duranti, a. 1997. linguistic anthropology. cambridge : cambridge university press. ________, 2001. "linguistic anthropology : history, ideas, and issues". dalam duranti:(ed) hlm.l-38. eckert, penelope dan sally mcconnell-ginet.2003. language and gender.cambridge:university press. effendi, s. 1989. "prinsip-prinsip pengukuran dan penyusunan skala" dalam singarimbun dan s. effendi, (ed) 95-21. fairclough, norman. 1989. language and power. london dan new york: longman. 7 fill, alwin dan peter muhhausler(ed.).2001..the ecolinguistics reader: language,ecology, and environment.london and new york: continuum fishman, j. (ed). 1974. readings in the sociology and language. den haag : mouton. 8 speech politeness in kambera language east sumba i wayan simpen (mahasiswa) prof. dr. aron meko mbete (promotor) prof. drs. i made suastra, ph.d. (kopromotor i) prof. dr. i wayan pastika, m.s. (korpromotor ii) program pendidikan doktor (s3) program studi linguistik universitas udayana, jalan nias 13 denpasar, bali abstract kambera language (henceforth kl), like other languages, functions as a means of expressing and understanding thought and feeling as well as a means of thinking and feeling. politeness in using language is one of the lingustic aspects which can increase emotional intelligence of its speakers. this study in speech politeness aims at finding, describing, and analyzing types of verbal units used in expressing politeness, functions and meanings of politeness, factors which influence the politeness, suprasegmental and paralinguistic elements accompanying the politeness in kl. the theories applied in this study are the theories of cultural linguistics and socioparagmatics. the methods employed can be classified into three kinds: method and technique of collecting data, method and technique of analyzing data and method and technique of presenting the data analysis. the data were collected by activelyinvolved observation and interview, elicitation, note-taking and recording. the collected data were analyzed qualitatively by classifying them based on their types, forms and variables. the results of the analysis were informally, deductively and inductively presented. the results show that the speech politeness of kl speakers describes their ideology as the basis. kl speakers still maintain their philosophy of life embodied in the ideology named hopu lila witihopu li lakunda “end of every talk; end of every ball of twine. the verbal units used in the speech politeness are shown in 9 words, phrases, sentences, and proverbs. the speech politeness is affected by some factors, namely age, status, sex, and kinship. the meanings of the speech politeness reflect cultural setting which refers to the systems of belief, kinship, livelihood, social stratification, and marriage. the suprasegmental and paralinguistic elements also greatly influence the speech politeness in kl. studying language as a social phenomenon is really wide. . many remarkable aspects of language can be investigated. there is one new challenging language aspect in kl, that is, luluku which needs to be further investigated. keywords: idiology, politeness, emotional intelligence background kambera language (henceforth kl) is a language which used to be spoken by the community of kambera kingdom; the biggest kingdom in east sumba, which extended from west (lewa), middle (waingapu), and east (umalulu). the native speakers of kl are the community which formerly supported east sumba culture which is oriented in marapu belief. like other languages, kl also functions as a means of expressing and understanding thought and feeling. as a means of thinking, language can increase the speakers’ intelligence and as a means of expressing feeling, it can increase emotional intelligence of its speakers. speech politeness is one of the language aspects, which can increase emotional intelligence of its speakers since in communication both speakers and addressees are not only required to express the truth, but also to be committed to maintaining harmonious relation. the harmony among the speech participants will keep being maintained if they do not embarrass one another. in other words, both the speakers and addressees are obliged to save face. based on the background above, the general problem raised in this study is “what are the characteristics of the speech politeness in kl speech community in east sumba?”. this problem can be specifically described as follows: (a) how is the speech politeness in kl speech community realized in verbal units? (b) what linguistic forms are used by kl speakers in expressing the speech politeness? (c) what are the functions and meanings of the speech politeness in kl? (d) what factors can trigger the speech politeness in kl? (e) what cultural setting can be reflected through the speech politeness in kl? (f) what are the roles of suprasegmental elements which follow segmental elements in clarifying the verbal 10 politeness? (g) what are the roles of non verbal elements which follow verbal expressions in expressing politeness? in general, this research aims at finding, describing, and analyzing the characteristics of the speech politeness in kl speech community. they cover the way how kl speakers express politeness, types of verbal units employed, some functions and meanings of the speech politeness, factors which influence the speech politeness, and the suprasegmental and paralinguistic elements which influence it. the above mentioned general aims can be specifically described as follows: (a) obedience factors towards the politeness principles, (b) a number of verbal units used to replace the taboos verbal units. (c) words or terms which are considered to be impolite, so more polite forms are required, (d) the use of honorific forms, (e) the types of indirect verbal units, (f) variables influencing the politeness such as age, status, and sex, (g) findings related to the ideology on which politeness is based, and (h) findings related to the suprasegmental and paralinguistic elements affecting the politeness. the above mentioned findings are very essential for the development of cultural linguistics theory since the politeness in kl speech community is unique. in addition, the research findings can be made used of by the kl speakers in applying the politeness principles. the findings are also useful for the the maintanance and development of the national language considering that the role of vernaculars such as kl in supporting the national language is very important. the cultural linguistics theory proposed by palmer (1996), is applied to find out the ideology of kl speech community which believes in marapu. the findings on ideology are very essential since their politeness in speaking is based on the ideology they have adopted. in addition, the theory of sociopragmatics is also applied to find out the types of verbal units employed by kl speakers in expressing politeness and the reasons why the speakers have adopted them. by applying both theories, not only the characteristics of politeness in kl can be described but why particular forms used and not the others can also be explained. this study is a qualitative research. the data were collected by interview and participative observation method, supported by some relevant techniques, such as techniques of interaction, recording and note-taking. the primary data were obtained from 15 informants and the secondary data were gained in kapita’s writing (1976a, 1976b, 1982, 1985, and 1987) and tunggul’s writing (2000). then the collected data were qualitatively analyzed and some determining variables were simply assumed as factors and they were not quantitatively measured. the results of the analysis were informally, inductively and deductively presented. the results of the study all the activities in kl speech community refer to the values which are believed and inherited from the sumbanesse ancestors. such values cannot be modified because they have been the decision and convention of sumbanesse ancestors. in traditional language (luluku), they are called hopu lila witihopu li 11 lakunda “end of every talkend of every ball of twine,meaning that the ideology inherited from the ancestors is a final decision, that is, the final conclusion of every talk. there are six principles which are believed by east sumbanese as follows: (a) li la le li manguama ‘ the matter concerning husband and the matter concerning wife” (b) li head li meti “the matter concerning sickness and the matter concerning death” (c) li konda ri ratu “the matter concerning leadership and the matter concerning the things to be respected” (d) li ndewa li pahomba “the matter concerning farming and the matter concerning breeding” (e) li kiring li andong’ the matter concerning fighting” (f) li marapu ‘the matter concerning marapu” the behaviour of east sumbanese refer to those six principles including their speech behaviour. among them, only one which does not involve the speech politeness that is li kiring li andong’ the matter concerning fighting” .the other five are relevant with the speech politeness. the speech politeness, for example, is related to husband and wife, especially in marriage proposal, the position of a woman in a family, and the relation between husband and wife. the speech politeness is also relevant with the matters concerning death, especially burial processions. the speakers of kl express their speech politeness in some linguistic forms such as : words, phrases, sentences, and proverbs. the speech politeness has some functions, namely: expressive function, emotive function, directive function, and phatic function.the expressive function includes greeting the guests and expressing weakness in oneself, and in others.the emotive function includes comment on the meals served,and the possession of oneself and others. the directive function covers commanding from entities of different social classes. therefore. we can find the way maramba requests maramba, maramba requests kabihu, maramba requests ata.this function also shows the way how kabihu requests maramba, kabihu requests kabihu, kabihu requests ata, and ata requests maramba, ata requests kabihu, ata requests ata. the other directive function is requesting. this function usually uses direct and indirect speech. if the requested person is from the lower class, indirect speech or implicature is usually used.the speech politeness also has phatic function. the phatic function is only used when getting in touch with other parties. it is usually found when the speech participants meet by accident in one place or on the street. there are some factors which influence the speech politeness of kl speakers. first,the status ; it is a must for the lower class to speak politely to the higher class. it means that, the lower class must use honorific forms when speaking to the higher class. second,the age; the younger speakers have to speak politely to the older speaker. third,the kinship; the family relation which obliges them to respect the others. fourth,the sex; women have to respect men, or a wife must speak politely to her husband. speech politeness behavior implies some meanings which are believed by the speakers. the speech politeness in kl speakers describes the values which are embodied in marapu system, the kinship system which recognizes five generations, 12 and social stratification with three classes; maramba, kabihu, and ata. the speech politeness of kl also implies that the community lives by farming and breeding. nonverbal politeness covers non-language actions which reflect relevant values with the ideology adopted. the actions which are considered to break politeness are the ways of getting dressed, the way of eating, being engaged in illicit sex and acts, body movements, making others embarassed, making others offended due to matters related to social classes and descent, and direct marriage proposal. one way how to show politeness is by using indirect speech. this kind of speech happens when the lower class asks or requests the higher class to do something. this indirect speech or frequently called implicature is more effective and beneficial to the speech participants. the verbal units used are also followed by nonverbal elements called suprasegmental. the suprasegmental covers stress, rhythm, and tone. the speech will be more effective if it is accompanied with accents (intense, moderate, weak), rhythm (long-short), and tone (high-low). requesting, for example, will be more effective if it is uttered with a low tone, moderate rhythm, and weak accent. besides suprasegmental elements, paralinguistic elements also follow the verbal units. these elements can be seen when the participants converse face-to-face . each participant can notice these elements through facial expressions and other body languages. feeling happy, bored, nervous, agreeing, disagreeing, for example, can be performed by hand movements, gestures, lip shapes, and eye movements. findings some findings related to the ways in which kl speakers expess politeness have been obtained, types of verbal units to express politeness, functions and factors determining politeness, and cultural meaning reflected in politeness are examples of the findings. besides, it is also found that suprasegmental and paralinguistic elements also determine politeness. this study claims that there are three important findings. they are : 1. the ideology of kl speakers has been found and this was not identified by the previous researchers. this ideology covers hopu lila witihopu li lakunda “end of every talkend of every ball of twineconsisting of: (a) li la le li manguama ‘the matter concerning husband and the matter concerning wife’, (b) li head li meti ‘the matter concerning sickness and the matter concerning death’, (c) li konda ri ratu ‘the matter concerning leadership and the matter concerning the things to be respected’, (d) li ndewa li pahomba “the matter concening farming and the matter concerning breeding’, (e) li kiring li andong’ the matter concerning fighting’; and (f) li marapu ‘the matter concerning marapu’. 2 gunarwan’s theoretical views (1993:7)which stated that there are nine utterances used to ask or request. the first utterance (1) contains the lowest degree of politeness, and the next utterances contain higher degrees of politeness. in this study, the most polite “rumusan saran” claimed by gunarwan was not proven. it was found that the most polite utterance in kl is the common invitating 13 utterance. therefore, the nine parameters proposed by gunarwan can be completed with one more utterance, making ten parameters altogether. 3. the theoretical point of view stating that politeness is centered on other people is not totally right. this means that, to some extent, making oneself imperior is considered to be insincere and to make the addressee offended in certain cases, politeness which is centered in our own is also essential. conclusion and recommendation based on the analysis, some conclusions can be drawn such as follows: (1) kl speech community has the philosophy of life embodied in an ideology named hopu lila witihopu li lakunda “end of every talkend of every ball of twine. this ideology consists of six basic principles, (2) kl speech community expresses their politeness in the form of words, phrases, sentences, and proverbs, (3) kl speech community employs the speech politeness for some fuctions, namely expressive, emotive, directive, and phatic , (4) it has been found that the factors which influence politeness are age, sex, kinship and status. status is the most dominant factors found in kl speakers, (5)speech politeness behavior implies cultural setting, which is oriented in the belief system, kinship system, livelihood system, and social stratification system, (6) suprasegmental and paralinguistic elements have been found as nonverbal elements accompanying the verbal elements, (7) it has been found that common inviting utterance is the most polite utterance in kl. this utterance is considered as the unique form of politeness in kl, which is not found in other languages, (8) the theoretical point of view stating that the speech politeness which is only shown for other people is not fully appropriate. to some extent, the speech polteness shown for ourselves is also crucial. the results of the study indicate that the young generation who fully understands kl is very limited in number. finding interpreters (wunangu) is getting more difficult , many cultural activities are neglected, and oral stories are hardly known. the interesting language aspects such as luluku has not been deeply analyzed yet. therefore, further researces on this aspect importantly need to be conducted with newer and more sophisticated theories. 14 references alisyahbana, sutan takdir.1979. arti bahasa, pikiran, dan kebudayaan dalam hubungan sumpah pemuda 1928. pidato sambutan penerimaan gelar doktor honoris causa pada universitas indonesia. jakarta : pt. dian rakyat. anderson, benedict r. o'g. 1990. language and power: exploring political cultures in indonesia. united states of amerika: cornell university press. austin, j.l. 1962. how to do things with words. cambridge, mass : harvard university press. bagus, i gusti ngurah. 1979. "pemakaian bentuk homat dalam bahasa bali : sebuah pendekatan etnografi berbahasa". (disertai).jakarta: universitas indonesia. blum-kulka, shoshana. 1987.”indirectness and politeness in requests: same or different? journal of pragmatics hlm. 131--146. brown, penelope dan s.c. levinson. 1978. "universal in language usage : politeness phenomena." dalam esther n. goody (peny). questions and politeness. cambridge : cambridge university. press. casson, ronald w.1981.language, culture, and cognition: anthropological perspective. new york: macmillan publishing co.inc. carrol, john. b. (ed). 1969. language thought, and reality : selected writings of benjamin lee whorf. cambridge, massachusetts : the mtt press. duranti, a. 1997. linguistic anthropology. cambridge : cambridge university press. ________, 2001. "linguistic anthropology : history, ideas, and issues". dalam duranti:(ed) hlm.l-38. eckert, penelope dan sally mcconnell-ginet.2003. language and gender.cambridge:university press. effendi, s. 1989. "prinsip-prinsip pengukuran dan penyusunan skala" dalam singarimbun dan s. effendi, (ed) 95-21. fairclough, norman. 1989. language and power. london dan new york: longman. fill, alwin dan peter muhhausler(ed.).2001..the ecolinguistics reader: language,ecology, and environment.london and new york: continuum fishman, j. (ed). 1974. readings in the sociology and language. den haag : mouton. 15 e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 14, no. 1, january 2020, pages: 44-56 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i01.p05 44 the ritual of ecolexicon in the text of batar in tetun fehan malaka,timor, east nusa tenggara province: ecolinguistic view 1 maria magd.namok nahak timor university, kefamenanu, east nusa tenggara-indonesia, email::marianahak2019@gmail.com 2 i wayan simpen, universitas udayana, denpasar-bali email: wyn.simpen@unud.co.id article info abstract* received date: dec 27, 2019 accepted date: dec 31, 2019 published date:jan 31, 2020 keywords:* syntactic typology, valency, nominative-accusative this paper entitled "the ritual of ecolexicon in the text of batar in tetun fehan malaka east nusa tenggara province: ecolinguistic view is a part of the corpus of local wisdom that needs to be examined for the sake of sustainability of eternity ecology of batar. this research aims to analyze and discover the ritual process in text of batar by applying the theory of ecolinguistic focusing on three logical dimensions (ideological, biological, and sociological); that supported the theory of linguistic and cultural linguistic theory. the approach used in this research is descriptive qualitative with quantitative naturalistic in nature. this research applies fieldwork methods. the form of research uses the method of participation observation, interviews, and triangulations. the text of batar is rich of noun, categorical, verb, adjective, and numeral lexicons. the implementation of the four dimensions of modification gave birth to a totality in dissecting the financial ecolexicon in interdependence with the inner rituals, namely ideological dimensions, biological dimensions, sociological dimensions and textual dimensions. keywords: batar text, lexicon, ritual, tetun fehan 1. introduction language has a very important role in human life. humans and languages are two things that are coexistential, both of which cannot be separated, since humans exist because language functions as self-identification, and so is language because humans use it in daily communication process. this shows that the role of language in relation to various aspects of human life can be seen from the concepts of langue and parole, two key concepts that proposed by saussure (1959). langue is the totality of linguistic facts that saussure calls the products and 45 social facts stored in the minds of the speakers. parole is the utterances that produced by speakers. it means parole can only be understood through the assessment of langue. furthermore, one part of the uniqueness of a language society can be observed from the form of a language and the behavior of the speakers. the lingual form configuration models that are spoken and the meanings brought about by the configuration of the lingual forms reflect the values that become patrons, the norms that become the handle and the sociocultural order that grows and develops among the language community. sapir (1949: 162) states that the world of reality in a language society is built on their language habits. therefore, every language society views the world of reality in its own way so that the parole of utterances produced by speakers and those heard by the partners included with the term performance from chomskythat differs from one language to another. mbete (2009) revealed that language is not limited to communication. language contains a cultural vision: recording, nurturing and passing on the collective concepts, historical, philosophical, socio-cultural and ecological values of a society. language is treated as a symbol and cultural element that is inherent in human life. in socio-cultural terms, language is a component of culture that exists in a real way and can also directly distinguish one ethnic community from another ethnic community. as a social reality, language is a phenomenon that is used by native speakers of a language to communicate and interact in the context of cultural situations and contexts in an environment. in an ecolinguistic perspective, language and its speaking community are seen as organisms that live systematically in an environment, along with other organisms. thus, a language can develop according to the development of human culture and can easily change, and shift nonstop from time to time. in addition, the view of malaka people in general about the benefits of batar ‘corn’ for basic needs of food began to erode compared to ready-to-eat instant food. batar or corn was becoming the food of the local (typical) villagers, from one generation to another and the speakers of tetun fehan experienced this. from the results of interviews and observations at the research sites it can be concluded that in general most of the wild plants are in the community, but the community does not know the names of the wild plants and their uses. in addition, the lexicon associated with batar ‘corn’farming is known, but is no longer in the community. this is caused by a prolonged drought and deforestation for land, the corn seeds planted come from one type of corn seed, not various types of corn;so that various types of corn gradually decrease from time to time. this can cause other corn seeds to erode. one of the solutions to increase 'corn' batar farming is by introducing malaka agricultural rpm or agricultural solution program. the impact ofthis program from the local government is quite significant because corn yields increase to 99 percent (kilas timor, wednesday, august 20, 2018). based on data from the research findings at tetun fehan research location, there are various types of batar 'corn' farming which are known to be used in the ritual ceremonies such as planting period, harvesting of young corn, old corn harvest and in the future the peak of the ritual is the hamis and hasae batarfohon. the lingual forms of the lexicon of the natural environment, especially the 'corn’lexicon for traditional rituals as well as other lexicons in the reality are morphologically in the form of basic words. the basic form is a unit, both singular and complex, which forms the basis for larger units. the basic form (batar) is a form that forms the basis of a morphological process, meaning that it can be given certain affixes in the affixation process, can be repeated in the process of reduplication, or can be combined with other morphemes in the mixing process. the basic form is in the form of a single morpheme, but it can also be a combination of morphemes (katamba, 1993: 45). 46 significant and feasible studies that are related to the object of this study are mbete, et al. (2012) examining the "verbal privileges as local knowledge representation, maintenance functions, and environmental preservation of waijewa language and kodi language, sumba barat daya. from the results of the study, it was obtained a study and meaning and description of verbal treasures in the form of lexicon devices in waijewa language texts and kodi language which are full and rich in meaning and functions, among others: sociological functions, biological functions, and ideological language of the two languages. as the language of the environment in a socioecological environment that is rich in meaning and representation of cultivated biodiversity. another study that examined the lexicon properties as part of this research was koroh (2017) investigating the language and culture of due-diligence in guidance on sabu-raijua in the ecolinguistic perspective. the equation between koroh's research and researchers is to discuss language and culture together with the ecolinguistic approach according to bang & door. in addition, there is the application of the tridimension presented by lindo and bundgaard (2000: 11), namely ideological dimensions, sociological dimensions, and biological dimensions. the difference is that koroh talked about the language and culture of due diligence in speaking about sabu-raijua. ecolinguistics is a scientific discipline that examines the relationship between environment and language. ecolinguistics is an interdisciplinary language science, equating ecology and linguistics (mbete 2008: 1). this discipline discusses the interrelationships between language and the human / social and natural environment. the term ecolinguistics (ecological language) is related to the word 'ecology', which is the study of interactions between organisms and their environment and others. in this context, the theory is used as a reference in the research on the internal text in tetun language namely ecolinguistic theory as an umbrella theory and supported by other theories, namely linguistic text theory, culture, language change theory, semantic theory. talking about the nature of ecolinguistic studies will first be discussed about ecology. ecology is the study of functional reciprocal relationships. the two parameters to be linked are language and environment. depends on the perspective used, both language ecology and ecological language. fill (1993) states that ecolinguistics is a general term for approaches that combine and study languages (languages) with ecology (in lindo and bundsgaard) (eds), 2000: 40). in addition, bundsgaard and steffensenstated that ecolinguistics is the study of the interrelation of the biological, sociological, and ideological dimensions of language (inlindo and bunsdgaard (eds), 2000: 11) and studies of intrarelation, interrelation, and extraration and their relationship with each other (in lindo and bundsgaard (eds), 2000: 19). bunsdgaard and steffensen also said that ecolinguistics is concerning with language as a whole, which includes the dimensions of pragmatics, semantics, syntax, morphology, phonetics, and other dimensions (in lado and bundsgaard (eds), 2000: 33). ecolinguistics is a theory that links linguistics with ecology. ecology in linguistics plays a very important role. the importance of ecology inlinguistics refers to language survival. departing from these philosophical thoughts, the environment becomes one of the important studies in linguistics. on the contrary, facts have shown that an environment without language is dead. without language, one cannot express the secrecy of nature to others. everything that is done must use language. through language, community can be constructed of knowledge and experience or expressed in the real world that is around us. however, language is the result of configuring human mind with its ecology; it reinforces itself as an ecological creature. through language will be illustrated the way someone thinks about something that exists in the real world including culture. the coding of each culture is certainly different or varied. the form of coding 47 can occur through lexicalize, gramaticalize, textualize, and culturalize. the coding differences can be seen at the level of lexicon, grammatical, text, and cultural wealth (al-gayoni) indonesian ecolinguistic forum, blogspo.com). ecolinguistic expert haugen (1972: 326) describes the natural environment of a language as a user of that language, and the real language is in the speaker's brain which only functions to connect speakers with each other, and with the environment, namely the social environment and the natural environment. the meaning of the environment in question includes the mind of someone who refers to the world or region where the language exists and is used. haugen (1972: 325, in fill and muhlhuasler, 2007: 57) states that ecology can be distinguished psychologically and sociologically. psychologically ecology is the interaction of ecology with other languages in the minds of bilingual and multilingual speakers, while ecology sociologically is the interaction of ecology with the community that functions as a medium of communication. the ecology of a language is found by people who learn it, use it, and disseminate it to others. the following is a table about the language environment that is important in ecolinguistics. chart 1 the following is the abstraction of the relationship between ideology, sociology, and biology related to change information: s1: text maker s2: text lover s3: context •: objects referred to in communication adopted from the dialogue model chart by bang & door (in lindo and bundesgard, ed., 2000: 10) the chart above shows that a dialogue involves at least three people or a subject. in this context, although only two people are involved in a communication, there are always anonymous third parties involved in it, as suggested by door (1998) quoted and translated by steffensen (2007: 24) below. the three dimensions according to the bang & door above are interconnected between one another. the ideological dimension is related to individual mentality, collective ideology sosiology environment biology s2 s1 48 mentality, cognitive, ideological systems, and psychological systems, while sociological dimensions are related to the way humans regulate their relationships with one another. the biological dimension relates to the biological collectivity of humans who coexist with other species (animals, plants, soil, sea, etc.). language phenomena run continuously and are interrelated. language is the third dimension object (lindo and bundsgraad (eds), 2000: 11). 2. research methods the research refers to the the lexicon of the ritual of batar of tetun fehan: ecolinguistic studyis a research that is classified as descriptive research with a qualitative approach. the use of a qualitative approach that is supported by a simple quantitative approach in this study aims to obtain facts and information about the ideo-socio-biological language of tetun fehan. this approach was chosen to obtain the phenomenon of the lexicon, utterances, and environmental knowledge, especially the tangible and still used agricultural environment and natural data sources as an embodiment of the socio-cultural-ecological life of the people of malaka, timor, east nusa tenggara province. this research was conducted in the malaka, timor,east nusa tenggara. malaka regency was selected as the location of the study. besides being related to research problems, it was also based on several considerations, namely the historical setting of tetun fehan, the character of the agricultural environment, and the charming character of tetun fehan. based on observations of the text of batar lexicon forms of surveys and other information, and then the research on tetun fehan's language ecology is related to tetun fehan's language of voluntary text. this type of data and research are linguistic units in the form of lexicons and texts as primary data. the primary data is in the form of data on basic text in the speech of the malaka community. not all texts in tetun fehan are used as data for this study, but linguistic units that contain the meaning of reference (referential meaning) and to the type of text of batar. data used in this study are oral data in the form of text from the informants in malaka community about the type of agricultural cash which is used as a treasure, and (ideology) and utilization, and written data in the form of other sources that support oral sources. speech in the text of batar is done with regional languages and translations are based on linguistic texts; then interpreted culturally through interview methods. the source of the data in this study was obtained from people who have special expertise and have a wealth of languages (ecolexicons) in talking about malaka community about the knowledge, understanding, and utilization of the intricate farming of malaka community. data obtained directly from informants through interviews. in determining the informants, a snowball sampling technique is used. snowball sampling is a sampling technique with the help of key-informants (key informants) and from these key informants will develop according to the instructions. in this case the criteria are only disclosed as a requirement for sampling. (sugiyono, 2014: 2019). based on the criteria described, informants can be categorized, namely as many as 25 (twenty five) as (farmers) who know, understand the text of batar. other informants were selected 15 (fifteen) elderly speakers as (culturalists) who knew about the use of the treasury of the text lexicon. in addition, 10 (ten) key informants were fukun ‘tetua adat’ as holders of the traditional 'batar' corn ritual. the method used in this study is descriptive method because the data collected qualitatively is by describing the form of the language of the agricultural environment used in the conversation of the malaka community to describe the type of lexicon in the text of the batar. the method used by researchers in collecting data while in the field is the field linguistic method, namely (1) direct elicitation, (2) recording method, (3) elicitation checking method. referring to the methods and techniques of data collection, the methods and techniques of data analysis in this 49 study the author uses a qualitative research data analysis method or model that can be seen below (creswell, 2009). the data obtained by researcher is not directly analyzed, but the data will go through the data validation path. data validation is one way to re-check the data obtained as long as the researcher is in the field. the path of data validation is seen in the following figure. in analyzing the research data, researcher used the inductive method of analyzing civil data and drawing conclusions. the data analysis technique used in this study is a qualitative technique that is after the data is collected by processing or analysis. this technique aims to make a systematic, factual and accurate description of the data and the relationships of the phenomena studied. data analysis is in the form of a process of searching for the truth that has been collected through informants. the results of this study analysis will be presented using formal and informal presentation methods (sudaryanto, 1993: 145). formal methods are methods that use linguistic symbols, while informal methods in operation are methods of presenting data using words or sentences that are often used in ordinary speech all presented in the form of storytelling in accordance with the nature of qualitative research. 3. discussions in essence ritual is a series of words, acts of followers of religion by using certain objects, equipment and in certain places and wearing certain clothes. turner's explanation of ritual has actually given an idea of what he calls symbols (turner, 1974: 19). the ritual of batar is a ritual practice for ethnic alas in malaka district during land preparation, weeding of seeds, corn planting, harvesting, and post-harvest. this ritual process has been embedded in the peasants and has become a tradition about tetun fehan in malaka district. the practice of congratulatory rituals said by tetun fehan (gttf) there are various stages of land clearing until postharvest is carried out and should not be abandoned by farmers in its implementation. of the eight stages, each stage and the cultural material used and the actors of the culture are described as in the following table. stages of ritual no. activities of batar ritual cultural materials ritual agent 1. lereto’os ‘membuka lahan baru’ ‘land opening’ bliun‘ax‘, ‘taha‘, ‘machete’fuik, bua ‘siri, dan ‘pinang’ manutolun, ‘telur’, ‘egg’ manuaman ‘ayam jantan merah’red cock’ lereto’os, ‘membuka lahan baru’ ‘land opening’ toosnain‘ petani/pe milik kebun’lan d owner’ 2. sunu ailere ‘membakar tebasan’ burn dry leaves besiahi ‘pemantik’, lighter taha‘parang’, machete, bliun‘kampak’,ax, besitarai ‘pacul’ ‘hoe’ sunu ailere bard dry leaves to’osnain ‘petani/pe milik kebun’ land owner 3 hisik fini ‘pemberkatan benih’seed ritual’ batar ‘jagung’, corn, taan ‘bakul’ basket hisik fini seed ritual pastor/ro mo ‘priest’ 4 halon udan ‘mendatangkan hujan’ ritual fuiktahan ‘daun siri’, betel leaf, bua ‘pinang’, areca nut ahu‘kapur’, lime betel, halonudan ritual process of makaerud an ‘makaer 50 process of rain manu‘ayam jantan merah’,red cock, manu tolun‘telur ayam’, egg, ‘ tais’ ‘sarung’. fabric. rain udan’ ‘rain holder’ 5 furibatar/kudabat ar ‘menanam jagung’ planting the corn aisuak ‘ kayu tua ukuran panjang yang ujungnya sangat tajam digunakan untuk menanam benih jagung/kayu runcing’, spiky wood, batar fini ‘benih jagung’corn seeds furibatar ‘planting the corn’ to’osnain’ petani/ pemilik kebun land owner 6 seluk batar ‘penyiangan jagung’ change corn seed corn seeds, spiky wood seluk batar ‘change corn seeds’ to’osnain ‘pemilik kebun’ land owner 7 hasae batartasak ‘ panen jagungmuda’ harvest young corn taha ‘parang’,machete fuik, ‘siri’ betel leaf, bua ‘pinang areca nut’, koba ‘tempat siri pinang’betel place tesi batartasak “ harvest corn” to’os nain ‘petani/ pemilik kebun) land owner 8 hasae batartuk ‘panen jagung tua’harvest old corn taha‘parang’machete taan ‘tempat untuk menyimpan jagung tua’basket tesi batartuk ‘binding old corn’ to’osnain ‘petani/pe milik kebun’lan d owner 9 hasae batarfohon/lulik ‘menaikan jagung ritual’corn offering ritual batar ‘jagung’ corn , fahi‘babi pig’, surik‘keris’ knife, diman ‘tombak’ spier, tanasak‘ta’an’ basket , taha ‘parang’‘machete, siri ‘daun siri‘betel leaf’, bua‘buah pinang’, areca nut hasae batarmanai’ k/batarlulik “corn offering ritual” uma bot’rumah suku’ tribal house 10 kesi batar mana’ik ‘mengikat jagung unggul’binding of corn seed batartuk ‘jagung tua old corn’, batar kakun‘kulit jagung’cornhusk, tudik ‘pisau’knife, hirik ‘tali’rope, kesi batarmanaik corn binding to’os nain‘petan i/pemilik kebun’lan d owner the source is processed from the field based on the table above, each stage of the ritual will be described in the practice of corn ritual as follows: 1.lereto’os' land opening' lereto’os or opening a new land for planting corn, that in tetun fehan was the farmers' initial activity before planting batar 'corn'. therefore, farmers begin the activities to clear land, and farmers already know when it's a good time to start land clearing activities. the lexicon lere 51 refers to an 'activity starts from determining the good day; farmers need a fukun who is believed to have knowledge about the procedures and can do it in the ritual. every fukun does a job, or a social act which is mystical in nature, and speaking with tetun fehan must go through various kinds of calculations. just as in farming batar 'corn' must see or determine the good day, and so on. it is believed that everything that is done in a hurry is not good. weber defines social action as a thought process that involves an event, a stimulus, to produce the last response (ritzer, 2012: 200). the ritual can be done after an agreement was made between the farmers and the fukun to calculate the moon in the sky to find a good day to start the activity. after a good day is determined, then with the permission of fukun, it is time to begin to open the land on land that has never been worked on (new land). "fukun began to pray to the natural authorities surrounding (forest guards) before the ritual of lere toos, fukun and garden owners (toos nain) go to save the ritual material in the forest. allow or not the sign is that the ritual material that is stored is not disturbed, if disturbed means that it is not permitted or rejected. "if approved by the natural authorities, the 'tetuah adat' fukun first performs the leretoos ritual activity, first starting with holding the land, once held by read the prayer as follows: "imi mak dairaine’ehosi kukun kalan tau matan mai.fonetik buat ida bat ami hatene. rai nee at amilere kalae.ita mak siak bot, hatete tian. " free translation o lord of nature we offer. give a sign that we may open this land for gardening. this is what was said. after that, if manu siak that the 'white eagle' was sounding it is meant giving a sign that the land could be cut down for gardening, because according to the knowledge of eagle folklore, it brings joy so that the activities of lere toos / lere ai may continue. unless the falcon does not come, no activity should be carried out. after the ritual of lere toos is carried out by fukun ‘tetuah adat since fukun was the first person who had the right to cut grass by saying the mantra first. 2. sunu ailere‘burning slash’ after cutting down trees on new land that will be planted with 'corn' batar, the next activity is sunu lere 'burning slash’ also requires a fukun because it is the fukun duty that has the power in ritual matters. in ritual activities cutting down large trees, it is a requirement of using seven betel leaves and seven dry betel nuts, and 1 bottle of sopi,(local alcoholic drink) and a rope from dried gewang leaves. based on the results of interviews with the informants of corn farmers (batar) and the malaka people that the land to be ready to be processed both personally and by the malaka government before processing vacant land it is necessary to do rituals. sunu ailere or "burning the land 'has become a tradition inherited from generation to generation by" corn "batar farmers. farmers in central malaka, west malaka and laen mane subdistricts are very close to their surroundings, many things that are a condition in conducting farming activities as a balance between real and magical life. these cultural values contain teachings so that humans maintain harmony with nature through manners between beings. in harmony with the statement of sujarwa (2011) that humans who have known the characteristics of the natural environment well will make a philosophy of life that guides humans to live in harmony with nature. the tools used are kapak "ax" and taha "machete", in this activity requires a strong physical, because the trees are usually large. logged tree trunks are prepared for the fence on the 52 garden to be planted. after lere to'os 'clear the land', the next day batar farmers will complete the process of burning, the next day the farmers begin to clean up the remnants of combustion or known as hamos toos. remnants of unburnt tree branches were collected and then burned, besides being burned, the tree branches were used as firewood. 3. hisik fini ‘an blessing of seeds ’ the process of fisik fini 'seed blessing' will be done by the local priest as one part of the process of the ritual which is conducted by the tutors of tetun fehan in the malaka district. the process of hisik fini is compared with other types of plant seeds, before being brought to the land to be planted or sown. hisik batar fini 'corn seed blessing' is usually led by 'priest' nai lulik. the ritual of hisik fini activity is carried out in the holy eucharistic ceremony. the ceremony for blessing the seed can be done at home by bringing the seed to church leaders or in a house of worship, the church. hisikfini has become part of the ritual life of pre-planting corn (batar) by the malaka people. the meaning of the ritual of the 'superior seed blessing' is blessed so that it can provide abundant results for the farming community in the malaka district. 4. halon udan ‘ritual process of rain’ the gttf halon udan ritual is one of the important rituals related to rain. the rain in timor is uncertain, so the ritual is believed thatthe rain will come soon according to human will (foni, 2002). the ritual is the same as in the previous ritual, so is the place. the difference is at the core of prayer, which is asking for the presence of rain on the land that has been prepared. before the ritual is carried out, the fukun negotiates with the villagers to find the cause of the rain. after the cause is found and fines and other rituals are desired by the world of spirits, the ritual of bringing rain can be done. prayer rituals bring this rain very long, the point is to seduce god and invoke rain with the language "traditional speech" in the form of very beautiful poetry (foni, 2002). the causes are generally sought from the implementation of the previous ritual, whether there are ritual errors, or the existence of errors in other aspects, which cause disharmony of the human world with spirits (foni, 2002). it is also sought, whether there are technical things in the field that disturb the comfort of maisokan and ancestral spirits, or there are actions that damage the earth, such as cutting roots wrongly, or digging the soil wrongly where the spirits dwell. the ingredients provided in the halon udan ritual are in the form of fuik bua ‘siri pinang’, ahu ‘kapur’ manu aman ‘rooster’ manu tolun‘ ‘egg’,tais‘ sarong ’osan murak‘ coin / silver ’. 5. furi batar‘planting corn' after passing the seven rituals, it was time to plant corn. the process of planting corn on a large area of the farmer calls his relatives and neighbors to help make the planting, but if the land is not too large they are sufficiently assisted by relatives or close relatives. it means how important is the relationship that farmers have to build with other communities in corn farming, because this activity cannot be done individually. planting corn is an activity that requires many people, so farmers are required to have good relations with other members of the communities. in the process of planting batar ‘corn’ as a dukun, the garden is given a one-sided power to start first before other people start planting, by initiating a batar garden ritual. in the batar garden ritual, reciting the mantra on the corn seed that will be planted is stored in a container such as ta'an 'a place to store corn seeds made from palm leaves'. the process of furi batar ritual is carried out after the community cleans the land and the land is ready to be planted with corn. before the implementation of the furi batar ‘planting corn’, a meeting was held to determine the implementation day, which was led by the fukun. an 53 agreement was reached when the implementation was adjusted to the good day. the selection of a good day is intended so that the implementation of the event does not get obstacles in the process of planting. some of the equipment that must be prepared the furi batar ceremony is 'planting corn' like taha 'parang', aisuak 'ceplok' tool makes a hole namely tapered wood, besita 'pacul', manu tolun 'chicken egg' water, sopi, offerings ( rice, betel leaf, areca nut and kapur siri). the offerings are placed on the 'ritual offerings' venue while pray was done by fukun adat'. 6. hasae batar tasak ‘harvest young of corn ’ maintenance of corn (batar) in malaka district is known as seluk batar. the activities are carried out when the corn plant is approximately 7 days old. in this activity, farmers check again the corn that has been planted by carrying corn seeds stored in a container such as a basket or bucket. farmers surround the garden and if corn is found that does not grow, it will be replaced by planting new seeds. not only that, sometimes there are some holes found by the farmer not containing corn, so the corn seeds that were brought earlier will be filled into the empty hole. activities are usually interspersed with the care of corn plants. even though from the beginning the implementation was given a prayer through a mantra which was read by the fukun, the corn plant had to be maintained or cared for. from morning to evening farmers clear weeds that can interfere with the growth of corn, sometimes farmers in malaka must stay in the garden to continue weeding activities tomorrow. for beds they usually make lodgings of a modest but rather high size, which is intended to be able to monitor the location of the garden further away. after the weeding activities are carried out, a fukun ritual is combined which is trusted by farmers to keep corn plants from the wind or other natural symptoms. batar rite ritual is an activity around the garden that starts from the right, and is done when the corn is around 40 days old. this ritual must be carried out by fukun / dato, because in the vicinity of the garden spoken by fukun with the intention that the corn plant grows well. 7. hasae batar tuk ‘harvest old of corn’ the gttf 'harvest young corn ' activity has been carried out when the corn is 60 days old. at the time of the hasae batar tasak, taking the first corn in the first garden by fukun / toos nain, after that corn harvesting can be done by other people. when taking batar ‘corn’ not all corn will be taken, usually on the first day the hasae batar only takes one corn tree with corn fruit (batar) to be tied to the’mesbah’ dish where the offerings are near the corn garden. fukun / toos nain takes corn to be brought to the church as an offering of the results of human effort to god as the giver of sustenance. this is expressed as gratitude for the gttf / ethnic malaka for the harvest obtained this year. the ritual process of hasaen batar tasak before the offerings, the corn (batar) that has been taken is then boiled or with the term tein and there is also a sliced and pounded then wrapped using corn husk to be filun "corn lemet". 8.hasae batar fohon‘corn offering ritual’ in carrying out farming work, gttf has traditional rituals and processing techniques that are still related with cultural nuances in the form of agricultural rites which are still held firmly by the wese-wehali community namely hamis and hasae batar fohon. however, many of tetun speakers have embraced official religions in indonesia, both catholicism, christianity, and islam, but most of the tradition of cultivating batar (corn) farming is still practiced by agricultural rituals. especially in the life of 'batar' corn farming they still retain the characteristics of tradition, customs, and religion of hamis and hasae batar fohon. agricultural rituals carried 54 out by the community of tetun fehan community are related to food crop agriculture especially corn flour. corn is one of the most important types of plants among other food crops, of course in the context of agriculture. in traditional corn farming or gardening, there is a series of rituals in accordance with the original beliefs, rituals that are carried out during planting, post-planting, planting, and harvesting of young corn / old corn until the feast of hamis and hasae batar (thanksgiving) corn. 4. novelties the novelty of this research is the tailitual dimension. the eco-spiritual dimension relates to the power system of the universe through divine power. the tailitual dimension also illustrates the existence of a transcendental relationship between tetun fehan and matabian, spirit, bei ubu uhur ancestor ’and rainain‘ ruler of the universe. so, almost all life comes from the supreme creator (nai maromak) as a determinant of life in this world. the ultimate goal of every human being is always hoping that all requests can be granted specifically related to traditional agricultural agriculture, namely abundant crops, harmonization with nature, maintaining soil fertility, and maintaining human safety. in other words, ecolinguistic studies that previously focused on tri-dimensionequipped with one more dimension, namely the tailual dimension. thus, ecolinguistic studies that are based on tridimensions have now become chess dimensions, namely ideological, sociological, biological, and tailual. 5. conclusion from the analysis of the data above it was found that malaka people, and as timorese in general, had intimate relations with the experience in the world (raiklaran). the intimacy of this relationship is incarnated in rites when they open land, bless seeds, plant seeds, request rain, weeding, harvest young corn, harvest old corn, tie up corn, and raise any corn. the traditional rites were carried out as a form of respect for the spirits of ancestors, both young and old, using tetun fehan. the ten stages are cultural materials used and actors from the lexicon activity culture that are used in the form of ritual activities, ritual material, rituals, and actors in gttf of batar text. 6. acknowledgements the author wishes to thank all those who have given valuable contributions to this research so that the results can be disseminated through publication, especially to the examiners: prof. dr. ida bagus putra yadnya., dr. i made sri satyawati., m.hum., prof. dr. aron meko mbete., prof. dr. i ketut darma laksana,m.hum., prof. made budiarsa, m.a., dr. ana agung putu putra, m.hum., dr.nuzwaty, m.hum for their advices to deepen the analysis and presentation of appropriate research results. 55 references: arikunto, suhan l 1997. prosedur penelitian suatu pendekatan praktek. yogyakarta: rineka cipta. bang, j. chr.& door, j. (1996). language, ecology, and truth dialogue and dialectics, [online] dapat diakses lewat situs: www.pdfio.com/k-22479.html. daeng, harts j. 2000. manusia kebudayaan dan lingkungan.yogyakarta: pustaka pelajar. fill, alwin and peter muhlhausler. 2001. (eds.). the ecolinguistics reader.language, ecology, and environment.london and new york: continuum. foni, w. (2002). budaya pertanian atoni pah meto: suatu studi siklus ritual kegiatan pertanian lahan kering atoni pah meto tunbaba di timor tengah utara, nusa tenggara timur. tesis (tidak diterbitkan)., salatiga: program studi pembangunan, program pascasarjana, universitas kristen satya wacana. halliday, m.a.k. 1978. language as social semiotic: the social intrepretation of language and meaning. london: edward arnold. haugen, einer. 1972. the ecology of language. standford, ca: standford university press. lindo, anna vibeke&bundsgaard (eds.). 2000. dialectical ecolinguisticts tree essays for the symposium 30 year of languange and ecology in graz december 2000. austria: university of odence research group for ecology, language and ecology. mbete, aronmeko. 2008. nggua bapu ritual perladangan etnik lio ende.denpasar: pustaka larasan miles, mattew b & a.m.huberman.2007.analisis data kualitatif.penerjemah: tjetep rehendi rohidi. jakarta: universitas indonesia neonbasu, gregorius. 2016. citra manusia berbudaya. sebuah monografi tentang timor dalam perspektif melanesia.jakarta: antara publishing. odum, eugene p. 1996. dasar-dasarekologi.edisi ketiga diterjemahkan dari fundamentals of ecology third edition.diterjermahkan oleh gadjah mada university press.yogyakarta. sudaryanto. a. 1993. metode dan aneka teknik analisis bahasa pengantar penelitian wahana kebudayaan secara linguistik. yogyakarta: duta wacana university press http://www.pdfio.com/k-22479.html 56 biography of authors maria magd.namok nahak, s.pd.,m.hum. was born in betun, on augst 16th, 1969. he is senior lecturer in timor university (unimor), east nusa tenggara-indonesia. she graduated is bachelor degree in the study program of language education, and indonesian literature, east timor university, faculty of science education 1996. he finished his master degree in the postgraduate program, magister program, linguistic studies, udayana university in 2008. he currently is completing his dissertation at udayana university. email:marianahak2019@gimail.com, +6281338905798 prof. dr. i wayan simpen, m.hum. is professor in udayana university, faculty of art, denpasar, indonesia, . +628147082823 email: wyn.simpen@unud.ac.id mailto:wyn.simpen@unud.ac.id e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 130-148 130 early lexical development and the development of translation equivalents in a simultaneous bilingual child 1 ni luh putu sri adnyani, 2 ni luh sutjiati beratha, 3 i wayan pastika, 4 i nyoman suparwa 1. niluhputusriadnyani@gmail.com universitas pendidikan ganesha 2. sutjiati59@gmail.com faculty of arts, udayana university 3. wayanpastika@unud.ac.id faculty of arts, udayana university 4. suparwa_nym@yahoo.co.id faculty of arts, udayana university abstract—this study focuses on the development of lexicon by a child raised simulatneously in indonesian and german from birth. in the immediate family members, the child received indonesian from the mother and german from the father. the data was collected in natural setting when the child was 1;0 up to 3;0. in collecting the data, diary records and weekly video recordings were used. the data was analized using two softwares, elan and toolbox. the child‟s speech was segmented based on the child‟s utterances. the result of the study shows that at the end of the study the child developed 521 lexicon in indonesian and 243 in german. both in indonesian and german the child acquired more nouns than verbs. besides, the child also developed about 164 translation equivalents. thus, it confirms that the bilingual child developed two different lexical systems. keywords: lexicon, translation equivalents, bilingual, child 1. introduction how bilingual children develop their two linguistic systems is still a matter of debate. researchers such as leopold (1978) and volterra & taeschner (1978) believed that at the begining bilingual children fuse two linguistic systems and the children are not able to develop the two systems separately. the hyphothesis of fusing two linguistic systems was opposed by other researchers who gave evidence that bilingual children are able to separate language systems since very early in their language development in almost all linguistic domains. evidence of morphosyntactic separation was found by dehouwer (1990), in comprehension by adnyani, beratha, & suparwa (2017) and nakamura (2010), in pragmatic by nicoladis (1998) in phonology by adnyani & pastika(2016). this paper, is then trying to focus on the development of lexicon by a bilingual child exposed in indonesian and german as well as looking at the translation equivalent which indicates that a bilingual child has the capacity to separate two different language systems. mailto:niluhputusriadnyani@gmail.com mailto:sutjiati59@gmail.com mailto:wayanpastika@unud.ac.id mailto:suparwa_nym@yahoo.co.id e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 130-148 131 lexicon is a mental dictionary that is used by language user at the time he or she is acting as a listener (or a reader) or as a speaker (or a writer) (dardjowidjojo, 2000; see also clark, 1993). this dictionary is situated in a person‟s memory so that he or she can use it in speaking or understanding other‟s utterances. in the context of child‟s lexical acquisition, the scholars‟ findings are varied. dromi (1987) found that a child starts producing one-word utterances at the age of 0;10, while clark (19930 and also benedict (1979) found that children start to utter comprehensible words at 1 year old. the initial words produced by children may be difficult to understand since they need time to be able to utter words like an adult‟s utterances. on the other hand, dardjowidjojo‟s work ( 2000) about echa found that up to the age of 1;0, a child has not produced forms that can be related to certain meanings which can be labeled as words. in addition, in their developmental process, children experience different or varied lexical developments (clark, 1993). for example, some children go through the utterance development which consists of one-word for months and during these months no indication of longer utterance production. on the other hand, there are children who only take some weeks through the one-word utterances and they continue with twoor moreword utterances not long after that period. in relation to the development of lexicon by bilingual children, nicoladis (1998) mentioned that translation equivalents can be used as evidence that the children can differentiate two different linguistic systems. according to nicoladis, translation equivalents are determined when the child produces words in two languages which refer to the same word class or similar event and situation. pearson, fernandes & olle (1984) (in schelletter, 2005) found that translation equivalents developed early in bilingual children. the ability of bilingual children developed translation equivalents proved that bilingual children have the capacity to acquire two language systems. this paper tries to investigate the lexical development of a child raised simultaneously in indonesian and german as well as to describe the translaiton equivalents. 2. method e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 130-148 132 this study used qualitative approach of case study using systematic observation to see bilingual child language acquisition through exposure to two languages of very different typologies, that is indonesian and german. the primary source of data was the second daughter of the first author, aly. the pattern of input was one language-one parent, that is, indonesian acquired from mother and german from father. in the data collecting process, this study used three types of instruments including dairy, a jvc handy cam to produce audio-video file data, and interview guide. the data collecting methods used were observation, recording and interview. in analyzing the data, the writer used two software, that is elan for transcription and toolbox for analyzing syntactic data and organizing lexical data by using data analysis techniques of data coding, linguistic type determination, and tier, interval time selection, transcribing/annotating, inter linearization and data sequencing. 3. findings and discussions 3.1 lexical development at one word utterance stage at the initial stage of her language development, aly developed one word utterances or two-word utterances. aly produced the first word that can be understood and related to meaning, thus it can be said that she produced the first word when she was 1;1. to determine that a word has been acquired by a child, this study refers to the proposal made by dromi (1987) and also dardjowidjojo (2000) which state that there are two criteria used in determining that a form produced by a child can be regarded as a word, that is, (1) the phonetic form uttered by the child is the same as or similar to the adult‟s phonetic form, and (2) there is a consistent correlation between form and reference. the similar criteria were also stated by bloom (1993: 188), that is, that the criteria used to determine an acquisition of a word by a child are consistency in phonetic form and meaningfulness. using such criteria as proposed by dromi ( 1987) and bloom (19930 it can be said that aly only acquired a form which can be taken as a word in indonesian when she was 1;1 with the first word uttered [maam] and aam]. the two forms refer to the word “makan‟ („eat‟) produced by the child every time she saw food, pointed to food, or pointed to rice cooker. in the mean time, in german, the first word she acquired was [bumbum] “brumbrum‟ which e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 130-148 133 refers to the sound of a motorcycle at the age 1;4. this word was uttered by her when she pointed to a motorcycle or a car. the word papa („dad‟) and mama („mam‟) started to be uttered by the child progressively at 1;3, at this age these utterances did not refer to certain meanings. this is because the words mama and papa that the child uttered could refer to almost any object that she found around her. for example, the child uttered the word mama or papa when she referred to a water bottle, a cat, a cart, father, mother, older sister, a book, a toy, etc. thus, it can be said that at the age 1;3 , the words papa and mama were not words acquired by aly, but they indicated that the child was trying to practice his speech organs by producing sounds which were easy for her to acquire. the words mama and papa could only be said to have been acquired by her at the age 1;4, at that time, she used the two words to refer to certain objects, that is, his mother and father or objects attached or possessed by her mother or faher. clark & clark (1977: 302) state that the first words produced by a child are related to objects that are found around him or her. clark & clark (1977) describe a study conducted by nelson (1973) which found that the first ten words uttered by eighteen children that they studied were related to animals, food, and toys. the things stated by clark & clark (1977) were also found in aly‟s lexical acquisition. at the one word utterance stage in indonesian which started since the child was 1;1 until she was 1;6.21, there were about 55 words acquired by aly. the word about in the word count in this study is used since it is impossible for the writer to determine the definitive number or the exact number of words acquired although she has tried to take a note or record aly‟s language development carefully (see also dardjowidjojo, 2000). from the whole number of words she acquired, aly developed lexical forms that were related to objects that she found around her n indonesian, such as [titaʔ] „cicak‟ [a:m] „ayam‟ [dɪndɪn] „dindin‟ [gaŋgaŋ] „anjing‟ [kakaʔ] „kakak‟ [mama] „mama‟ [papa] „papa‟ [ninɪʔ] „ninik‟ e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 130-148 134 [didi] „gigi‟ [mɛm] „permen‟ in addition, it was also found that the lexical forms which are verbs in indonesian, among other things are [maam] „makan‟ [bʊʔ] „bubuk‟ [dʊʔ] „duduk‟ [taʔ] „minta‟ [nʊm] „minum‟ [taʔ] „buka‟ [abe] „habis‟ [tɪŋ] „kencing‟ beside nouns and verbs, she also developed adverbs, adjectives, and pronouns, such as [dah] „sudah‟ [adi] „lagi‟ [ndaʔ] „ndak‟ [naʔ] „enak‟ [papɛʔ] „capek‟ [ini] „ini‟ at the one-word utterance stage in indonesian, the nouns acquisition had a dominant number, that is, 30 words or 54.5%. the second position was occupied by verbs acquisition with the number of 19 words or 34.5 %. then, it was followed by adverbs, adjectives and pronouns acquisitions, which were 3 , 2, and 1 word respectively. it can be said that the number of adverbs acquired was 5%, adjectives 4%, and pronouns 2%. universally, nouns and verbs really have a far greater quantity than other word classes, for example, adverbs, and pronouns. this can also explain the minimum number of words acquired by the child which belong to adverbs and pronouns. aly experienced the one-word utterance stage in indonesian for almost seven months from age 1;1 to age 1;6.21. in the first three months since the first word started to be produced by her, aly‟s word developmental rate of acquisition was rather slow with the number of one word in the first month until the third month, while in the second month, new e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 130-148 135 words even did not appear. the lexical development acquired increased sharply when the child aged 1;4 , that is, 14 words , then it was followed by 12 additional words when she aged 1;5 and when she was 1;6 , aly experienced a rapid enough increase in vocabulary with the addition of 27 new words. the cummulative number of words, acquired by aly in indonesian at the one word utterance stage was 55 words. in german, aly started to produce forms which can be labeled words at the age 1;4. it can be said that aly acquired words in german about 3 months later than her indonesian acquisition. aly „s one word utterance stage in german started at the age 1;4 until the age 1; 8.28. at the one-word utterance stage in german, aly also acquired the number of nouns exceeding the number in any other word classes. the nouns she acquired are related to the words which refer to objects around the child. for example, [bam] ball „bola‟ [bile] brille „kaca mata‟ [aɪs] eis „es‟ [aɪa] eier „telur‟ [buta] butter „mentega‟ [bʊs] buch „buku‟ [unt] hund „anjing‟ [eləm] helm „helm‟ [ato] auto „mobil‟ [lɪs] licht „lampu‟ in addition to nouns, aly also acquired verbs, which were [fan] fahren „berkendara‟ [holɪn] holen „ambil‟ [pentɪn] fernsehen „nonton tv‟ [kakən] kaken „buang air‟ [badən] baden „mandi‟ [lɪs] lesen „membaca‟ then, other classes of words she acquired were adverbs, adjectives, particles, and pronouns, such as [tʊs] tschüs „dada‟ [atʊŋ] achtung „hati-hati‟ [mɪt] mit „ikut‟ [alo] hallo „halo‟ e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 130-148 136 [aɪs] heiss „panas‟ [papʊt] kaputt „rusak‟ [tu] zu „ke‟ [da] da „itu‟ [aʊh] auch „juga‟ the total number of words which were acquired by aly at the one word utterance in german was 32. at the one word utterance stage in german, which was experienced by aly for about 5 months from the age 1;4 to the age 1; 8.28, she acquired the number of noun more than the number of any other word category that she acquired. the noun she acquired amounted to 16 words, that is, 50% from the number of words she acquired at this stage. verbs had the second place with the number of 6 words or 19%. other word cagories she acquired were particles ( 4 or about 12%), adverbs ( 3 or 10%), which was then followed by adjectives ( 2 ) and pronouns ( 1) which were only 6% and 3% respectively). like what has been explained before, aly experienced one word utterance stage in german from the age 1; 4 until the age 1;8 28 or around 5 months. aly‟s development of word acquisition in the first months since she produced the first word in german can be said to be rather slow. at the age of 1;4, aly could only produce 3 words and at the age of 1; 5 no more new words appeared. new words were then produced by her when she was 1;6, that is, 6 words. the addition of words by aly continued when she was 1;7, that is, by 10 words. if aly‟s word acquisitions in indonesian and in german are compared it can be said that, first, words in indonesian were acquired earlier than those in german. this might be caused by the child‟s lingustic environment where more people who spoke indonesian than those who spoke german. words in indonesian started to be produced when she was 1;1, while german words started to appear only when she was 1;4. in other words, in terms of word production, german was slowly acquired. second, the period of one-word stage in indonesian was relatively longer than that in german. aly‟s one-word period in indonesian lasted 6 months and in german, 5 months. third, the number of words acquired by aly in the oneword stage in indonesian was more than that in german with the ratio 53; 32 or the number of indonesian words was 40% greater. fourth, both word acquisitions in indonesian and in e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 130-148 137 german were similarly dominated by nouns acquisition. the second place was occupied by verbs acquisition. then it was followed by other words, such as adverbs and adjectives. 3.2 lexicon development at two-word utterance stage aly started to experience two-word utterance stage in indonesian when she was 1;7 until she was 1; 8. this is in agreement with what is stated by clark (1993: 37) that many children start to produce two-word utterances between the ages 1;6 and 2;0. the lexical development experienced by aly shows that she started to produce two-word utterances when she was 1;7 and this stage only lasted two months until she was 1;8. compared to the one-word utterance stage, at the two-word utterance stage, the number of new words acquired in indonesian every month increased sharply. for example, in one month when she was 1;7, she acquired 34 new words. the new word acquisition continued when she was 1;8. at this age, aly again produced 35 new words. so, on the whole, at the two word utterance stage there were 69 new words that she acquired. like adults, new words that were produced by aly in indonesian at the two-word stage can also be categorized into some domains, such as 1) human : agus, alyssa, bibi, erlin, pasek, komang 2) animals : bebek, burung, semut 3) food : jajan, susu, roti, semangka 4) body parts : kaki, hidung, mata, rambut, tangan, telinga 5) clothing : celana, helm, karet, sepatu, kalung, sandal 6) vehicles : mobil, motor 7) toys : kartu, bola 8) house hold things : payung 9) food utensils : pipet 10) activities : bangun, beli, hapus, pakai, pinjam, pulang, tutup,buat, gendong, ikut, main, mandi, punya, putus 11) properties and states : banyak, berat, jatuh, kalah, dingin, hujan, luka, mati, takut e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 130-148 138 out of 69 new words she acquired at the two-word utterance stage, aly developed word classes which consisted of nouns, verbs, adjectives, and particles. other word classes were adverbs, numerals, and pronouns. there were no additional new words. at the two-word utterance stage, nouns still dominated, that is, 42 words, or 60.9%. this means that at the two-word utterance stage, more than a half of new words acquired were nouns. the second place was occupied by verbs acquisition, that is, 19 words with the percentage of 27.5%. then, she acquired adjectives and particles with 4 new words each. in other words, the number of adjectives acquired was 5.8% from all of the new words which aly produced at the two-word utterance stage. the same thing occurred in particle acquisition. as a whole, from the number of new words acquired in indonesian every month, since aly produced her first word at the age 1,1 until the end of the two-word utterance stage, or at the age 1; 8,the total number of words acquired cummulatively was 124. the development in lexiicon acquisition was also experienced by aly in indonesian. aly started her two-word utterance stage in indonesian when she was 1; 7, in german she started her two-word utterance stage later, that is, when she was 1; 9. this means that to reach the same stage in her indonesian development, aly needed two months longer in her german development. in addition, in her indonesian development, aly only experienced the two-word utterance stage in only two months, while in her german development, she experienced the twoword stage for eight months, that is, from age 1;9 to age 2;5. when aly was 1;9, there were 16 new words that she acquired. a month later, at the age of 1;10, there was an addition of 12 more words. the vocalary that she acquired kept on increasing when she was 1; 11 with the development of 21 more words. however, at the age of 2;0, there was only one new word that she produced. later, when she was 2;1 and 2;2 there were only six and nine new words consecutively. at the age of 2;3 again there was a quite rapid progress, that is an increase of 14 words. at 2;4, aly developed 12 new words and at the end of the two-word utterance stage, that is at 2;5, there was an addition of 12 new words. at the two-word utterance stage, nouns again occupied the highest position in terms orf the number of words acquired, that is 57 words or about 52.8%. the next position was occupied by adjectives, that is 14 words or 13%. at this stage, there were 11 verbs acquired and 11 particles or 10.2% each. aly also acquired nine pronouns and six adverbs or 8.3% and e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 130-148 139 5.5% respectively from the total number of new words acquired at the two-word utterance stage in german. cummulatively, when it is seen from the beginning of the word production in german, when the child was 1;4 till the end of the two-word utterance stage om german, that is when aly was 2;5, she was able to produce 140 words. when it was compared to aly‟s lexical acquisition at the two-word utterance stage in indonesian and german, the following conclusions can be made. first, aly experienced the two-word utterance stage relatively earlier in indonesian than she did in german. there was a two-month difference in the beginning of the stage. aly started the two-word utterance stage in indonesian when she was 1;7 and in german at 1;9. second, the two-word utterance stage in indonesian was much shorter than that in german the to-word utterance stage in indonesian lasted only 2 months, that is at 1;7 to 1;8, while the time needed by aly to be at the two-word utterance stage in german was eight months, that is at 1;9 to 2;5. third, the number of new words acquired in indonesian at the two-word utterance stage was less than that in german at the same stage. the new words in indonesian was only 69 in total while there was 108 new words in german. however, this can be understood since the time needed by aly to be at the two-word utterance stage in german was much longer than to be at the same stage in indonesian. logically, the number of new words acquired by aly in german exceeded that in indonesian. fourth, the cummulative number of words acquired until the end of the two-word utterance stage in indonesian was 124 words and in german 140 words. it seems that the number of vocabulary acquired correlates with the time needed by aly to be at the two-word utterance stage. to reach the end of the two-word utterance stage in indonesian, aly needed eight months since the beginning of first word production. while, to get to the same stage in german, aly needed three months since the beginning of the first word production in german. hence, it is natural if at the the two-word utterance stage, the number of aly‟s vocabulary in german exceeded that in indonesian. fifth, both lexical acquisition in indonesian and that in german were still dominated by nouns acquisition, even more than 50% of the total number of words from all word classes acquired. 3.3 lexicon development at multi-word utterance stage e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 130-148 140 in her indonesian development, aly started to develop multi-word utterances which can be labeled simple sentences when she was 1;9. the examples of sentences in indonesian produced at this age are [kaka? muña talυŋ] kakak punya kalung “sister has necklace”, [kaka? mandi] kakak mandi “sister takes a shower”, [mau maın taŋkıs] mau main bulu tangkis “want to play badminton”, [utıŋ makan pupu] kucing makan krupuk„ “cat eats chip”. in this study, the data on the development of word acquisition were collected until the child was 3;0. in other words, the data on the word development acquired by aly which is discussed in this section are the data on the word development at the simple sentece utterances since the child was 1;9 until she was 3;0. when aly was 1;9, there were 33 new words that she produced. then, at 1;10 there was an addition of 37 new words. the addition of the new words that aly acquired increased sharply when she was 1;11, that is 53 words. however, at 2;0 she only produced 16 new words at 2;1 again there was a quite significant increase, that is 55 new words. then at 2;2, 2;3 and 2;4 she only acquired 1, 8. and 8 new words consecutively. the number of new words aly produced again increased quite highly when she was 2;5, that is 40 words. at 2;6 32 new words appeared. at 2;7 she could uttered 20 new words. then when aly was 2;8 there were 14 new words she could uttered well. then when aly was 2;8 there were 14 new words and at 2;9 there were 20 words. there were 22 new words she produced when she was 2;10 and 17 words when she was 2;11. when she was 3;0, there was an addition of nine new words she successfully produced. thus, it can be said that at the multi-word utterance stage in this study the data acquired by aly, the acquisition started when aly was 1;9 until the end of data collection, that is when aly was 3;0, the number of new words she acquired in indonesian was 397 words. the increase in word acquisition at this stage can be caused by the child‟s more developed speech organ so that her articulatory ability increased. in addition, the child‟s social environment became more extensive so that there was an addition of new words which she aquired from her playmates. the new words she acquired at this multi-word utterance stage consisted of six word classes including noun, verb, adjective, adverb, particle, pronoun, and numeral. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 130-148 141 again, nouns occupied the highest position in the word acquisition in the multi-word utterance stage in indonesian. the number of nouns she acquired at this stage was 204 words or abot 51.43%. the second position was occupied by verb acquisition, that is, 90 words or 22.7%. then, aly acquired 51 words or about 12.8% and the words can be categorized into adjectives. there were 19 pronouns that aly acquired or about 4.8%. then aly acquired 17 words which can be categorized into the particle group, that is, about 4.3%, 14 words or about 3.5% adverbs, and 2 numerals or just about 0.5%. cummulatively, the number of words aly acquired in indonesian since the production of the first word at the age 1;1 until the simple sentence utterance stage in this study or at the age 3;0 was 521 words. when in indonesian aly started producing simple sentences when she was 1;9, in her german development, she started the same stage just at 2;6. like what was explained above, the data on the word development in this study was collected until the child reached 3;0. hence, the data on the word development at the simple sentence utterance stage in german were described from the age 2; 6 to the age 3;0. when aly was 2;6 she acquired 11 new words in german. when she was 2;7 there was only 9 additional words and at 2; 8, four words. when she was 2;9, there were 13 new words she acquired. the acquisition of new words increased once more when aly was 2;10, that is, 23 words and kept on increasing when she was 2;10, that is by 23 words. at the end of the data collection when the child was 3;0, only 13 new words produced by her. thus, at the simple sentence utterance stage in german, aly acquired 103 new words. all of the words consist of nouns, verbs, adjectives, pronouns, particles, adverbs and numerals. from the 103 words acquired in german at the simple sentence stage, the vocabulary acquired was dominated by nouns, that is, 38 words or about 36.9%. next it was followed by the verbs, 22 or about 21.3%. from all of the new words she acqured at this stage, she had also acquired 13 adjectives or just about 12.6%. the number of pronouns that she acquired was 11 words or about 10.7%. then, it was followed by the acquisition of adverbs and particles, which were 9 and 8 words consecutively. the last position was taken by numerals, that is only two words or just 1.9% of all of the new words which were acquired at the multi-word utterance stage. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 130-148 142 cummulatively, the total number of aly‟s lexical acquisition in german since she produced the first word at the age 1;4 until she reached the simple sentence utterance stage at the end of data collection in this study or at the age 3;0 was 243 words. when compared to the total number of aly‟s lexical acquisition in indonesian since she produced the first word, the following conclusions can be made. first, the total number of words in indonesian that aly had acquired since she acquired the first word, that is when she was 1;1 until she was 3;0 was 521 words. the number of words in german she had acquired since the age 1;4 until the age 3;0 was 243 words. the cummulative number of aly‟s word acquisition in indonesian and german from age 1;1 to age 3;0 can be seen in figure 01. figure 01. comparison of the cummulative number of words acquired in indonesian and german from age 1;1 until age 3;0 in figure 01 it shows that the number of words acquired by aly in indonesian was more than twice as many as the number of words acquired by her in german. the number of words acquired by aly in indonesian exceeds the number of words acquired by her in german and this can be understood since there were a lot of people who communicated in indonesian around her, while german was acquired regularly by her only from her father and her older sister. besides, when aly joined the playgroup, the language used in the playgroup was indonesian. as the consequence, the number of words acquired by aly in indonesian exceeds e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 130-148 143 to a greater extent than that in german. a similar situation was also found by nicoladis (2001) in his study which investigated simultaneous bilingual child‟s word development who was exposed to english and portuguese. nicoladis (2001) found that the cummulative number of the child‟s words in english was higher than that in portuguese. according to him, this was caused by the situation, in which both in the family environment and in the child‟s social environment, more people used english. the only person who spoke portuguese regularly to the child was his father so that the child acquired english more dominantly. schelletter (2005) who investigated german-english bilingual child word acquisition also categorized children who acquired more words in german into children who were dominant in german and the reverse, those who acquired more words in english into children who were dominant in english. second, from figure 01, it can also be stated that when the number of words acquired in indonesian and german development, at the age 3;0, aly acquired 764 productive words. the results of research on word acquition so far show varied findings and most of them were based on monolingual child language development. italian children in general were able to acquire 200 productive words at 2;6 (d‟odorico, carubbi, salerni, & calvo, 2001). moskowitz (1981) showed that at 1;6 children were able to acquire about 100 words, while clark ( 2009: 75) stated that when a child is 2;0, he or she can acquire words with a variation of numbers from 100 to 600 words. stoel-gammon (2011) informed that american children at 2.0 can acquire from 250 to 350 productive words. meanwhile, dardjowidjojo (2000) reported that his grand child acquired 465 words at 2;0. according to dardjiwidjojo (2000) that number ( 465) is relatively greater than the number of words acquired by most children. however, he did not give any reason why the subject in his study acquired that higher number of words than the average number of words acquired in other studies. in aly‟s case, who simultaneously acquired indonesian and german, the result on the number of words acquired at 2;0 in indonesian shows that the number of productive words acquired in indonesian was about 263 and in german about 82 and when they are added together the number was 345. this finding is closer to the finding of d‟odorico, carubbi, salerni, 7 calvo (2001), and that of stoel-bammon (2011). e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 130-148 144 third, in word acquisition, both in indonesian and german, noun acquisition dominated, then it was followed by verb acquisition and adjective acquisition , as shown in table 01. table 01. the acquisition of word classes in indonesian and german bi bj n 276 111 v 128 39 adj 57 29 p 21 23 pron 20 21 adv 17 18 num 2 2 total 521 243 in other words, the majority of words produced by aly both in indonesian and german, belong to noun group, that is, the percentage of nouns in indonesian was 53% and in german, 47% of all word classes acquired. this finding runs parallels with the universal tendency from the results of cross linguistic studies that showed that at the initial development in the child‟s lexicon it was found that nouns dominate in the child‟s lexical acquisition. although in his or her initial language development the child is able to express words that are related to activities and conditions, most of words produced by him or her are words that can be labeled as nouns, then it is followed by predicators and adjectives. the studies that found that noun acquisition was more outstanding than the acquisition of other word classes, for example, lexical acquisition for english and italian (caselli, casadio, & bates, 1999), for german acquisition (grimm, 1999), french ( carubi, salerni, & calvo, 2001), see also mills ( 1985), for indonesian (dardjowidjojo, 2000), for hebrew (berman, 1985), for navajo (getner & boroditsky, 2009). e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 130-148 145 in relation to word class acquisition by bilingual children, nicoladis‟ work (2001) also shows that from the case of children who acquire english and portuguese simultaneously it was also found that both in english and in portuguese, children produced more nouns than verbs. in other words, it can be concluded that the tendency for children to acquire more nouns than other words is also true for children who acquire two languages simultaneously. theoretically, the reason why nouns are acquired before verbs or that the acquisition of nouns is more dominant than verbs in child language acquisition was explaiined by gentner (19820 which is known as noun-bias hypothesis. in noun-bias hypothesis it is explained that children have a tendency to learn nouns more easliy than other words. this tendency is caused by the fact that nouns name objects (things) and objects are easily learned by children than actions or conditions. the reasons why objects are more easily learned by children among other things are: (1) perceptively, objects have clear/ real existence, (2) semantically, objects are easier than predicators, (3) object category is innate, see also poulin-dubois & graham, 2007; nicoladis, 2001). 3.4 development of lexical equivalents nicoladis (1998) states that one thing that can be used as the evidence that simultaneous bilingual children can differentiate two different linguistic systems that they acquired is by looking at lexical differentiation developed by the children or the use of translation equivalents. translation equivalents are also called cross-language synonyms (schelletter 2005). the way of counting translation equivalents produced by children in this study follows nicoladis‟ technique (1998) that is translation equivalents are counted when the child produces words in the two languages that he or she acquired, that is, indonesian and german which refer to the same word class or similar event and situation. for example, nicoladis (1998) gives an example that in his study of a child who acquired portuguese and english, the child produced in portuguese the word bola „ball‟, and english ball. although the two words do not have to refer to the same ball, both words refer to the same word category, that is „ball‟. thus, the word bola and ball are regarded translation equivalents. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 130-148 146 in the case of aly‟s language development, there are about 164 translation equivalents developed from age 1;1 to 3;0. aly has developed translation equivalents or cross language synonyms since an earlier age or at the beginning of her language development. this agrees with the finding of pearson, fernandes & olle (1984) and quay (1995) ( in schelletter, 2005) which report that translation equivalents emerge since the beginning off bilingual child language development. the child‟s ability to produce translation equivalents is also shown by schelletter (20050 who studied german-english bilingual child lexical development. the ability of the bilingual child to produce translation equivalents since the beginning of his or her language development is the empirical evidence of separatte development hypothesis (sdh) in bilingual child language development. a similar conclusion was also made by schelletter, sinka & garman (2001) that since an early age children were able to differentiate words that they acquire. in other words, the child‟s ability to produce translation equivalents annihilates unitary language system (uls) or linguistic integration which was proposed by volterra & taeschner (1978). 4. conclusion in conclusion, the child raised simultaneously in indonesian and german has developed approximatelly 521 lexicon in indonesian and 243 in german. the child produced more nouns in comparison to other words categories. the child also developed about 164 translation equivalents or bilingual synonyms. that the child developed translations equivalents, it prooves that the bilingual child developed two different lexical systems. the finding implies that the bilingual child has the capacity to acquire two different linguistic systems. references adnyani, n. l. p. s., beratha, n. l. s., & suparwa, i. n. 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"the acquisition and development of language by bilingual children". journal of child language, 5: 311-326. impression in “i wandered lonely as a cloud” e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 1--15 accreditation:- 1 e-journal of linguistics the intergenerational understanding and use level of bamboo and coconut tree lexicons in the speech community of using ni nyoman sarmi e-mail: nyomansarmi@gmail.com dr. soetomo university surabaya aron meko mbete e-mail: aronmbete@yahoo.com study program of linguistics, post graduate study program, udayana university ida bagus putra yadnya e-mail: putrayadnya@yahoo.com study program of linguistics, post graduate study program, udayana university ni nyoman padmadewi e-mail: padmadewi@manilogistics.com.au english education department, faculty of language and arts, ganesha university of education abstract the study is aimed at describing the level of understanding and use of the bamboo and coconut tree lexicons which refer to both the entity and its derivatives by using ethnic community and the factors that become the background. to cope with the research problems ecolinguistic theory was applied. the data were collected by using observation, interview and documentation methods supported by recording technique and questionnaires. results of the data analysis are presented with formal and informal methods of deductive and inductive techniques, the results of analysis indicate that the level of respondents’ understanding and use on the lexicons of bamboo and coconut trees vary. the level of understanding and use of these two generic lexicons reaches 100% for all respondents while for specific lexicons and its derivatives, the understanding and use seem to vary. the lexicons which reference entities have a high usefulness, interaction, interrelation and interdependency, the level of understanding and use is also high. inspite of its numerous entity population, the population of entities seem much but if the lexicon does not have the benefit on the lives of the e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 1--15 accreditation:- 2 respondents, the level of understanding of the lexicon can be high but usage levels are low, particularly for juvenile respondents. in addition, there are a number of lexicon with a usage rate of 0% among the juvenile respondents. it happened on the lexicon of equipment made of bamboo which has a rare or endangered reference entity because its function is replaced by another entity. meanwhile, the factors that cause differences in the level of intergenerational understanding and use level of the lexicon of bamboo and coconut trees include (1) little population of entities; (2) less interaction, interrelation and interdependence on the reference entities; (3) some ul lexicon are replaced by other language lexicons; (4) the absence of transfer of knowledge of the reference entity from the predecessor generation; (5) the function of the reference entity is replaced by another entity function; and (6) the level of understanding and use of the respondent only at the level of generic lexicon. keywords: lexicon, interaction, interrelation, interdependence, level of understanding and level of use 1.1 background in the era of globalization, the survival (language maintenance) of local languages throughout the country needs to be examined because this phenomenon has brought changes, particularly on the language attitude of the native speakers. it also has an impact on the using language (ul), one of the small and wedged local languages in the archipelago. ul is classified into small local language because the number of its speakers is under one million people, or by ferguson (in supomo, 1976: 1-3) is classified as "low language". meanwhile, modernization in the field of transport and communications has opened the isolated ethnic community of using (hereinafter abbreviated uec). the uec is previously a static society, familiar with the environment, living as farmers, true to the culture and language has evolved into a dynamic society, away from nature, mastering several regional languages other than ul, and so on. this leads to interaction, interrelation, and interdependence with the natural environment that is becoming increasingly reduced in addition to the emergence of other language in everyday conversation, both on social and natural environment. banyuwangi in general and living environment of uec in particular, are fertile ground. various types of flora can flourish in this region, especially bamboo and coconut trees. the diversity of bamboo and coconut trees that grow in this area is reflected also by the diversity of lexicons. there are 51 lexicon of nouns in ul associated with bamboo plants which include the types of bamboo, the parts of the bamboo stem, and equipment made of bamboo rods. meanwhile, in relation to coconut tree there are 37 lexicons of noun which consist of the types of coconut, the parts of the coconut tree, utensils made from coconut tree parts, and preparations in the form of food made from coconuts. bamboo (bambusa vulgaris) which is called jajang in ul has an important role in the life of uec. in addition to becoming using traditional house building materials, such as kelakah e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 1--15 accreditation:- 3 (bamboo planks that are used for roofs), geladag (flooring made of bamboo), seseg (walls made of woven bamboo), and langkab (the wall made of thick woven bamboo slats), bamboo is also used for household appliances, such as kemarang (rice baskets made of woven bamboo), kereneng (a small basket for fruits), nyiru (tools for winnowing rice), and tumbu (basket with a lid as rice container at the time of travel). besides bamboo, coconut (cocos nucifera) also has an important role in the life of uec, namely the economic, social, and cultural roles. economically, coconuts can be sold, either in the form of granules or in processed form such as copra, can improve the welfare of society as banyuwangi is the largest coconut supplier to other regencies and municipalities in east java, including bali (banyuwangi dalam angka, 2010). the social role of coconut is seen when someone holds a celebration of marriage or circumcision. when a family hold this celebration, close relatives or neighbors typically contribute some coconuts for the purpose of the celebration. the same thing will be done by families who have ever received a donation to the family of the donor. meanwhile, the role of coconut culture in the uec is the use of coconut for pitik pecel dishes that must be present on each selametan (celebration) in addition, blarak 'dried palm leaves' are materials to make a torch mounted on the front of the house before the ceremony of bersih desa (village purification), especially in the village of kemiren, while its janur (young coconut leaf) is used for ketupat and for decoration at a time of marriage ceremony (the result of interview with bapak a.a.tahrim, village head of kemiren, in august 2011). it seems that the important role carried out by bamboo and coconut trees are not accompanied by the understanding and use of lexicons associated with the two entities. it is certainly not favorable for the survival of ul at the level of the lexicon of flora for times to come due to the extinction of the language is initiated by obsolescence and ignorance of certain lexicons in everyday conversation of language speakers (cf. seguy in lauder, 1990: 163). based on the above rationale, this paper is an attempt to reveal a small proportion of the problems that plagued ul in terms of lexicon and the factors behind these problems. 2. concept and theoretical framework 2.1 concept 2.2.1 lexicon the concept of lexicon that is applied in this paper is a concept put forward by kridalaksana (1982) which states that the lexicon is a list of words about the environment where a life is and accompanied by an explanation. in addition, the lexicon also refers to the repertoire of one's own words, in this study respondents. 2.2.2 environtment environment in language study concerns language environment and language of environment. language environment according to sapir (in fill and muhlhausler, ed., 2001: 14), is natural and cultural spaces where a language exists that includes physical and social environment ul is spoken. physical environment is related to the geographical character, e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 1--15 accreditation:- 4 such as a topographical area, climate, rain fall level, mineral resources, variety of flora and fauna that exist in it. furthermore, the social environment refers to the various forces that shape the way people live and the way of thinking of individuals that include religion, ethics, forms of political organization, and art that affect the vitality of a language (fill & muhlhausler, 2001: 1). meanwhile, the language of environment is the corpus of language that reflects on the environment, including lexicons as a product of social practices and social discourse (muhlhausler, 2001: 5), which in this study refers to the lexicons that describe the biotic and abiotic natural environmental wealth of ul. 2.2.2 theoretical framework ecolinguistics is defined as the interaction between language and the environment through their speakers. haugen (in garner, 2005) confirms that the language environment consists of two components, namely psychological and sociological components. a living language (used orally or in writing) represents the facts about the natural, social, and culture that exist in the environment (fill and muhlhausler, 2001) so that in addition to being a social fact, the language is also a record of the facts of nature as a sign of their human relationship with the natural environment recorded in the lexicon of a language, as implied in the following statement of sapir (in fill and muhlhausler, ed., 2001: 14). “it is the vocabulary of a language that most clearly reflects the physical and social environment of its speakers. the complete vocabulary of a language may indeed be looked upon as a complex inventory of all ideas, interests, and occupations that take up the attention of the community, and were such a complete thesaurus of the language of a given tribe at our disposal, we might to a large extent infer the character of the physical environment and the characteristic of the people making use of it. it is not difficult to find the examples of languages whose vocabulary thus bears the stamp of the physical environment in which the speakers are placed” it is clear from the above statement that the lexicon of a language reflects the wealth of thoughts, including ideas and ideologies, interests, and important activities related to the profession and work to make a living carried out by a language speech community, in addition to reflecting the language physical environment (such as rivers, lakes, mountains, rice fields, and so on) and the character of the speakers. a language community in a given natural environment, because of the interaction, interrelation and interdependence in the neighborhood, eventually has the experience of the environment, and this is recorded by the language, and actualized in the form of lexicons (fill and muhlhausler, 2001: 1). 3. research methods this research data is in the form of percentage level of understanding and use of lexicons associated with entities of bamboo and coconut trees by three groups of respondents consisting juvenile group (15-30 years), adults (31-50 years), and aged (51 years and over). the research data consist of two types, namely quantitative data and qualitative data. quantitative data were collected through a questionnaire containing the e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 1--15 accreditation:- 5 spread of the lexicon associated with the entities of bamboo and coconut. qualitative data were used to support the quantitative data obtained using unstructured interview method with a question-and-answer techniques, as well as participative observation methods. and the results are presented by implementing formal and informal methods by ways of combining the application of deductive and inductive techniques. 4.discussion using ethnic community mostly live as farmers scattered almost in some districts so that their lives are very close to nature. their different interaction, interrelation and interdependence against the surrounding natural environment influence their knowledge of environmental resources that may include a wide variety of flora, such as bamboo and coconut trees. the diversity of interaction, interrelation and interdependence of the reference entity is reflected in the diversity of the level of understanding and use of the lexicon that refer to it. the following discussion is about the uec intergenerational understanding and use of the lexicons of bamboo and coconut with its derivative lexicons. 4.1 intergenerational understanding level of uec on bamboo tree lexicons bamboo in ul called jajang grows in the areas of banyuwangi regency in general, and in particular in the neighborhoods of uec. there are bamboos that grow wild and some are cultivated. there are fifteen species of bamboo found growing from the lowlands to the hilly areas with a trunk circumference of the smallest, namely jajang wuluh 'bamboo stalks of children finger big with greenish-yellow colour up to the biggest, namely jajang meluwuk 'bamboo with highest and biggest rods’. uec interaction, interrelation and interdependence with bamboo entities vary greatly depending on the usefulness, population, and environment where the entities grow whether near the settlement of these entities or not. likewise for derivative products, its interaction, interrelation, and interdependence also vary. of the fifteen specific lexicons of species of bamboo (jajang), only four types of bamboo, namely jajang kuning 'yellow bamboo', jajang petung 'bamboo with a straight trunk and thick wall sections', jajang tutul' bamboo spotted as leopard fur ', and jajang surat' bamboo strokes on its segments' with the level of understanding above 70% by juvenile respondents, while the level of understanding on adult and aged respondents 80%. although the population is not much, the high level of understanding of bamboo is caused by the usefulness of these fourth kinds of bamboo in the life of uec. jajang petung is widely used for building poles and boat outrigger (for balance); jajang tutul and jajang pellet are used for seat materials and room devider; and jajang kuning is widely planted in front of the house for beauty, as well as the basic material for various handicrafts. this phenomenon causes the entities to be recorded in the conception of the uec and become their knowledge of the entity. the understanding about other species of bamboo in all respondents is under 70% even only 5% and 10% among adult respondents on the entity of jajang meluwuk (meluwuk implies its size exceeds the size of regular bamboo). this is caused by the scarcity of the e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 1--15 accreditation:- 6 reference entities which usually grows in the forest so far from population reach, whereas for other types of jajang, the lack of understanding of juvenile respondents in particular, is due to their inability to distinguish physical characteristics of each entity due to lack of interaction, interrelation and interdependence on a reference entity. to determine the level of uec intergenerational understanding of each lexicon entity and its bamboo lexicon derivatives, see the following table. table 1 intergenerational understanding level of uec on bamboo tree lexicons using lexicon level of understanding using lexicon level of understanding juvenile (%) adult (%) aged (%) juvenile (%) adult (%) aged (%) jajang 100 100 100 galar 95,2 95 100 jajang apus 23,8 35 77,3 seseg 95,2 95 100 jajang benel 47,6 60 77,3 langkab 19 50 86,4 ajang kuning 76,2 90 100 lothek 95,2 95 100 jajang ori 62 95 100 kemarang 38,1 60 90,9 jajang peting/ keting 33,3 70 90,9 keranjang 100 100 100 jajang petung 81 100 100 kereneng 4,8 50 72,7 jajang meluwuk 4,8 10 54,5 kicir 71,4 80 95,5 jajang pellet 14,3 35 68,2 nyiru 33,3 55 100 jajang surat 71,4 80 100 sawu 90,5 95 95,5 jajang tali 57,1 75 100 seser 100 100 100 jajang wuluh 66,7 70 100 kukusan 95,2 100 100 jajang tutul 81 90 100 beronjong 52,4 60 100 jajang ampel 47,6 60 100 budhag 71,4 75 90,9 jajang watu 4,8 35 68,2 tumbu 100 100 100 jajang gabug 19 45 68,2 tedhok 4,8 35 72,7 parts of bamboo stems tenong 19 60 90,9 barongan 90,5 95 100 golong/ gunjo 28,6 35 86,4 clumpring 52,4 80 81,8 katir 9,6 55 72,7 ebung 100 100 100 kentongan 57,1 90 100 serit 66,7 85 90,9 berajag 57,1 70 95,5 equipments made of bamboo rods beranding 95,2 100 100 keser 23,8 45 68,2 cokop 14,3 65 95,5 galar 90,5 100 100 cantuk 85,7 95 100 seseg 90,5 100 100 singkek 100 100 100 geladhag 42,9 55 81,8 penguluran 66,7 85 90,9 meanwhile, the level of understanding of the lexicon of the bamboo rod parts is higher than for other types of bamboo, especially for the lexicon barongan 'collection of bamboo stems’ and ebung 'shoots / bamboo shoots'. the high understanding of the lexicon is due to the high interaction, interrelation and interdependence against the reference entity. ebung, especially from jajang petung, is much sought for vegetables and other dishes, while barongan is very easily found around uec dwellings, in addition to the fact that this lexicon refers to all types of jajang barongan. e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 1--15 accreditation:- 7 furthermore, the lexicons of equipment made of bamboo stems with totaling 29 point level of understanding is very volatile, meaning that there is a lexicon with a high level of understanding and there are even very low. for entities that still function in the life of uec the quantity is still found in their environment, and the level of understanding of the lexicon is high. this phenomenon is found, among other things, on the lexicons as galar 'sized bamboo planks that are assembled and tied with a rope and is used as a mattress', ganjur / sengget 'pole', ‘irig' round-shaped container with holes, made of woven bamboo, 'lothek' small planks of bamboo rods as the base material of various equipment, ‘kentongan' gong ', tenong' containers made of woven rattan framed bamboo ', cantuk' base of the stem of bamboo is used to grind spices, and singkek ' carrier (usually crops or grass) made of bamboo slats that the front and rear triangular shaped 'with the level of understanding of above 90%. conversely, a reference to the entity that is physically rare or no longer in the neighborhood of uec because its function has been replaced by an entity that is made of metal or plastic then lexicon is poorly understood by the teenager respondents especially. it is found in lexicons, such as golong / gunjo 'tubes made of the bamboo to transport water from the rivers' whose function is replaced by a bucket or plastic cans; kereneng 'small basket for wrapping fruits' whose function is replaced by the wrapping paper / plastic bags; berajag 'bamboo planks that one end sharpened used for barrier' whose function is replaced with a metal wire mesh or plastic netting; and beranding 'ropes made from bamboo incisions' whose name turned into ropes or tali jajang with the level of understanding of each below 20%. looking at the above phenomenon, it seems that modernization has affected the conception of uec on bamboo lexicons because of the lack of interaction, interrelation and interdependence of the entities of reference. 4.2 intergenerational understanding level of uec on coconut tree lexicons kelapa 'coconut' is an entity that can easily be found from the highlands to the coastal areas in banyuwangi in general, in the neighborhood of uec in particular. it indicates that the uec in particular has a high interaction, interrelation and interdependence against coconut entities that have an impact on the creation of various concepts in their minds so as to create various types derived from coconut tree referred to as lexicon about coconut including lexicon about the kinds of coconut, parts of the coconut tree and utensils made from parts of the coconut trees, as well as food made from coconuts which make ul is very different to other local language lexicon. there are five specific lexicons of coconut, namely kelapa bunyuk 'which does not have a pockmark coconut fruit', kelapa kopyor 'watery coconut flesh', kelapa ijo 'pockmark coconut fruit remains green despite dry ', kelapa puyuh 'small coconut fruit like a quail egg'; and kelapa gading ' yellow palm fruit skin '. because of the high interaction, interrelation and interdependence of uec against this entity, the level of their understanding of the lexicon is quite high, ie above 60% except for kelapa bunyuk that is only 23.8% (teens), e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 1--15 accreditation:- 8 50% (adults), and 63.5 % (aged). this is due to population scarcity of this entity and the absence of the cultivation due to lack of economic value. because of the uec familiarity with coconut entity, they name parts of this entity in detail reflected in the diversity of lexicons they are referring to, ie as many as eighteen lexicon with the level of understanding of almost 100% for lexicons, such as in bongkok 'palm leaf stalks ', bathok 'coconut shell', belarak 'old and dry'coconut leaves, janur 'young coconut leaf', tombong 'flesh that grows in the midst of very old coconut fruit that over 50% for other lexicon for all respondents except for the lexicon tapas 'fibers contained in coconut frond end'. previously, before the kerosene stove or a gas stove are introduced, the entity is used to feed the fire when cooking, in addition to blarak. although the quantity of this entity as much as the sum of the other parts of coconut trees, because of its function that is not so important, especially teenagers felt no need to remember the name. to determine the respondents' level of understanding of the lexicon associated with coconut tree, note the following table. table 2 intergenerational understanding level of uec on coconut tree lexicons using lexicon level of understanding using lexicon level of understanding juvenile (%) adult (%) aged (%) juvenile (%) adult (%) aged (%) coconut and the type tombong 95,2 95 100 kelapa 100 100 100 pol 95,2 100 100 kelapa bunyuk 23,8 50 63,6 mancung 95,2 100 100 kelapa ijo 90,5 100 100 equipment made of coconut trees kelapa kopyor 77,3 90 100 cengkir 71,4 75 100 kelapa gadhing 66,7 95 90,9 irus 90,5 100 100 kelapa puyuh 95,2 90 100 kepang 66,7 85 100 the name parts of the coconut tree kiso 66,7 90 100 bongkok 100 100 100 rinjing 23,8 60 86,4 athok 100 100 100 siwur 90,5 100 100 belarak 100 100 100 patar 38,1 65 81,8 belangkokan 90,5 95 100 sapu 100 100 100 beluluk 76,2 100 100 tepis 90,5 100 100 cangkok 95,2 100 100 kurih 9,6 70 81,8 cikilan 90,5 100 100 sepet 100 100 100 cumplung 72,1 90 100 bencorong 66,7 90 95,5 dangu 76,2 75 100 canting 66,7 75 95,5 gelugu 66,7 80 100 welit 42,9 95 100 tali papah 57,1 85 100 products from coconuts janur 100 100 100 gulali 85,7 100 100 e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 1--15 accreditation:- 9 jeliring 76,2 90 100 koyah/serbuk 66,7 80 86,4 mayang 57,1 90 100 koprah 66,7 95 100 ruyung 52,4 75 100 sawur 52,4 70 95,5 tapas 28,6 75 100 as regard to the lexicons of equipment and preparations made from coconut stems and fruits, the level of respondents’ understanding is quite varied. the data in the table above show that there are significant differences between the level of understanding of the lexicon of the juvenile on the one hand and adult and aged respondents on the other side. there is no large understanding gap has occurred between the latter respondents. the reverse is seen in the gap between juvenile and adult /aged respondents which amount to more than 50%, as shown in coconut lexicon of kelapa bunyuk 'coconut without pockmark 'tapas' fibers of coconut leaf midrib stalk', rinjing 'rectangular container made of woven coconut leaves', kurih 'small and short broom to clean the pans after roasting something', and welit 'coconut leaves arranged for the building's roof'. differences in the level of understanding between the juvenile respondents versus adults / aged respondents are caused by differences in perceptions about the benefits of entity of the lexicon references, as well as due to the low interaction, interrelation and interdependence with the reference entity. as it is known rinjing is almost no longer used because of its function has been replaced by plastic baskets; kurih, although still there, the teenage respondents just call it broom, and welit function has been largely replaced by plastic roof or roof tarps. different things are seen on the comparison between the understanding level of adult and aged respondents with the greatest span of different understanding in the range of 25%, as shown in the lexicons, dangu ‘coconut stalk’, ruyung 'coconut trunk used for building materials ', tapas' fibers of coconut leaf midrib stalk ', rinjing' rectangular containers made of woven coconut leaves', and sawur 'spiced roasted grated coconut served to dishes'. differences in the era of gaining knowledge about this equipment become the cause since about 20 years ago the objects made of plastic have not been as popular as it is today, which may be called the era of plastic. there are a lot of equipment made of plastic because it is more practical and cheap, also very easy to obtain. 4.3 intergenerational use level of uec on bamboo tree lexicons entities of bamboo (bambusa vulgaris) can easily be found in the neighborhood of uec because the area is very rich in bamboo entities, both in terms of the type and quantity so abundant lexicon of bamboo are owned by ul. due to the ideology and creativity of uec about bamboo, a variety of equipment made of bamboo sticks helped enrich the natural environment repertoire of bu particularly the lexicon of bamboo. however, due to changes in the social environment and modernization, although they are understood and known, many lexicons have disappeared in their everyday communication, particularly among teenage respondents. e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 1--15 accreditation:- 10 the great number of population does not guarantee the amount of interaction, interrelation and interdependence of the existing bamboo entities. for example the phenomenon that occurs in jajang gabug 'bamboo with thin walls and fragile segments', and jajang ampel 'bamboo short segmented but thick-walled'. both of these entities are very much used in the community. jajang gabug is widely used as stalks of banner and firewood, while jajang ampel is widely used as stakes in the fields where animals are tethered. inability to distinguish physical characteristics of this entity with other entity of bamboo and the use of generic lexicon of jajang to refer to both is the cause of a low occurrence of these lexicon entities in everyday conversation among uec. jajang cemeng 'black bamboo' is a rare and endangered bamboo species. this bamboo is considered to have magical power for a handful of people so often sought after by quacks that only comes up in the conversation of certain people and the ecoregion growth is in any place that is difficult to reach by people. this entity can be achieved after doing meditation (an interview with mr. seraj, in the village of kemiren, in december, 2011). meanwhile jajang watu 'bamboo that is very strong and is often used to transport stone' its population is so small that the interaction and interrelation of uec are less with this entity. the diversity of bamboo lexicon and equipment made of bamboo, as well as the level of use of each of the respondents to the lexicons can be seen in the following table. table 3 intergenerational use level of uec on bamboo tree lexicons using lexicon level of use using lexicon level of use juvenile (%) adult (%) aged (%) juvenile (%) adult (%) aged (%) jajang 95,2 100 100 galar 76,2 75 77,3 jajang apus 4,8 10 18,2 seseg 52,4 65 77,3 jajang benel 14,3 25 45,5 langkab 40 40,1 ajang kuning 14,3 30 31,8 lothek 62 70 77,3 jajang ori 47,6 55 63,6 kemarang 90,5 100 100 jajang peting/ keting 5 4.5 keranjang 52,4 90 100 jajang petung 19 40 54,5 kereneng 5 18,2 jajang meluwuk 15 18,2 kicir 14,4 65 77,3 jajang pellet 23,8 60 68,2 nyiru 100 100 100 jajang surat 42,9 65 68,2 sawu 5 22,7 jajang tali 5 22,7 seser 14,3 40 45,5 jajang wuluh 47,6 40 63,6 kukusan 90,5 100 100 jajang tutul 33,3 50 59,1 beronjong 15 18,2 jajang ampel 10 13,6 budhag 45 54,5 jajang watu 33,3 70 72,1 tumbu 19 40 50 jajang gabug 4,5 tedhok 60 59,1 parts of bamboo stems 20 31,8 tenong 62 70 95,5 barongan golong/ gunjo 10 9,1 lumpring 71,4 75 77,3 katir 9,6 50 59,1 ebung 42,9 55 63,6 kentongan 76,2 70 77,3 serit 81 85 90,9 berajag 15 22,7 e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 1--15 accreditation:- 11 equipments made of bamboo rods 42,7 60 68,2 beranding 55 54,5 keser cokop 14,3 50 50 galar 9,6 35 40,1 cantuk 62 100 100 seseg 23,8 30 31,8 singkek 100 100 100 geladhag 81 85 86,4 penguluran 52,4 70 72,7 the above table shows that of the 18 species of bamboo that grow in the environments where uec live, only four species of bamboo with an average use rate above 50%, namely jajang petung with its use levels respectively 47.6%, 55%, and 63 , 6%, jajang ori by 42.9%, 65%, and 68.2%, jajang surat 47.6%, 50%, and 63.6%, and 33.3% jajang tali, 70%, and 72.1%. the high occurrence of the above bamboo species resulted from the interaction, interrelation, and interdependence, as well as many functions for the uec life. for example, jajang petung is widely known and familiar to the uec because this entity is widely used for home or other building poles because its trunk is straight and sturdy. jajang ori is widely used for fences and retaining clumps often used for anchoring erosion due to the strong roots. jajang surat ‘bamboo that has scratches on the trunk and become the basic material for the manufacture of furniture or the various handicrafts of high artistic value and jajang tali is a type of bamboo with a rather long but medium walled which is a basic material for various types of rope, which include rope to tie pets such as cattle and buffalo before the familiar plastic strap that is more robust and practical. meanwhile, the lexicon barongan ' stems of bamboo grove' with 71.4% use rate, 75% and 77.3% and lexicon ebung 'bamboo shoots or very young stems’ at the level of use of 81%, 85%, and 90%; they are two lexicons of parts of bamboo trees familiar to the respondents because of their high interaction in addition to the population is quite a lot and also as one of the types of vegetables often consumed by uec, especially rebung entity. o u t o f t h e t h i r t y l e x i c o n s o f b a m b o o e q u i p m e n t s k n o w n b y t h e u e c , o n l y e l e v e n l e x i c o n s w i t h t h e a v e r a g e l e v e l o f u t i l i z a t i o n a b o v e 6 0 % , w h i l e t h e o t h e r u s e i n d i c a t e s a v e r y l o w l e v e l . l e x i c o n s t h a t s t i l l f r e q u e n t l y a r i s e i n e v e r yd a y c o n v e r s a t i o n i n t h e u e c , i n c l u d i n g i r i g ' r o u n d s h a p e d c o n t a i n e r w i t h h o l e s m a d e o f w o v e n b a m b o o ' w i t h t h e l e v e l o f u s e o f 8 1 % , 8 5 % , a n d 8 6 . 4 % ; g a l a r ' b a m b o o p l a n k s s t r u n g t o g e t h e r w i t h r o p e f o r d i v a n p a d s ’ 7 6 . 2 % , 7 5 % , a n d 7 7 . 3 % ; c a n t u k ' b a s e o f b a m b o o s t e m t h a t i s u s e d t o g r i n d s p i c e s ' b y 6 2 % , 1 0 0 % , a n d 1 0 0 % ; a n d c i n g k e k / s i n g k e k ' s h o u l d e r i n g t o o l m a d e o f b a m b o o s l a t s w i t h f r o n t a n d t r i a n g u l a r m a r k i n g s t o p l a c e l u g g a g e ' b y 1 0 0 % , 1 0 0 % , a n d 1 0 0 % . t h e h i g h d e g r e e o f o c c u r r e n c e o f t h e s e l e x i c o n s i n d a i l y c o m m u n i c a t i o n i n t h e u e c a s e n t i t i e s o f r e f e r e n c e a r e s t i l l e a s i l y f o u n d b e c a u s e m a n y o f i t s f u n c t i o n s , i n p a r t i c u l a r s i n g k e k o w n e d b y e a c h f a m i l y. 4.4 intergenerational use level of uec on coconut tree lexicons e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 1--15 accreditation:- 12 coconut entity is a plant that is very easy to find in the uec neighborhood for its characteristic is easy to grow in different types of land. there is high interaction, interrelation, and interdependence between the uec with this entity because some of its important roles, including socio -cultural and economic roles. economically, it is not only the fruit but also, janur, bathok (in the form of handicrafts), and stem that can be sold so as to support community economies. meanwhile, the social role is in its use as a sign kinship and friendship ties when a family held a celebration, while its cultural significance can be seen in obsolescence grated coconut for spice to prepare pecel pitik in several events, and its leaf is used as decoration in mantenan celebration. the importance of coconut for their lives, the uec do not only make the kinds of coconut and parts of the tree as a topic in their daily conversation, but also through their imagination and knowledge various kinds of equipment are created from parts of the tree. it can be seen from various lexicons associated with coconut owned by the ul that makes it different to other local languages especially lexicons of coconut and its level of use by each respondent group as shown in the following table. table 4 intergenerational use level of uec on coconut tree lexicons using lexicon level of use using lexicon level of use juvenile (%) adult (%) aged (%) juvenile (%) adult (%) aged (%) coconut and the type tombong 19 70 81,8 kelapa 100 100 100 pol 19 50 86,4 kelapa bunyuk 25 22,7 mancung 33,3 60 59,1 kelapa ijo 9,6 55 72,3 equipment made of coconut trees kelapa puyuh 52,4 55 72,7 kisa 14,3 40 68,2 kelapa.ijo 90,5 100 100 rinjing 45 45,5 kelapa gadhing 42,9 95 90,9 sapu 100 100 100 bagian-bagian pohon kelapa tepis 90,5 100 100 janur 85,7 95 95,5 kurih 4,8 55 59,1 belarak 85,7 100 100 welit 9,6 35 40,1 bongkok 72,1 80 86,4 sepet 95,2 95 100 jeliring 19 70 90,9 bencorong 47,6 80 95,5 pol 4,6 85 90,9 canting 38,1 55 59,1 beluluk 42,9 80 77,3 siwur 47,6 65 68,2 bathok 62 75 86,4 irus 33,3 45 50 belangkokan 62 80 100 patar 4,8 45 50 cikilan 72,1 80 86,4 products from coconuts tombong 95,2 100 100 gulali 4,8 5 31,8 dangu 42,9 60 86,4 koyah 9,6 70 68,2 mayang 23,8 65 77,3 koprah 23,8 65 77,3 e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 1--15 accreditation:- 13 tapas 9,6 60 72,7 sawur 28,6 50 77,3 of the 37 lexicons associated with coconut entities, only 8 lexicons, namely kelapa ijo 'green coconut / mulung, coconut pockmark remains green even though its fibers are dry,' janur 'young coconut leaf', belarak 'old and dry coconut leaves ', bongkok ' coconut leaf stalk ', tombong' white flesh in an old coconut fruit', sapu 'broom made of coconut tied leave sticks', tepis' small broom to repel mosquitoes or flies', and sepet 'coconut fibers for cleaning (usually) kitchen utensils after cooking' with a use rate above 70% by respondents, especially by teenagers, while adults and aged respondents are above 75%. it is a high occurrence of these lexicons in uec everyday discourse, in addition to the frequent quantity and significance uses. kelapa ijo, for example, its young coconut water of this entity when mixed with certain herbs can be used to maintain stamina, particularly men, whereas its oil is efficacious as fertilizer and hair booster. the use frequency of lexicons janur, belarak, bongkok, cikilan, dan tombong as the topic of conversation in uec everyday communication is caused by the high interaction, interrelation and interdependence of the reference entities of the lexicon. janur is an important element for making various types of ketupat that exist in various slametan and also for decoration, while blarak is used as torch on the day before the ceremony in the village of ider bumi in the village of kemiren in particular. meanwhile, if the percentage level of use of other lexicons observed, a difference is visible in the level of teen respondents use on the one hand and the adult / aged respondents on the other side with a ratio of almost 1: 5 or more, such as on lexicons of kelapa bunyuk 'coconut without fruit pockmark ', kelapa kopyor' coconut with dilute flesh', pol 'budding coconut leaf midrib', rinjing 'rectangular container made of palm leaves' and koyah 'powder made from roasted grated coconut'. the high disparity between juvenile respondents and adult / aged respondents are as a result of the low interaction, interrelation and interdependence of juvenile respondents against the reference entity because they feel it is important to know the reference entity even though the population is still much around them. the same was found in the use of lexicon gulali, namely snacks made from palm / coconut sugar loamy cooked up that can be stretched like a rope with each level of use of 4.8%, 10%, and 17.9%. the almost extinction of this lexicon as a reference, in addition to its manufacture requires a long process, the emergence of various forms and kinds of sweets or candy is a contributing factor for the phenomenon. 5. contributing factors causing differences in intergenerational understanding and use level of uec on bamboo and coconut tree lexicons the result of analisis showed that the difference in the level of understanding and use of the ul lexicons between groups of juvenile, adult, and aged respondents was due to various factors. the influence of these causative factors are not independent but interlinked with each other. based on the analysis of data and observations in the field there are 5 factors that cause differences in the level of understanding and use e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 1--15 accreditation:- 14 of lexicons of coconut and bamboo trees by the three groups of respondents. the factors in question include: (1) little population of entities; (2) low interaction, interrelation, and interdependence of the reference entity of specific lexicons because of the influence of modernization; (3) no transfer of knowledge of certain entities by the predecessor generation resulting in gaps in knowledge about the reference entities which have an impact on the level of understanding and use of the lexicon that refer to it; (4) the replacement some of the ul lexicons by other languages because of the use of regional languages other than ul in daily communication of uec; (5) the replacement of the function of a particular lexicon reference entity by the function of another; and (6) the respondents' level of understanding and use only on the generic lexicons. 7. conclusion there are differences in the level of uec intergenerational understanding and use of lexicons of bamboo and coconut trees and its derivatives. the big difference in the level of understanding and use of the respondents about the reference lexicons of the two entities above indicates the changes in ul lexicons associated with bamboo and coconut treess can be: (1) the loss of some lexicons because its reference entity disappears; (2) the emergence of new lexicons, because of the emergence of new entity that needs to be accommodated; or (3) the replacement of some ul lexicons by other language lexicons. related to the level of uec intergenerational understanding and level of use of the lexicons about bamboo and coconut trees, the results of data analysis showed the followings. 1) as regard to the lexicons of bamboo and coconut trees which referent entity have an important role in the life of uec, the level of understanding and use is quite high on all respondents. 2) regarding the lexicons related to bamboo and coconut treess that are less useful in the uec lives, the level of uec intergenerational knowledge and use is low. 3) for the lexicons associated with traditional equipment made from bamboo and coconut trees, although the reference entity is still a lot, its function has been replaced by another entity function and that the level of use, especially juvenile respondents, is low. 4) there is a big difference of intergenerational understanding and use of some lexicons, between juvenile on the one hand and adult and aged respondents on the other hand, found in lexicons which refer to the entity of utensils made from bamboo stems and coconut trunks. 5) the factors that cause differences in the level of uec intergenerational understanding and level of use of bamboo and coconut lexicons along with its derivative lexicons, namely (1) little amount of the reference entity population, (2) low interaction, interrelation and interdependence to the reference entity of specific lexicons, (3) no transfer of knowledge of certain entities by the predecessor generation, (4) the replacement of some ul lexicons by another e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 1--15 accreditation:- 15 language lexicons; (5) the replacement of function of a particular lexicon reference entity by other entity functions; and (6) the respondents' level of understanding and use only on the generic lexicon. bibliography ali, hasan.2004.kamus bahasa daerah: using – indonesia. banyuwangi: pemerintah kabupaten banyuwangi. edwards, john.1985. language, society, and identity. oxford: basil blackwell fill, alwin dan peter muhlhausler (eds.). 2001. the ecolinguistics reader: language, ecology and environment. london: continuum. haugen, einar. 1972.”the ecology of language”, in dil, a.s. (ed) the ecology of language: essays by einar haugen, stanford: stanford university press. herusantosa, suparman.1987."bahasa using di kabupaten banyuwangidisertasi. jakarta: universitas indonesia. kantor pembinaan kesenian perwakilan departemen pendidikan dan kebudayaan propinsi jawa timur.1972. bahasa-bahasa daerah propinsi jawa timur.dalam bahasa dan kesusastraan. seri khusus no.10 jakarta : lembaga bahasa nasional. kridalaksana, harimurti.1982. kamus linguistik. jakarta:gramedia mbete, aron meko dkk.2009.”penyusutan fungsi sosioekologis bahasa melayu langkat dan bahasa muna serta upaya pemberdayaannya.laporan penelitian. denpasar:universitas udayana. subyatiningsih, foryani, dkk.1999. “fungsi dan kedudukan bahasa using di banyuwangi” laporan penelitian (belum terbit) sugiyono. 2010. metode penelitian kuantitatif, kualitatif, dan r & d (cetakan ke 9). bandung: alfabeta 1 e-journal phonology of kaur language in generative theory wisman hadi indonesian department, faculty of languages and arts, medan state university email: wisman_hadi@yahoo.com i wayan pastika doctorate program in linguistics, faculty of letters, udayana university i nyoman suparwa doctorate program in linguistics, faculty of letters, udayana university a.a. putu putra doctorate program in linguistics, faculty of letters, udayana university abstract kaur language (abbreviated to kl) is one of the varieties of central malay, which is spoken by the people living in kaur regency, bengkulu province. this study focuses on three problems; they are (1) how the segments of sounds in kl were represented and what features distinguished them; (2) how the syllabic structures, phonetic symbols, and the patterns of stress in kl were represented; and (3) how and why the phonological processes in kl took place; and what its phonological rules were like? the general objective of this study was to analyze the phonological system of kaur language, and the specific objective was to explain the sound segments, syllabic structure, phonotactic system, and phonological processes and rules of kl using the generative theory. descriptive-qualitative approach was used in this study. the data were collected using interview and documentation methods and were analyzed and presented formally and informally. the results of the study showed that there were 23 phonological processes in kaur language represented by /a, ɘ, i, u, p, b, t, d, c, ɟ, k, g, ʔ, m, n, ɲ, ŋ, s, ʕ, h, l, w, j/. these segments were phonetically realized by [a, ɑ, ɘ, ə, i, ɪ, e, ɛ, u, ʊ, o, ɔ, a, ɑ , ɘ , ə , i , ɪ, e , ɛ , u, ʊ , o , ɔ , p, p>, b, b>, t, t>, d, c, ɟ, k, k>, g, g>, ʔ, m, n, ɲ, ŋ, s, z, , ʕ, h, h , l, w, j, w, j]. every segment was described by using 17 distinctive features, which were [syllabic, son., cons., cont., nas., lat., ant., cor., gut., plosives stops, voiced, high, front, back, low, atr, round.]. in addition, it was found that there were 3 diphthongs, 9 series of vowels, 14 clusters of consonants, 22 series of consonants, and several unique series of vowel-consonants, 36 syllabic structures of bases, 5 basic patterns of syllabic structures of affixes, and 4 structures of mixed affixes. the phonological processes are described in 49 phonological rules. of these 49 rules, there are several ordered phonological rules. key words: kaur language, syllable structure, phonological processes 2 1. introduction kaur language (abbreviated to kl) is spoken by more or less 40,000 people. it is genetically related to central malay (abbreviated to cm) (a combination of minangkabau language and malay language). geographically, it is spoken in kaur regency, bengkulu province (see arono, 2004 and lewis, 2009). the other names for it are mulak language, bintuhan language, and bulak-bintuhan language. among the three names, bahasa kaur is better well known by those belonging to the kaur ethnic group. phonologically, in addition to having universality, kl also has uniqueness. such uniqueness, for example, can be seen from its phonological system and phonological processes. phonologically, kl has four vowels and nineteen consonants (including semivowels). having the system of four vowels and the system of fricative laryngeal consonants have made kl unique enough if compared to the other languages, especially those which are genetically related to cm. in addition, kl has a number of phonological processes, several of which are highly unique as exemplified by the process of addition of fricative velar. a specific study exploring the phonological aspect (including phonetic aspect) of kl using generative theory has never been done before. thus, theoretically, this present study is highly important and interesting. the reason is that phonology/phonetics is the most basic part of linguistics. in other words, one can use phonetic and phonological knowledge as a capital for conducting wider linguistic studies including morphology, syntax, and semantics (laksman, 2001:139). apart from that, it is such a phonological aspect which can reveal the specific as well as universal features of a language (suparwa, 2007:3). therefore, being the basic aspect and being able to describe a particular side of the speakers of a language, phonological aspect should be given more priority to explore than the other aspects (palmer, 1996:273; erom, 2010). the problems in this study are formulated into three questions; they are (1) how the segments of sounds in kl were represented and what features distinguished them; (2) how the syllabic structures, phonetic symbols, and the patterns of stress in kl were represented; and (3) how and why the phonological processes in kl took place; and what its phonological rules were like? in general, this study aimed at (1) analyzing the phonological system in kl in such a way that the phenomena of sounds in kl, both the phenomena related to one segment, combinations of segments, and the changes taking place in such segments, could be comprehensively described; (2) applying the theory of generative phonology to the data taken from kl; (3) developing phonological studies which did not only analyze the phonological processes from the internal factors of linguistics but also from the external factors of linguistics . in particular, this study aimed at (1) describing the representations of the segments of sounds in kl and the segments of sounds in kl based on their distinctive features; (2) describing and analyzing the representations of the syllabic structures, the phonetic systems, and the patterns of stress in kl; and (3) analyzing the phonological processes, the factors leading to such phonological processes; and the phonological rules in kl. 2. research method this study was conducted in seven districts in kaur regency, bengkulu province from august 2010 to march 2012. the oral data used in this study were obtained from informants 3 and the written data were obtained from kl documents. the instruments used in this study were the researcher himself, an interview guide and a recorder. the data were collected through observation method (field linguistics) and library research (documentation). the observation method included three techniques; they were (1) elicitation, (2) recording, and (3) transcribing. the ladefoged phonetic transcription was used to transcribe the data completed with ladefoged cd software, phonetic symbol guide, sil doulos ipa93 (font), speech analyzer version 3.0.1 (sil, 2007), and m. kosmen keyboard keyman program. the documentation method included the documents written in kl. the collected data were analyzed based on the steps in dynamic phonology, segmental phonology, and suprasegmental phonology. the steps in dynamic phonology are as follows (1) the existing morphemes were determined, (2) the variants found were listed, (3) the rules describing such variants were transcribed, (4) the appropriate rules were combined, (5) the rules were tested, and (6) the rules were orderly compiled when necessary (see suparwa, 2007: 88). then, the steps in the segmental phonological analysis including phonological segments were proved and phonetic variants were found. after that, the analysis was continued by assigning the distinctive features to the segments of sounds in kl, redundant rules, the combinations of the sounds of segments in kl, the redundancies were analyzed so that optimal rules were created, the syllabic structures and the phonotactic system in kl were described and explained, and where the patterns of stress in kl were placed was analyzed using speech analyzer (version 2.6). next, the dynamic phonological patterns were analyzed by describing the generally applicable rules. in addition, the minor rules including the obstructions causing any rule not to be applicable were also analyzed. such analyzes were required by the theory of generative phonology applied in this present study and were in accordance with the analysis requiring that the data found should be completely analyzed. the dynamic phonologic patterns also used speech analyzer, which could detect, for example, the process of germination. later, the results of data analysis were presented in the form of a research report using both formal and informal methods. 3. material and discussion 3.1 representation of the segments of kl sounds this study found four segments of kl phonological vowels (/a, ɘ, i, u/), seventeen kl phonological consonants (/p, b, t, d, c, ɟ, k, g, ʔ, m, n, ɲ, ŋ, s, ʕ, h, l/), and two segments of kl phonological semivowel segments (/w, j/). it found two raising diphthongs (/aɪ/, /a ʊ/) and one front diphthong (/u ɪ/), nine series of vowels (/a-a/, /a-u/, /a-i/, /u-u/, /u-a/, /u-ɘ/, /u-i/, /i-a/, /iu/), fourteen clusters of consonants (/pl/, /bl/, /gl/, /mp/, /mb/, /nt/, /nd/, /ɲc/, /ɲɟ/, /ŋk/, /ŋg/, /st/, /ɲcl/, /ŋgl/), twenty two series of consonants (/m-p, m-b, n-t, n-d, n-s, ɲ-c, ɲ-ɟ, ŋ-k, ŋ-g, ŋs, ʕ-b, ʕ-t, ʕ-d, ʕ-c, ʕ-k, ʕ-s, s-ʕ, s-k, s-t, ʔ-m, ʔ-ʕ, ʔ-mp/), and unique patterns of vowel and consonant sequences. 3.2 segments of kl sounds in their distinctive feature description this study needed seventeen distinctive features such as ([syllabic, son., cons., cont., nas., lat., ant., cor., gut., plosives stops, voiced, high, front, back, low, atr, around]) for describing the segments of sounds in kl. 4 based on the main features, the kl sounds were classified into (a) the segment featured by [+sonorant]: vowels (/a, ɘ, i, u/), nasal (/m, n, ɲ, ŋ/), lateral approximant (/l/), labial velar approximant (/w/), and palatal median approximant (/j/); (b) the segment featured by [-sonorant]: plosive (/p, b, t, d, c, ɟ, k, g, ʔ/) dan fricative (/s, ʕ, h/); (c) the segment featured by [+consonantal]: plosive (/p, b, t, d, c, ɟ, k, g/), nasal (/m, n, ɲ, ŋ/), fricative (/s, ʕ/), and lateral approximant (/l/); (d) the segment featured by [-consonantal]: plosive (/ʔ/), fricative (/h/), labial velar approximant (/w/), palatal median approximant (/j/), and vowels; (e) the segment featured by [+syllabic]: vowels (/a, ɘ, i, u/); and (f) the segment featured by [syllabic]: plosive (/p, b, t, d, c, ɟ, k, g, ʔ/), nasal (/m, n, ɲ, ŋ/), fricative (/s, ʕ, h/), lateral approximant (/l/), labial velar approximant (/w/), and palatal median approximant (/j/). based on the features of the manner of articulation, the sounds in kl could be classified into (a) the segment featured by [+continuant] (/s, ʕ, h/); (b) the featured by [+nasal] (/m, n, ɲ, ŋ/); and (c) the segment featured by [+lateral] (/l/). then, based on the features of the place of articulation, the sounds in kl could be classified into (a) the segment featured by [+anterior] (/p, b, m, w/), (b) the segment featured by [-anterior]: alveolar (/t, d, n, l/), palatal (/c, ɟ, ɲ, j/), velar (/k, g, ŋ, w/), faringal (/ʕ/), and glotal (/ʔ, h/); (c) the segment featured by [+coronal]: plosive (/t, d, c/), nasal (/ɲ/), and lateral (/l/); and (d) the segment featured by [coronal]: plosive (/p, b, k, g, ʔ/), nasal (/m, n, ŋ/), fricative (/s, ʕ, h/), labial velar approximant (/w/), and palatal median approximant (/j/). based on the basic features of vowels, the vowels in kl could be classified into the segment featured by [+high] (/i, u/), the segment featured by [+low] (/a/), the segment featured by [+back] (/u/), the segment featured by [+front] (/i/), and the segment featured by [+round] ([u]). finally, the sound grouping in kl based on the larynx could also be described using the [gutural] feature. additionally, the segment of sounds in kl could also be described using the [voiced] feature (especially the consonants), the [atr] feature (especially the vowels), and letup-hambat . from redundancy point of view, based on the values of up down and down up features, 162 rules of segment redundancies in kl were found. such patterns of redundancies were combined in the form of if-then patterns. such combinations generated 20 optimal patterns (which were not redundant). 3.3 the syllabic structure in kl this study found 36 syllabic structures of base morphemes; 5 onesyllabic structure, 16 two-syllabic structures, 11 threesyllabic structures, and 4 foursyllabic structures. among them, a number of structures had pitches as diphthongs and a number of structures which did not have complex onsets. in addition, this study found five basic patterns of affixes and four combined patterns of inter affixes (prefixes, suffixes, confixes, simulfixes/circumfixes). the examples of syllabic structures in kl are displayed as follows. 5 (a) struktur bersuku satu (b) struktur bersuku dua  mbue (word) o r   p (puncak) o r r / g u ɪ / ‘insisting p p (female)’ /m b u ɘ/ ‘dust’ (c) three-syllabic structure (d) four-sylabbic structure gegajau (kata) kejejambai (kata)        o r o r o r o r o r o r o r p p p p p p kd p / g ɘ g a ɟ aʊ / ‘ugly’ /k ɘ ɟ ɘ ɟ a m b aɪ/ ‘whiskers’ based on the syllabic structure above, the study concluded that the basic morpheme in kl (1) could be started with a consonant or vowel, (2) allowed a morpheme to be started with a complex onset (three consonants maximum), (3) allowed the nucleus to be filled up by a diphthong, (4) was filled up by a structure with its variants, (5) was filled up by four syllables maximum. therefore, the deep structure of a syllable in kl could be presented in a chart as follows.  r o n c ([ ]) ([ ] ) ([ ]) [ ] ([ ]) 3.4 the phonotactic system of kl the phonotactic system arranged the sounds in kl. there were a number of patterns of how the sounds were arranged in kl; the arrangement of consonants in the form of clusters, the arrangement of consonants in the form of series of consonants, the arrangement of vowels in the form of diphthongs and the arrangement of vowels in the form of series of vowels. the arrangement of consonants in the form of clusters included (1) the nasal and obstacled group 6 such as /mp, mb, nt, nd, ɲc, ɲɟ, ɲcl, ŋk, ŋg, ŋgl/; (2) the obstacled and lateral: /pl, bl, gl/; (3) obstacled and fricative group: /st/. quantitatively, 8 consonants were found to be able to occupy the initial position in a cluster, and one consonant was found to be able to occupy the third position in a cluster. in addition, viewed from the phonetic realizations, 8 clusters were found to only have one initial phonetic realization (/mp, mb, nt, nd, ɲc, ɲɟ, ŋk, ŋg/) and 6 clusters were found to have two initial phonetic realizations. it was also found that the nasal and obstacled clusters as well as the fricative and obstacled clusters belonged to homorganic sounds, and that the lateral and obstacled clusters belonged to the non homorganic sounds. it was found in kl that 22 series of consonants were grouped into (1) the series of nasal bilabial and obstacled group which included (/m-p, m-b/); (2) the series of nasal alveolar and obstacled/fricative group which included (n-t, n-d, n-s); (3) the series of nasal palatal and obstacled group which included (/ɲ-c, ɲ-ɟ/); (4) the series of nasal velar and obstacled/fricative alveolar group which included (/ŋ-k, ŋ-g, ŋ-s/); (5) the series of fricative laryngeal and obstacled/fricative/nasal group which included (/ʕ-b, ʕ-t, ʕ-d, ʕ-c, ʕ-k, ʕ-s, ʕ-m/); (6) the series of fricative alveolar and obstacled/fricative group which included (/s-ʕ, s-k, s-t/); and (7) the series of obstacled glottal and fricative (/ʔ-ʕ/). this study also found three sequences of vowels in the form of the series of diphthongs (/aɪ/, /aʊ/, /u ɪ/) and nine series of vowels (/a-a, a-u, a-i, u-u, u-a, u-ɘ, u-i, i-a, i-u/). additionally, the study also found unique sequences of vowel-consonant as the vc-patterning syllable in the initial position which always appeared as a combination of vowel and consonant. the phonotactic rule was described to require “if-then” condition rules series of original segments. three patterns which required “if-then” condition rules series of consonants in the form of clusters, five rules which required “if-then” condition rules series of sequences of consonants, two rules which required “if-then” condition rule in the form of diphthongs, and four rules which required “if-then” condition rules in the form of series of vowels. 3.5 patterns of stress in kl stress is a suprasegmental element which refers to the relative degree of the positions of syllables in an utterance manifested by how hard the acoustic signal amplitude is, the length of the stressed syllables, and the raising intonation, and by the increased activities and movements of the articulators. such a stress occupies a specific position in a base. as far as kl was concerned, the primary stress on a one-syllable basic morpheme was on the vowel of the syllable, the primary stress on a two-syllable basic morpheme was on the final syllable, the primary stress on a threesyllable basic morpheme was on the penultimate syllable, and that on a four-syllable basic morpheme was on the penultimate syllable as well. the following figure exemplifies the positions of such a stress. 7 the figure which displays the positions of syllabic stress [ɟɑm] in a base kejejambai /kɘɟɘɑmbaɪ/ ‘whiskers’ the figure above shows that the syllabic duration /ɟam/ was 218 milliseconds; while the durations of the other syllables (the figure displaying them are not presented) were 151 milliseconds for the syllable /kə/, 125 milliseconds for the syllable /baɪ/. then, it could be concluded that, from the duration point of view, the syllable [ɟam] was much higher than the other syllables. apart from the duration point of view, the identities of the syllables in the base kejejambai can be presented as follows. first, the frequency of f1 of the syllable /kə/ was 213 hz, the frequency of f1 of the syllable /ɟɘ/ was 213 hz, the frequency of f1 of the syllable /baɪ / was 245 hz, and the frequency of f1 the syllable /ɟam/ was 181 hz. this shows that f1 of the stressed syllable was much higher than f1 of the unstressed syllable. second, the frequency of f2 of the syllable /kɘ/ was 1957 hz, the frequency of f2 of the syllable /ɟɘ/ was 1962 hz, and the frequency of f2 of the syllable /ba ɪ/ was 1574 hz, and the frequency of f2 of the syllable /ɟam/ was 1108 hz. this study also found shifts in the patterns of stress triggered by the increasing number of syllables as a result of affixation process. 3.6 the phonological processes resulting from the internal factor of linguistics this study found seven phonological processes in the level of base morphemes; they are (1) vowel slackening, (2) nasalization of vowels, semi vowels, and fricative glottal, (3) addition of glides, (5) addition of vowels, (6) deletion of vowel /ɘ/, and plosives-stops of obstruent ; eleven phonological processes in the morphophonemic level; they are (1) assimilation of prefix {ng-}, (2) assimilation followed by deletion of obstruent and (without) deletion of vowels, (3) addition of vowel /ɘ/ to prefix {ng-}, (4) addition of glides [w] and [j], (5) addition of fricative velar [ɣ], (6) addition of obstacled glottal /ʔ/, (7) deletion of /ɘ/ to prefix {se-}, (8) deletion of syllable /hɘ/, (9) syllabic deletion, consonant deletion, and vowel 8 neutralization, (10) consonant germination, and (11) vowel tightening and slackening; (9) nine phonological processes in the syntactical level; they are (1) addition of glides [w] and [j], (2) addition of fricative velar [ɣ], (3) vowel deletion in the initial part of a word, (4) nasal deletion, (5) /hɘ/ deletion, (6) /h/ deletion followed by /a/ deletion, deletion of consonant /n/, (8) lowering of vowel /i/ into /ɘ/, and (9) consonant germination. the phonological processes resulting from the internal factor of linguistics described above were described in the form of 35 phonological rules from which another 35 rules were derived. some examples of phonological processes and rules resulting from the internal factor of linguistics are presented as follows. /ŋ/+base (uf) phonological processes 1 2 3 sf gloss assimilation deletion nasalization /ŋ + pupu/ /mpupu/ /m  upu/ /mupu/ [mupu] ‘picking up a falling’ /ŋ + tuɟah/ /ntuɟah/ /n uɟah/ /nuɟah/ [nʊɟɑh] ‘killing’ the data above show a number of sequencing processes linking uf with sf. such processes could be formulated as follows. rule of nasal assimilation taking place in the morphemic boundary in kl (obligatory) event 1 +cons. +nas. αant. αant. +bel. βkor + βkor. rule of obstruent deletion taking place in the morphemic boundary (obligatory) event 2 c -voiced  [+sil.] -voiced rule of vowel nasalization (optional) event 3 [+sil] [+nas.] [+nas] + +con. +nas 9 3.7 the phonological processes in kl resulting from the external factors of linguistics this study found five phonological processes resulting from the external factors of linguistics. they are (1) /ŋ/ deletion followed by a change in /ɘ/; (2) /h/ deletion in the initial part of the base; (3) a change from vowel /i/ into [e]; (4) a change from vowel /u/ into [o]; and (5) a change from fricative laryngeal /ҁ/ into /r/. the phonological processes (1) and (2) were triggered by geographical factors and the phonological processes (3) and (4) were triggered by social factors. the five phonological processes were formulated into six phonological roles. the examples of the phonological processes and rules triggered by the external factors are described as follows. one of the unique phenomena in kl was the deletion of /ɲ/ followed the change of /ɘ/ into /e/ in the third person pronoun nye /ɲɘ/ ‘dia’ (he/she). the deletion of /ŋ/ followed by the change of /ɘ/ took place in the final position of an utterance; it did not take place in the other positions. it was found that the vowel [e] was not included in the phonological segment of kl, as it only appeared as the phonetic realization within the linguistic and non linguistic environments which could be predicted. linguistically, the phonological realization of [e] appeared in the final position of an utterance (as stated above) and non linguistically, the phonetic realization of [e] only took place in bintuhan city as the capital of kaur regency, meaning that the variety of [e] could be regarded as a variety whose appearance was triggered by geographical factors. the form of nye in kl could function as the singular third person pronoun as well as a clitic. the nye which underwent a phonological process was the one functioning as a clitic; the one which functioned as the singular third pronoun did not undergo any phonological process with /ᶮ/ deletion followed by the change of /ɘ/. the use of the variety of nye as a clitic can be seen in the following data. (a) /tɘkuʔlah tɘduhan aku ini, besaʔɲɘ mbaʔ kalaɪan/ [tɘkʊʔlɑh tɘduhɑn akuni, besɑʔɘ mbɑʔ kalaɪjɑn] tebaklah teka-teki aku ini, besarnya sebesar lengan ‘guess this puzzle; is it as big as the arm?” (b) /tɘkuʔlah tɘduhan aku ini, besaʔɲɘ mbaʔ kalaɪan/ [tɘkʊʔlɑh tɘduhɑn akuni, besɑʔe mbɑʔ kalaɪjɑn] tebaklah teka-teki aku ini, besarnya sebesar lengan ‘guess this puzzle; is it as big as the arm?” data (a) shows that a deletion took place in the clitic nye, making the vowel directly combined with the base it followed. after such a combination took place, vowel /ɘ/ changed into vowel [e] as shown by data (b). however, it was not applicable in the other way round; the change of vowel /ɘ/ was followed by the /ᶮ/ deletion. therefore, the /ᶮ/ deletion followed by the change of /ɘ/ could be formulated as follows. deletion /ɲ/ change of /ɘ/ 10 the deletion of consonant /ɲ/ in the –nye functioning as a clitic c +nas. +syllabic -ant. ө + -high +cor -low -back -front the change of vowel /ɘ/ in the –nye functioning as a clitic + 3.8 phonological processes in kl with minor rules this study found six phonological processes in kl with minor rules; they are (1) addition of /l/ to the morphemic boundary; (2) deletion of /ɘ/ taking place in the word boundary; (3) deletion of /ma/; (4) deletion of consonant /t/ in tulik /tuliʔ/ ‘sleeping’; (5) deletion of /ŋ/ followed by deletion of /a/ in the word kangau; (6) and deletion of /sɘ/ in the conjunction sedangkan /sɘdaŋkan/ ‘sedangkan’ (while). the six phonological processes were formulated into seven phonological rules. 4. results this study found 23 phonological segments and a number of phonetic segments. the phonological segments were different from the phonetic ones as among the 23 phonological segments, some underwent specific phonological processes. in addition, this study also found 2 raising diphthongs, nine series of vowels, fourteen clusters, twenty two series of consonants, and a number of unique sequences of vowels and consonants. this study needed seventeen distinctive features to describe the segments of sounds in kl. they were all grouped into five parts. then, from redundancy point of view, based on the comparison of the values of up down and down up features, 162 rules were found in kl. they were all combined to form 20 optimal rules. this study found 36 structures of basic morphemes in kl; a number of which had pitches in the forms of complex diphthongs and onsets. five basic patterns of affix syllables and six combined patterns of combinations of intra affixes were also found. related to the phonotactic system, this study found that in kl there were series of consonants and vowels in the form of clusters, and sequences of consonants, diphthongs and vowels. the phonotactic system in kl was described as “if-then” condition rules requirement of series of base segments. three rules of “if-then” condition rules requirement of series of +syllabic -high -low -back -front +syllabic -high +front 11 consonants in the form of clusters, five rules of “if-then” condition rules requirement of series of consonants, two rules of “if-then” condition rules requirement of series of diphthongs, and four rules of requirement of “if-then” condition rules of series of vowels were found in this study. as well, this study also found differences in the position of primary stress in the bases resulting from differences in the number of syllables building the bases in kl. additionally, this study also found shifts in the patterns of stress triggered by the increasing number of syllables as a result of the process of affixation. besides, this study also found thirty eight phonological processes in kl which were described as forty eight phonological processes, some of which were found to be sequenced rules. 5. conclusion based on what was discussed above, it could be concluded that kl had four segments of phonological vowels, 19 segments of phonological consonants (including the semi vowels), 3 diphthongs, 9 series of vowels, 14 clusters of consonants, 22 series of consonants, unique patterns of vowel and consonant sequences, 17 distinctive features, 162 rules of redundancy segments, 20 rules of non redundancy segments (optimal), 36 syllabic structures of base morphemes, 5 basic patterns of affix syllables, 4 patterns of syllables of mixed affixes, a number of patterns of sound sequences, the position of primary stress on the basic morphemes which were made up of one syllable, two syllables, three syllables, and four syllables, and the shifts in the positions of stress resulting from the addition of affixes. this study found 7 phonological processes in the base level, 11 phonological processes in morphophonemic level, nine phonological processes in syntactical level, 5 phonological processes caused by the internal linguistic factors, 6 phonological processes with minor rules. such phonological processes were formulated into 49 phonological rules, out of which several were in the form of sequenced rules. 6. acknowledgements in this opportunity, the writer would like to thank those who have contributed to this study such as prof. dr. i wayan pastika, m.s., as the main supervisor, prof. dr. i nyoman suparwa, m.hum., as co-supervisor i, dr. a.a. putu putra, m.hum., as co-supervisor ii, and prof. dr. aron meko mbete, prof. dr. drs. ida bagus putra yadnya, m.a., prof. dr. made budiarsa, m.a., dr. ni made dhanawaty, m.s., and dr. i nyoman suparsa, m.s. as the examiners for their critical and constructive input for the betterment of this dissertation. a word of appreciation should also go to the rector of udayana university and the director of post graduate school of udayana university for the opportunity and facilities provided. 12 references abercrombie, d. 1974. elements of general phonetics. edinburgh: edinburgh university press. adelaar, alexander and n.p. himmelmann (eds.). 2005. the austronesian languages of asia and madagascar. london and new york: 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(tidak diterbitkan). robinson, w.p. 1979. “speech markers in social class”. dalam k.r. scherer dan h. giles. social markers in speech. london: cambridge university press. roca, i dan wyn johnson. 2002. a course in phonology. oxford usa: blackwell publishers. sabater, m.j.s. 1991. stress and rhythm in english. barcelona: universidad autónoma de barcelona. schane, s.a. 1972. generative phonology. englewood cliffs new jersey: prentice-hall. schroeder, l. 2010. bantu orthography manual. sil international. silverman, d. 2006. a cricical introduction to phonology: of sound, mind, and body. london: continuum. smith, p.m. 1979. “sex markers in speech”. dalam k.r. scherer dan h. giles (ed.). social markers in speech. london: cambridge university press. spencer, a. 1996. phonology: theory and description. oxford: blackwell. truckenbrodt, h. 2007. “the syntax–phonology interface”. dalam paul de lacy (ed.). the cambridge handbook of phonology. cambridge: cambridge university press. vogel, i. dan istvan kenesei. 1999. “syntax and semantics in phonology”. dalam draga zec dan sharon inkelas (ed.). the phonology-syntax connection. chicago and london: the university of chicago press. wardaugh, r. 1988. an introduction to sociolinguistics. oxford: basil blackwell. wayment, a. 209. assimilation as attractions: computing distance, similarity, in locality in phonology. baltymore, maryland: jhons hopkins university. wikipedia. 2010. ensiklopedi bebas. diakses dari http://id.wikipedia.org/bahasa_kaur. tanggal 6 juni. zec, d. 2007. ‘the syllable’. dalam paul de lacy, the cambridge handbook of phonology. cambridge, new york, melbourne, madrid, cape town, singapore, são paulo: cambridge university press. e-journal social criticism in the poems and dramas created by w.s. rendra from nineteen seventies to nineteen nineties i ketut sudewa indonesian deparment, faculty of letters, udayana university jl. nias 13 denpasar, telephone (0361)224121 e-mail: sudewa.ketut@yahoo.co.id i nyoman darma putra indonesian department, faculty of letters, udayana university jl. nias 13 denpasar, telephone (0361)224121 e-mail: idarmaputra@yahoo.com i nyoman kuthra ratna indonesian department, faculty of letters, udayana university jl. nias 13 denpasar, telephone (0361) 224121 i nyoman weda kusuma indonesian department, faculty of letters, udayana university jl. nias 13 denpasar, telephone (0361) 224121 abstract social criticism in the poems and dramas created by w.s. rendra from nineteen seventies to nineteen nineties this study analyzed the poems and dramas created by w.s. rendra which were published from nineteen seventies to nineteen nineties. such an era was a period of time during which rendra creatively created his literary works. politically, the decade from nineteen seventies to nineteen nineties was an era during which the authoritative new order held the power and did not hesitate to take action against those, including artists, who bravely expressed their criticisms. it was in that repressive period of time that rendra appeared as a poet who so bravely used the poems and dramas he created to articularize his social criticisms. this study aims at revealing the themes and consistency of the social criticisms expressed by rendra in the poems and dramas he created. this study was importantly conducted as the social criticisms the literary works rendra created were not only strong but are still currently factual as well. many researchers have analyzed the social criticisms the poems and dramas created by rendra contained but none had analyzed such a topic comprehensively and consistently. this present study attempted to complete the studies previously conducted so that the ideas, thoughts and concepts expressed by him through his literary works can be more comprehensively understood and exceed the era when they were created. the theory of sociology of literature and the theory of semiotics were used to analyze the social criticisms expressed by rendra through his literary works. the theory of literature was used to analyze the social criticisms by contextualizing the themes and era when he created his poems and dramas, and the theory of semiotics was used to analyze the meanings of the sign systems the two genres contained. these two theories were used at the same time and were supported by the other relevant theories such as the theory of politics, the theory of capitalism, and the theory of feminism. his dramas were analyzed before his poems so that the consistency of the social criticisms he expressed in the two genres could be described. the result showed that the social criticisms expressed by rendra in his poems included four great themes; they were values of feminism, education, capitalism and poverty, politics and law. his dramas also contained such social criticisms, as exemplified by the poems “sajak sebotol bir” and “sajak pulau bali” and the drama “kisah perjuangan naga”, which contained the theme of how vicious capitalism was. the language styles used to articulate his social criticisms were also identical, indicated by the use of metaphors, repetitions, paradoxes, rhetorical questions, ironies, and cynicisms. his consistency in expressing social criticisms through his poems and dramas made him successful in becoming the most talkative man of letters during the indonesia’s history of literature. keywords: social criticism, poem, drama, consistency 1. introduction this study explores the poems and dramas written by rendra which were published from nineteen seventies to nineteen nineties. such a period of time was the golden era of the new order regime. his poems and dramas published from nineteen seventies to nineteen nineties contained social criticisms of various social problems in indonesia such as feminism, poverty, the power the capitalist had, education, politics, law and human rights. the social criticisms the poems and dramas written by rendra from nineteen seventies to nineteen nineties contained were worth exploring for the following reasons. first, they revealed various social problems in indonesia with their themes starting from feminism, education, capitalism and poverty to politics and law. rendra’s awareness of and attention to social life in indonesia caused such themes to appear. such a period of time was the golden era of the new order government which was authoritative in all aspects of state life. the government executed was not based on the awareness of and attention to what people needed but on the power for maintaining national stability. second, the period of time from nineteen seventies to nineteen nineties was the period of time during which rendra was highly productive. therefore, it was an important period of time of his authorship. before and after that period of time, he was not so productive. prior to that period, he paid less attention to the social life in indonesia. after that period of time, his productivity as a poet and stage of actor was decreasing. third, rendra was a great poet, stage actor and cultural observer. he was not only popular in indonesia but also in other countries; therefore, his works were worth exploring. it was believed that his works contained great ideas, insights and concepts which needed revealing. apart from that, as a poet and stage actor, he was different from the other poets and actors in his era. the problems which were explored in this study were (1) what social condition in indonesia was reflected in the poems and dramas written by rendra which were published from nineteen seventies to nineteen nineties? (2) what social criticisms could be revealed from the poems and dramas written by rendra which were published from nineteen seventies to nineteen nineties? (3) how the social criticisms revealed from the poems and drama written by rendra which were published from nineteen seventies to nineteen nineties related? 2. theoretical framework the theory of sociology of literature and the theory of semiotics were used as the main theories in this study, and the theory of capitalism, the theory of feminism, and the theory of politics were used as the supporting theories. the reason why many theories were used was that in the study of literary works, no theory was independent; in other words, supporting theories are always needed. in this study, the theory of sociology of literature proposed by diana laurenson and alan swingewood (1972) was used. according to them (1972:16-22), the analysis of sociology of literature includes three perspectives: (1) the sociology of literature is not only supposed to find out the social history and reflection any literary work has, but is also supposed to be able to find out the facts it contains; (2) the sociology of literature considers any literary work a production, especially the production of the writer’s social situation; (3) the sociology of literature attempts to find the events in any literary work which can be accepted as social facts, especially historical events. this theory accommodates all the concepts related to the theory of sociology of literature. it was expected that the theory of sociology of literature could reveal optimally the social criticisms the poems written by rendra contained. the theory of semiotics used is the one proposed by ferdinand de saussure (in zaminar, 2008; widana, 2009). he discovered the theory of signs. he formulated his theory by stating that signs in language involved three things; they were (a) sign, (b) signifier, and (c) signified. ever y sign in a language had two sides; the signifier and the signified. it is through these two sides, the meaning of the signs the poems and dramas written by rendra contained could be revealed. 3. research method the method used in this study was library research. the other methods which were relevant to the analysis of sociology of literature and semiotics such as qualitative and hermeneutic methods were also used. the research was initiated by reading the poems and dramas written by rendra which were published from nineteen seventies to nineteen nineties thoroughly and intensively. as far as the poems were concerned, they were read deeply, identified and classified. finally, the poems which contained social criticisms were found. in addition, the poems which contained social criticisms were further identified and classified based on the themes. it was the poems which had been identified and classified based on the themes were used as the sample of the study. the dramas written by rendra which were published during the same period totaled four. they were intensively read and the themes they contained were identified. the analysis was made based on the themes. finally, the relationship between the social criticisms his poems contained to the social criticisms his dramas contained could be found. in the process of analysis, every poem and drama written by rendra which had already been classified based on the theme, were analyzed using the operating method taken from the theory of sociology of literature and the theory of semiotics. the relationship of the poems and dramas written by rendra to the social situation during the period they were written and various signs they contained were identified. during the analysis, the poems and dramas used as the sample were interpreted using the hermeneutic method, the theory of sociology of literature and the theory of semiotics. when analyzing the poems, they were read heuristically and hermeneutically or retroactively. heuristic reading means the reading which is done based on the structure and convention of the language used in the poems. and hermeneutic or retroactive reading means the reading which is done based on the literary convention. by such readings, the social criticisms the poems written by rendra contained and how they were related to those his dramas contained could be found. 4. discussion and results rendra’s literary works revealed many actual social problems in indonesia. it turned out that the social problems revealed in his poems and dramas which were inspired by the condition in indonesian during the new order era were still currently factual. in addition, the language used was simple, factual and contextual. therefore, his works were welcome by society in general and the lovers of literary works in particular. from the analysis of the sociology of literature, it was found out that the poems and dramas written by rendra which were published from nineteen seventies to nineteen nineties reflected the social condition in indonesia during the new order era. what was revealed in his literary works included poverty, capitalistic behavior, education, socio-political condition, law and human rights. through four great themes, rendra expressed his responses to and attitudes toward the social situation in indonesia. he criticized how the authoritative new order government behaved toward its people. the functions and meanings of the four themes were to fight for what people should have received in regard to economy, politics, education, law, and human rights. in his poems, he expressed his social criticisms using metaphor, repetition, paradox, rhetorical question, irony, satire, and the image of sight and hearing. in his dramas, he expressed his social criticism through satire and irony. the results of the study showed that his dramas had four themes and used satire and irony, which were continued in his poems, meaning that the quality and consistency of his social criticisms expressed in his poems were well maintained. as a poet, stage actor and cultural observer, he was consistent with his attitudes toward the social situation in indonesia; he socially criticized the new order government, which he should be responsible for. this also means that rendra was consistent with his global view that the ‘ability to survive’ should be maintained in his literary works. his attention to the social life in indonesia was so great that he could be stated a sociologist as well as a poet, stage actor, and cultural observer as umar khayam and mangun wijaya. 5. conclusions and suggestions 5.1 conclusions rendra’s poems and dramas which were published from nineteen seventies to nineteen nineties reflected the social situation in indonesia during the new order era. through his poems and dramas, he criticized many social problems such as feminism, education, capitalism and poverty, politics and law. the language styles used in his poems and dramas were metaphor, repetition, paradox, rhetorical questions, irony, satire and the image of sight and hearing. by using such language styles and image, the social criticism he expressed became strong and simple. the social criticism expressed by rendra in his poems was similar to that expressed in his dramas. similarly, the language styles used to express his social criticism in his poems were similar to those used in his dramas; the dominant ones were irony and satire. he expressed the same problems using the same language styles. from the two genres, it seemed that the social criticisms revealed by rendra in his poems were still maintained in his drama, meaning that the quality and consistency were maintained. 6.2 suggestions many literary works created by rendra have not been comprehensively investigated yet. exploring his literary works means indirectly introducing rendra and his thoughts to the public. this study is a small attempt which may lead to it. it is recognized that his ideas and insights expressed in his literary works are sociologic in nature; therefore, they need to be comprehended and mused about by the readers. it is suggested that literary works need exploring perpetually. in this way, his thoughts and ideas could be understood and the social situation expressed could be understood as well. it is recognized that this study has not been complete and perfect; many other things need exploring using psychology of literature, intertext and reception of rendra’s literary works. in addition, the social criticism expressed by the other poets both coming from his era and other eras also need exploring. therefore, it is suggested that his other literary works and the literary works written by other poets should be explored as well to enrich the treasure of research in literary works in general and the literary works written by rendra in particular. this attempt is intended to make the world of literature close to the public. literary works will become animate objects instead of inanimate ones in the middle of community. 6. acknowledgements this dissertation could not have been completed without supervision, input, suggestions and assistance provided by many parties. therefore, in this opportunity, the writer would like to thank prof. dr. i nyonan darma putra, m.litt., as the main supervisor, prof. dr. i nyoman kutha ratna, s.u., as co-supervisor i, and prof. dr. i nyoman weda kusuma,m.s., as cosupervisor ii for their motivation, supervision and input. thanks are also expressed to the board of examiners such as prof. dr. i wayan cika, m.s., prof. dr. i made suastika, s.u., prof. dr. i.b. putrayadnya,m.a., prof. dr. i nyoman suarka, m.hum., and dr, i. b. putra manuaba, m.hum. for the input and suggestions provided. finally, a word of appreciation should also go to all the parties that cannot be mentioned one by one for their encouragement, suggestions and input during the completion of this study. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 333—342 https://doi.org/10.24843/e-jl.2019.v13.i02.p11 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 333 *corresponding author: manikseptianiari@gmail.com received date: 31-05-2019 accepted date: 31-05-2019 published date: 31.-07.-2019 argument structure of slide verb in english 1 ni wayan manik septianiari putri 2 i nyoman udayana, nyoman_udayana@unud.ac.id, udayana university abstract— various languages in the world have their own systems, especially in terms of verb classification. it can determine argument in the structure. this paper is intended to analyze the interaction between syntax and semantics in terms of the argument structure of the slide verb in english. the main theory used in this study was the theory of argument structure proposed by kim & sells (2008). the result of analysis showed that two kinds of slide verb: bounce and slide are intransitive and transitive verbs. the specifier (spr) of the sentence structure functions as the agent; the complement (comps) of the verb bounce serves as the patient and the comps of the verb slide functions as the theme. keywords: slide verb, argument structure, english 1. introduction language is a system of communication in speech and writing used by people of a particular country or area (hornby, 2010:834). according to crystal (2003:1) english is the global language, meaning that most people use english as their language. the english signs and advertisements in a hotel or restaurant in a foreign city, for example, will be understood by people. from the linguistic point of view, english can be analyzed in terms of phonology, morphology, syntax, and semantics. this paper focuses on syntax and semantics. syntax is the study of sentence structure (varga, 2010:56). a sentence consists of words from different word classes such as noun, verb, adjective, and adverb. verb is one of the most important elements in a sentence, especially in english. according to richards et al (1985:305), verb refers to an action or state. generally, verb can be divided into two types; they are intransitive and transitive verbs (dixon, 2010). a transitive verb is a verb which occurs in a transitive clause. intransitive verb is a verb which occurs in an intransitive clause (utami et al. 2018). the sentence with an e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 333—342 https://doi.org/10.24843/e-jl.2019.v13.i02.p11 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 334 intransitive verb only has one argument. meanwhile, the sentence with a transitive verb has two or more arguments. syntactically, a sentence structure has its core and noncore arguments (masreng et al. 2019). semantic roles are the ways of classifying the arguments of predicators (kim and sells, 2008:43). they are agent, patient, experience, theme, benefactive, source, goal, location, and instrument. these roles are used to capture the relationship between two related sentences, for example: 1a. the cat chased the mouse the cat chased the mouse agent patient 1b. the mouse was chased by the cat the mouse was chased by the cat patient agent (kim and sells, 2008:45) the structure of sentence (1a) is different from that of sentence (1b). sentence (1a) is an active sentence and sentence (1b) is a passive sentence proved by the preposition by. those sentences have the same semantic roles assigned to the noun phrase (np). it can be seen that the np the cat is the agent and the mouse is the patient. agent is a participant that performs something. meanwhile, patient is a participant that is being affected by what happens to it (kim and sells, 2008: 44). the slide verb was chosen in this study because it belongs to intransitive and transitive verbs. it consists of the verbs bounce, float, roll, and slide (levin, 1955:133) based on the explanation above, this study is attempted to examine the argument structure of the slide verb in english. the data in this study were taken from a british corpus, that is, the british national corpus (bnc), which can be accessed from https://corpus.byu.edu/bnc/. bnc consists of a 100 million word collection of written and spoken british language. https://corpus.byu.edu/bnc/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 333—342 https://doi.org/10.24843/e-jl.2019.v13.i02.p11 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 335 2. theoretical framework the theory of argument structure is used in this study. the theory is proposed by kim and sells (2008). argument structure (arg-st) has the elements realized by specifier (spr) and complements (comps). complement is a phrasal element in which a head must combine with or a head includes direct object, indirect object, predicative complement, and oblique complement (kim and sells, 2008:51). spr is the first element which is realized by a subject and the rest are realized by comps. according to kim and sells (2008:67), the argument structure of a sentence can differ based on the verb types, as illustrated by the following examples: a. intransitive verb this verb does not have any comps as in the example john sneezed. it can be seen from structure (a) that there is no comps element and that there is only one argument realized by the subject john. b. linking verb the linking verbs such as look, seem, remain, and feel require different complements like the category adjective phrase (ap) or noun phrase (np) as the predicative complement. there are two arguments in this kind of verb: one is an np as the subject and the other is any phrase (xp) functioning as the predicate (prd +) as in the example john remained a student. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 333—342 https://doi.org/10.24843/e-jl.2019.v13.i02.p11 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 336 c. transitive verb this kind of verb requires non-predicative as the complement functioning as the direct object as illustrated in the sentence john saw fred. d. ditransitive verb this kind of verb requires indirect object (io) and direct object (do), as illustrated in the sentence john taught new students english syntax. e. complex transitive verb a complex transitive verb is another type of transitive verb which has two complements, one functions as the direct object and the other as the predicative phrase (np, ap, or vp), describing the object, as exemplified in the sentence ad agencies call young people generation x-ers. the np generation x-ers is as the predicative phrase. this verb is like linking verb that requires a predicative ([prd +]) xp as the complement. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 333—342 https://doi.org/10.24843/e-jl.2019.v13.i02.p11 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 337 3. research method this study is qualitative descriptive research using syntax and semantic approach. the data were collected using observation method and obtained from one of many online corpuses, the british national corpus (bnc), which can be accessed from https://corpus.byu.edu/bnc/. this corpus contains 100 million words especially in british english language. this corpus is free to access. this study focuses on types of slide verb such as bounce, float, roll, and slide (levin , 1955). the data were classified based on the types of verb in order to know the argument structure in a sentence. the theory proposed by kim and sells (2008) was used to analyze the data. 4. discussion according to levin (1955), slide verbs consist of bounce, float, roll, and slide. 2a. we can bounce the ball (byu-bnc, a woman of style) the verb bounce in sentence (a) is categorized as a transitive verb. this verb is modified by the modal verb can. in this sentence, there are two arguments which serve as spr of the subject we and comps in the np the ball as in (2b). https://corpus.byu.edu/bnc/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 333—342 https://doi.org/10.24843/e-jl.2019.v13.i02.p11 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 338 2b. in sentence (2a), the spr we is the agent because there is one participant that performs something. furthermore, the comps the ball is the patient as it is affected by what happens to it (kim and sells, 2008:44). 3a. he will bounce back (byu-bnc, liverpool daily post and echo) in sentence (3a) the verb phrase (vp) will bounce is followed by the adverb back. unlike sentence (2a), sentence (3a) is an intransitive verb. this verb follows the np he as the subject, meaning that this sentence only has one argument categorized as the agent. the argument structure of sentence (3a) can be illustrated as follows. 3b. 4a. miniature water lilies float on a tiny pond (byu-bnc, ideal home) the verb float in sentence (4a) is an intransitive verb in which there is only one argument which serves as the agent of the argument structure. the verb is followed by the e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 333—342 https://doi.org/10.24843/e-jl.2019.v13.i02.p11 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 339 prepositional phrase (pp) on a tiny pond. the semantic structure of the verb can be illustrated in (4b). 4b. 5a. it would roll around on the carpet (byu-bnc, catlore) like sentence (4a), the verb roll is an intransitive verb that is followed by the pp around the carpet. the agent it in sentence (5a) means that there is something that would be rolled by someone around on the carpet. the argument structure of this verb is illustrated in (5b) 5b. 6a. i slide a bowl of fruit onto the table (byu-bnc, underground) the verb slide in sentence (6a) is a transitive verb. there are two arguments in the sentence; they are the subject i as spr and the other is np a bowl of fruit as comps. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 333—342 https://doi.org/10.24843/e-jl.2019.v13.i02.p11 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 340 from the semantic role point of view, spr in the sentence is categorized as an agent because it is a participant that does something and comps is a theme because its position can be changed (kim and sells, 2008:44). the argument structure of the verb in sentence (6a) can be illustrated in (6b). 6b. 7a. we could slide together (byu-bnc, underground) in sentence (7a), the verb slide is an intransitive verb. the reason is that there is only one argument, namely the agent, as shown by the argument structure (7b). this verb is followed by the adverb together. 7b. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 333—342 https://doi.org/10.24843/e-jl.2019.v13.i02.p11 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 341 5. novelties the novelties of this study are that (1) the data were obtained from the british online corpus; british national corpus (bnc) and (2) the argument structure theory proposed by kim and sells (2008) was applied in this study. 6. conclusion based on the explanation above, it can be concluded that slide verbs belong to intransitive and transitive verbs. the verbs bounce and slide can be used as intransitive and transitive verbs. meanwhile, the verbs float and roll are used as intransitive verbs. furthermore, spr in those sentences functions as the agent. the comps of the verb bounce serve as the patient and the comps of the sentence structure with the verb slide serve as the theme. references crystal, david. 2003. english as a global language second edition. cambridge: cambridge university press. hornby, a.s. 2010. oxford advanced learner’s dictionary eighth edition. oxford: oxford university press. kim, jong-bok and sells, peter. 2008. english syntax: an introduction. stanford: csli publications. levin, beth. 1955. english verb classes and alternations. london: the university of chicago press. masreng, robert, et al. causativity and alternation me-kan / -i in indonesian. ejournal of linguistics, [s.l.], p. 32—42, jan. 2019. issn 2541-5514. available at: <https://ojs.unud.ac.id/index.php/eol/article/view/45946>. date accessed: 04 mar. 2019. richards, et al. 1985. longman dictionary of applied linguistics. england: longman. utami, ni made verayanti, et al. the analysis of indonesian transitive and intransitive verbs found in the translation of possum magic – an australian classic by bipa students of la denpasar. e-journal of linguistics, [s.l.], p. 79--87, july 2018. issn 2541-5514. available at: <https://ojs.unud.ac.id/index.php/eol/article/view/40696>. date accessed: 03 mar. 2019. varga, lászló. 2010. introduction to english linguistics: a companion to the seminar. budapest: eötvös loránd university. https://ojs.unud.ac.id/index.php/eol/article/view/45946 https://ojs.unud.ac.id/index.php/eol/article/view/40696 e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 333—342 https://doi.org/10.24843/e-jl.2019.v13.i02.p11 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 342 7. acknowledgements thanks and the deepest gratitude are expressed to the board of examiners:prof. dr. i nyoman suparwa, m.hum., dr. ni luh ketut mas indrawati, tefl., m.a., and dr. made sri satyawati, s.s., m.hum for their critical comments and suggestions for the improvement this paper. microsoft word suarta_ejournal english edt.doc 1 the discourse of the themes “payuk prungpung” and “rareangon’ in the dance drama of arja rri denpasar performed at bali arts festival i made suarta1, i nyoman weda2, nyoman kuta ratna2, i wayan cika2 1postgraduate program, udayana university 2program of linguistics, concentration of literary discourse, udayana university abstract the discourse of the themes “payuk prungpung” (abbreviated into pp) and “rareangon” (abbreviated into ra) of the dance drama of arja rri (rri stands for the radio of the republic of indonesia) of denpasar performed at bali arts festival (abbreviated into pkb) was chosen as the object of the study for the following three reasons: (1) it is interesting; (2) nobody has investigated it; and (3) it is unique. in this study the history of the development and existence of the dance drama of arja rri as well as its forms, functions and meanings were analyzed. this study aimed at (1) justifying empirically the dynamism of the dance drama of arja rri depasar; (2) objectively explaining its ontology; (3) formulating the form of the discourse of the themes of pp and ra performed at pkb; (4) explaining the axiological and conceptual functions of the themes of pp and ra performed at pkb; (5) revealing the values of the discourse of the themes of pp and ra performed at pkb. the structural theory combined with the semiotic theory was referred to as the theoretical framework in this study. in addition, the theories of narrative discourse, literary reception, and esthetics were also referred to. the data needed were collected by (1) observation; (2) interview; (3) documentation and library research. the method and technique of analysis applied included (1) transcription; (2) translation; (3) data analysis. the methods of (1) descriptive analytic and (2) hermeneutic were used to analyze the data. the research findings were (1) formally and (2) informally presented. in general, the form of the discourse of the themes of pp and ra is made up of (1) intrinsic elements; (2) discourse of songs; and (3) discourse of non songs. the functions include (1) educational function; (2) amusement function; (3) informative function. the meanings revealed include (1) religious meaning; (2) magic meaning; (3) ruabhineda (positive and negative) meaning; (4) trihita karana (the relationship between man and his god, the relationship between man and his environment and the relationship between man and his fellow beings) meaning. keywords: discourse of performance, arja rri, the themes of “payuk prungpung” and “rareangon”, existence of the performance of the dance drama known as arja. 2 1. background and problem the dance drama of arja refers to one of the people’s traditional performing arts which is still favorite to the balinese community. in the balinese community, this type of dance drama is called arja. however, in the academic world arja is classified as classical dance drama (proyek penggalian/pembina an seni budaya klasik dan baru, tt: 13). the discourse of the themes of “payuk prungpung” and “rareangon” in the dance drama of arja rri of denpasar performed at pkb was chosen as the object of the study for the following three reasons: (1) it is interesting; (2) nobody has investigated it; and (3) it is unique. the problems formulated in this study are as follows: (1) how the dance drama of arja rri of denpasar developed; (2) how it existed; (3) how the discourse of the themes of “payuk prumpung” and “rareangon” in the dance drama of arja rri denpasar performed at pkb was formed; (5) what meanings were contained in pp and ra? with reference to the problems formulated above, the objectives of this study can be classified into two; they are (1) general objective and (2) specific objective. generally, this study aimed at inventorying the discourse of the themes of “payuk prungpung” and “rareangon” performed on the stage. it is hoped that the noble values were discovered to preserve bali. specifically, this study aimed at (1) empirically justifying the dynamism of the dance drama of arja rri denpasar ; (2) objectively explaining the ontology of the dance drama known as arja rri denpasar ; (3) formulating the forms of the themes of “payuk prumpung” and “rareangon” performed at pkb; (4) explaining the axiological and conceptual functions of the discourse of the themes of “payuk prumpung” and “rareangon” performed at pkb; (5) revealing their values. in relation to the significance of the research findings, it was hoped that they were theoretically and practically significant. theoretically, the research findings were expected to (1) add the treasure of the references in the field of the discourse of cultural literature which was related to the performing arts of dance dramas; (2) be the reference to the future researchers so that they would not get trapped when choosing similar objects of study; (3) be the implementation of the 3 tridharma (research, teaching and social service) of higher education, especially the research; (4) be the means of increasing and widening the implementation of the tridharma program. practically, the research findings were expected to (1) inform the real condition of the dance drama of arja which was getting less performed; (2) increase the interest of the community to the dance drama of arja so that it could be preserved collectively; (3) make the community members, as the lovers of arts, and the artists critical toward the performing art of arja as an attempt made to improve its quality as the aspirate and real communicator of discourse. 2. discussion the problems formulated above were analyzed by applying the theories of reception, semiotics, esthetics and discourse. the data needed were collected by observation, interview, and library research. the data were descriptively and qualitatively analyzed and the process included (1) transcription; (2) translation; (3) analysis. the methods used to analyze the data were (1) the descriptive analytic one and (2) the hermeneutic one. the results of the research were (1) formally and (2) informally presented. based on the theories, the techniques, and the methods mentioned above, the results of the research can be presented as follows. the performing art of arja was initiated by the performing art of arja duduk (the arja which was performed by sitting only). what is meant by arja duduk is the performing art of arja, in which the players did not do any dancing activities but only sat together. all the speech events were performed by sitting only. therefore, this type of arja is called arja negak (sitting arja). initially, this model of arja was performed and directly broadcast to various rural areas in bali by the radio of the republic of indonesia, denpasar , bali. this program was regularly broadcast from 10 to 12 every sunday. it is this type of arja which is called arja rri denpasar . the arja duduk was supported by seven players, three of them were female and four were male. the three ladies played important roles and the four men 4 played supporting roles. the three female players were ketut ribuwati, jro suli, nyoman rinun who acted the important characters in the performing art of arja such as the characters of mantri buduh, mantri manis, liku, limbur, desak rai, galuh, and inye/condong by turn at the same time. this type of arja was initiated by made kredek, ida bagus buduk, and ida bagus bode. this performing art of arja duduk was welcome significantly enough by the community, and at the request of the community loving it, it was performed on the stage in 1962 for the first time. the first performance was performed by twelve players pioneered by i gusti ngurah putra, head of the radio of the republic of indonesia denpasar at that time. the themes performed were “godogan”, “rareangon”, “pangraras”, “bondan kejawan”, “tukang patri”, “jaya sakti jaya manik”, “linggar petak” which were acted by the great artists such as ketut ribuwati, wayan murdi, gusti made pinatih, wayan rinun, nyoman monjong, wayan sadru, wayah riuh, made liges, wayan rusni, ida bagus buduk, a.a. aji marga, made ruju, nyoman candri, cok, rai partini, nengah suci, wayan rabig, jro puspa, sayu alit, ketut sueca, ketut redep and made kredek. then the performing art of arja rri denpasar was getting better known by more and more community members and its golden era was from 1960s to 1970s. however, starting from 1980s to now it has been getting less popular. however, the government of denpasar always gives opportunity to it to be performed when pkb is carried out every year. since it appeared for the first time, it had been welcome by the community when it functioned as balih-balihan (the dance drama performed for amusement). then it developed into one which was performed as bebali or wali (the performing art performed for religious rituals). its existence fluctuated from year to year. it was created in 1958, and was firstly performed on the stage on 11th september 1962 with the theme “made paka malya” which was acted by ni ketut ribuwati, ni wayan rinun, ni gusti made pinatih, ni ketut redep, ida bagus buduk, and i made kredek. after its golden era, which lasted from 1960s to 1970s, the dance drama of arja rri denpasar was getting less popular. to overcome this situation, the dance drama of arja artists under the organization of keluarga kesenian bali 5 (abbreviated into kkb) tried to do something to innovate and anticipate the worse condition. one form of innovation created was replacing the gambelan orchestra accompanying it. however, the community wished that gong kebyar (the accompanying gambelan orchestra) accompanied it. as a result, the dance drama of arja was called arja gong rri denpasar . such an innovation was intended to maintain the existence of the dance drama of arja rri denpasar and at the same time to make it parallel with the other performing arts. when the arja gong was performed, it was completed with one or some of the dances of tambulilingan, legong kraton, terunajaya , and so forth as the introduction to attract the onlookers. since then the dance drama of arja rri denpasar was welcome again by the community. from the mid of 1980s and 1990s, it was getting less popular again, which was worsened by the existence of a group of innovative male arja welcome by the community. 1990s was the period of time when the dance drama of male arja was very popular, pioneered by the group of male arja of printing mas, which was followed by the groups of the male arja of coblong pamor and akah canging which were welcome by the community members loving the dance drama of arja in bali who lived in bali and in the other parts of indonesia. however, so far the existence of the dance drama of arja rri denpasar has been less known. the analysis of the forms of the discourse of the themes of “payuk prumpung” and “rareangon” in the dance drama of arja rri denpasar which is based on the philosophy of ontological aspects has resulted in the following findings (1) intrinsic elements; (2) the discourse of songs; (3) the discourse of non songs. the intrinsic elements included (1) theme; (2) plot; (3) characterization; and (4) setting. the discourse in the form of songs covered (1) pangkur songs; (2) dangdang songs; (3) sinom songs; (4) durma songs; (5) ginada songs; (6) sisipan songs. the discourse in the form of non songs included (1) the use of idiomatic expressions such as sesenggakan, wewangselan, sloka, bladbadan, peparikan, cecimpedan, cecangkikan; (2) anggah-ungguhing basa covering basa kasar (low variety), basa andap (common variety), basa madia (lower refined variety), and basa alus (refined variety). 6 the functions of the discourse of the themes “payuk prungpung” and “rareangon” in the dance drama of arja rri denpasar performed at pkb based on the philosophy related to the epistemological aspects are as follows (1) educational covering exemplification, suggestion/invitation/provocation, advice; (2) as amusement; (3) informative covering the concept of leadership, bali arts festival, the dispersal of the department of information , religious teachings, and cultural preservation. with regard to the meanings contained in this discourse, five elements of meanings were revealed such as (1) religious meaning; (2) magical meaning; (3) ruabhineda (positive and negative) meaning; and (5) esthetic meaning. 3. novelties of the study added together, there are nine novelties in this research. they are: (1) quantitatively and organizationally, the dance drama of arja rri denpasar was getting less popular. the factors which were responsible for this are (1) there were too many kinds of amusements; (2) the players were too old; (3) the duration of every performance was too long (4-5 hours); (4) the themes performed were less up to date; (5) the players were too adhered to the arja-related rules. (2) the artists and the players of the dance drama of arja had made innovations as the form for anticipating what was intended by the era. the themes, the players, the settings, the dress, the gambelan orchestra and the appearance of the male group of the dance drama of arja were the innovations which had been made. (3) the dance drama of arja rri denpasar was established in 1958. it was firstly performed on 11th september 1962 with the theme of made paka malya, in which ni ketut ribuwati acted as mantri buduh, ni wayan rinun as mantri manis, ni gusti made pinatih as galuh, ni ketut redep as inya, ida bagus buduk as penasar kelihan, and i made kredek as penasar cenikan. 7 (4) the discourse of the themes of “payuk prungpung” and “rareangon” of the dance drama of arja rri denpasar was in the forms of songs and non songs. the discourse in the form of songs included the songs of macapat such as the songs of pangkur, dangdang, sinom, durma, ginada and semarandana. and the songs of sisipan included contemporary and tantri songs. (5) in the songs of patemon/panyerita, some errors were found such as the wrong use of macapat songs, in which the rules of guru wilang and padalingsa were broken (munggel pupuh). (6) in the discourse of non songs, forms of balinese paribasa (idiomatic expressions) and anggah-ungguhing (language varieties) of balinese language were found. balinese paribasa included sesenggakan, peparikan, cecangkikan, cecimpedan, sloka, bladbadan and wewangselan. and anggah-ungguhing of balinese language included basa kasar (low variety) , basa andap (common variety) , basa madia (lower refined variety) and basa alus (refined variety). (7) in relation to the functions, the discourse appearing and communicated by the players of the dance drama of arja rri denpasar reflected educational function, informative function, and amusement function. (8) in the book entitled knowing the dance drama of arja in bali, it is implicitly stated that the dance drama of arja functions as the dance performed for amusement. however, based on what had been observed and the objective reality currently developing in the community, it had been found that the dance drama of arja in addition to functioning as the dance performed for amusement also functioned as the dance performed for religious rituals (babali and wali). (9) the meanings of the discourse of the themes of pp and ra, based on the theory of semiotics suggested by ferdinand de saussure, included religious meaning, magic meaning, rwabhineda meaning, trihita karana meaning and esthetic meaning. 8 4. conclusions based on the findings presented above, it can be concluded that the history of the development of the dance drama of arja in bali started from the performance of arja dadap at klungkung palace. it then developed to all parts of bali such as apuan, taman bali, bunutin (bangli), dawan, negari pengerebongan (klungkung), sampalan, bukit batu, kramas, singapadu (gianyar), selat, besang, sideman, muncan, budakeling (amlapura), penarungan, sangeh, carangsari, tegal, sibang (badung), dadakan, kerambitan (tabanan), grokgak (buleleng), bon negara (jembrana). since it firstly appeared, it had been welcome by the community. initially, it functioned as the performance performed for amusement and then it functioned as the performance performed for religious rituals (bebali and wali). the form of the discourse of the dance drama of arja rri denpasar with the themes payuk prungpung and rareangon included the intrinsic elements, the discourse of songs and non songs. viewed from the functions, educational function, informative function and amusement function were found. the meanings revealed included religious meaning, magic meaning, ruabhineda meaning, trihita karana meaning and esthetic meaning. 5. acknowledgements in this opportunity, the writer would like to thank the rector of udayana university, prof. dr. dr. i made bakta, sp.pd (khom) and the director of the postgraduate program of udayana university, prof. dr. ir. dewa ngurah suprapta, m.sc, and head of the doctorate program of linguistics, the postgraduate program of udayana university, prof. drs. i ketut artawa, m.a., ph.d., who have provided the writer with the educational facilities from the beginning to the final stage of completion of this dissertation. a great appreciation is also extended to prof. dr. i nyoman weda kusuma, m.s. as the promoter, prof. dr. nyoman kuta ratna, s.u., as co-promoter i, and prof. dr. i wayan cika, m.s. as co-promoter ii who have been wise and patient in properly supervising the writer, marking and discussing the parts of the dissertation. many 9 thanks are also extended to drs. redha gunawan, m.m.,as the rector of ikip pgri bali, drs. dewa putu tengah, as the supervisor of yplp pt ikip pgri bali, drs. i gusti bagus artha negara, s.h., m.pd. as head of yplp pt ikip pgri bali, and i gusti ngurah oka, s.h., as the secretary to yplp pt ikip pgri bali. finally, many thanks are also extended to all the parties for the assistance provided in the completion of this dissertation. it is hoped that god reward you all. microsoft word e_journar_edit_suparsa_baru.doc fonologi bahasa rongga: sebuah kajian transformasi generatif i nyoman suparsa suparsa_nym@yahoo.com promotor: prof. dr. aron meko mbete, ko-promotor i: prof. dr. i wayan pastika, m.s., ko-promotor ii: dr. hans lapoliwa, m.phil. abstrak disertasi yang berjudul fonologi bahasa rongga: sebuah kajian transformasi generatif bertujuan untuk menjawab tiga hal yang menjadi masalah, yaitu (1) bagaimanakah ujud (realisasi) fonologis dari morfem-morfem bahasa rongga, baik pada tataran fonemis maupun pada tataran fonetis?, (2) bagaimanakah syarat-syarat struktur morfem bahasa rongga, baik yang berkaitan dengan syarat-syarat positif maupun jikamaka?, dan (3) bagaimanakah proses dan kaidah fonologis bahasa rongga menjelaskan proses perubahan realisasi fonologis menjadi realisasi fonetis? dengan menggunakan pendekatan fonologi generatif, fonologi autosegmental dan fonetik khususnya fonetik artikulatoris dan akustik, dan metode linguistik lapangan, kepustakaan, dan analisis, serta ditunjang oleh teknik perekaman, pencatatan, dan palatografi maka dihasilkan penelitian dalam bentuk disertasi. bahasa rongga mempunyai 6 segmen vokal, baik secara fonemis maupun fonetis, yaitu /i, e, u, o, ə, a/ [i, e, u, o, ə, a]. bahasa rongga mempunyai 25 segmen konsonan secara fonemis, yaitu /p, b, t, d, k, g, dζ, �, �, �, �b, <d, �g, m, n, ŋ, f, s, v, �, h, r, l, w, �/, secara fonetis ada 28 segmen, yaitu [p, b, t, d, k, g, �, dζ, tς, �, �, �, �b, <d, �g, m, n, ŋ, f, s, v, �, h, r, l, w, �, �] untuk mengetahui persamaan-persamaan dan perbedaan-perbedaan yang ada antara segmen-segmen fonologis bahasa rongga secara fonemis diperlukan 14 ciri pembeda. keempat belas ciri pembeda itu adalah [konsonantal], [silabis], dan [sonoran] tergolong ke dalam ciri golongan utama. ciri pembeda [malar], [pelepasan tertunda], [nasal], dan [lateral] tergolong ke dalam ciri cara artikulasi. ciri pembeda [anterior] dan [koronal] tergolong ke dalam ciri tempat artikulasi. ciri pembeda [tinggi], [rendah], [belakang], dan [bulat] tergolong ke dalam ciri punggung lidah. ciri pembeda [bersuara] tergolong ke dalam ciri tambahan. namun, untuk dapat membedakan bunyi hambat (plosif) [b], [d], dan [g] dengan implosif [�], [�], dan [�] diperlukan dua ciri lagi, yaitu [glottis dibuka]([spread gl]) dan [pita suara rapat tidak kencang] ([constr gl]) (kenstowich, 1994:40—41, 146), dan untuk membedakan antara hambat pranasal dengan nasal diperlukan satu ciri lagi yaitu ciri [kompleks].secara fonetis diperlukan dua ciri pembeda lagi, yaitu [tegang] dan [tekanan]. segmen morfem asal pangkal bahasa rongga minimal berupa v ([+sil]), dan rangkaian vokal dalam morfem asal pangkal maksimal vv ([+sil] [+sil]). sebuah morfem asal pangkal dapat berawal konsonan k ([-sil]) atau v ([+sil]) atau berakhir v ([+sil]). jadi, bahasa rongga mempunyai pola suku kata v dan kv. dari formulasi di atas, pola kanonik bahasa rongga dapat dirinci menjadi 13 pola morfem, yaitu v, kv, vv, vkv, kvv, kvkv, kvkvkv, kvvkv, kvkvv, kvkvkvv, kvkvkvkv, v.kv.v.kv, dan kvvkvkv. bahasa rongga tidak mengenal rangkaian segmen konsonan pada morfem fonologis pangkal, karena bahasa rongga merupakan bahasa vokalik. berdasarkan data yang ada, maka rangkaian segmen fonologis vokal yang dibolehkan adalah /i-a, i-u, i-o, ie, i-i, e-a, e-u, e-o, e-i, e-e, u-a, u-i, u-e, u-u, o-a, o-i, o-u, o-e, o-o, a-i, a-e, a-u, a-o, a-a/. dengan demikian, segmen fonologis vokal */↔/ tidak ada dalam bentuk rangkaian, baik yang didahului maupun diikuti oleh segmen fonologis vokal lain. di samping segmen fonologis vokal */↔/, rangkaian segmen fonologis vokal yang tidak ada adalah */ u-o /. semua segmen fonologis vokal berdistribusi lengkap kecuali /ə/ yang menempati posisi awal dan tengah kata. semua segmen fonologis konsonan tidak berdistribusi lengkap. yang menempati posisi awal dan tengah kata adalah /p, t, d, k, g, dζ, �, �, �, �b, <d, �g, m, n, ŋ, s, r, l, �/. yang menempati posisi awal kata adalah /b, f, v, h/. dan, yang menempati posisi tengah kata adalah /�/. pada penelitian ini ditemukan 14 kaidah fonologi yang berguna untuk menjelaskan proses fonologi yang terjadi. keempat belas kaidah fonologi itu adalah (1) kf penambahan luncuran semivokal, (2) kf penambahan konsonan glotal [�] (kaidah kecil), (3) kf penambahan konsonan [r] (kaidah kecil), (4) kf penggantian luncuran semivokal [w], (5) kf penyuaraan konsonan [k] (kaidah kecil), (6) kf penggantian konsonan [�], (7) kf pengawasuaraan konsonan [dζ], (8) kf penggantian konsonan [g] (kaidah kecil), (9) kf pelesapan konsonan [h] (kaidah kecil), (10) kf pelesapan vokal [a] (kaidah kecil), (11) kf pelesapan vokal [ə], (12) kf perubahan vokal [u] (kaidah kecil), (13) kf keharmonisan ketinggian vokal [a], dan (14) kf penempatan tekanan. dari keempat belas kaidah fonologi itu, ada sejumlah kaidah fonologi yang berurutan, yaitu kf 4-kf1, kf9-kf10, kf 3-kf 12-kf 8, kf 8-kf 3-kf 12. bahasa rongga menggunakan huruf latin, karena bahasa rongga tidak mempunyai sistem tulisan. /i, e, u, o, ə, a/ [i, e, u, o, ə, a] ditulis dengan i, e, u, o, e, a. /p, b, �b, m, f, v, w, t, d, <d, n, s, r, l, dζ, k, g, �g, ŋ, h/ [p, b, �b, m, f, v, w, t, d, <d, n, s, r, l, dζ, k, g, �g, ŋ, h] ditulis dengan huruf p, b, mb, m, f, v, w, t, d, nd, n, s, r, l, j, k, g, ngg, ng, h. untuk /�, �, �, �, �/ [�, �, �, �, �] ditulis dengan huruf bh, dh, gh, hg, zh. 1. latar belakang dan masalah sebelum memasuki tahun 2004, penelitian terhadap bahasa rongga hanya ada satu, yaitu penelitian yang dilakukan oleh antonius porat, dan kawan-kawan (1997) dengan judul struktur bahasa ngadha dialek ngadha. objek yang diteliti oleh antonius porat, dan kawan-kawan adalah sintaksis yang meliputi struktur frasa, struktur klausa, dan struktur kalimat bahasa ngadha dialek rongga. berdasarkan penelitian yang dilakukan oleh sil (the summer institute of linguistics) dan pengamatan yang dilakukan, ternyata bahasa rongga merupakan bahasa tersendiri. hal ini didasarkan pada hal-hal sebagai berikut. pertama, nama rongga terkait dengan nama sepasang suami istri yang diyakini sebagai leluhur masyarakat penutur bahasa rongga, yaitu tete dan re yang bertempat tinggal di gunung rongga. kedua, etnis rongga menganut sistem patrilineal dan etnis ngadha menganut sistem matrilineal. dengan sistem budaya yang berbeda-beda maka setiap etnis wajar mempunyai bahasa sendiri-sendiri. ketiga, penutur bahasa rongga tidak memahami dan tidak dapat menggunakan bahasa ngadha ketika mereka bertemu dan berbicara, demikian pula sebaliknya. keempat, bahasa rongga mempunyai perbedaan secara gramatikal bahasa rongga adalah salah satu dari beberapa bahasa austronesia kecil yang berpenutur sekitar 7000 orang (laporan penduduk bulan april 2005 kecamatan kota komba kabupaten manggarai), yang sebagian besar bertempat tinggal di kelurahan tana rata, tetapi sejumlah kecil penutur ditemukan juga di desa yang berdekatan dari waelengga. desa-desa ini mempunyai administrasi ke kecamatan kota komba, kabupaten flores barat atau manggarai (arka, 2004). wilayah penggunaan bahasa rongga meliputi kelurahan tana rata, desa watu nggene, desa bamo, dan desa komba. secara geografis, bahasa rongga terletak di flores tengah bagian selatan (arka, 2003:3). berdasarkan pengamatan, bahasa rongga dan sejumlah bahasa lokal di flores merupakan bahasa vokalik, sebab setiap suku kata dalam br selalu diakhiri oleh vokal. namun, untuk unsur-unsur serapan dari bahasa lain, misalnya, kata-kata yang berakhir dengan konsonan, maka konsonan yang melekat pada akhir suatu suku kata yang disebut dengan koda (coda) cenderung dipertahankan, khususnya pada kalangan penutur yang terdidik. walaupun ada kecenderungan seperti itu, tidak tertutup kemungkinan unsurunsur serapan menyesuaikan diri dengan sistem bunyi bahasa rongga, khususnya bunyi konsonan (seperti konsonan hambat alveolar bersuara d /d/ [d] pada kata jadi /d�adi/ [d�adi] dalam bahasa indonesia akan berubah menjadi konsonan implosif alveolar bersuara dh /�/ [�] pada kata jadhi /d�a�i/ [d�a�i] dalam bahasa rongga) atau menyesuaikan diri dengan pola suku kata bahasa rongga yang tidak berakhir dengan konsonan, (misalnya nama orang petrus yang berpola suku kata kv.kkvk akan berubah menjadi petu yang berpola kv.kv dalam bahasa rongga atau kata putus dalam bahasa indonesia akan menjadi putu dalam bahasa rongga). atau perpaduan antara keduanya, yaitu penyesuaian dengan sistem bunyi bahasa rongga dan pola suku kata bahasa rongga, seperti adat dalam bahasa indonesia menjadi adha /a�a/ [a�a] ‘adat’ bahasa rongga juga tergolong bahasa isolasi (isolating language), tidak memiliki afiks (prefiks, infiks, sufiks, konfiks, dan simulfiks). bahasa isolasi adalah bahasa yang tidak mempunyai proses morfoleksikal. kata-kata dan morfem-morfem pada bahasa isolasi ini berkorespondensi satu-satu atau setiap kata merupakan morfem atau sebaliknya (comrie, 1983:39). oleh karena itu, dapat diantisipasi bahwa proses fonologis sebagai akibat dari pertemuan afiks dengan morfem dasar berpotensi tidak terjadi dalam bahasa rongga. masalah yang diteliti dan dikaji dalam penelitian ini adalah (1) bagaimanakah ujud (realisasi) fonologis dari morfem-morfem bahasa rongga, baik pada tingkat fonemis maupun pada tingkat fonetis?, (2) bagaimanakah syarat-syarat struktur morfem bahasa rongga, baik yang berkaitan dengan syarat-syarat positif maupun jika-maka?, dan (3) bagaimanakah proses dan kaidah fonologis bahasa rongga menjelaskan proses perubahan realisasi fonologis menjadi realisasi fonetis? 2. pembahasan penelitian ini menggunakan teori fonologi transformasi generatif yang ditunjang oleh teori fonologi autosegmental dan fonetik yang meliputi fonetik artikulatoris dan akustik, serta ditunjang oleh metode linguistik lapangan, metode kepustakaan, dan metode analisis fonologi generatif. dalam pengumpulan data digunakan teknik palatografi, perekaman, pencatatan, dan elisitasi. berpijak pada teori dan metode serta teknik yang digunakan, maka dapat dihasilkan penelitian sebagai berikut. bahasa rongga mempunyai 6 segmen vokal, baik secara fonemis maupun fonetis, yaitu /i, e, u, o, ə, a/ [i, e, u, o, ə, a]. bahasa rongga mempunyai 25 segmen konsonan secara fonemis, yaitu /p, b, t, d, k, g, dζ, �, �, �, �b, <d, �g, m, n, ŋ, f, s, v, �, h, r, l, w, �/, dan secara fonetis bahasa rongga mempunyai 28 bunyi, yaitu [p, b, t, d, k, g, �, dζ, tς, �, �, �, �b, <d, �g, m, n, ŋ, f, s, v, �, h, r, l, w, �, �]. terjadi kesimetrikan sempurna pada vokal bahasa rongga. kesimetrikan vokal terlihat dari ciri tegang yang dimiliki oleh keenam vokal itu. tidak terjadi kesimetrikan konsonan yang sempurna dalam bahasa rongga. terjadi kesimetrikan pada konsonan hambat, tetapi tidak terjadi kesimetrikan pada konsonan afrikat, nasal, frikatif, dan afroksiman. untuk mengetahui persamaan-persamaan dan perbedaan-perbedaan yang ada antara segmen-segmen fonologis bahasa rongga secara fonemis diperlukan 14 ciri pembeda. keempat belas ciri pembeda itu adalah [konsonantal], [silabis], dan [sonoran] tergolong ke dalam ciri golongan utama. ciri pembeda [malar], [pelepasan tertunda], [nasal], dan [lateral] tergolong ke dalam ciri cara artikulasi. ciri pembeda [anterior] dan [koronal] tergolong ke dalam ciri tempat artikulasi. ciri pembeda [tinggi], [rendah], [belakang], dan [bulat] tergolong ke dalam ciri punggung lidah. ciri pembeda [bersuara] tergolong ke dalam ciri tambahan. namun, untuk dapat membedakan bunyi hambat (plosif) [b], [d], dan [g] dengan implosif [�], [�], dan [�] diperlukan dua ciri lagi, yaitu [glottis dibuka] ([spread gl]) dan [pita suara rapat tidak kencang] ([constr gl]) (kenstowich, 1994:40—41, 146), dan untuk membedakan bunyi hambat pranasal dengan nasal diperlukan satu ciri lagi, yaitu ciri [kompleks]. secara fonetis diperlukan dua ciri pembeda lagi, yaitu [tegang] dan [tekanan]. berdasarkan penelitian, pola kanonik bahasa rongga didapat dari sejumlah morfem asal pangkal. morfem-morfem asal pangkal dapat membentuk katakata fonologis. pola suku kata bahasa rongga yang ditemukan adalah v dan kv. pola kanonik yg ditemukan dapat diformulasikan berikut ini. v (v)(k)(v)(k)(v)(k)v k formulasi di atas dapat dideskripsikan bahwa segmen morfem asal pangkal minimal berupa v ([+sil]), dan rangkaian vokal dalam morfem asal pangkal maksimal vv ([+sil] [+sil]). sebuah morfem asal pangkal dapat berawal konsonan k ([-sil]) atau v ([+sil]) atau berakhir v ([+sil]). bahasa ronggan mempunyai struktur suku kata v dan kv. pola kanonik di atas dapat dirinci menjadi 13 pola morfem, yaitu v, kv, vv, vkv, kvv, kvkv, kvkvkv, kvvkv, kvkvv, kvkvkvv, kvkvkvkv, vkvvkv , dan kvvkvkv. bahasa rongga tidak mengenal rangkaian segmen konsonan pada morfem fonologis pangkal, karena bahasa rongga merupakan bahasa vokalik. berdasarkan data yang ada, maka rangkaian segmen fonologis vokal yang dibolehkan adalah /i-a, i-u, i-o, i-e, i-i, e-a, e-u, e-o, e-i, e-e, u-a, u-i, u-e, u-u, o-a, o-i, o-u, o-e, o-o, a-i, a-e, au, a-o, a-a/. dengan demikian, segmen fonologis vokal */↔/ tidak ada dalam bentuk rangkaian, baik yang didahului maupun diikuti oleh segmen fonologis vokal lain. di samping segmen fonologis vokal */↔/, rangkaian segmen fonologis vokal yang tidak ada adalah */ u-o /. dari rangkaian segmen fonologis vokal di atas, maka dapat dirinci mejadi lima formulasi, yaitu formulasi (1) di dalam rangkaian dua vokal, jika vokal pertama adalah /i, e, o, a/ ([+sil, +teg]), maka vokal kedua adalah /i, u / ([+sil, +teg]) atau jika vokal pertama adalah /u, o/ ([+sil, +tin, +bul]) maka vokal kedua adalah /e/ ([+sil, -bel, -tin]), formulasi (2) di dalam rangkaian dua vokal, jika vokal pertama adalah /e, o/ ([+sil, -tin, -ren]), maka vokal kedua adalah /i, u/ ([+sil, +tin] atau /e, o/ ([+sil, -tin, -ren]) atau vokal kedua adalah /a/ ([+sil, +ren]), formulasi (3) di dalam rangkaian dua vokal jika vokal pertama adalah /i/ ([+sil, +tin, -bel]), vokal kedua adalah /u/ ([+sil, +tin, +bel]) atau /e, o, a/ ([+sil, -tin, +teg]), formulasi (4) di dalam rangkaian dua vokal, jika vokal pertama adalah /a/ ([+sil, +ren]), maka vokal kedua adalah /i, u/ ([+sil, +tin]), atau /e, o/ ([+sil, -tin, -ren]), atau vokal /a/ ([+sil, +ren]), dan formulasi (5) di dalam rangkaian dua vokal, jika vokal pertama adalah /i, u/ ([+sil, +tin]), maka vokal kedua adalah /i/ ([+sil, +tin, -bel]) atau /e/ ([+sil, -tin, -ren]), atau /a/ ([+sil, +ren]). semua segmen fonologis vokal berdistribusi lengkap kecuali /ə/ yang menempati posisi awal dan tengah kata. semua segmen fonologis konsonan tidak berdistribusi lengkap. /p, t, d, k, g, dζ, �, �, �, �b, <d, �g, m, n, ŋ, s, r, l, �/ menempati posisi awal dan tengah kata. /b, f, v, h/ menempati posisi awal kata. /�/ menempati posisi tengah kata. pada penelitian ini ditemukan 14 kaidah fonologi yang berguna untuk menjelaskan proses fonologi yang terjadi. keempat belas kaidah fonologi itu adalah (1) kf penambahan luncuran semivokal, (2) kf penambahan konsonan glotal [�] (kaidah kecil), (3) kf penambahan konsonan [r] (kaidah kecil), (4) kf penggantian luncuran semivokal [w], (5) kf penyuaraan konsonan [k] (kaidah kecil), (6) kf penggantian konsonan /�/, (7) kf pengawasuaraan konsonan /dζ/, (8) kf penggantian konsonan /g/ (kaidah kecil), (9) kf pelesapan konsonan /h/ (kaidah kecil), (10) kf pelesapan vokal /a/ (kaidah kecil), (11) kf pelesapan vokal /ə/, (12) kf perubahan vokal /u/ (kaidah kecil), (13) kf keharmonisan ketinggian vokal /a/, dan (14) kf penempatan tekanan. dari keempat belas kaidah fonologi itu, ada sejumlah kaidah fonologi yang berurutan, yaitu . (1) kf 4-kf 1 bukan kf 1-kf 4, (2) kf 9-kf 10 bukan kf 10-kf 9, (3) kf 3-kf 12-kf 8 dan kf 8-kf 3-kf 12 bukan kf 12-kf 3-kf 8 dan bukan kf 8kf 12-kf 3. bahasa rongga tidak mempunyai sistem tulisan tersendiri. oleh karena itu digunakan huruf latin, yaitu /i, e, u, o, ə, a/ [i, e, u, o, ə, a] ditulis dengan i, e, u, o, e, a. /p, b, �b, m, f, v, w, t, d, <d, n, s, r, l, dζ, k, g, �g, ŋ, h/ [p, b, �b, m, f, v, w, t, d, <d, n, s, r, l, dζ, k, g, �g, ŋ, h] ditulis dengan huruf p, b, mb, m, f, v, w, t, d, nd, n, s, r, l, j, k, g, ngg, ng, h. untuk segmen /�, �, �, �, �/ [�, �, �, �, �] ditulis dengan huruf bh, dh, gh, hg, zh. 3. simpulan berdasarkan pembahasan di atas maka dapat disimpulkan sebagai berikut. bahasa rongga mempunyai 6 segmen vokal, baik secara fonemis maupun fonetis, yaitu /i, e, u, o, ə, a/ [i, e, u, o, ə, a]. bahasa rongga mempunyai 25 segmen konsonan secara fonemis, yaitu /p, b, t, d, k, g, dζ, �, �, �, �b, <d, �g, m, n, ŋ, f, s, v, �, h, r, l, w, �/, dan secara fonetis bahasa rongga mempunyai 28 bunyi, yaitu [p, b, t, d, k, g, �, dζ, tς, �, �, �, �b, <d, �g, m, n, ŋ, f, s, v, �, h, r, l, w, �, �]. terjadi kesimetrikan sempurna pada vokal bahasa rongga. kesimetrikan vokal terlihat dari ciri tegang yang dimiliki oleh keenam vokal itu. tidak terjadi kesimetrikan konsonan yang sempurna dalam bahasa rongga. terjadi kesimetrikan pada konsonan hambat, tetapi tidak terjadi kesimetrikan pada konsonan afrikat, nasal, frikatif, dan afroksiman. untuk mengetahui persamaan-persamaan dan perbedaan-perbedaan yang ada antara segmen-segmen fonologis bahasa rongga secara fonemis diperlukan 14 ciri pembeda, yaitu [konsonantal], [silabis], dan [sonoran] (golongan utama), ciri pembeda [malar], [pelepasan tertunda], [nasal], dan [lateral] (cara artikulasi), ciri pembeda [anterior] dan [koronal] (tempat artikulasi) ciri pembeda [tinggi], [rendah], [belakang], dan [bulat] (punggung lidah), ciri pembeda [bersuara] (ciri tambahan). namun, untuk dapat membedakan plosif [b], [d], dan [g] dengan implosif [�], [�], dan [�] diperlukan ciri [glottis dibuka] ([spread gl]) dan [pita suara rapat tidak kencang] ([constr gl]) (kenstowich, 1994:40—41, 146), dan untuk membedakan hambat pranasal dengan nasal diperlukan ciri [kompleks]. secara fonetis diperlukan ciri [tegang] dan [tekanan]. pola suku kata bahasa rongga yang ditemukan adalah v dan kv dan pola morfem bahasa rongga yang ditemukan adalah v, kv, vv, vkv, kvv, kvkv, kvkvkv, kvvkv, kvkvv, kvkvkvv, kvkvkvkv, vkvvkv , dan kvvkvkv. bahasa rongga tidak mengenal rangkaian segmen konsonan pada morfem fonologis pangkal, karena bahasa rongga merupakan bahasa vokalik. rangkaian segmen fonologis vokal yang dibolehkan adalah /i-a, i-u, i-o, i-e, i-i, e-a, e-u, e-o, ei, e-e, u-a, u-i, u-e, u-u, o-a, o-i, o-u, o-e, o-o, a-i, a-e, a-u, a-o, a-a/. segmen fonologis vokal */↔/ tidak ada dalam bentuk rangkaian, baik yang didahului maupun diikuti oleh segmen fonologis vokal lain. rangkaian segmen fonologis vokal yang tidak ada adalah */ u-o /. semua segmen fonologis vokal berdistribusi lengkap kecuali /ə/ yang menempati posisi awal dan tengah kata. semua segmen fonologis konsonan tidak berdistribusi lengkap. yang menempati posisi awal dan tengah kata adalah /p, t, d, k, g, dζ, �, �, �, �b, <d, �g, m, n, ŋ, s, r, l, �/. /b, f, v, h/, dan yang menempati posisi awal kata. /�/ menempati posisi tengah kata. pada penelitian ini ditemukan 14 kaidah fonologi yang berguna untuk menjelaskan proses fonologi yang terjadi. ada sejumlah kaidah fonologi yang berurutan, yaitu . (1) kf 4-kf 1 (2) kf 9-kf 10 (3) kf 3-kf 12-kf 8 dan kf 8-kf 3-kf 12. bahasa rongga menggunakan huruf latin, yaitu /i, e, u, o, ə, a/ [i, e, u, o, ə, a] ditulis dengan i, e, u, o, e, a. /p, b, �b, m, f, v, w, t, d, <d, n, s, r, l, dζ, k, g, �g, ŋ, h/ [p, b, �b, m, f, v, w, t, d, <d, n, s, r, l, dζ, k, g, �g, ŋ, h] ditulis dengan huruf p, b, mb, m, f, v, w, t, d, nd, n, s, r, l, j, k, g, ngg, ng, h. untuk segmen /�, �, �, �, �/ [�, �, �, �, �] ditulis dengan huruf bh, dh, gh, hg, zh. 4. ucapan terima kasih disampaikan ucapan terima kasih kepada rektor universitas udayana prof. dr. dr. i made bakta, sp.pd (khom) dan direktur program pascasarjana universitas udayana prof. dr. ir. dewa ngurah suprapta, m.sc., dan ketua program doktor linguistik prof drs. i ketut artawa, m.a., ph.d. atas kesempatan dan fasilitas dalam mengikuti pendidikan di program doktor universitas udayana. ucapan terima juga disampaikan kepada promotor prof. dr. aron meko mbete, ko-promotor i prof. dr. i wayan pastika, m.s. dan ko-promotor ii dr. hans lapoliwa, m.phil atas bimbingan dan nasihat yang telah diberikan selama ini. ucapan terima kasih juga disampaikan kepada pembimbing akademik (pa) prof. dr. ni luh sutjiati beratha, m.a. atas bimbingan dan nasihat yang telah diberikan. ucapan yang sama juga disampaikan dekan fakultas sastra universitas udayana denpasar prof. dr. i wayan ardika, m.a. tertakhir, ucapan terima kasih disampaikan kepada semua pihak yang tidak dapat disebutkan satu persatu yang turut membantu memperlancar studi peneliti di program doktor linguistik, program pascasarjana universitas udayana denpasar. the phonology of rongga language: a transformational generative study i nyoman suparsa suparsa_nym@yahoo.com promotor: prof. dr. aron meko mbete, co-promotor i: prof. dr. i wayan pastika, m.s., co-promotor ii: dr. hans lapoliwa, m.phil. abstract ph.d. thesis entitled “the phonology of rongga language: a transformational generative study” has the aims to answer three problems, including (1) how is the phonological realization of rongga morphemes, both in phonemic and phonetic levels, (2) what are the requirements to the morphemic structure of rongga language, both in the relation of the positive requirements and ‘if – then’ conditions?, and (3) how is the process and the phonological rules of rongga language in order to explain the alteration from the phonological to phonetic realization? by using the generative phonology approach and phonetics, in particular articulatory and acoustic phonetics, autosegmental phonology and field-work linguistic method, a library research and analysis, and it is also supported by recording technique, note-taking, and palatographic technique, the current researchproject can be realised in the form of dissertation. rongga language has six vowels both phonemically and phonetically including /i, e, u, o, ə, a/ [i, e, u, o, ə, a]. phonemically rongga language has 25 consonants they are /p, b, t, d, k, g, dζ, �, �, �, �b, <d, �g, m, n, ŋ, f, s, v, �, h, r, l, w, �/, phonetically, it has 28 segments, including [p, b, t, d, k, g, �, dζ, tς, �, �, �, �b, <d, �g, m, n, ŋ, f, s, v, �, h, r, l, w, �, �]. to know the similarities and the differences of phonological segments of rongga language, phonemically it needs 14 distinctive features, they are [consonantal], [syllabic], [sonorant], and these items belong to the major distinctive features, [continuant], [delayed release], [nasal], and [lateral] are classified as manner of articulation, [anterior] and [coronal] are included as the place of articulation features, [high], [low], [back], [round], are categorized into the tongue position and [voicing] is considered as the additional features. however, to differentiate the plosive speech sound [b], [d], and [g] with the implosive ones [�], [�], dan [�] two other distinctive features are needed including [spread gl] and [constr gl] (kenstowich, 1994:40—41, 146), and to differentiate with the prenasal stop with nasal another feature is needed, that is [complex] features. phonetically two features are needed namely [tense] and [stress]. the minimal basic morphemic segment is realised as v (+syll]) and the sequences in the maximum basic morpheme includes v.v ([+syll]).([+syll]). a basic morpheme can start with consonant c ([-syll]) or v ([+syll]) or ends withv ([+syll]). thus, rongga has syllabic structures v dan cv. based on thise formulation the canonic pattern of rongga language can be classified into 13 morphemic structures including v, cv, vv, vcv, cvv, cvcv, cvcvcv, cvvcv, cvcvv, cvcvcvv, cvcvcvcv, vcvvcv , and cvvcvcv. rongga language does not recognize consonant sequences segment in the basic phonological morpheme as rongga language is vocalic language. rongga language only recognizes vowel sequences amounted 24 sequences of vowels covering /i-a, i-u, i-o, ie, i-i, e-a, e-u, e-o, e-i, e-e, u-a, u-i, u-e, u-u, o-a, o-i, o-u, o-e, o-o, a-i, a-e, au, a-o, a-a/. therefore, the phonological segment of vowel */ə/ does not existin sequence either preceded or followed by other segments of vowels. apart from the vowel segment */ə/, a sequences of */u-o/ is also absent. all vowels has a complete distribution in terms of word-initial, word-medial and word-final except /ə/ that occurs in word-initial and word-medial. however, all consonants do not have complete distribution. /p, t, d, k, g, dζ, �, �, �, �b, <d, �g, m, n, ŋ, s, r, l, �/ occur in the word-initial and word-medial. /b, f, v, h/ occur in the word-initial only, /�/ occurs in the word-medial. in this research, 14 phonological rules (p-rules) can be found which are useful to explain the previous phonological processes. those p-rules included (1) a glide of semivowel insertion, (2) a glottal stop [�] insertion, (3) a trill [r] insertion, (4) an alteration of semivowel [w], (5) voicing of [k], (6) an alteration of consonant [�], (7) devoicing of [dζ], (8) a consonant alteration [g], (9) a delition of [h], (10) a delition of [a], (11) a delition of [ə], (12) a vowel alteration [u], (13) the vowel height harmony [a], and (14) the stress placement. out of 14 p-rules, some phonological rules occur in successive including prules 4 – p-rules 1, p-rules 9 – p-rules 10, p-rules 3 – prules 12 – p-rules 8, p-rules 8 – p-rules 3p-rules 12 rongga language uses latin alphabets because it does not have orthographic system. /i, e, u, o, ə, a/ [i, e, u, o, ə, a] are written as i, e, u, o, e, a. /p, b, �b, m, f, v, w, t, d, <d, n, s, r, l, dζ, k, g, �g, ŋ, �, h/ [p, b, �b, m, f, v, w, t, d, <d, n, s, r, l, dζ, k, g, �g, ŋ, �, h] are written by using letters p, b, mb, m, f, v, w, t, d, nd, n, s, r, l, j, k, g, ngg, ng, ‘, h. for /�, �, �, �, �/[�, �, �, �, �] are written by letters bh, dh, gh, hg, zh. 1. background and problem before the year of 2004, there had been only one study on rongga language, and it was carried out by antonius porat and his colleague (1997), the study entitled the structure of ngadha language dialect of rongga. the object of the study was the syntactic of the language that covered phrase, clause, and sentence structures of ngadha language dialect of rongga. based on the research conducted by sil (the summer institute of linguistics) and the observation carried out, it was found out that rongga language is itself a language. it was based on the following aspects. first, the name of rongga is linked with the name of a married couple that is believed to be ancestors of language users of rongga; they were tete and re who inhabited rongga mountain. second, rongga ethnic group follows patrilineal system while ngadha ethnic group follows matrilineal one. by different cultural system, it is logical that each ethnic group has each own language. third, the speaker of rongga language do not understand and can not speak ngadha language when they meet and talk, so do conversely. fourth, grammatically rongga language is different from ngadha. rongga language is one on the small austronesian language with around 7000 speakers (population report april 2005 sub-district of kota komba district of manggarai), and most of them live in the village of tana rata, but some of them are also found in the villages near waelengga. these villages are under administrative link with kota komba, district of west florest or manggarai (arka, 2004). the areas of rongga language users cover kelurahan tana rata, watu nggene, bamo, and komba villages. geographically, rongga language is located in south part of middle florest (arka, 2003:3). based on the observation, rongga language and some local languages in florest are vocalic languages, since each syllable in rongga language is always ended by vocal. however, for other borrowed words from other languages, for examples, words ended with consonants, the consonants attached to the end of syllable which is called coda tend to be maintained. especially for educated speakers. though there is such tendency, there is possibility that the borrowed word are adjusted with sound system of rongga language, especially consonant sounds (such as alveolar voice consonant d /d/ [d] in jadi /d�adi/ [d�adi] in indonesia language will change into voice alveolar implosive consonant dh /�/ [�] in jadhi /d�a�i/ [d�a�i] in rongga language) or adjusted with syllable pattern of rongga language which is not needed with consonant (for instance someone name petrus with the syllable pattern cvccvc will change into petu with he pattern cvcv in rongga language or the word putus in indonesia language will become putu in rongga language). or there is combination of the two languages, which is adjusment with rongga language sound systems and rongga language syllable patterns, such as adat in indonesian becomes adha /a�a/ [a�a] ‘adat’. rongga language is also grouped into isolating languages, it has no affixes (prefixes, infixes, suffixes, confixes, and simulfixes). isolating language is a language which has no morpholexical processes. words and morphemes in an isolating language are one to one correspond or each word is a morpheme or vice versa (comrie, 1983:39). consequently, it can be anticipated that phonological process as he result of combination of affixes and base morpheme can not be found in rongga language. this study investigated and observed aspects: (1) how is the phonological realization of rongga morphemes, both in phonemic and phonetic levels, (2) what are the requirements to the morphemic structure of rongga language, both in the relation of the positive requirements and ‘if – then’ conditions?, and (3) how is the process and the phonological rules of rongga language in order to explain the alteration from the phonological to phonetic realization? 2. discussion the theory of generative transformation phonology is applied in this study and supported by the theory of autosegmental phonology and phonetics that covers articulation and acoustic phonetic, and aids with field linguistic method, library method, and method of generative phonology analysis. in collecting the data some technique were applied, such as palatography, elicitation, recording, and note-taking. based on the theories, method, and technique applied, the result of the study can be represented bellow. rongga language has 6 vocal segments, either phonemically or phonetically, that is /i, e, u, o, ə, a/ [i, e, u, o, ə, a]. it has 25 consonant segments phonemically, that is /p, b, t, d, k, g, dζ, �, �, �, �b, <d, �g, m, n, ŋ, f, s, v, �, h, r, l, w, �/, and phonetically it has 28 sounds, they are [p, b, t, d, k, g, �, dζ, tς, �, �, �, �b, <d, �g, m, n, ŋ, f, s, v, �, h, r, l, w, �, �]. there is perfect symmetric in the vocal of rongga language . the symmetric vocals can be seen in the tense characteristic found in the six vocals. there is no perfect consonant symmetric in the language. there is symmetric in the glottal stop, but it is not found in affricate, nasal, fricative, and approximant. in order to know the similarities and differences found among phonological segments of the language phonologically 14 distinctive features are needed. all the distinctive features [consonant], [syllable], and [sonorant] are grouped into the main features. the distinctive features [continuant], [delayed release], [nasal], and [lateral] are grouped into articulation features. the features of [high], [low], [back], and [round] are grouped into features back of the tongue. the features of [voice] are addition features. however, in order to be able to differentiate stop voiced (plosive) [b], [d], and [g] with implosive [�], [�], dan [�] two other features are needed, that is ([spread gl] and [constr gl] (kenstowich, 1994:40—41, 146), and to differentiate the prenasal stop with nasal another feature is needed, that is [complex] features. phonetically two other features are needed, those are [tense] and [stress]. based on the research, the canonic pattern of rongga language is found from the derived basic morphemes that can form the phonological words. the syllabic structures of ronggan are v and cv. canonic patterns can be formulated as follows. v (v)(c)(v)(c)(v)(c)v c the minimal basic morphemic segment is realised as v (+syll]) and the sequences in the maximum basic morpheme includes vv ([+syll]).([+syll]). a basic morpheme can start with consonant c ([-syll]) or v ([+syll]) or ends withv ([+syll]). thus, rongga language has syllabic structures v dan cv. based on thise formulation the canonic pattern of rongga language can be classified into 13 morphemic structures including v, cv, vv, vcv, cvv, cvcv, cvcvcv, cvvcv, cvcvv, cvcvcvv, cvcvcvcv, vcvvcv , and cvvcvcv. rongga language does not recognize consonant sequences segment in the basic phonological morpheme as rongga language is vocalic language. rongga language only recognizes vowel sequences amounted 24 sequences of vowels covering /i-a, i-u, i-o, ie, i-i, e-a, e-u, e-o, e-i, e-e, u-a, u-i, u-e, u-u, o-a, o-i, o-u, o-e, o-o, a-i, a-e, au, a-o, a-a/. therefore, the phonological segment of vowel */ə/ does not existin sequence either preceded or followed by other segments of vowels. apart from the vowel segment */ə/, a sequences of */u-o/ is also absent. from the vocal phonologic segment chains above, it can be itemized into five formulations, the first formulation in the chain of two vocals, if the first vocal is /i, e, o, a/ ([+syl, +tense]), so the second vocal is /i, u/ ([+syl, +tense]), or if the first vocal is /u, o/ ([+syl, -back, -round]) the second vocal is /e/ ([+syl, -back, -high]), the second formulation in the chains of two vocal, if the first vocal is /e, o/ ([+syl, -high, -low]) the second vocal is /i, u/ ([+syl, +high]) or /e, o/ ([+syl, -high, -low]) or the second vocal is /a/ ([+syl, +low]), third formulation in the chain of two vocals if the first vocal is ([+syl, +high, -back]) the second vocal is /u/ ([+syl, +high, +back]) or /e, o, a/ ([+syl, -high, +tense]), the fourth formulation in the chain of two vocal, if the first vocal is /a/ ([+syl, +low]), the second vocal is /i, u/ ([+syl, +high]) or /e, o/ ([+syl, high, -low]), or vocal /a/ ([+syl, +low]), and the fifth formulation in chain of two vocals, if the first vocals is /i, u/ ([+syl, +high]), the second vocal is adalah /i/ ([+syl, +high, -back]) atau /e/ ([+syl, -high, -low]), atau /a/ ([+syl, +low]). all vowels has a complete distribution in terms of word-initial, word-medial and word-final except /ə/ that occurs in word-initial and word-medial. however, all consonants do not have complete distribution. /p, t, d, k, g, dζ, �, �, �, �b, <d, �g, m, n, ŋ, s, r, l, �/ occur in the word-initial and word-medial. /b, f, v, h/ occur in the word-initial only, /�/ occurs in the word-medial. in this research, 14 phonological rules (p-rules) can be found which are useful to explain the previous phonological processes. those p-rules included (1) a glide of semivowel insertion, (2) a glottal stop [�] insertion, (3) a trill [r] insertion, (4) an alteration of semivowel [w], (5) voicing of [k], (6) an alteration of consonant [�], (7) devoicing of [dζ], (8) a consonant alteration [g], (9) a delition of [h], (10) a delition of [a], (11) a delition of [ə], (12) a vowel alteration [u], (13) the vowel height harmony [a], and (14) the stress placement. out of 14 p-rules, some phonological rules occur in successive including (1) p rules 4 – p-rules 1 not p-rules 1 prules 4, (2) p-rules 9 – p-rules 10 not p-rules 10-, p-rules 9, (3) rules 3 – p-rules 12 – p-rules 8, p-rules 8 – p-rules 3 p-rules 12 not p-rules 12 p-rules 3 p-rules 8 and not p-rules 8 p-rules 12 p-rules 3 rongga language uses latin alphabets because it does not have orthographic system. /i, e, u, o, ə, a/ [i, e, u, o, ə, a] are written as i, e, u, o, e, a. /p, b, �b, m, f, v, w, t, d, <d, n, s, r, l, dζ, k, g, �g, ŋ, �, h/ [p, b, �b, m, f, v, w, t, d, <d, n, s, r, l, dζ, k, g, �g, ŋ, �, h] are written by using letters p, b, mb, m, f, v, w, t, d, nd, n, s, r, l, j, k, g, ngg, ng, ‘, h. for /�, �, �, �, �/[�, �, �, �, �] are written by letters bh, dh, gh, hg, zh. 3. conclusion based on the discussion above, it can be concluded as follow. rongga language has 6 vocal segments, phonemically as well as phonetically, that is /i, e, u, o, ə, a/ [i, e, u, o, ə, a]. this language has 25 segment of consonant phonemically, that is /p, b, t, d, k, g, dζ, �, �, �, �b, <d, �g, m, n, ŋ, f, s, v, �, h, r, l, w, �/ and phonetically rongga language has 28 voices, including [p, b, t, d, k, g, �, dζ, tς, �, �, �, �b, <d, �g, m, n, ŋ, f, s, v, �, h, r, l, w, �, �]. there is perfect symmetrical in the vocal of rongga. the symmetrical of vocal is shown in the tense features found in the six vocal mentioned in the discussion. there is no perfect symmetrical in consonant in this language. there is symmetrical in consonant stop, but this phenomenon does not occur in affricate, nasal, fricative, and approximant consonant. in order to know the similarities and differences found among phonological segments of the language phonologically 14 distinctive features are needed. all the distinctive features [consonant], [syllable], and [sonorant] are grouped into the main features. the distinctive features [continuant], [delayed release], [nasal], and [lateral] are grouped into articulation features. the features of [high], [low], [back], and [round] are grouped into features back of the tongue. the features of [voice] are addition features. however, in order to be able to differentiate stop voiced (plosive) [b], [d], and [g] with implosive [�], [�], dan [�] two other features are needed, that is ([spread gl] and [constr gl] (kenstowich, 1994:40—41, 146), and to differentiate stop pre-nasal with nasal another feature is needed, that is [complex] features. phonetically two other features are needed, those are [tense] and [stress]. syllable patterns of rongga language found are v and cv and morphemes patterns of the language found are v, cv, vv, vcv, cvv, cvcv, cvcvcv, cvvcv, cvcvv, cvcvcvv, cvcvcvcv, vcvvcv , and cvvcvcv. rongga language does not recognize consonant sequences segment in the basic phonological morpheme as rongga language is vocalic language. rongga language only recognizes vowel sequences amounted 24 sequences of vowels covering /i-a, i-u, i-o, ie, i-i, e-a, e-u, e-o, e-i, e-e, u-a, u-i, u-e, u-u, o-a, o-i, o-u, o-e, o-o, a-i, a-e, au, a-o, a-a/. therefore, the phonological segment of vowel */ə/ does not existin sequence either preceded or followed by other segments of vowels. apart from the vowel segment */ə/, a sequences of */u-o/ is also absent. all vowels has a complete distribution in terms of word-initial, word-medial and word-final except /ə/ that occurs in word-initial and word-medial. however, all consonants do not have complete distribution. /p, t, d, k, g, dζ, �, �, �, �b, <d, �g, m, n, ŋ, s, r, l, �/ occur in the word-initial and word-medial. /b, f, v, h/ occur in the word-initial only, /�/ occurs in the word-medial. in this research, 14 phonological rules were found in describing phonological process occurred. there are some simultaneous phonological rules, they are . (1) phonology rules (p-rules) 4p-rules 1 (2) p-rules 9p-rules 10 (3) p-rules 3prules 12p-rules 8 dan p-rules 8p-rules 3p-rules 12. rongga language uses latin alphabets because it does not have orthographic system. /i, e, u, o, ə, a/ [i, e, u, o, ə, a] are written as i, e, u, o, e, a. /p, b, �b, m, f, v, w, t, d, <d, n, s, r, l, dζ, k, g, �g, ŋ, �, h/ [p, b, �b, m, f, v, w, t, d, <d, n, s, r, l, dζ, k, g, �g, ŋ, �, h] are written by using letters p, b, mb, m, f, v, w, t, d, nd, n, s, r, l, j, k, g, ngg, ng, ‘, h. for /�, �, �, �, �/[�, �, �, �, �] are written by letters bh, dh, gh, hg, zh. 4. acknowledgment i would like to express my thanks to the rector of udayana university prof. dr. dr. i made bakta, sp.pd (khom) and director of post-graduate study program udayana university prof. dr. ir. dewa ngurah suprapta, m.sc., and the head of doctorate of linguistics program prof drs. i ketut artawa, m.a., ph.d.for the opportunity and facilities in joining the doctorate of udayana university. my great thanks are addressed to prof. dr. aron meko mbete, as my promoter, prof. dr. i wayan pastika, m.s. as copromoter i, and dr. hans lapoliwa, m.phil. as co-promoter ii for the advice and guidance given to me during my study. i would also like to deliver my high appreciation to my academic adviser prof. dr. ni luh sutjiati beratha, m.a.for the guidance and advice. the same appreciation is also delivered to the dean of faculty of letters udayana university denpasar prof. dr. i wayan ardika, m.a.. finally, my great thanks come to all parties which can not be mentioned personally who helped me accelerate my study in linguistic doctorate program, post-graduate program udayana university. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 357—366 https://doi.org/10.24843/e-jl.2019.v13.i02.p13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 357 meaning of phrasal verb ‘pick up’ subtype do/happen: a natural semantic metalanguage approach 1 luh gde inten purnama sari setiawan, udayana university 2 l. sutjiati beratha, sutjiati59@gmail.com, udayana university 3 ni wayan sukarini, wayansukarini@yahoo.co.id, udayana university *corresponding author: girlsactive88@gmail.com received date: 10-01-2019 accepted date: 28-02-2019 published date: 31-07-2019 abstract—the difficulties in knowing and understanding the meaning of a language often appear in units of language with an idiomatic meaning, such as phrasal verb. a single unit of phrasal verb usually produces a meaning which is totally different with the meaning of its constituent. phrasal verb ‘pick up’ is a unique phrasal verb since it bears various meanings unlike other phrasal verbs. the implementation of natural semantic metalanguage (nsm) as a theory in this study leads to a great significance of avoiding misunderstanding on the meanings of phrasal verb ‘pick up’ by defining the meanings through semantic structures. this study is intended to find and describe the meanings of phrasal verb ‘pick up’. mention the object of the study here result of this study showed that phrasal verb ‘pick up’ is a kind of transitive phrasal verb which often followed by object. the different objects in phrasal verb ‘pick up’ lead to noncomposition polysemi between do / happen. this combination of two polysemies come in eight meanings. keywords: phrasal verb, pick up, natural semantic metalanguage 1. introduction the complexity of meaning produced in a language can be influenced by the presence of cultural and environmental features that creates difficulty in understanding meaning contained. difficulties in knowing and understanding the meaning of a language usually appears in units of language that have special meanings in the form of idiomatic meaning. the meaning cannot be predicted by translating it literally. furthermore, languages are different from one to another syntactically, or perhaps semantically (utami et al, 2018:1). semantically, phrasal verb is a phrase that contains idiomatic meanings and it cannot be predicted easily by finding the meaning of each lexicon. idiomatic meanings are often related to the environment, culture and it is a form of the naturalness of languages made by their native speakers. as stated in sumitri’s study (2015), language is a container in which the meaning lists conceptualization of culture that includes an overview perspective of community groups citizens concerned to the world. the strong relation between idiomatic meanings with native speakers is shown by the mailto:sutjiati59@gmail.com mailto:girlsactive88@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 357—366 https://doi.org/10.24843/e-jl.2019.v13.i02.p13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 358 frequency of phrasal verb used in every day’s people life both in written and spoken english. this is supported by altenberg (1998: 45) which states that "the lexicon of adult native speakers may consist of up to 80 percent of such phraseological units". besides, fletcher (2005: 78), also states that phrasal verb is something that is typical of english and is widely used in written and formal and informal english. therefore, according to this, non-native speakers will find very high intensity in the use of phraseology units, such as phrasal verb. this high frequency of using phrasal verb suggests a linear relationship with the non-native speaker's understanding of the meaning. a misunderstanding in the meaning of phrasal verb can lead speaker to misunderstanding of the whole message conveyed in an expression or a text. according to a study conducted by ryoo (2013), the verb ‘pick’ is one of the most widely used verbs as phrasal verb proven in the bnc (british national corpus) corpus data-based study. a combination between verb ‘pick’ and particle ‘up’ appeared 9037 times, as well as particles ‘out’ 856 times, particles ‘on’ 35 times and particles ‘back’ 3 times. the high appearance of combination between verb ‘pick’ and particle ‘up’ may occur since it has a number of meanings that are different from the meaning of each lexicons. some of the following sentences use phrasal verb pick up (1-1) let's pick up where we left off yesterday. (kinsella, 2004: 36) ‘to continue’ (1-2) did you pick up on the thing i’ve said before? (kinsella, 2004: 74) ‘to give attention’ (1-3) i need to pick something up at the drug store (kinsella, 2010: 88) ‘to buy’ (1-4) she said something i couldn't hear, then bent down to help pick up the papers. (kinsella, 2011: 213) ‘to take something from the ground’ phrasal verb ‘pick up’ has an ability to produce more than one different meanings. phrasal verb was previously limited to certain meanings, but during period of time a language can change according to the environment. thus, the new meanings exist in several non-formal context and situation. those different meanings cause confusion to the non-native speakers. in relation to e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 357—366 https://doi.org/10.24843/e-jl.2019.v13.i02.p13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 359 this, the objective of this study is to find and describe the different meanings that may occur in sentences consist of phrasal verb ‘pick up’ through semantic structure. the meaning of a word or phrase in certain language should be transferred precisely to the target language by including an understanding of the small things related to the word / phrase itself. thus, this study needs an approach to find out the implicit meaning in the phrasal verb pick up. natural semantic metalanguage (nsm) approach is able to describe each of the smallest components present in the phrasal verb through a set of semantic primes, along with noncomposition polysemy and universal syntax of meaning. 2. research methods this research is a qualitative descriptive study because the findings are not obtained through statistical procedures or other forms of calculation (strauss, 2003: 7). provision of large amounts of phrasal verb pick up data is collected from informal conversations found in novels by sophie kinsella. the data was collected through observation and note-taking. after the data was taken, then the data was analysed based on distributional method since it is a method that makes the part of the language a decisive tool. the determinant tool in the framework of the distributional method is always clear because it is a part or element of the language of the object of the research itself, such as words (broken words, prepositions, adverbial, etc.), syntactic functions (subject, object, predicate, etc.), clause (syllable , pitch, etc.) (sudaryanto, 1993: 1819). the technique used to analyse the semantic structure of phrasal verb pick up is the paraphrase technique. 3. result and discussion the result of this study found that phrasal verb pick up has 8 different meanings. those different meaning occurs as a result of different object and the sentence’s context of situation. the table bellow shows the meaning in indonesia and english. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 357—366 https://doi.org/10.24843/e-jl.2019.v13.i02.p13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 360 makna indonesia inggris memungut to take hold of something and lift it up from lower place/ground mengambil to collect/take something from a place phrasal membereskan to clean and tidy up verb ‘pick membayarkan to pay someone’s bill up’ membeli to buy memenjarakan to arrest bangkit/bangun to get to your feet after fall membangun kembali to return after something bad the difficulties comes when find the appropriate word in indonesia since these two languages have the different culture and environment. apart of this, the concern of this study only on the meaning and semantic structure to define the detail meaning of them. the further discussion of those meaning will be explained as followed a. pick up ‘to take something and lift it up from lower place/ground’ (1) she said something i couldn't hear, then bent down to help pick up the papers. (kinsella, 2011: 213) (2) my baby went down to pick up his hot-wheel on the ground, and the car just passed right by him. (kinsella, 2013: 213) the component of meaning to the phrasal verb ‘pick up’ in the sentence above is the position of the object. the object must be something on the ground or floor. the process that occurs in phrasal verb pick up with the meaning of ‘memungut’ is a movement made by the subjects which include a part of their body as an effort to reach the object. it can be done by bending the body, squatting, or in a position on one knee. the non-composition polysemy to this meaning is do/happen with structure semantic as below: ‘to take something and lift it up from lower place/ground’’ at one time, x did something to y x did like this: i did this with my hand e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 357—366 https://doi.org/10.24843/e-jl.2019.v13.i02.p13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 361 i did this in short time because of this, body part of x move down (using hand) after that, y move to x at the same time x want this x do like this b. pick up ‘to collect/take something from a place’ (1) it doesn't belong to me and i did not pick up your wallet (kinsella, 2018: 89) (2) all i've been allowed to do is type out copy, arrange meetings for other people, get the sandwiches and pick up my boss's dry-cleaning. (kinsella, 2018: 260) in general, the components the word 'mengambil' have the same semantic features as the word 'memungut' as both of them indicate an action to take something. the different semantic features comes in the form of the object position. the objects in phrasal verb pick up ‘memungut’ must be something on the ground/floor. however, the objects of phrasal verb pick up ‘mengambil’ is not limited to certain position. objects in the word ‘mengambil’ correlates with everything taken in any position from the subjects. the non-composition polysemy to this meaning is do/happen with structure semantic as below: 'to take' at that time, x did something to y at the same time, y moves beside x x did this with part of x (hand) x did this for a certain time x did something like this c. pick up ‘to clean’ (1) as i pick up toys and rub the spilled milk out of the rug, i regret that i was very angry to them (kinsella, 2003: 218) this meaning will be related to the objects in the form of something scattered on the floor. according to oxford phrasal verb dictionary, one of the meanings of phrasal verb pick up is "to tidy a room, etc and put them away". this meaning does not have a certain limitation regarding the concept of ‘cleaning up’ in the sense of tidying up and storing, or tidying and disposing. the most important thing is the event effect that occurs after that, which is a condition of object becomes clean and tidy. the meaning of the word ‘membereskan’ can be considered as e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 357—366 https://doi.org/10.24843/e-jl.2019.v13.i02.p13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 362 a derivation of the meaning of 'cleaning up' or ‘membersihkan’. the non-composition polysemy to this meaning is do/happen with structure semantic as below: ‘to clean’ at one time, x did something to y (toys, spilled milk) because of this, something happened to y like: i did something with body parts (hands) i did something for some time x wants this x did something like this d. pick up ‘to arrest’ (1) a swanky beach club near st. tropez, to pick up two drug-dealer who were supposed to be there (kinsella, 2018: 55) phrasal verb pick up can have a meaning of ‘to arrest' or ‘memenjarakan’ with an object must be a criminal (thief, robber, drug dweller, etc.). this action can only be carried out by authorities such as the police. motivation carried out by the perpetrator of the action is the desire to find the entity and bring it to a place, namely the police station. the noncomposition polysemy to this meaning is do/happen with structure semantic as below: ‘to arrest’ at one time, x did something to y (criminal, robber, drug dweller, etc.).) something happened to y like: x did something on the part of y (hand) x did it with something (handcuffs) at the same time, x and y move to a place (police station) x thinks this is true x wants this x did something like this e. pick up ‘get up’ (1) will he fall down and learn how to pick himself up again on the skating floor. (kinsella, 2008: 73) (2) he waited for her to painfully pick herself up when her foot slipped on a mossy rock and she fell (kinsella, 2018: 290) e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 357—366 https://doi.org/10.24843/e-jl.2019.v13.i02.p13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 363 according to the object of the sentence above, it can be ascertained that the objects belong to a reflexive pronoun which states that the action is carried out on its own without the help of others. the pronouns which are entities in the data above are himself and herself with the position of pronouns are between verbs and particles. phrasal verb pick up with the meaning 'bangun/bangkit' can be said as separable phrasal verb. the meaning of phrasal verb pick up according to the context in the sentence above also has a correlation with the word ‘fall’. the non-composition polysemy to this meaning is do/happen with structure semantic as below: 'get up' at that time, x did something something happened to x like: i move from the bottom up i did this with body parts i did this for some time x wants this x did something like this f. pick up ‘to pay someone’s bill’ (1) then tap the customer on the shoulder, pick up the bill and ask if it belongs to him. (kinsella, 2018: 240) the object that become the significance role after phrasal verb pick up with the meaning above is a 'bill' which specified into someone’s bill. the semantic component to define the meaning of phrasal verb pick up above is the action result. someone will get benefit by the subject because someone did something good for him/her. therefore, the non-composition polysemy to this meaning is do/happen with structure semantic as below: ‘to pay’ at one time, x did something to y if something happens like: i do something for someone someone feels this good i want this x can do this g. pick up ‘return after something bad’ it was time to pick up the pieces of their lives and try to move on (kinsella, 2003: 72) e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 357—366 https://doi.org/10.24843/e-jl.2019.v13.i02.p13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 364 this meaning is related to something bad happened in the past. the use of phrasal verb pick up also shows that later something good is about to happen, so the subject of the sentence can feel a better condition than before. this can be expressed by the use of natural language in explication such as ‘before, x felt bad, now x feels something good because x did this. therefore, the non-composition polysemy to this meaning is do/happen with structure semantic as below: ‘return after something bad’ at that time, x did something something happened to x like: before, i felt bad now i feel my life is better because i do this i know this is true x wants this x did something like this h. pick up ‘to buy’ (1) adam had hospital calls to make but decided to pick up a sandwich at the subway (kinsella, 2013: 179) according to oxford learner's' dictionary, the meaning of phrasal verb pick up for data above is to buy something, especially cheaply or by chance / luck. the characteristic of the objects is something that can be traded. these objects include food, drinks, everything provided in minimarket, café, cofeeshop, etc. the objects are generally not a very highvalue item, however it refer to a basic need of daily activity. therefore, the noncomposition polysemy to this meaning is do/happen with structure semantic as below: 'to buy' at that time, x did something to y (food, drinks) at the same time, something happened to y if y experienced something like: i move closer to x x feels it's good x did it because he wanted me x can do this e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 357—366 https://doi.org/10.24843/e-jl.2019.v13.i02.p13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 365 4. conclusion the result of this study showed that phrasal verb pick up is a kind of transitive phrasal verb which often followed by object. it was also shown that there are eight different meaning of phrasal verb pick up in the category of polysemy between do/happen. the difference in meaning can be very diverse due to the differences in direct objects that follow the phrasal verb. some meanings of phrasal verb ‘pick up’ require that the pronoun object must be in the position between the verb and the particle. the semantic structure is formed through paraphrase by using semantic primes leads to a clear simple description of each phrasal verb ‘pick up’ meaning. 5. references altenberg, b. 1998. on the phraseology of spoken english: the evidence of recurrent word combinations. in a. p. cowie (ed.), phraseology: theory, analysis and applications (pp. 101-122). oxford: clarendon press. fletcher, b. 2005. register and phrasal verbs. med magazine. the monthly webzine of mcmillan english dictionaries, 33, 45-54. goddard, c. 1996. “building a universal semantic metalanguage” the semantic theory of anna weirzbicka’ dalam c. goddard (ed) 1996. cross linguistic syntax from a semantic point of view (nsm approach). canberra: australian national university. quirk, pandolf and sidney greenbaum. 1975. a university grammar of english. london: longman group limited strauss dan corbin j. 2003. dasar-dasar penelitian kualitatif : tata langkah dan teknikteknik teorisasi data. pustaka pelajar, yogyakarta: abimanyu, et al. sudaryanto. 2015. metode dan aneka teknik analisis bahasa. yogyakarta: sanata dharma university press sudipa, i n. 2004. “verba bahasa bali: sebuah kajian metabahasa semantik alami (msa). disertasi”. denpasar: program pascasarjana, unversitas udayana. sudipa, i n. 2010. struktur semantik: verba keadaan bahasa bali. denpasar: udayana university press e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 357—366 https://doi.org/10.24843/e-jl.2019.v13.i02.p13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 366 sumitri, ni wayan et al. form and meaning of ti'i ka discourse in mbasa wini ritual of rongga ethnic in flores.e-journal of linguistics, [s.l.], jan. 2015. issn 2442-7586. sutjiati beratha, ni luh. 1997. basic concept of a universal semantic metalanguage. linguistika, tahun iv edisi keenam, 110-115 utami, i made verayanti; apriliani, kadek; sugiarti, dian pramita. 10.24843 the analysis of indonesian transitive and intransitive verbs found in the translation of possum magic an australian classic by bipa students of la denpasar. e-journal of linguistics, [s.l.], v. 12, n. 2, p. 79-87, july 2018. issn 2442-7586. wierzbicka anna. 1996. semantics: prime and universal. oxford: oxford university 6. acknowledgments in this opportunity the authors would like to address our greatest thanks to those who have given valuable contribution to this research so that it can be publicized through this publication. my great gratitude delivers to my family and friends who always being my support system team. also for the editorial board and contact person of this publication, thank you for the time and help in editing this research so that this research will be worthwhile to the development of semantic studies. microsoft word varieties_christ_edit.doc 1 language varieties in grime valley jayapura regional dialectological study christ fautngil linguistika_unud@yahoo.com school for graduated study, udayana university. promotor: prof. dr. aron meko mbete department of linguistics, faculty of letters, udayana university co-promotor i: prof. dr. multamia lauder, m.a. department of linguistics, faculty of letters, indonesian university co-promotor ii: dr. ni made dhanawaty, m.s. department of linguistics, faculty of letters, udayana university abstract a regional dialectological study is a research of mapping languages in an area, as what conducted in this study in grime valley jayapura. this research is based on the theory of traditional dialectology currently known as a theory having normative rules to determine the status of a variety as a language, dialect, subdialect, difference in speaking and no difference in speaking, both in the valley and outside the valley. the two language aspects employed as indicators are sound and lexical aspects. what is discussed from these two aspects is variation. in terms of sound aspect, discussion of variation covers sound description, correspondence, and calculation of sound distance from dialectometrie, phoneme inventory, and phoneme distribution. in terms of lexical aspect, lexical distribution and calculation of vocabulary distance from lexical dialectometrie are discussed. after that, varieties are classified, groupings of phonological and lexical varieties are compared, and the status of every variety, as a language, a dialect, sub-dialect and so on is identified. phonological study shows variation in correspondence aspect, calculation of sound distance, inventory, and phoneme distribution. correspondence has various variations such as the existence of irregular sound which is unpredictable on each point of observation. calculation of sound distance shows a difference, but the difference is limited to the point in which there is no difference in speaking. the inventory and distribution contain differences in number, type and existence of given phonemes. lexical study shows varied distribution at the middle and outskirts of the valley. the calculation of vocabulary distance shows that there is no difference in language. groupings of phonological and lexical varieties are different in number but identical in the points of observation. if identified in terms of language and dialect for the four varieties, namely nimboran, gresi, kwansu and kemtuk, it turns out that there are differences in language, that is, nimboran, kwansu and kemtuk gresi. in the previous studies, kemtuk and gresi were known as two languages, but in this calculation, the difference was in the level of dialect. further study need to be conducted to investigate the relation of languages in grime valley with those in the surrounding areas. it is also necessary to conduct a diachronic research and to apply other theories. 2 key words: varieties, phonology and lexical, language and dialect. 1. introduction the fact that there is no definite number of languages and local dialects in indonesia indicates that language inventory has not been totally and well done yet. one of the effective ways of inventorying languages is by mapping languages through dialectological studies all over indonesia. this, however, has not been done yet. this research is one of language mapping activities in grime valley jayapura, papua. this area is worth investigating for many factors, but the most basic one is its interesting linguistic situations which have not been mapped yet. what is intended by such interesting linguistic situations are the variations which take place at every linguistic level. based on the above explanation, the phonological and lexical levels should be focused on in this study. their variations need to be paid particular attention to. phonological variation includes sound description, correspondence, calculation of sound distance from phonological dialectometrie, inventory and phoneme distribution. lexical variation includes lexical distribution and calculation of vocabulary distance from lexical dialectometrie. these two aspects of variations also need to be compared. in addition to the above matters, the status of the existing language varieties in grime valley is also very essential in this study. the status intended here is the status of a variety as a language, dialect, sub dialect and so on based on the existing criteria. the main criterion is the result of calculation of phonological and lexical dialectometrie by seguy 1973 (in ayatrohaedi, 1985:59) with the difference suggested by guiter (1973:96). the existing criterion is known as traditional dialectological method which is still applied until now. the result of the above calculation shows that there are three languages, namely nimboran, kwansu and kemtuk gresi. the varieties of kemtuk and gresi have been known as two languages so far (silzer and caluse, 1991), but in this calculation they are just different dialects. the difference in dialect occurs in varieties of kemtuk and gresi. the difference in sub dialect occurs in berap. the difference in speaking takes place in the varieties of singgriwai, sawoi, gresi, 3 kemtuk, and daimokati. the varieties of berap and singgriwai are found in nimboran language; the varieties of sawoi and gresi are found in gresi dialect; varieties of kemtuk and daimoikati are found in kemtuk dialect. diachronic studies and application of other theories need to be conducted in the future. investigation of the relation of languages in grime valley and those in the surrounding areas is also so essential to carry out. in addition, attention should also be paid to the researches on historical background, geography, and social culture. 2. material and discussion the result of this research shows that theoretically phonological varieties are significantly different although they are only different in the level of dialects. for example, kemtuk and gresi are different in terms of phoneme inventory and phoneme distribution. nimboran and kwansu, nimboran and gresi, kemtuk and kwansu are too. all of the varieties are different in total, type, inventory and distribution. with regard to inventory, for example, the difference is in total, that is, nimboran variety has 24 phonemes, gresi variety has 25 phonemes, kemtuk variety has 22 phonemes and kwansu variety has 23 phonemes. matters related to phonemes occur in some sounds such as [c], [f], [j], [š], [η] which, in certain varieties, appear as phonemes but in the other varieties as allophones. the other two interesting phonological matters are language sound complexity and sound irregularity on various points of observation. the complexity is on vocoid and contoid sound sequences. these sounds are identified as single sound, that is, pre-nasalized sounds mb, nd, ηg and diphthongs ai, au, oi, ou, ua, uε, uo, ui and ei. in addition to pre-nasalized and diphthong sounds, there are also clusters and two-sound sequence both vocoid and contoid. the clusters are like bř, gř, kř, sř, kw. lexical variation includes two matters; they are lexical distribution and calculation of vocabulary distance from lexical dialectometrie. in the lexical distribution a given existence of distribution on 30 points of observation is discussed. there is a given wide distribution, meaning that there are more than 50% of points of observation and there is also a given distribution on some points 4 of distributions. compare the distribution intended here with that from one point of observation as made by lauder (1993:225). the calculation of vocabulary distance from lexical dialectometrie produces groups of points of observation which show difference in language, dialect, sub dialect, and difference and no difference in speaking. then this calculation is used as the basis for further discussions. it means that this calculation is used as the basis and then is compared with lexical distribution, calculation of sound distance, the result of correspondence grouping, inventory grouping and distribution. the other observation made in this study is the comparison of language variety groupings in terms of phonology and lexical items. such a grouping seems important as these two fields have never been compared yet. even, in the previous dialectological studies especially those which applied structural theory (bawa, 1983) and generative theory putu putra, 2007), it was interesting. they discussed a lot about phonological aspects, lexical groupings with dialectometrie which were always employed for assorting languages, dialects, sub dialects, difference in speaking and no difference in speaking. the results of such a comparison made in this study of the two fields show an interesting thing. it turns out that the two fields, although different in terms of the total of groupings, the results of the groupings are similar on certain points of observation. phonologically, for example, seven groups of varieties are identified and lexically, eight groups of varieties are produced. the points of observation which form these groups are similar, although the totals are different. to make it clear, it is necessary to show those groups and points of observation as follows: phonological varieties making pon 1 is tp 1; pon 2 are tp2 – 14, 29, 30; pon 3 are tp 15 and 20; pon 4 are tp 16 – 19; pon 5 are tp 21 – 22; pon 6 are tp 23 – 27; pon 7 is tp 28. lexical varieties total 8 making lex 1 is tp1; lex 2 are tp 2 – 6, 9 – 14, 29, 30; lex 3 are tp 7 – 8; lex 4 are tp 15 and 20; lex are tp 16 – 19; lex 7 are tp 23 – 27; lex 8 is tp 28. lexically, the difference is on tp 7 – 8 ; phonologically, the difference is none. both tps are found in nimbora varieties. finally, it is necessary to state here that phonological variation can be investigated as the material which probably breaks the linguistic theories so far found. 5 3. conclusion this research has produced four final results related to the problems and the objectives of the research. the four results are (1) phonological varieties, (2) lexical varieties, (3) are the identifications of phonological and lexical varieties similar, (4) identification of the status of the existing varieties as languages, dialects, sub dialects, difference in speaking , and no difference in speaking. phonological varieties show sufficiently significant variation in terms of sound correspondence; calculation of sound distance, sound inventory, and phonemic distribution. as far as correspondence is concerned, it varies especially on the points of observation in which the sounds correspond inconsistently. the calculation of sound distance which identifies sound status on each point of observation also varies. the final result shows that the degree of difference is only the difference in speaking and no difference in speaking. there is no difference in the levels of sub dialects, dialects and languages. lexical varieties produce lexical distribution and result of calculation of vocabulary distance. the lexical distribution is counted on the basis of given numbers consisting of 2898. out of this, only 150 given in 150 maps with wide distribution. the given 150 are further divided into two; they are: that which is made of one lexical item totaling 37 and that which is made of two totaling 83. the varieties identified in sound and lexical items are different in number, that is, sound varieties total seven and lexical varieties total eight, but they are similar in the groupings of points of observation. the last identification produces the status of those varieties; there are three languages, two dialects, one sub dialect, five differences in speaking and no difference in speaking. it is expected that this will be theoretically and practically useful to those who need it 6 4. references ayatrohaedi, 1985. sunda language in cirebon area. jakarta: balai pustaka bawa, i wayan. 1983. “balinese language in bali province” dissertation. jakarta: indonesia university guiter, henri. 1973. “atlas et frontier linguistique” drf: 61-109 lauder, multamia r.m.t. 1993. mapping and languages distribution in tangerang”. jakarta: pusat pembinaan dan pengembangan bahasa putu putra, anak agung. 2007. “dialectical segmentation of sundanese in sumba island”: a dialectology study” dissertation. denpasar: post graduate of linguistic, doctoral degree, udayana university. seguy, jean. 1973. “la dialectometrie dans 1’ atlas linguistique de la gascogne” rlir 37: 1-24 silzer, pieter j and helja h. clouse. 1991. index of irian jaya languages. a special publication of irian bulletin of irian jaya. 5. thankfulness this study is an extended activity to map languages in jayapura and its surrounding. grime valley belongs to jayapura regency next to sentani whose language mapping has been made. as its language mapping has not been made, a dialectogical research is necessarily conducted. this research has also been inspired by the researches conducted by bawa (1983) in bali and lauder (1993) in tangerang. the late prof. dr. i wayan bawa initially motivated and supervised the research. he, however, passed away in the middle of his supervision. then he was replaced by prof. dr. aron meko mbete, assisted by prof. dr. multamia r.m.t. lauder and dr. ni made dhanawaty, m.s. therefore, my deep and sincere thanks go to them. microsoft word sri satyawati_edited 1 valency and syntactical relation in bimaness made sri satyawati1, i ketut artawa2, i wayan pastika2, i gusti made sutjaja2 1postgraduate program, udayana university 2department of linguistics, faculty of letters, udyana university email: madewati@hotmail.com abstract this study presents the findings and descriptions of the replies to several problems that have not been completely and deeply discussed in the researches previously conducted on bimanese. the problems are related to micro-linguistic factors, namely valency and syntactical relation in bimanese. both deductive and inductive approaches were applied to obtain satisfactory results. the main theory employed in this study is role and reference grammar theory (rrg) by van valin and j. lapolla. it was employed to completely analyze the collected data in accordance with the problems proposed in this research, and the inductive approach was employed to analyze the data in order to get novelties. in this study, clause structure is given the first priority to discuss, followed by the discussion on operator, voice markers, nominalizers, and definiteness. based on the predicate category, the clause in bimanese can be constructed with the constituents that are under the categories of verb, noun, adjective, number, and adverb (prepositional phrase). based on the clause analysis, it has been found that in bimanese there are several operators, each of which has different functional boundary in marking the clause meaning. one operator may only sign nucleus, core (nucleus and argument), or core and periphery. bimanese has also been identified to have four linguistic states expressed by verbs that are made to make sense based on state (aktisontrat), achievement, and accomplishment. rrg classifies verbs into ten instead of four. however, in this study, to make the analysis easier, verbs are classified into four. the predicate in bimanese can be both serial verbs and secondary verbs. it has also been found that the mechanism of change in valency is marked by the attachment of markers to the verbs resulting in causativity, applicativity, and resultivity. from those syntactical constructions, the syntactical relation in bimanese can be clearly identified. the discussion on syntactical relation starts with subj and obj followed by word orders. the word orders found in bimanese are spo, adposition of prep-n, n-g, n-adj, n-dem, and question word position. in addition, four voices have also been identified in bimanese. they are active, passive, middle, and antipassive. key words: morphosyntax, valency, syntactical relation, operator, state, aktionsart, lexical representation, thematic relation, voice, serial verbs, secondary pred. 2 1. background bimanese or commonly called nggahi mbojo is a language natively spoken by approximately 608,679 speakers in the eastern part of sumbawa island including bima regency, dompu regency, and bima city (syaqmsuddin, 1996: 13). the eastern part of bimanese speaking area is the komodonese speaking area and the western part is the sumbawanese speaking area. bimanese is one of the local languages existing in indonesia. it is a language that is really interesting to explore. however, few studies pertaining to this language have been conducted. therefore, some micro linguistic aspects such as morphology and syntax need investigating more completely and consistently. as an illustration, in the previous studies no clear explanation about markers and their functions in bimanese has been found. in fact, their forms, functions and meanings affect the clause structure and the constituents forming the clause. morphologically, the discussion is not only related to the forms and functions of the verbs, but the meanings of the verbs also become the focus of the discussion. the meanings of the verbs resulting in different types of verbs may affect the verb valency. and then, the difference in valency may result in various relations between the verb and its arguments. this morphosyntactical study is focused on morphology and syntax. therefore, the main problems discussed in this study are as follows: 1) what are the patterns of the clause structures in bimanese? 2) as a language with no affixes, is it possible to determine the argument thematic relation role to the subcategory of pred in bimanese? 3) is there any grammatical and lexical marker for realizing the mechanism of change in valency in bimanese? 4) how is the syntactical relation in bimanese expressed? 2. theoretical framework the main theory referred to for analyzing the phenomenon in bimanese, as mentioned above, is role and reference grammar (rrg), which is developed by van valin and la polla (1997) and is intended to develop the universality of languages 3 viewed from the clause structure in bimanese. in the clause structure, it views the distinctions between predicate and non-predicate elements or between noun phrase and ad position phrase (preposition and postposition). the distinctions made and the other concepts of rrg may be employed to recognize the linguistic facts existing in bimanese. in addition, it is also employed to determine the change in valency in bimanese syntactical relation. compared with other formal theories, rrg is the proper one for analyzing the morpho-syntactical factors in bimanese. it rises as a combination of some formal theories, as some of the terms used in it are derived from the theories previously introduced. this can be exemplified by the fact that in rrg there are three grammatical relations such as subj, obj, and indirect obj., while in functional grammar there are only two relations, that is, subj and obj. furthermore, relational grammar views a clause only from syntactical function and functional grammar views a clause from two dimensions, that is, syntactical and semantic dimensions, while rrg analyzes a clause based on syntactical, semantic, and pragmatic aspects. 3. research method according to van valin and laq polla (1997), the aim of linguistic study is to explain linguistic phenomenon. this includes the explanation of a language as an individual possession and the explanation of languages that is directed to the universality of languages. from such phenomenon, it can be recognized how a language is different from others. this study attempts to describe the linguistic phenomenon in bimanese especially those that are concerned with valency and syntactical relation. this qualitative, explainatory and synchronic study expresees and explains the data in accordance with the language reality. this is also called a field study since the data were natural and were directly obtained from the speakers (hyman, 2001). he stated that many researches conducted so far did not involve human participation apart from researchers themselves. in addition, according to him, field linguistic study does not only involve the first person (the researcher), but also the second person for the data elicitation and the third person for observation so that the data obtained are accurate. this means that the quality and the 4 quantity of the data depend on (1) the researcher, and (2) the time and the speakers’ skillfulness (mithun, 2001). the data collected for this study are classified into the primary data (the data that are obtained through interview) and the secondary data (the data that are obtained from texts). the technique employed to analyze the data was descriptive-analytic, and the approach applied was deductive-inductive. 4. discussion one of the findings show that the clause in bimanese is made up of pred filled with verb and non-verb. the pred filled with verbs produce intransitive, monotransitive and bitransitive clauses, whereas the pred filled with non-verbs result in intransitive clauses only. bimanese does not have any affix determining any change in valency and voice. for this purpose, the concept of operator is used instead. with reference to such a concept, seven types of operator were found in bimanese used as the indicators of the elements of nucleus, core (nucleus and arguments), and clause (core and periphery). they are aspect, negation, modality, evidential, status, illocutionary and directional. therefore, bimanese is considered (1) a language focusing on informational aspect proved by three types of aspect markers such as actor cross reference ku-/-ku, {ma-/-na}, {na-/-na}, nominalizer {ma-},{ma-}, {ra-}, and {di-}, and lexical markers such as wunga for ‘progressive’, nee for ‘future’, and ‘past participle’; (2) a language whose marking system is determined by the role of arguments filling in the subj (actor or undergoer); (3) a language whose passive construction is only marked by {ba-}or whose agent markers are attached to the pred, that is, nee for ‘future’ and wau for ‘past participle’. the aspects determined by the three types of aspect markers are (1) imperfective (if the cross reference of the actor appears before the pred, {di-}and nee for ‘future’ are used), perfective (if the cross reference of the actor is after the pred, {ra-} and wai for ‘past participle’ are used), habitual (if the cross reference of the actor is attached to the pred, {ma-} is used), and durative that uses the lexical marker wunga for ‘progressive’. furthermore, the iterative marker {ku-}attached after the pred is also found in bimanese. 5 the grammatical markers indicating aspects can function as the agent markers in passive construction and as the possessive markers as well. moreover, some can also be used as nominalizer/relativizer. the agent markers and the possessive markers are marked by the cross reference of the actor, the nominalizer and relativizer are marked by {ra-}, {di-}, and {ma-}. the other operator category is negation, which is indicated by the lexical constituent wait ‘not’, watipu ‘not yet’ and laina ‘not’. the constituent wait or {ti}’not’ is used to negate noun, verb and adjective; laina ‘not’ is used to negate noun, while watipu is used to express unfulfilled activity. the operator which is in the forms of modality, status and evidential contains illocutionary force close to modality. the lexical markers au ‘what’, cou ‘who’ and the grammatical marker {ro} are used to indicate interrogative illocutionary force, while the lexical constituent aina ‘do not’ and the grammatical markers {ja}, {put}, {ni} are used to indicate imperative one. directional operator is also found in bimanese. how it is used depends on geographical area and direction. the markers used to express direction are di for the object located in the west, ele for the object located in the east, da for the object located in the north, and da for the object located in the south. furthermore, the markers used to refer to geographical area are ipa for the area isolated by a mountain, a river, and sea, ese for the upland, awa for the lowland, dei for the hinterland, and ari for outside/more developed areas. bimanese also has voice markers such as {ba}for oblique, weki for reflexive, angi for reciprocal, {-wea}, {kai}, and labo for an increase in valency. the markers of relative, noun and definiteness are also found in bimanese. in rrg, a clause is composed of core (consisting of pred and its arguments) and periphery. pred is expressed by nucleus which is under category of verb and in bimanese it can express four types of state. the meaning of verb introduced in rrg is based on the types of aksionsart such as state, activity, achievement, and accomplishment. out of ten types of verbs whose meaning is based on aksionsart, only four are used in this study. they are used to determine the lexical representation of each verb in bimanese. to determine the thematic relation of verb, two basic types of verbs, namely state and activity are used. 6 based on what has been described above, the lexical representations of the four basic types of verbs are as follows (1) be’ (x,y), (2) pred’(x), or pred’ (x,y), and (4) be’ (x, [pred’(x)] for state verb; do’ (x,[pred’(x,y)] and do’ (x,) pred’ (x) for activity verb; ingr pred’(x) or ingr pred’ (x,y) for achievement verb; become pred’ (x) or become pred’ (x,y) for accomplishment verb. furthermore, the thematic relation of verb in bimanese indicate that the verb can involve one or more participants whose roles are patient, perceiver, stimulus, cognizer, content, wanter, desire, possessor, possessed, emoter, target, effector, goal, mover, static, static mover, performer, consumer, consumed, creator, creation, and locus. the pred in bimanese can be in the forms of serial verb and secondary verb. the serial verb is made up of two verbs, one of which is lao ‘run’ and mai ‘come’, as in lao rai ‘go running’ and mai ngaha ‘come to eat’. the secondary verb involves depective, resultive, circumstance, and complement predicate. three of them, depictive, resultive and circumstance, are called adjuncts and their existence in a clause is optional, and the other, complement, is obligatory and is called complement. from the analysis of verb valency, it has been found that the mechanism of alteration in valency in bimanese is marked by the increase in valency (causative and applicative) and the decrease in valency (resultative). causative in bimanese is reflected lexically, morphologically, and analytically. the lexical causative takes place when the constituent of pred is a verb with causative meaning such as gili ‘to roll’ and dunggi ‘to push’. morphological causative is formed by attaching the causative marker (ka-) to adjective such as in makarasona ‘to clean’, to noun such as in makacina ‘to become brother’, to number such as kaduana ‘to becomed two’, and to verb such as makapaliponga ‘to make to become rolling’. analytic causative is formed by adding the verb ndawi both to intransitive and transitive clauses containing the verb kau. in addition, there are also causative constructions with semantic parameter known as (1) pure causative and permissive causative, (2) direct causative and indirect causative. applicative in bimanese is marked by the prepositions labo and kai and the marker wea. the two prepositions appear in the predicate slot and may be marked by a cross reference marker and form complex verbs such as nika labo ‘to marry with’, doho 7 kai ‘to sit in’. applicativity with the marker wea is formed by adding it to the verb as in ndawi wea ‘to make for’. the complex verb with wea can also be marked by a cross reference as in the two prepositions mentioned above. in bimanese, the process of causativity is similar to the process of applicativity in that they are formed by adding arguments. in causative, the argument added is actor, while in applicative the argument added is undergoer whose thematic roles are benefactive, commutative, instrument, and theme. the argument with benefactive role appears in the applicative with wea , while the commutative and instrument roles appear in applicative with labo and kai. resultative as a process of the decrease in valency is derived from passive. the verb in resultative is marked by a resultative marker {ra} but the agent is omitted. there are four types of voice found in bimanese. they are active, passive, middle, and anti-passive. the pred of all the voices are (1) noun, verb as the basic constituent which may be marked by an aspect marker and a cross reference marker; (2) basic transitive verb, either active or passive marked by causative, applicative, and benefactive markers. generally, the transitive verb can be recognized through the meaning of the verb itself, if there is an argument in the form of direct object (undergoer) after the verb. the aspect markers attached to the verbs in active transitive construction use actor cross reference markers such as {ku/-ku}, {-mu/mu}, and {-na/na}, while the aspect markers in passive construction are {ra} for perfective and {di} for imperative. the passive aspect markers may also be used in middle voice with transitive verbs. theoretically, middle voice is classified into periphrastic middle, morphological middle and lexical middle. however, based on the analysis of the data, in bimanese there are only two types of middle. they are periphrastic and lexical middle. bimanese does not have any grammatical marker indicating morphological middle. it only has lexical markers marking reflexive middle such as weki ‘self’ or kese ‘self’ and marking reciprocal ‘angi’. in addition to the lexical markers, reflexive in bimanese can also be expressed by reflexive verbs marked by actor cross reference markers. these markers are used to express that the action conducted by the actor comes and refers to the actor itself. 8 based on the analysis of the form of middle action, the middle voice in bimanese is divided into (1) physical care (performance) action, (2) action performing physical change, ,(3) action showing change in physical posture, (4)action showing translational movement, (5) action showing acquisition, (6) action showing emotion, action showing cognition, and (7) action showing spontaneity. based on the above findings, it has been identified that bimanese has uniqueness and universality. what is unique and universal is identified by comparing bimanese with the other languages such as rongganese and sasaknese. the universality is shown by the fact that (1) pred is filled in by verb or other categories such as noun and adjective, (2) subj. and obj. are filled in by n/np, (3) the word order svo, (4) the word pattern in which n is before adj and prep. the things showing that bimanese is unique are (1) the grammatical markers ‘clitics’ bearing information on the operator, especially aspect, and (2) the grammatical markers expressing voice. 5. novelty not all markers existing in bimanese were identified in the previous studies. the markers found out were usually called affixes. in addition, how the markers were named was not consistent. furthermore, the interaction among the markers has not been completely described so far. however, based on the theory of operator introduced in rrg, the markers in bimanese, which are numerous, can be more easily discussed. they are {mu-/mu}, {na-/-na}, {ba}, {ra-}, {di-}, {ma-}, {ka-}, {-ku1}, { -ku2}, {-wea}, {labo}, {-kai}, {-ro}, {angi}, {weki}, {ba}, {wunga}, {nee}, {wau}, {ja-}, {-pu}, {-pu}, {-ni}, {ndawi}, ‘buat’, and {kau} ‘suruh’. through those markers, it can be concluded that : a. bimanese has two types of markers. they are grammatical and lexical markers. the grammatical marker is also called clitics featured as follows (1) it has lexical meaning, (2) it can be attached to particular constituents, and (3) it does not derive and change the valency of the attached constituents. b. in the previous studies, {ku-/ku}, {ta-/-ta}, {mu-/mu}, {na-/-na} were called pronominal clitics and verb agreement. however, in this study they are called actor 9 cross reference since they refer to the argument serving as actor. furthermore, the clitics {ra-}, {di-}, and {ma-} are called clitics of nominalizer. in addition, {ba} is called passive marker, {ka-}, {ndawi}, {kau} are called causative markers, {ku} is called aspect marker, {ku2} is called emphasizing marker, {-wea}, {-labo}, and {kai} are called applicative markers, {ro} is called interrogative marker, {angi} is called reciprocal marker, {wunga}, {nee}, {wau} are called aspect markers, and {ja-}, {-pu}, {-ni} are called imperative markers. c. bimanese is a language which gives priority to the information on aspects. the tree types of aspect markers such as actor cross reference, nominalizer and lexical markers prove this. the marking system in bimanese is greatly influenced by the arguments of the subject. d. if morphological markers are used as the passive construction standard, then certainly bimanese will not have passive construction. however, when passive voice is discussed from the syntactic point of view, bimanese has syntactic passive as the semantic role of the subject as undergoer and the oblique agent is marked by {ba}. this can be exemplified by foo ede radari ba ina nahu ‘mangga itu dipotong oleh ibu saya.’ the passive construction found in this study is different from that found by jauhari (2000). he argues that passive construction in bimanese is formed by pred affixes {ra}, {di}, and {ba-}. nevertheless, this study shows that the primary features of passive construction are (1) the agent is marked by oblique marker {ba-} and (2) the role of the subject is as undergoer. 6. acknowledgement i would like to express my thanks to the rector of udayana university, prof. dr. dr. i made bakta, sp. pd (khom) and director of postgraduate program of udayana university, prof. dr. ir. dewa ngurah suprapta, m.sc., and head of doctorate program of linguistics, prof. drs. i ketut artawa, m.a., ph.d. for the opportunity and facilities provided to me in joining the doctorate program. my thanks are also extended to prof. drs. i ketut artawa, m.a., ph.d., as my promoter, prof. dr. i wayan pastika, 10 m.s. as co-promoter i, and prof. dr. i gusti made sutjaja, m.a. as co-promoter ii for the advice and guidance provided to me during my study. my high appreciation is also addressed to the dean of the faculty of letters of udayana university, prof. dr. i wayan ardika, m.a., dr. ni made danawati, m.s. my thanks and appreciation also go to all parties who have been very helpful during the completion of my study in the doctorate program of linguistics of postgraduate program of udayana university whom i cannot mention personally. 1 formal oral indonesian register used in open examination a synthatical-pragmatic study ni wayan sartini indonesian department, faculty of cultural sciences university of airlangga surabaya email: yaniwiratha@yahoo.com ketut artawa doctorate program in linguistics, faculty of letters, udayana university made budiarsa doctorate program in linguistics, faculty of letters, udayana university made dhanawati doctorate program in linguistics, udayana university abstract this study explored the formal oral indonesian register ‘bahasa indonesia ragam lisan formal’ (hereinafter referred to as birlf) used in open examinations from syntactical-pragmatic perspective. in general, this study aims at analyzing the grammatical-pragmatic elements of the formal oral register used in open examinations; in particular, it aims at analyzing the forms of speech acts and the forms of politeness used in the open examinations held at the university of airlangga ‘universitas airlangga’ (unair) and the state university of surabaya ‘universitas negeri surabaya’ (unesa). the theories used were the structural theory and the theory of pragmatics. the structural theory was used to analyze the grammatical structures of the sentences used in the dialogues taking place in the open examinations. the theory of pragmatics used in this study refers to the theory of politeness proposed by lakoff (1972), leech (1983), brown and levinson (1987), and the theory of speech act developed by austin (1962) and searle (1975). the data analysis showed that, based on the direction of extension in which the verb was the center, and the extending components, eleven types of imperative sentences were found. the extension took place to the left, to the right and to the left and to the right from the verb simultaneously. the extending components included words, phrases, clauses and combinations of phrases and clauses. the interrogative sentences used were both the close interrogative sentences and the open interrogative ones. the declarative sentences used were the complex coordinative and subordinative ones. deletion, pronominalization,, and repetition characterized the two types of sentences. to identify politeness, the layers of the components constructing the sentences were analyzed. the imperative politeness was expressed grammatically and lexically. grammatically, the grammatical politeness was shown by passivizing the verb, shifting moods, and changing sequences. lexically, politeness was expressed by adding lexical items functioning to refine the directive force. the interrogative and declarative politeness was shown by hedging utterances using words functioning as politeness markers. 2 keywords: imperative, interrogative, declarative, and politeness. 1. introduction the essence of the language used in an open examination is dialogue. taylor and cameron (1987) state that in the last fifteen years the analysis of conversations and dialogues has been one of the language and communication fields of study which has been developing the fastest and most actively. the analysis of dialogues or conversation has been the focus of inter disciplines such as psychology, sociology, and linguistics. firth (1957: 32) states that the analysis of conversations or oral languages as the object of linguistic study is the key to a better understanding of what language is and how it works. the open examination refers to a procession carried out by the post graduate program of a university to promote a new philosophical doctor. how the language is used in the open examination is highly interesting to be analyzed from the syntacticalpragmatic perspective. as stated by leech (1983: 70), a formal and functional analysis is needed in order to be able to discuss a linguistic object comprehensively. therefore, the language used in the open examination discussed in the current study is observed from two perspectives; formal perspective and functional perspective. formally, the linguistic level analyzed in this study is the syntactical level; and functionally, what is analyzed is the aspect of speech act and the aspect of politeness included in pragmatics. the micro linguistic data or syntactical data were used as the basis for understanding the pragmatic meaning in this present study. in other words, grammatical structure can represent the pragmatic aspects such as politeness. this shows how grammar and pragmatics work together in the scientific discourse and how pragmatics uses grammar at the same time. basically, grammar and pragmatics are two things which complete each other and have complex relationships. ariel (2008) states that, when a language is used, many aspects are implicitly left in an utterance. therefore, it will be better if grammar and pragmatics are applied together. grammar refers to a set of codes which is explicitly related to a statement; and pragmatics is a set of conclusions drawn from the bases of such codes. 3 from the library research conducted by the researcher, it can be stated that no researcher had conducted any research in formal oral indonesian register from the perspective of syntactical-pragmatic study. the combination of syntactical study and pragmatic study is relatively new and no complete combination has been done. therefore, it has been a challenge for the researcher to conduct a further study. 2. research method this study explored the formal oral indonesian register ‘bahasa indonesia ragam lisan formal’ (referred to as birlf) used in the open examinations carried out by the post graduate programs of the university of airlangga surabaya and the state university of surabaya. this study used phonological approach, that is, an approach applied to an object of study understood as a dynamic phenomenon reflecting the reality of the speakers’ daily life (moleong, 1995). as part of phonological approach, this study is classified as a qualitative study or a descriptive qualitative study. the method used to collect the data was non participative observation method supported by note taking and recording techniques (bungin, 2001). the collected data were analyzed using what is referred to as agih method and padan method. the agih method refers to the method using lingual elements as the determining instrument (sudaryanto, 1993). these methods were supported by the technique which was used to sort particular elements and the technique which was used to divide direct elements. the padan method refers to the method using non lingual elements as the determining instruments. the results of analysis were formally and informally presented (sudaryanto, 1993). 3. discussion in this sub section, the types of sentences used in birlf are discussed based on the syntactical forms, verb forms, forms of speech acts, and forms of politeness used in the open examination. 3.1. types of sentences in birlf used in the open examination based on the syntactical forms, the types of sentences used in the open 4 examinations were imperative sentences, interrogative sentences, and declarative sentences. the imperative sentences used here are the extended ones. the extension of imperative sentences could be observed based on the direction of the extension and the extending components. using the verb as the center, the imperative sentences were extended to the left, to the right, and to the left and to the right simultaneously. based on such criteria, in this study eleven imperative sentences were found with the following patterns.  imperative sentence type 1 : (s) + v  imperative sentence type 1 : (s) + v + word  imperative sentence type 3 : (s) + v + phrase  imperative sentence type 4 : (s) + v + phrase + interrogative clause  imperative sentence type 5 : clause + (s) + v  imperative sentence type 6 : (s) + word + v + phrase  imperative sentence type 7 : v + phrase + clause  imperative sentence type 8 : (s) + clause  imperative sentence type 9 : clause + (s) + v + interrogative clause  imperative sentence type 10: (s) + v + word + clause  imperative sentence type 11: clause + v + phrase based on the patterns of imperative sentences above, it was found that the verb is the obligatory component and that the extending components are optional. the types of interrogative sentences in birlf used in the open examination were the close interrogative sentence and the open interrogative sentence. the interrogative sentences were marked by the rising intonation in the end of the sentences; the polar interrogative sentence, and the alternative interrogative sentence. the interrogative sentence with rising intonation was derived from the declarative sentence using the rising intonation in the end of the sentence. the interrogative sentence in this present study was marked by the existence of one of the words apa (what), mengapa (why), bagaimana (how), siapa (who), di mana (where), and sejauh mana (to what extent). the word apa (what) was distributed either in the beginning or in the end of the sentence. the open interrogative sentences in this 5 present study were marked by one or more questions words such as apa (what), mengapa (why), bagaimana (how), siapa (who), di mana (where), and sejauh mana (to what extent). the question word in the end of the sentence and appearance of the variants of the questions words such as gimana (how) and kenapa (why) characterized the oral forms of the interrogative sentences. in the open examinations, the examiners tended to use interrogative sentences as part of the declarative sentences. this caused the interrogative sentences to lose their interrogativeness. the pragmatic implication was that the illocutionary force of the interrogative sentences was low. the declarative sentence refers to the sentence whose content informs something to the reader or listener. in this present study, the declarative sentence used was the simple and complex ones. based on the analysis, it was found that the complex declarative sentences were more frequently used than the simple ones. this characterized the density or complexity of the sentences used in the oral register. the complex sentences found in this present study were coordinative complex sentences, declarative complex sentences, and mixed sentences (coordinative and declarative). deletion, repetition, and pronominalization characterized the complex sentences used. deletion refers to a medium syntactically used to reduce the degree of redundancy as the repetition of the same element constitutes a redundancy from the point of view of information. the face to face dialogues between the speakers might cause deletion to take place. the deletion of linguistic elements could be stated as an attempt to psychologically and social converge, meaning that the speakers were so psychologically and socially close that there was a high solidarity between them. repetition, as the other characteristic, refers to the fact that one element in one clause was repeated in the other clause in a complex sentence. apart from the two types of subordinative and coordinative sentences, the mixed sentences (the combination of the subordinative and coordinative sentences) were also frequently used. the appearance of the mixed sentences was closely related to the speakers’ spontaneity in using the language. the more spontaneous the speakers, the more the sentence structures used in the communication became uncontrolled. 3.2 forms of the verbs in birlf used in the open examination the verbs used in birlf were simple and serial ones. the simple verbs referred 6 to the basic forms of the verbs and the affixes added to them. the affixes included the prefixes such as {meng-}, {di-}, {ber-}, and {ter-}. the deletion of the prefixes {meng-} and {ber-} and the use of the basic forms of the verbs characterized the oral forms of the verbs of birlf. this is in accordance with what was stated by widjono (2011: 24) that the words used in oral registers tend not to use affixes (either prefixes or suffixes). the serial verbs used in this present study were verb + verb, and adjective + verb. such verbs could be observed from their syntactical forms and behaviors. from the form point of view, the serial verbs found were active+active, active+passive, passive+active, and passive+passive. from the syntactical point of view, the serial verbs were those functioning as object and complement. the deletion of the words untuk (for) and bahwa (that) between two verbs featured the oral forms of the serial verbs in birlf. as stated by andrew (1977) and shibatani (2009), the serial verbs in birlf could be classified into symmetrical and asymmetrical verbs. the symmetrical serial verbs are formed from the verbs classified under the open word class or the verbs to which affixes are added; and the asymmetrical serial verbs are those formed by the verbs classified under the close word class which are attached to the verbs classified as the open class. in this case, the asymmetrical serial verbs could be the serialization of modality. the symmetrical serial verbs dominated the asymmetrical serial verbs in birlf. this is in accordance with the feature of the indonesian language as an agglutination language in which affixes are easily attached. 3.3 forms of speech acts used in the open examination the speech acts in this present study were classified into the types of speech acts and the functions of speech acts. based on the classification of speech acts proposed by wijana (1996) and parker (1986), the types of speech acts found in this present study could be classified into direct speech act, indirect speech act, literal speech act, direct and literal speech act, and indirect and literal speech act. the harmony between the lexical units and the speech moods used in this present study characterized literalness. such a characteristic was in accordance with the topic as a scientific study. the other characteristics of a scientific register are that it has simple meaning, and objective, meaning that its justification can be measured by the public, and it avoids subjective 7 expressions. the functions of speech acts discussed in this present study were the expressive and directive functions. they are closely related to pragmatics. as far as the expressive function is concerned, what was found included praising, congratulating, thanking, and criticizing. in the present study, compliments were given to the promomendus using lexical items with positive meanings such as bahagia (happy), bagus (good), gigih (persistent), sabar (patient), terharu (surprised), sempurna (perfect), menarik (interesting), cerah (bright), senang (glad), berkontribusi (contribute) and mengapresiasi (appreciate). pragmatically, compliments could enhance the face quality of the promovendus. they caused his/her face to be positive. the illocutionary function of giving compliments was making the promovendous happy (convivial). from the point of view of the illocutionary functions, the speech act ‘memberikan selamat’ (congratulating) and ‘mengucapkan terima kasih’ (thanking) were also classified under the convivial function. then, the speech act mengkritik (criticizing) was expressed by (a) explicit disagreement, (b) negative evaluation, (c) question, and (d) positive remark. among them, explicit disagreement and negative evaluation expressed low politeness. they were regarded as causing the promovendus to lose his/her face. the directive functions found in this present study were expressed by memohon (proposing), memerintah (instructing), meminta (requesting), and memberi saran (giving suggestion). from the data analysis it was found that the directive functions in the open examination were expressed using (a) imperatives; (b) explicit performatives; (c) hedged performatives; (d) statements expressing necessities; (e) formulation of suggestions; (f) strong signals; (g) preparation of questions; (h) refined signals; and (d) statements expressing desires. 3.4 forms of politeness used in the open examination the forms of politeness were analyzed in three moods of utterances; they are imperative politeness, interrogative politeness, and declarative politeness, as described below. 8 3.4.1 imperative politeness in the open examination, the examiners used the imperative mood to give instructions to the promovendus. such a mood was in the form of direct instructions. different ways were used to downgrade the illocutionary force of the instruction and to give impression of politeness. the politeness using the imperative mood was expressed lexically and grammatically. lexically, the politeness expressed using imperatives was formed by adding words, phrases, and clauses functioning as hedges and mitigation. grammatically, politeness was formed by changing verbs into the passive construction, shifting moods, and changing the sequence of utterences. so, lexically and grammatically, the politeness markers can also be termed as downgraders of the directive force and pragmatically, it is called hedged performative. tolong (please), silakan (please), mohon (will you/could you…), coba (try), and mari (let) exemplified it. the passive form was considered as polite as the imperative target was indirectly mentioned. apart from that, the use of passive form could also avoid the target from being directly mentioned. this was in accordance with what was stated by verhaar (2001: 259) that in the indonesian language the refined imperative was usually formed by using the passive form or adding particular phrases. 3.4.3 declarative politeness declarative mood constitutes an indirect directive which is hedged by particular words, phrases and clauses which may refine the illocutionary force. such an utterance is termed as hedged performative, which, in the declarative mood, was marked by the words barangkali (perhaps) and mungkin (possible) with mungkin bisa (possibly can), mungkin nanti bisa (possibly can later), mungkin perlu (possibly necessary), mungkin anda bisa (possibly you can), mungkin seperti itu (possibly like that), mungkin saran saya (my possible suggestion), mungkin ada saran (there may be suggestion) as their varieties. the utterances hedged by the above expressions could lead to politeness. from the communication function point of view, the expressions used to hedge utterances above functioned to represent hesitancy and infirmity. such an infirmity in an utterance was one factor of politeness as, pragmatically, it could downgrade the illocutionary force. so, 9 declarative mood was a polite directive as it was classified as an indirect directive accompanied by hesitancy. 4. novelties from the analysis above, the novelties of the present study can be described as follows. (a) sentence markedness the markedness of a sentence could be seen from two sides, that is, from the structure and the frequency of use. from the structure point of view, a simple sentence is unmarked and a complex sentence is marked. from the frequency of use point of view, the sentence which is more frequently used is unmarked and the sentence which is less frequently used is marked. based on the frequency of use, the novelty was that the simple sentences were marked and the complex sentences were unmarked. (b) types of imperative sentences the results of analysis showed that there were eleven types of imperative clauses in birlf used in the open examination. they were all extended types of imperative clauses. each type was extended using the extending components such as words, phrases, and clauses. using the verb as the center, the extension was made to the left, to the right, and to the left and right simultaneously. (c) the oral characteristic of verbs in birlf used in the open examinations simple and serial verbs were used. the deletion of affixes such as prefixes {meng-}, {ber-} and confix {pe-an} was the oral characteristic of the simple verbs in birlf. the deletion of prefixes and the deletion of the words untuk (for) and bahwa (that) between the first word and the second word were the oral characteristics of the serial verbs in birlf. (d) oral characteristic of birlf the speech acts used in the open examinations could be classified into (1) direct and literal speech acts; and (2) indirect and literal speech acts. literalness characterized 10 birlf used in the open examinations in which scientific topics were discussed. one of the characteristics of the scientific register is that its lexical units have simple (literal) meanings. (e) forms of politeness the forms of politeness in birlf used in the open examinations could be seen from the moods of utterances such as imperative, interrogative, and declarative sentences. politeness was lexically and grammatically formed. lexically, politeness was expressed using lexical items which could hedge utterances and enhance politeness. grammatically, politeness was obtained using passivization, shifts in moods, and the sequences of utterances. (f) the use of the word mohon (please) as a politeness marker. the analysis showed that the use of the lexical item mohon (please) was more frequently used than the other lexical items. it was more frequently used by the examiners when giving instructions, although, if seen from the social distance and relationship, the examiners had higher status and power than the promovendus. (g) the use of the elements of javanese language the javanese language elements used within the highly formal context characterized birlf used in the open examinations by the academic society of surabaya. they highly contributed to the dialogues between the examiners and the promovendus. they were taken from the refined variety of javanese (karma inggil) to enhance politeness. (h) method of analysis methodological finding was another novelty in this study, which was in the form of a method which could be used to analyze the structure of a sentence based on the layers forming it. by analyzing the layers, the stages in which an utterance was formed could be identified. such layers could show the nuclear layer and the optional layers. 11 5. conclusions and suggestions 5.1 conclusions based on the analysis already done, several conclusions could be drawn, as described below. (a) the types of sentences in birlf used in the open examination were imperative sentences, interrogative sentences, and declarative sentences. the imperative sentences used were the extended ones with words, phrases and clauses as the extending components. eleven types of imperative clauses based on where the extension was directed and what extending components were used were found. the interrogative sentences used in the open examination were both the close and open interrogative sentences. the open ones were marked by question words and the close ones used were classified as polar and alternative interrogative sentences. deletion, repetition, and pronominalization characterized the coordinative and subordinative sentences used in birlf. (b) the verbs used in birlf used in the open examination were simple and serial verbs. the deletion of affixes such as prefixes {meng-}, {ber-} and confix {pe-an} characterized the simple verbs used; and the deletion of prefixes and lexical items such as untuk (for) and bahwa (that) characterized the serial verbs used. (c) the speech acts used in the open examination were classified into two; they were (1) direct and literal speech acts, and (2) indirect and literal speech acts. they functioned to give greeting (mengucapkan selemat), thank (mengucapkan terima kasih), praise (memuji), give suggestions (memberikan saran), and criticize (mengkritik). those whose function to please were congratulating (ucapan selamat), thanking (mengucapkan terima kasih), and praising (memuji). the speech act whose function was to criticize was expressed by explicit disagreement, negative evaluation, questions, and positive utterances. (d) the forms of politeness in birlf used in the open examination could be observed from imperative sentences, interrogative sentences, and declarative sentences. politeness was shown lexically and grammatically. lexically, politeness was shown using lexical items which could hedge utterances and enhance politeness. grammatically, politeness was obtained using passivization, shift in mood, and 12 sequences of utterances. 5.2 suggestions the study in birlf is highly interesting as it contains many linguistic features which need to be further investigated using micro linguistic approach and macro linguistic approach. the things which need to be revealed are the intonation and the structure of information birlf contains. intonation is an essential feature in oral register as it contributes to the meaning of an utterance. therefore, it needs to be further explored, and the structure of information does too. the structure of information of an utterance can contribute to the understanding of the essential elements such as topics and focuses. in addition, the structure of information is closely related to what is intended to be achieved by a speaker. 6. acknowledgements in this opportunity the writer would like to thank prof. drs. ketut artawa, m.a., ph.d. as the main supervisor; prof. dr. made budiarsa, m.a. as co-supervisor i, and dr. made dhanawaty, m.s., as co-supervisor ii, and the board of the examiners such as prof. dr. aron meko mbete, prof. dr. drs. ida bagus putra yadnya, m.a., prof. dr. wayan simpen, m.hum., prof. dr. nengah suandi, m.hum., dr. made sri satyawati, m.hum. for the input provided during the completion of this dissertation. a word of appreciation should also go to the administrative staff members of the study program of linguistics of udayana university. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 2, july 2023, pages: 143--149 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i02.p02 143 ms glow and ps glow: a forensic linguistics study i putu pe rmana mahardika dinas kebudayaan provins i ba li, denpasar, indones ia. ema il: permanamahardika@gmail.c om article info abstract* received date: 29 agustus 2022 accepted date: 5 september 2022 published date: 31 july 2023 keywords:* forensic linguistics, trademark , ms glow and ps glow the feud between ps glow and ms glow became a conversation that caught the public's attention. one of the parties is considered to have the same principal trademark, so the intention to imitate, plagiarize or follow the other party's brand for business purposes creates unhealthy business conditions and deceives or misleads consumers. this study analyzes the trademark dispute between ps glow and ms glow. the data sources in this study are the decisions of the supreme court of the republic of indonesia number 2/pdt.sus.hki/merek/2022/pn niaga mdn and number 2/pdt.sus.hki/merek/2022/pn niaga sby. this research uses methods and techniques which are divided into three stages, namely (1) the data collected by observation method assisted by note-taking technique; (2) data analysis using qualitative methods. the data analysis technique used descriptive technique; and (3) presentation of the data analysis results using informal and formal methods. the results show that ps glow and ms glow are other trademarks. it can be seen based on the analysis at the phonological level, namely the presence of sounds that can distinguish meaning, namely /p/ /m/. thus, it can be said that the decisions of judges are considered inaccurate. 1. introduction the feud between ms glow and ps glow began when septia yetri opani, better known as septia siregar, was about to launch the ps store glow (ps glow) bra nd on s oc ial media. however, whe n the production process was about to start, ms glow c laimed that the products launched by ps glow had s imilarities; and did reporting. in line with this , quoted from kompas.com (j uly 29, 2022), the na me ps glow comes from the abbreviation of her hus band's name, putra siregar. se ptia siregar c laims that before the ps glow product launc h, the owner of ms glow, sha ndy purna masari, had contacted him via instagra m to ask him to w ork together in september 2019. in the screenshots shared, it was revealed that sha ndy invited se ptia to work together in the beauty sector. shandy immediate ly offered one of the cos metic factories he owned. however, over time , septia dec ided to launc h the ps glow product without co operating with sha ndy. later, shandy objected because the name ps glow was similar to ms glow. shandy file d a lawsuit to the medan d istrict court (pn) in march 2022. in his dec is ion, on j une 13, 2022, ms glow was declared victorious , and the judges decided to cancel ps glow's registration. mailto:permanamahardika@gmail.com 144 not only suing in court, but shandy a lso re ported the owner of ps glow , na mely putra siregar, to the crimina l investigation department. the report is registered w ith the number lp/b484/vii/2021/spkt/bareskrimpolri. in his report, shandy reported that putra siregar had committed crimes re lated to trademarks for violations of artic le 100 paragraphs (1) and (2), artic le 101 paragraphs (1) and (2), and artic le 102 of law no. 20 of 2016 concerning bra nds and ge ographical indications. putra siregar was also charged w ith a crime re lated to tra de secrets for violating article 17 in conjunction w ith artic le 13 and artic le 14 of the republic of indonesia law number 30 of 2000 concerning trade secrets. after the medan district court's decis ion, both parties had time to me ditate. however, the mediation did not find common ground. ps glow the n dec ide d to respond to ms glow's lawsuit for the same case at the surabaya commercia l court. on beha lf of pt pstore glow bers inar indones ia, putra sire gar, through his attorney, sued several parties related to ms glow. the lawsuit was registered on april 12, 2022, with case number 2/pdt.sus -hki/merek/2022/pn niaga sby. the judges then granted pt pstore glow bersinar indonesia's lawsuit on july 12, 2022. pt pstore glow bers inar indones ia has exc lus ive rights to the use of the "ps glow " and "pstore glow " trademarks registered with the directorate genera l of inte llectua l property of the ministry of law and h uman rights. furthermore , the surabaya d istr ict court a lso sente nced the defendant to pay compensation of rp 37. 9 billion. the verdict punis hes the defendants for stopping the production, trade, and withdrawa l of all cos metic products under the ms glow brand c irculating in indonesia. lost in the surabaya district court verdict, ms glow filed an appeal on june 12, 2022. ms glow cla imed its trademark ha d been registered with the directorate ge neral of intellectua l property in 2016, while ps glow was only registered in 2021. referring to the brief description of the feud between ps glow and ms glow , there are exciting things from the perspective of forens ic linguistics , especia lly in phonology. phonology at the linguistic le ve l expla ins the sound syste m of la nguage that forms w ords and leve ls above words : the process of change, triba l patterns, the discovery of phone mes and allophones, and the ir interpretation. from a forens ic point of view, phonology can be used to explain the sound elements of la nguage that are a lega l dis pute, cons idering that there are similarities in names between ps glow and ms glow. 2. research me thods this research is an atte mpt to expla in linguistic phenomena from a lega l perspective. this research should use forens ic linguistics. meanwhile , the methods and techniques used are grouped into several parts, na me ly (1) data collection, name ly by us ing observation methods assisted by note-taking techniques. the data sources in this study are the decis ions of the supre me court of the republic of indonesia n umber 2/pdt. sus.hki/merek/202 2/pn nia ga mdn and number 2/pdt.sus.hki/merek/2022/pn niaga sby; (2) data analys is, name ly by us ing qua litative methods , assisted by us ing descriptive analytica l techniques; and (3) presenting the results of data analys is , us ing forma l and informa l methods (sudaryanto, 1993, 2015). 3. discuss ions forensic linguistics is an approach that discusses the re lationship between language and lega l iss ues, both la nguage as lega l evidence and la nguage as lega l disc ourse. in this case, language as lega l evidence is assoc iated w ith efforts to determine the author/speaker of the text and interpret the meaning/intent of the text. meanw hile, language as le ga l disc ourse inc ludes the 145 language of laws, re gulations , langua ge in court, and de bates between the gakim, lawyers, and those on tria l (o lsson and luchjenbroers , 2014). texts that have the potentia l for forens ic linguistic studies, such as suic ide notes, fake news, and lega l language. in other words , forens ic linguistics is a field of applie d linguistics that seeks to scientifically ana lyze the linguistic evidence of a crime for law enforcement purposes; in a s imple editoria l, forens ic linguistics is the application of the princ iples and methods of linguis tic studies in le gal and law enforcement issues (mcmenamin, 2002). forens ic linguis tics was first used by a professor named jan svartvik in 1968 after he succeeded in ana lyzing the murder confession statement a llegedly made by the a lleged killer, john evans , in england in 1949. in 1968, svartvik ana lyzed the confession text. the police have kept the murderer for nineteen years. according to the police, the confession was made by the perpetrator during interrogation at the police station. thanks to the ana lys is by startvik, it is known that the confess ion text was not made by john evans but by the police (o lsson, 2008; olsson and luc hjenbroers, 2014). 4. nove lties it has been expla ined previous ly that forens ic linguis tics is a linguistic study that dea ls with lega l issues. the case of the feud between ms glow and ps glow can technically be studied based on the graphological-phonologica l aspects. no brand registration number owner class 1 idm000633038 shandy purnamasari, pt kosmetika cantik indonesia 3 2 idm000639146 pt kosmetika cantik indonesia 3 no brand registration number owner class 1 did2021030679 (01/05/2021) putra siregar 3 146 2 did2021020469 (25/03/2021) putra siregar 3, 44 3 did2021030680 (01/05/2021) putra siregar 3 data source: direktori putusan mahkamah a gung republik indonesia nomor 2/pdt.sus.hki/merek/2022/pn niaga mdn ms glow and ps glow have only one sound that distinguishes the tw o, name ly [m] – [p]. phonetically, [m] – [p] both be long to the inhibitory consona nts, w hich have the characteristics [+anterior, +c onsonanta l]. these two sounds are re lated to the sounds of language produced by the lips , name ly the upper and lower lips. o n the other hand, the two s ounds have a funda menta l difference in terms of voic ing, [p] is [-s ound] (occurs w ithout sound vibration); otherwise , [m] is [+voice] (occurs w ith vocal cord vibrations). phonologically, /p/ /m/ as a pair of sounds that can both distinguis h meaning. for example , the word piring 'plate' and miring 'sloping'; pa lu 'ha mmer' and ma lu 'shy, embarrassed' in indones ian are only distinguis hed by /p/ a nd /m/. h owever, even though the two sounds are very s imilar on an articulatory basis , they both be long to the bilabia l-blocking group of sounds; but ha ve a difference in voice , name ly [p] is voice less, while [m] is voice. 147 referring to the results of a simple ana lys is that has been carried out, it can be seen that the medan district court pane l of judges gave a decis ion to the defendant; name ly, ps glow, to delete the registered mark, na mely 1. pstore glow with registration number: idm000943833, class of goods/services 3; 2. pstrore glow with registration number: idm000943834, goods/services class 3, 44; and 3. pstore glow men, with registration number: idm000943835, class 3 goods/services are deemed inappropriate. on the other hand, the same thing als o happened to the surabaya d istrict court's decis ion which gave a verdict to the defendant (ms glow), who was deemed to ha ve similarities with ps glow which was deemed inappropriate. a similar case has occurred between the be natoz trademark and ba nadoz. banadoz is produced by pt sa ndoz indones ia , which is located at jalan tb simatupang, pasar rebo, east jakarta. pt sandoz registered the banadoz trademark w ith the director genera l of inte llectua l property (ki) of the minis try of law and human rights under the number idm000190216 dated january 19, 2009; while be natoz is produced by erlan suherlan, having his a ddress at cilacap, east jakarta; and has pocketed a trade mark certificate with the number idm000388154 dated may 6, 2013. feeling the resemblance, pt sandoz then sue d the ministry of law and human rights to revoke the benatoz brand because it was cons idere d to ha ve similar pronunc iation. the panel of judges later rejected the lawsuit. the panel of judges was deemed appropriate to reject the lawsuit cons idering that phonologica lly /t/ /d/ and /e/ /a/ are two different pa irs of sounds (see pastika, 2019). 5. conclus ion based on the ana lys is conducted, some things can be conc luded in this study, name ly forens ic linguistics as a branc h of linguistics can carry out linguistic ana lys is from a lega l perspective. as a doma in re lated to the e nforcement of just ice , forens ic linguistics only provides signs that can re veal the truth, which w ill lead to justice as evidenced by the ele ments of language , both micro linguistics such as phonology, which is the topic of ana lys is in this study, as well as macro linguistics. 6. acknowle dge me nts the author expresses his deepest gratitude to all parties contributing to this study. the author hopes this paper can provide an overview of the ana lys is of brand name disputes based on a forensic linguistics perspective. hopefully, this study can provide benefits. re fe re nces coulthard, m., johns on, a., & wright, d. (2017). an introduction to forensic linguistics: language in evidence. second edition. abingdon, oxon: routledge. fitri, n. (2018). perilaku nonverbal jessica dalam sidang peradilan. jurnal kata: penelitian tentang ilmu bahasa dan sastra, 2 (2), 172-181. doi:http://dx.doi.org/10.22216/jk.v2i2.3049 https://dx.doi.org/10.22216/jk.v2i2.3049 148 gibbons , j. & ture ll, m. t. (2008). dimensions of forensic linguistics. amsterdam and philade lphia : john benja mins b.v. guillé n-n ieto, v. & stein, d. (2022). introduction: theory and practice in forensic linguistics. in: guillé n-n ieto and ste in, d. (eds) language as evidence. cham: palgrave macmilla n. kurzon, danis. 2008. dimensions of forensic linguistics. a msterdam: jhon benja mins publis hing company. mcmenamin, g. r. (2002). forensic linguistics: advances in forensic stylistics. boca raton et al. : crc press. olsson, j. (2008). forensic linguistics: second edition. london and new york: continuum. olsson, j. , & luchjenbroers, j. (2014). forensic linguistics. london: blooms bury academic. pastika, i wayan. (2019). fak ta bahasa sebagai fakta hukum: kajian linguistik forensik . denpasar: maka lah undangan seminar bulan bahasa universitas udayana. sudarya nto. (1993). metode dan aneka teknik analisis bahasa: pengantar penelitian wahana kebudayaan secara linguistis. yogyakarta : duta wacana univers ity press. sudarya nto. (2015). metode dan aneka tek nik analisis bahasa: pengantar penelitian wahana kebudayaan secara linguistis.yogyakarta: sanata dharma university press. 149 biography of authors i putu permana mahardika was born in denpasar on june 3rd, 1993. he completed his master's degree in 2019 at udayana university , specializing in linguistics. his research interests include discourse, phonology, forensic, landscape, and cultural linguistics. currently, he works at the department of culture, bali province. email: permanamahardika@gmail.com mailto:permanamahardika@gmail.com sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 14, no. 1, january 2020, pages: 57-65 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i01.p06 57 exploring scribling in padang city public sphere 1 yendra, stikip pgri sumatera barat email: yendra@yahoo.com article info abstract* received date: sept 06, 2019 accepted date: sept 09, 2019 published date: jan 31, 2020 keywords:* scribbling, public sphere, language preferences. the aim of this study is to explore language in written form that is visible through scribbling in the padang city public sphere, and focus to describes the linguistic preferences as scribbling form. this study reveal categories of scribbling form which are: (1) form category base on element of language system such as words, phrases, and sentences; (2) form category base on composition of language use such as monolingual, bilingual, and multilingual. languages compositions in monolingual are bahasa indonesia, minangkabau, english, arabic, japanese, italian, and spain. languages composition in bilingual which are, indonesia + english, indonesia + minangkabau, english + minangkabau, indonesia + arabic, english + arabic, and english + japanese. languages composition in bilingual which are indonesia + inggris + minangkabau, indonesia + english + arab, indonesia + english + latin, and indonesia + english + minangkabau + japanese. 1. introduction this study concern with language preferences that is visible on scribbling in padang city public sphere. focus of this study to explore and describes how is typography (micro and macro linguistic) of language form is formed as scribbling. micro linguistic form is analyzed base on the preferences of language subsystem former such as word, phrase, clause, and sentence. more over, macro linguistic form is analyzed base on language preference and language composition such as monolingual, bilingual, and multilingual. as preliminary information, before going to explore the main discussion, on this article firstly should be explain what is scribbling in padang city mean. scribbling means the scratching of graphic (alphabet or writing form) or picture in public sphere such graffiti and mural street art. the word graffiti means “little scratchings” and it comes from the italian graffiare, which means to scratch. thus mural street art means the combination of alphabet and picture graphic as visual art composition (alonso, 1998). 58 for examples see figure 1 and 2 below. figure 1 graffiti figure 2 mural street art technically, the process of creating graffiti and mural street art in public sphere is using paint, air brush, and spray painting. graffiti and mural street art such figure 1 and 2 above show that both kind of scribbling include to visual art concept specially urban art. the concept of those scribbling concern about visual esthetic with some conceptual planning, then the concept visualized through alphabet graphic and sometime combined with other graphic or symbol. generally, both scribbling such graffiti and mural street art also constructed by lingual symbol as spectacle part of scribbling visual construction in public sphere. that is a sign, especially public sign functioned as announcement, information, or instruction; so that, the scribbling can be called as language communication in public area, also called linguistic landscape. 2. scribbling language preferences form base on language subsystem language is defined as sistem abritrary vocal simbol use by human being to comunnicated (saussure, 1916; bloomfield, 1930; webster, 1961; brown, 1980; ricard, 1995). its means language is a system that constructed with vocal symbol produced by human. language is construction with systematically constructed meaning, so that language can be use as tool of communication. since language is systematically construction language can be explained and extricate as a part (subsystem). the subsystem constructed the language system are phoneme subsystem, morpheme subsystem, and syntax subsystem. that’s all called as the hierarchy of linguistic (kridalaksana, 2008; chaer, 2012; yendra, 2016). related to language preferences as scribbling form in padang city public sphere, the lingual form that use on scribbling is the main form beside the non-lingual form. both forms together are formed as one visual construction in padang city public area. base on investigation done, the study reveals most of language form shown in padang city public sphere as scribbling are words and sentences, the amount left over are phrases and paragraph. see table 1 below. tabel 1. amount of scribbling language preferences on percent form amount percentage (%) word 306 52.40 sentence 183 31.33 phrase 93 15.93 paragraph 2 0.34 total 584 100 59 tabel 1 show that intensity of language form such word is the most form is used on scribbling in padang city public sphere that is 52.40% percent, followed by sentence form that is 31.33% percent. the amounts left over are phrases with intensity 15.93% percent and paragraph with the lowest intensity 0.34% percent. 2.1 word form as language preferences on scribbling in language morphology study, word is categorized as morpheme or combination of morpheme, also called as free morpheme. free morpheme is the smallest part of language construction that can be used as language (kaplan, 1995; nelson, 2001; wardaugh, 2003; lester, 2009). its means that form have meaning in communication although it just a single word. from amount of word form 52.40% with 306 figure of scribbling in padang city public sphere then can be separated more over base on word kind morphologically, that is single word form, initialization form, and acronym form. statistically, the intensity of those kind of word used on scribbling in padang city public sphere is shown in table 2 below. table 2. the percentage of kind of word form on scribbling word form intensity percentage (%) single word 249 81.37 initialization 45 14.71 acronym 12 3.92 total 306 100 table 2 show the most kind of word uses on scribbling in padang city public sphere is single word form, that is 81.37% percent; followed by initialization form with 14.71% percent and acronym form with 3.92% percent. single word forms as language preferences on scribbling in padang city public sphere is constructive typology such free and bound morpheme. these form are become language symbol that use as main tool of communication of scribbling. constructively the function of single word in such scribbling sometime has also to become complementary tool together with non-lingual tool in construct meaning. most of the single word form functioned as symbolic identity (name), place, individually identity, and mass identity or usually called by street artists as tag, tagging, and single hitting. these tag, tagging, and single hitting are symbolic form as to be used as scribbling existence symbol of the producers to claim their territory. they want their name known as scribbling artist in urban art culture. for examples see figure 3 below. figure 3 samples of tagging and single hitting 60 besides, also appear the single word on scribbling with directive and joke function that are initialization and acronym. usually, these kinds of word categorize as adjective. sometime it also related to terminology that pictures of writer emotional expression about anything. initialization appears in padang city public sphere is usually responds and spontaneity of the scribbling writer that typographically writes in one fragment of construction of scribbling. 2.2 phrases form as language preferences on scribbling conceptually phrases can be interpreted as grammatical units, or language units in the two or more words that do not exceed the boundary functions of the clause elements. phrases are important elements in constructing language occupy grammatical functions in sentences. its contain one unified grammatical meaning and non-predicative, also called syntactic arrangements (wardhaugh, 2003: 33). scribbling in the form of phrases that are displayed in public spaces in the city of padang are generally in the form of noun phrases (np) and adjective phrases (adj). the use of adjective phrases in scribbling usually functioned as expressive expressions of hope, revenge, and anger. for examples: fuck you, tek mak kau, contra social, new hope, petarung pantek, pepek amak, potok gadang, and others. scribbling in the form of noun phrases usually functioned as a marker of territory or the name of a person or community name. for examples: camp balak, kawasan senyum, kawasan lonte, lubuak buayo ceperist pinggiran, zona anak muda, anjing kota padang, area spartacks lingar jati, kawasan sms, area parkir, and others. in addition, there are also scribbling in the form of phrases that appear in public spaces of padang with a more complex structure, i.e. a combination of phrases with vocabulary from different languages (multilingual). the shape of the phrase usually a form of phrases consisting of several words; visually the form of this phrase more like a sentence. 2.3 sentences form as language preferences on scribbling at the grammatical level, the sentence is expressed as a construction consisting of a series of clauses merging (nelson, 2001: 9). sentence is a syntactic unit that is composed of basic constituents, such as clauses or arrangement of clauses unity in constructing a complete structure of the meaning of language. in general, scribbling in the form of sentences in public spaces mostly displayed in the form of single sentences, and partly in the form of compound sentences and complex sentences, but with a smaller intensity. some of the sentence forms are displayed correctly in grammatical, and some are displayed with non-grammatical structure, depending on who makes its and what message to be conveyed through the form of scribbling. generally, the sentence form that is displayed grammatically functioned as an announcement or information, such as public service advertisements by local governments. in addition, there are also scribbling in the form of sentences displayed in public spaces with complex construction or rather can be said as compound sentences, but it is not complete syntactically. this kind of sentence almost similar to a phrase that is only displayed in a few words. 3. scribbling language preferences form base on language composition according to blommaert (2013), linguistic landscape is a tool that can be used quickly and easily to detect or recognize the main sociolinguistic features of an area. the linguistic landscape arrangement can provide a historical dimension to the sociolinguistic description in 61 public space because it reflects the initial stages and historical development of literacy use of the region. this shows that what can be investigated from the study of linguistic landscape is the sociolinguistic aspect, especially the form of language composition used. starting with the question: what is in linguistic landscape, monolingual or multilingual? if it were multilingual, which language was described in that? (edegar, 2016: 31). referring to blommaert (2013) as mentioned above, in this section investigated and explained form of scribbling in padang city public space based on sociolinguistic aspect, which is related to the composition of the language used, monolingual and multilingual. from the investigations obtained graffiti forms in public spaces in the city of padang are monolingual, bilingual, and multilingual. total population of data obtained during the observation was 584 scribbling in various visual forms. furthermore, each form has been classified and then quantified again to determine the percentage of the intensity of their appearance in public spaces in the city of padang. from these calculations the following results are shown in table 4. table 4. percentage of intensity of form based on language composition form intencity persentage (%) monolingual 325 55,65 bilingual 183 31,34 multilingual 76 13,01 total 584 100 table 4 shows that from the total amount of data that is 584 figures (100%), the monolingual scribbling form is the most common form compared to other forms, with a percentage of 55.65%; then followed by bilingual scribbling with a percentage of 31.34%, and multilingual scribbling with the lowest percentage, 13.01%. table 4 also shows that the composition of language use in public spaces is a form of integration and diversity of languages in the city of padang. the percentage of scribbling using more than one language is 44.35%; almost half are scribbling in padang city public spaces. 3.1 monolingual scribbling in general, the monolingual form is a standard form in a language because conceptually language is understood as an equal form in a social society group. language is communication, not individual, so the level of form must refer to the understanding and uniformity of concepts in each group of language speakers, and related to conventional language characteristics. based on investigation, there are several languages used in the form of monolingual graffiti in public spaces in the city of padang, including: indonesian, english, minangkabau, arabic, italian, japanese, and spanish. qualitatively, the intensity of language use in monolingual scribbling shows that more than half of the scribbling in public spaces. the percentage of intensity of use of each language shown in table 5 below. 62 table 5. intensity of language use in monolingual bahasa intensitas persentase (%) indonesian 163 50,16 english 68 20,92 minangkabau 62 19,08 arabic 17 5,23 japanese 8 2,46 italian 4 1,23 spanish 3 0,92 jumlah total 325 100 table 4.5 shows that indonesian is the language with the most intensity in the use of monolingual scribbling, with a percentage of 50.16%. this is because padang city is the capital of west sumatra province with a diverse population of various ethnicities in indonesia, namely: most ethnic minangkabau and a small number of ethnic javanese, batak, mentawai, nias, aceh, tamil, chinese, and other ethnicities. therefore, the chance of using indonesian as a national language is higher than the use of other languages in communicating on scribbling in public spaces. furthermore, what is quite interesting from table 5 above is the intensity of the use of english in scribbling with a percentage of 20.92%, higher than the percentage intensity of the use of the minangkabau language which only reaches 19.08%. even though the population of padang city is 902,413 people, more than 60% are ethnic minangkabau, which is 541,448 people (statistics agency of padang city, 2016). supposedly, the minangkabau language has a higher chance, but in practice the use of english is even higher. this is because english is considered a global language and can be understood by many people, and also english is more prestigious than the minangkabau language. for another reason, in the minangkabau language there is no writing tradition, so the vocabulary of the minangkabau language is difficult to be represented by writing the alphabet. in addition, advances in science and technology especially in the field of information technology, indirectly have an impact on lifestyle changes in the people of padang, especially the younger generation. these developments along with global relationships have a very dominant foreign influence, so that foreign cultures give color to people's language attitudes. therefore, local languages such as the minangkabau which are predicted as one of the national language enrichment languages are increasingly forgotten by the native speakers. 3.2 bilingual and multilingual scribbling bilingual is defined as the use of two languages by a speaker in association with other people, where the use of the language is carried out alternately between one language with another language (mackey 1962; chaer, 2010). according to weinreich (2007) someone who involved in the practice of using two languages is called bilingual. in this case, the level of language mastery of one bilingual is different from the other bilingual, depending on each individual who uses it. someone called bilingualist if they able to play a role in language change. (aslinda dan syafiyahya, 2007). in scribbling, concept of bilinguality is not only the ability to use language interchangeably by bilingualists, but rather the use of language at the same time which is displayed in the form writing in public spaces. in this case, contact of a language with other languages occurs in the construction of scribbling. besides, there are also transfer the use of 63 language elements, or even mixing language identity between one language and another. based on the investigation, there are 183 scribbling in bilingual form, with a percentage of 31, 34% of the total data. groups of languages composition used are: (1) indonesian and english, (2) indonesian and minangkabau, (3) english and minangkabau, (4) indonesian and arabic, (5) english and arabic, and (6) english and japanese. the percentage intensity of the use of the composition of each form of bilingual that appears in the padang city public space, is shown in table 4.6 below. table 6. the intensity of using bilingual language compositions komposisi bahasa intensitas persentase (%) indonesian + english 113 61,74 indonesian + minangkabau 29 15,85 english + minangkabau 26 14,23 indonesia + arabic 13 7,10 english + arabic 1 0,54 english + japanese 1 0,54 jumlah total 183 100 table 6 shows that the intensity of bilingual in scribbling is predominantly indonesian and english, with percentage 61.74%. followed by the composition of indonesian and minangkabau with percentage 15.85%, and the composition of english and minangkabau with percentage 14.77%, then the composition of indonesian and arabic with percentage 7.10%; the remainder is the composition of english and arabic, and english and japanese each with percentage 0.54%. from table 6 formulated that, there are various language compositions used in the form of bilingual scribbling displayed in public spaces with various forms and structure. in deference, what is meant by multilingual forms of scribbling in padang public spaces is the use of compositions of more than two languages in one scribbling construction. based on investigations, the form of multilingual is the least appearance compared to the monolingual and bilingual forms, only seventy-six figures with a percentage of 13.01% of the total. the language used in multilingual is almost the same as bilingual, indonesian, english, arabic, japanese, and minangkabau; the only difference is the composition of languages that are more diverse and more numerous. table 7. intensity of use of multilingual compositions composition intensity persentage (%) indonesian + english + minangkabau 69 90,80 indonesian + english + arabic 5 6,58 indonesian + english + latin 1 1,31 indonesian + english + minangkabau + japanese 1 1,31 jumlah total 76 100 table 7 shows the composition of languages in the form of multilingual almost similar to the forms of bilingual, sometime with the principle of code mixing and code switching. although there are many similarities between bilingual forms and multilingual forms, structurally multilingual scribbling shapes have higher complexity compared to bilingual scribbling shapes. in this case, the complexity is the structure of the combination or composition of languages that are used in a mix of codes and code switching. 64 4. references: alonso, a., 1998. urban graffiti on the city landscape. in: western geography graduate conference san diego state university. barry, syamsul. 2008. seni jalanan kota jogja. 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(prosiding) internasional seminar fib ua – ppik usm 26 – 27 oktober 2011. padang: universitas andalas mackey, wp. 1970. the description of bilingualism. london: sage publication. nelson, gerald. 2001. english an essential grammar. new york: routledge. oshima, alice. ann houge. 1998. writing academic english. new york: addison wesley longman. ricard, jack. 1995. tentang percakapan (terjemahan ismari). surabaya: airlangga university press. saussure, de. ferdinand. 1916. course in general linguistics. new york: philosophical library. http://hdl.handle.net/1887/37552 65 verhaar, j.w.m..1985. pengantar linguistik . jakarta: gajah mada university press. wardhaugh, ronald. 2003. understanding english grammar a linguistic approach. uk: blackwell publishing. webster, merriam. 1961. webster’s third new international dictionary. encyclopedia britania inc: usa. weinrich, uriel. 2007. language in contact. paris: mouton. yendra. 2016. mengenal ilmu bahasa (linguistik). jogyakarta: deepublish (cv. budi utama). zemach e, dorothy. lisa a rumisek. 2003. college writing: from paragraph to essay. oxford: macmillan publishers. 5. acknowledgments the author wishes to thank all those who have given valuable contributions to this research so that the results can be disseminated through publication, especially to the examiners: prof. dr. ketut artawa, m.a., dr. made sri satyawati, m. hum., prof. dr. i ketut darma laksana, m. hum., prof. dr. nengah sudipa, m.a., prof. dr. i wayan simpen, m. hum., prof. dr. oktavianus, m. hum., dr. a.a. putu putra, m. hum. for their advices to deepen the analysis and presentation of appropriate research results. biography of author yendra, s.s., m.hum lecturer of department of english and education program, sekolah tinggi keguruan dan ilmu pendidikan (stkip) pgri sumatera barat e journal e journal strategy to combine clauses in waijewa dialect a sumbanese language ni wayan kasni english department, faculty of letters, warmadewa university email: yan_nik66@yahoo.com postgraduate program, udayana university ketut artawa department of linguistics, faculty of letters, udayana university i wayan pastika, department of linguistics, faculty of letters, udayana university a a putu putera department of linguistics, faculty of letters, udayana university abstract clause is defined as a grammatical unit consisting of the elements of subject (s) and predicate (p), both with object (o) and adverbial (a), and has the capability of being a sentence. clauses can be categorized based on (i) the core arguments, (ii) the presence or absence of negative words in predicate, (iii) the categories of words or phrases that occupy predicate function, (iv) its capacity of being a sentence, (v) their functions in sentences. a clause can be combined in two ways, first using coordinate conjunction forming a coordinate construction, and second using subordinate conjunction forming a subordinate construction. this research attempted to analyze the strategy of combining clauses in waijewa dialect; a sumbanese language. this research applied qualitative method in which the written data were collected from three key informants and four supporting informants from each district in waijewa using four techniques namely; (1) observation, (2) structure-based interview, (3) documentation, and (4) triangulation. the collected data were analyzed using distributional method. the theory used to analyze the data was the language typology theory proposed by dixon (1994) and 2010) and comrie (1983). the result showed that in waijewa dialect clauses could be divided into two; namely, the clauses having verbal predicates and the ones having nonverbal predicates. waijewa dialect has clitic pronouns marking the arguments of the verbs. they showed nominative, accusative, and genitive cases. the coordinate constructions in bsdw could be categorized into two forms such as: (1) syndetic (construction marked by conjunction) and (2) asyndetic (without conjunction marker). the forms of mailto:yan_nik66@yahoo.com subordinate clause in subordinate construction were divided into three; namely, (1) relative clause, (2) complementation clause, and (3) adjunct clause. arguments a and s were relativized by gapping and attaching the prefix {a-} to the v and the relativization of the arguments o, e, locative, and instrument was done by gapping and attaching prefix {pa-} to the v. the complementation clause could be combined using either the conjunction ba ‗that‘ or without the conjunction ba, verb serialization, relative clause construction, purposive linking with the conjunction {ka} ‗for‘ or without the conjunction ka. the adjunct clause could be combined using either conjunction or without conjunction. keywords: clitic, nominative, accusative, genitive, syndetic, asyndetic. 1. introduction bahasa sumba dialek waijewa (hereinaffer abbreviatred to bsdw) is a language spoken in south west sumba regency especially in north waijewa, west waijewa, east waijewa , and south waijewa districts . bsdw is a bima-sumba subgroup language. it is classified as central malayo-polynesian. according to syamsudin (1996) the bima-sumba language consists of three subgroups, namely (a) the bima and komodo language, (b) manggarai language, ngada, which consists of manggarai and ngada-lio language, (c) the sumba and sawu language. not many studies of waijewa dialect have been conducted so far. the previous research was solely focused on the kambera dialect. several studies have been conducted among them was the study conducted by widarsini (1985) entitled ―the affinity phoneme of austronesian ancient language with kambera dialect and manggarai‖. the other studies were conducted by ariningsih (1997) entitled ―taboo words of sumba dialects‖, marian klamer (1998) entitled ―a short grammar of kambera‖, sari (1998) entitled ―the phonology of sumbanese language in east sumba: generative and transformation‖, and by simpen (2008) entitled ―politeness on using language in native language in east sumba (dissertation)‖. another reason why bsdw was used as the object of the present study was that bsdw does not have any written document especially about its grammatical system. so far the grammar book available is only about kambera dialect. if waijewa dialect is compared to kambera dialect, several differences were identified with respect to the clitic pronouns marking the verbal arguments and the other forms of syntactic markers like aspect, modality, definiteness, and the like. a different marking system certainly influences the strategy of combining clauses. therefore, this research is focused on the strategy of combining clauses in waijewa dialect. this research aimed at analyzing (1) the basic structure of the clause, (2) the structure of the arguments and the valence of the verb, and (3) the strategy of combining clauses in coordinate and subordinate constructions. 2. material and method this research is a field research based on post positivism philosophy or interpretative paradigm, meaning that the object cannot be partially broken into some variables. the method used to collect the data was qualitative method. the data were in the forms of written and oral data. the written data were taken from informants through; (1) observation, (2) structure-based interview, and (3) triangulation. the written data were taken using documentation technique. the collected data were then analyzed using distributional method. the result of the analysis was presented formally and informally. 3. result and discussion the discussion of the strategy of combining clauses in waijewa dialect is focused on the result of data analysis. three points are discussed here; they are: (1) the basic structure of the clause, (2) the structure of the argument and the valance of the verb; and (3) the strategy of combining clauses in coordinate and subordinate constructions. 3.1 the basic clausal structure in waijena the clause in waijewa dialect can be divided into two; they are: the clause having verbal predicate and the clause having nonverbal predicate. the verbal clauses are in the forms of intransitive and transitive clauses. the clauses having non verbal predicates are the clauses having noun, adjective, number, and adposition as predicates. bsdw has clitic pronouns marking the arguments of the verb. they show nominative, accusative, and genitive cases. examples: (1) nati ka‟bani na dakura ga yauwa dem man 3sgn stabbed 1sga 1sg that man stabbed me. (2) nati lakawa na – nego dem anak 3sgn dance that girl danced the clitic pronoun {na-} is attached to the verb dakura ‟stab‘ in example (1) and the verb nego ‘danced‘ functons as the nominative marker of the third person singular. the clitic {-ga} in example (1) functions as the acussative marker of the first person singular. 3.2 the structure of the argument and the valence of the verb the argument structure of intransitive clause is s (pro,np animate/non animate) nominative case-intrv. s can also have genitive, accusative, and double markers (nominative and accusative). the s marked with genitive case in interrogative clause relates to the mood of the clause, while the s marked with accusative case in declarative relates to modality or aspect. s is marked like o in imperative when the verb receives more emphasis than the verbal argument. s is marked in accusative case in the nominal predicate clause because, semantically, s does not control the activity. the s which has double markers (nominative and accusative) shows that the speaker is certain about the situation expressed in the clause. examples (3) you‟wa ne‟e – ngga rio. 1sg asp – 1sga mandi i am taking a bath. (4) kako-mi yemmi! go-2pln 2pl you , go ( 5) you‟wa guru – wa – ngga 1t guru – p.def – 1ta i am a teacher (6) pirra mba ammi – nggu? qw asp datang – 1sgpos when did you come?.‗ (7) wai-na na-malau-na leg-3sgpos 3sgn-long-3sga his legs are long sentences (3—5) show that s is marked with accusative case while sentence (6) shows that s is marked with genitive case. the s in (7) has double markers. the structure of clause transitive is a nominative case trnvaccusative case/def.emp – (o (pro/np)). a can also be marked with genitive, accusative, or double markers (nominative plus accusative). the a marked with genitive case in interrogative sentence relates to mood and the status of the clause as a subordinate one in relative construction. the a marked with accusative case relates firmly to aspect or modality. a is marked simultaneously with nominative and accusative when the speaker is certain about the situation expressed by the clause. the argument o has different marking system. the marking system of o is closely related to definiteness or non definiteness. pronouns are considered definite so they are marked with accusative case. the o realized by np definite may be marked with accusative or definite emphasis. the np indefinite is not marked with accusative case. examples: (8) appa pa – woi – mu ne pasara dana. qw relo – buy – 2sgpos dem market ap ‗waht did you buy in the market ?.‗ (9) na ata pa – pamai – nda na – kendu bana. dem perso relo – panggil – 3plpos 3sgtn – run asp ‗the person who called me has run away.‗ (10) ne‟e-ndi a -gezo pare asp-3pln 3pln-polish rice they are polishing rice.‗ (11) na lakawa na – kaula – ngga you„wa. dem boy 3sgn –calll – 1sga 1sg ‗that boy called me.‗ the valence increasing in bsdw is done through the process of causative and applicative. the valence reducing is done through reciprocal and anti causative. morphologically, causative is marked by the prefix {pa-} before the intransitive verb of adjective. the anti causative is marked by prefix {ma-} before the transitive verbs todi ‗close and ‗bukke ‗open‘. the meaning of reciprocal is marked by the clitic {pa-}on the verb after the nominative marker showing plural person. . 3.3 coordinate and subordinate construction coordinate construction in bsdw can be categorized into two forms such as: (1) syndetic (construction marked by conjunction) and (2) asyndetic (without conjunction marker). the subordinate clause is divided into three namely, (1) the relative clause construction, (2) the complementation clause, (3)the adjunct clause. the arguments a and s in relative constructions are relativized by gapping and attaching the prefix {a-} before the pred. the relativization of the arguments o, e, locative, and instrument are done by gapping and attaching the prefix {pa-} before the pred. possessor is relativized using the resumptive pronoun strategy. the complement clause comes after the primary verb b or after the secondary verb type a, b, and c. the table below shows the semantic type of the verb and the types of complement clause in bsdw. primary type b type of clause 1 attention eta ‘see‘ fact and activity rengge ‘dengar‘ fact and activity 2 thinking pange‟da ‘think‘/‘consider‘ fact and activity pande ‘know‘ fact, potential 3 deciding pata ‟decide‟ fact, potential 4 liking mbei ‘like‘ potential, activity 5 speaking tekki ‘say‘ fact patuka ‘ask‘ potential roru ‘persuade‘ potential secondary type type of clause a mulai ‘begin‘ ba ‘finish‘ nungnga ‘try‘ potential and activity b mbei ‘want‘ kambu ‘plan potential c paksa ‘force‘ ngai ‘let‘ potential the complementation clause can be combined using the conjunction ba ‗that‘ or without the conjunction ba, verb serialization, relative clause construction, purposive linking with the conjunction ka ‗for‘ or without the conjunction ka. the adjunct clause can be combined using conjunction or without conjunction. 4. novelties some novelties found in the research are as follows. (1) waijewa dialect is a limited affix language. being a limited affix language does not mean that the language is not capable of expressing various meanings in a clause structure. the limited affixes are optimally used to convey many various meanings in the clause using the same marker to express different meanings in different structures. (2) based on the word order, the clausal structure in waijewa belongs to svo type. (3) bsdw is a head-marking language, that is, the language which is rich in morphosyntactic marking on the (verbal, nominal, adjectival) predicator; the pronominal, aspect, definite emphasis or modality clitic together with predicate constitute the nuclear clause. (4) waijewa has three paradigms of clitic pronouns namely, nominative, accusative, and genitive. those clitics mark person, number, and morphological case in the clause structure. (5) bsdw belongs to np drop language because the clitics are the predicate arguments and the nps are optional. verb plus pronominal marker already constitute a complete clause. the full nps are included only for emphasis or disambiguation. (6) typologically, bsdw belongs to fluid s, in which s is marked like a; however, s can also be marked like o. s is marked like o in nominal predicate because s is identical with the situation expressed by the predicate; thus, s in that situation is non active or does not control the activity. s is marked by o in verbal predicate when the structure emphasizes modality, the verb, or aspect of the verb. 5. conclusion and suggestion 5.1 conclusion based on the data analysis it was found that bsdw clause could be divided into two namely, the clause having verbal predicate and the clause having nonverbal predicate. bsdw has clitic pronouns marking the arguments of the verbs. they show nominative, accusative, and genitive case. bsdw is regarded as np drop since the clitic pronouns may already constitute a complete clause without the appearance of the np as their hosts. the argument structure of intransitive clause has the pattern s (pro,np animate/non animate)nominative case-intrv. s can also have genitive, accusative, and double markers (nominative and accusative). the structure of transitive clause is a nominative case trnvaccusative case/def.emp – (o(pro/np)). a can also be marked with genitive, accusative case, and double markers (nominative plus accusative). the marking system for o is closely related to definiteness or non definiteness. the valence increasing in bsdw is done through the process of causative and applicative. the valence reducing is done through reciprocal and anti causative. coordinate construction in bsdw can be categorized into two forms such as: (1) syndetic (construction marked by conjunction) and (2) asyndetic (without conjunction marker). the subordinate clauses found in subordinate construction are (1) relative clause construction, (2) complementation clause, (3) adjunct clause. argument a and s are relativized by gapping and attaching prefix {a-} before the pred and the relativization of argument o, e, locative, and instrument is done by gapping and attaching prefix {pa-} before the pred. possessor is relativized using resumptive pronoun strategy. complementation clause can be combined using the conjunction ba ‗that‘ or without conjunction, verb serialization, relative clause construction, purposive linking with conjunction ka ‗for‘ or without conjunction. the adjunct clause can be combined using conjunction or without conjunction. 5.2 suggestion waijewa dialect seems interesting to be investigated because it is rich in language phenomena. being a language without written document, many problems need to be observed such as phonology, morphology, syntax, and semantics. this gives other researchers opportunities to explore the phonology and morphology of waijewa especially about clitics and affixes. on syntax level, the things which need to be deeply observed are complex predicate and verb serialization. it is hoped that further research on waijewa can be used as a complete document to avoid the language from becoming extinct. 6. acknowledgements in this opportunity, i would like to express my gratitude and thanks to those who have contributed in one way or another to this research, especially prof. drs. ketut artawa, m.a., ph.d. as the main supervisor, prof. dr. i wayan pastika, m.s., as cosupervisor i, prof. dr. a.a.putu putera, m.hum., as co-supervisor ii, and the board of examiners: prof. dr. aron meko mbete, prof.dr.i nyoman suparwa, m.hum, dr. ni made sri satyawati, s.s, m.hum, dr. ni made dhanawaty, m.s., and dr. i nyoman kardana, m.hum., for their critical comment and suggestions for the improvement of this research. remaining errors are all mine. 7. bibliography aikhenvald, y. alexandra.2006. ―serial verb construction in typological perspective‖. dalam : alexandra y aikhenvald, dan rmw dixon ed., serial verb contructions : a cross-linguistic typology. oxford: university press. alsina, alex, joan bresnan, peter sells. 1997. ―complex predicates: structure and theory‖. dalam : alex alsina, 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bahasa indonesia. jakarta: pusat pembinaan dan pengembangan bahasa, departemen pendidikan dan kebudayaan. sugiyono, 2009. metode penelitian kuantitatif kualitatif dan r&d. bandung: alfabeta. syamsudin, a. r. 1996. ‖kelompok bahasa bima-sumba:kajian linguistik historis komparatif‖ (disertasi). bandung: universitas padjajaran. van valin, robert d.jr.2005. exploring the syntax-semantics interface. cambridge: cup. verhaar, j. w. m., 1980. pengantar linguistik. yogyakarta: gajah mada university press. yuda, i wayan, 2010. ‖fungsi gramatikal argumen inti dalam sistem terpilah bahasa kolana‖ (tesis). denpasar: universitas udayana. yuliana, 1998. ―kedudukan dan fungsi bahasa sumba di sumba timur‖ (skripsi). denpasar: universitas udayana. zaim, m, 1993. ―pelesapan frasa nomina pada konstruksi koordinatif bahasa inggris‖ (tesis) jakarta: universitas indonesia. e-journal of linguistics discourse of aguron-guron system in geguritan sidha yoga krama (gsyk) ni putu parmini e-mail: putuparmini83@yahoo.co.id faculty of languages and arts ikip saraswati tabanan prof. dr. i nyoman weda kusuma, s.u. e-mail: weda_kusuma@yahoo.com study program of linguistics, school of postgraduate studies, udayana university prof. dr. i nyoman kutha ratna, s.u. e-mail: khuta_ratna@yahoo.com study program of linguistics, school of postgraduate studies, udayana university prof. dr. i made suastika, s.u. e-mail: madesuatika57@yahoo.com study program of linguistics, school of postgraduate studies, udayana university abstract the object of the present study is the text of geguritan sidha yoga krama (hereinafter referred to as gsyk). this text contains narrations narrating priesthood teaching, which is interesting enough to discuss nowadays. the analysis in the present study is intended to answer the question concerning the discourse of the aguron-guron system in the gsyk text. the answer to this question is the specific objective of the present study. as a qualitative study, the data of the present study were collected using observation and interview methods. the data were also obtained through library study and using reading technique. the results of the present study are informally presented, meaning that the results of the present study are described using words which are systematically arranged in accordance with the findings. the analysis of the gsyk discourse includes the theme, plot and prominent characterization. it was found that there were three entities in the gsyk text, as far as the change in status from being walaka into being sadhaka is concerned; they are (1) the ethics of the senior priest ‘nabe’ and the prospective priest ‘sisya’; (2) the ceremony in which someone is informally acknowledged as a priest referred to as pediksan; (3) the implementation of hinduism. the results of analysis showed that gsyk was a narrative discourse made up of pupuh (strophes), narrating the priesthood teaching ‘ajaran kapanditaan’ with the aguron-guron system, meaning that the priesthood teaching is transmitted through informal learning. it could be concluded that gsyk could be used as a resource of the priesthood teaching which could be transmitted through the aguron-guron system, making the priesthood teaching easier and more interesting. the aguron-guron system could be observed more comprehensively through geguritan (philosophical verse); it is not only an educational medium but also an amusement. the priest ‘pandita’ is responsible for transmitting such a teaching to people. keywords: discourse, aguron-guron system and geguritan discourse of aguron-guron system in geguritan sidha yoga krama (gsyk) i. introduction in fact, geguritan (philosophical verse), as a literary work, is one of the human activities which is excavated from social facts and imagination. it is part of culture which is created based on human experience or which is excavated from life. it is the realization of the writer’s imagination and emotional intelligence. how life was when it was written can be known. geguritan is a literary work which is created by someone based on how he views a social fact which is then mixed with imagination. it is supported by what is stated by eagleton (2002: 14) that a literary work is a form of how people specifically perceive the world. how the world is dominantly viewed constitutes a social mentality or ideology and the values of an era. such an ideology and such values are the products of social relationships which are implemented by humans from era to era. a literary work is an evaluative response to what takes place around it; therefore, it cannot be separated from norms or cultural values. basically, it results from complicated reciprocal impacts between the cultural factors and social ones, which cannot be separated from the environment or civilization from which it is created (damono, 1993: 9). according to teeuw, the relationship between a literary work and cultural norms/values takes place in three evaluative stages; they are affirmation (determining the socio-cultural norms which are applicable in that era), restoration (the concluding expression of the norms which have disappeared and have not been applicable any longer) and what is referred to as ‘ngasi’ (rebellion against the applicable norms, presenting alternatives to the established socio-culture). in relation to the socio-cultural norms stated by teew above, the position of geguritan is highly urgent, as it represents who writes it in carrying the missions of values and socio-cultural norms which are applicable in a society in an era. kuta ratna (2004: 334) states that a literary work has important responsibilities; it is supposed to pioneer modernization and to acknowledge the societal phenomenon. further, damono (2004: 33) states that a literary work is the output of the writer’s thoughts which is collaborated with facts such as education, socio-environmentalal history, ideology and the values which are applicable where it is created. in relation to what is stated by kuta ratna (2004) and damono (2004) above, geguritan, as a literary work, is the output of the writer’s thoughts which are mixed with and adjusted to the socio-cultural context and the system of values applicable where it is created. geguritan is between the literary norms and socio-cultural norms and may give evaluative solutions to the context of situation which takes place when it is created. the writer, through his/her literary works, may also criticize the system of values which are applicable at that time. the strong tradition in bali and the belief in almighty god are still dominant; priority is still given to it by the balinese writers. the geguritan yadnya di kuruksetra and gsyk prove this. therefore, it is reasonable that the western culture which affects literary works in general and geguritan in particular will not neglect conventions or tradition. the writers of geguritan do not only receive but also criticize depending on their insight and objectives. the matters pertaining to the discourse of the system of aguron-guron, in its relation to the cultural tradition in bali and literary works, especially geguritan in particular, does not only identify the modern and traditional education. according to marwoto (1985), a discourse is a means of transmitting complete and intact information in writing and orally. what is important is the quality of geguritan; the fact that it is created as part of an activity is not important. the quality of the literary work in the form of geguritan can be reviewed from its themes which are in accordance with the era development. nowadays, the matters pertaining to priesthood are the urgent ones. that it is urgent can be clearly monitored from the priest’s function. he is supposed to supervise, direct, and implement hinduism. in geguritan sidha yoga krama, which is hereinafter referred to as gsyk, it is narrated how a priest is born. he is born from a senior priest ‘nabe’ through a learning process which is popularly known as aguron-guron. the system of aguron-guron is carried out through the learning process involving the senior priest ‘nabe’ and the prospective priest called ‘sisya’. in the system of aguron-guron, to what extent the priesthood learning is successful is determined by the senior priest ‘nabe’ and the prospective priest ‘sisya’ (silakrama, punyatmadja, 1994: 23). the priesthood teaching and education should be socialized and developed as an attempt to produce the state ritual readers especially the hindu society in bali. based on what is described above, it is relevant to conduct a study entitled “discourse of the system of aguronguron in gsyk”. the problem of the study is the objective of the study as well. the theory of semiotics was used as the tool of analysis in the present study. ii research method the study on the discourse of the priesthood teaching in gsyk is one of the traditional literary works in bali which is classified as part of the humaniora science. from that fact, this present study is designed as a qualitative study. the narrative structure of gsyk was analyzed based on the formal and narrative structure. based on the characters in gsyk, the system of priesthood in gsyk can be understood. the scope of the study includes the priesthood teaching in the gsyk text. the data used in the present study are the primary data which are gsyk itself; and the secondary data were obtained from several interviewers in which the interviewees were the informants. the data were collected using observation and interview techniques. then the data were analyzed using the descriptive and qualitative methods. iii discussion 3.1 teaching and obligation of a priest ‘pandita’ the word pandita in the balinese indonesian dictionary (balai bahasa depdiknas, 2008: 507) means priest or someone who is officially acknowledged as a priest through a ceremony referred to as madiksa. pandita is defined as a holy hindu priest for whom a ceremony mentioned above has been performed by a senior priest ‘nabe’. sastra (2005: 3) states that other words for pandita are wiku and sadaka. he has been purified through a ceremony led by a senior priest ‘nabe’ as described above. furthermore, putra (2012: 8) states that when such a ceremony has been performed, his social status changes; he becomes what is referred to as sadhaka. santika (2010: 129) states that a pandita is someone who has spiritual strength and is sensitive to the invisible vibrations from almighty god ‘sang hyang widhi wasa’. he should be physically healthy, widely knowledgeable, on his best behavior, strictly adhered to religious teachings. in addition he should also be interested in learning spirituality and supported by people. the priesthood teaching ‘kapanditaan ajaran’ can be found in the great literary works such as weda, silasana, silakrama and the like. such a teaching is also found in gsyk which is written in the balinese characters; however, it has been transliterated into latin characters. it is written in balinese but it has been translated into indonesian. that means that the priesthood teaching is highly important as it is a process through which a pandita is born and by which the people’s spirituality can be sharpened. a priest ‘pandita’ is supposed to perform ‘muput’ every ceremony which is related to what is called panca yadnya from the middle level to the upper level. he is also supposed to give holy water ‘tirta’ to people. his functions is what is referred to as nglokaphalasraya; he should give assistance and services which are related to the implementation of religious life; he is supposed to supervise religious life; he should perform and lead religious ceremonies; he should deliver speeches and gives guidance related to when a religious ceremony ‘yadnya’ is performed (santika,, 2010: 136). a priest ‘pandita’ does not only lead religious ceremonies. nglokaphalasraya should not be regarded as what he is supposed to do. based on what is stated above, it can be stated that a priest ‘pandita’ is supposed to (1) supervise people in their attempt to be spiritually happy; in this case, he is regarded as what is referred to as a teacher of loka in his community; (2) be what is called lokapalasraya, meaning as someone to whom people refer to when they need advices. a priest ‘pandita’ should be able to implement what are referred to as dharmaning and sasaning in accordance with the priesthood teaching. apart from that, he should also deepen hinduism and understand weda. he should also learn religious literary works in order to have in-depth insight. that is highly urgent, as the spiritual guidance he provides to people should be based on religious literary works. a priest ‘padita’ is stated to have acquired holy and spiritual knowledge through the implementation of aguron-guron (learning from a teacher) and if a ceremony called diksa has been performed for him. after he has been officially acknowledged as a priest ‘pandita’ through the ceremony mentioned above, he should be able to do what is known as nglinggihang weda. his main responsibilities are leading ‘muput’ religious ceremonies and what is called nglokaphalasraya (santika, 2010). according to sastra (2005: 25), if someone would like to become a priest ‘pandita’, after the ceremony mentioned above ‘didiksa’ has been performed, he is obliged to (1) change his name (amari aran); (2) change his way of dressing; (3) change his behavior (amari wisaya). such obligations are part of the attempt made to maintain the holy position as a pandita ‘priest’. maintaining such a position is reasonable enough as, as a religious leader, he should be a model to people mentally and morally. several changes which should be made by a pandita ‘priest’, according to sastra (2005: 25-26) are as follows. after being officially acknowledged through the ceremony described above ‘didiksa’ by a senior priest ‘nabe’, the priest ‘pandita’ should change his name. when a new name is given by the ‘nabe’, he wears a robe and a ceremony referred to as “amari aran” is performed. as one illustration, before he is officially acknowledged as a priest ‘plandita’ his name is “teken wuwung”. then after he is officially acknowledged as a priest, he is given a new name, for example, sidha yoga (in the gsyk text). in relation to that, suhandana (2007: 83) states that when the ceremony “amari aran” has been performed, the priest is reborn through a holy religious ceremony. he is then referred to as ‘sang dwijati’. he has many terms of reference such as acharya, rsi, bhiksu (or biku), wipra, kawi, sadhu, sanyasin, yogi, muni, and upadhyana. those whose statuses are still learners ‘brahmacari’ are also referred to as dwijadi, as the same ceremony ‘diksa’ has been performed for them. then those for whom the ceremony ‘diksa’ has been performed should change their way of dressing, and this is referred to as amari wesa. they should not do what they like doing when their status is still walaka; in other words, they should not wear what they like. someone who has had the status of dwijati is not a walaka any longer. he has been a priest; therefore, he should get dressed as a priest; he should wear white clothes. the next behavior he should refer to is what is known as amari wisaya; he should not be interested in worldliness any longer as he is in the walaka world any longer, he has been born in the world of sadhaka. such a rebirth is marked by a ceremony through which he is purified, meaning that he has been born for the second time from his spiritual teacher which will lead him to brahman. therefore. a priest ‘pandita’ may not behave as when he has the status of being walaka. he should change his behavior. the activities, known as dharmaning kawikon, of a priest ‘pandita’ are as follows: arcana: he should worship ida sang hyang widhi ‘almighty god’ and ‘bhatarabhatari’ (gods and goddesses), especially in what is referred to as suryasewana; adhyaya: he should learn weda, philosophy, and literary works persistently; adhyapaka: he should always be interested in teaching holy, spiritual, and religious things. apart from that, he should also teach literary works and give spiritual guidance; swadyana: he should do his best to repeat what has been taught by his senior priest ‘nabe’; dhyana: he should worship god ‘brahman’ or hyang widhi wasa (sastra, 2005: 30). dharmaning kawikon means an obligation to study and transfer hinduism to people. it can also mean repeating self learning in order to understand the priesthood teaching in depth. in the system of agruon-guron a learner ‘sisya’ is obliged to learn from his senior priest ‘nabe’ until he masters the priesthood teaching entirely. in the system of aguron-guron things which may decrease the holiness and spiritual perfectness of a priest ‘pandita’ should be avoided. what he should avoid is as follows. he must not underrate the senior priest ‘nabe’; he must not scorn the senior priest ‘nabe’; he must not fail; he must not disagree with what is instructed by the senior priest ‘nabe’; he must not sit where the senior priest ‘nabe’ is supposed to sit; he must not sit face by face with the senior priest ‘nabe’; he must not interrupt what is said by the senior priest ‘nabe’; he must not walk before the senior priest ‘nabe’; he must not refuse what is instructed by the senior priest ‘nabe’; he must not avert his eyes when he talks to the senior priest ‘nabe’; he must not kill; he must not tell a lie; he must not quarrel; he must not hurt anybody; he must not torture anybody; he must not hurt or kill anything; he must not do anything which is inappropriate; he must not meet his wife on the days when he is not allowed to; he must not take another’s belonging in force; he must not get angry; he must not neglect what he is supposed to do; he must not be selfish; he must not be interested in anything which is illegal; he must not think negatively; he must not say any impolite word to other creatures; he must not slander; and he must not break any promise or what he has said (sastra, 2005: 28-29). those who do their best to implement the priesthood ethics should master the teaching of tri jnana sandhi, one aspect of the priesthood teaching. the system of aguron-guron can be implemented through the understanding and implementation of the spiritual teaching provided by the senior priest ‘nabe’ to the prospective priest ‘sisya’. in fact, what is applicable in our community is that a senior priest ‘nabe’ only has the authority to ‘give birth’ to who will become a priest ‘pandita’ (sang dwijati), and that who gives the priesthood teaching is what is referred to as wakra (teacher). maisnara (2006: 10) states that the priesthood teaching is a teaching which can make someone get gradually higher in his belief in almighty god, know him better and worship his devotion to him. then the profession as a priest ‘pandita’ can be obtained after the ceremony which is referred to as ‘diksa’ is performed. it is not a ceremony through which someone changes his status from being a walaka into being a priest ‘padita’; it is a ceremony which is highly meaningful to the senior priest ‘nabe’ and the prospective priest ‘sisya’. someone should implement hinduism/spiritual education, if he would like to become a priest ‘pandita’, as stated in the hindu holy books. such an implementation is reflected through his belief in panca srada, implementation of trikaya parisuda, catur asrama and dasa niama brata . in relation to that, in menawa dharma sastra section 69, it is stated that: upaniya guru cisyam ciksayecehau camaditah acaramagnikaryam ca samdypasanaweca ca what is meant is that after the initiation ceremony/diksa is performed, a spiritual teacher (either nabe or waktra) should teach his learners about holiness and respect to the holy fire. the spiritual teaching is required by humans, they can make the collective life in harmony through it (yudiantara, 2009: 1). the spiritual teaching can be understood and implemented through hinduism by reading geguritan. it is written in the balinese characters. this facilates the balinese writers to develop their ideas. it represents various human experiences. in this case, the priesthood teaching can be used as a reflection of life. as stated in bhagawadgita, before the ceremony ‘diksa’ through which someone is officially acknowledged as a priest ‘pandita’, he should make appropriately both physical and spiritual preparations. all these preparations are made before he accepts ‘diksa’ from his senior priest ‘nabe’. widyantara (2010: 26-27) states that the qualities which should be fulfilled by someone who will be officially acknowledged as a priest through the ceremony ‘diksa’ are that he must not have sexual intercourse with someone who is not his legal wife; he must not be addicted to any alcoholic drink, he must not be involved in any gambling, and he must not do any bad action and he should discontinue his bad habits. in upanisad it is stated that the learning system which is applied by a senior priest ‘nabe’ to his prospective priest ‘sisya’ is the non formal one. in relation to that, according to lontar tutur jagatkarana (in sarba, 2009: 138), the system of aguron-guron is stated to be the learning system in which the teacher and learner discuss various aspects of truth such as the ethics of both the teacher and learner in the learning process in order to achieve what is true. in other words, the intended learning objective is reaching what is referred to as moksa as the final objective of the teaching of dharma. 3.2 priesthood teaching using the system of aguron-guron in gsyk the priesthood teaching using the system of aguron-guron which gsyk implicitly contains is an attempt consciously made by a senior priest ‘nabe’ to prepare a prospective priest ‘sisya’ so that he will play his real role as a priest in his community through moral/spiritual and mental supervising activities, teaching and practices which take place both in a pasraman (dormitory) and outside dormitory. the priesthood teaching which is reflected in gsyk is aimed at maximizing the spiritual and emotional abilities of a priest to give supervision, guidance and model to people. gsyk, as one of the sources of the priesthood teaching, will make humans able to read clearly and widely every phenomenon within and outside themselves. it contains the ethics of priesthood. a prospective priest ‘sisya’ or a group of people will change his attitude and behavior as an attempt to make himself/themselves get more spiritual through the priesthood teaching and practice. the hindu education can be developed through the development of geguritan as a literary work. someone can make himself/herself interested in understanding hinduism through geguritan. in gsyk, which is full of the priesthood teaching, the system of aguron-guron is packaged in such a way that it is interesting to read and recite. the readers can understand the priesthood teaching through gsyk (the result of the interview in which the interviewees were a group of gsyk readers at ubud). in gsyk it is appealed that the trijnana teaching should be implemented, and that a prospective priest should entirely understand the concepts it contains. as required by the current era that priests should implement their professions known as dharmaning and sasaning pandita optimally. the values education in gsyk suggests that priests should do their best not to do things which are related to worldliness and that they should be spiritually holy. priests should be spiritually competent which should be supported by discipline. in line what is quoted from bhagawadgita, it is emphasized that one should be able to control one’s desires and anger in order to reach happiness; bhagawadgita adiyaya section 23: saknoti ‘hai’va yah sodhu, prak sarira vimokshanat kamakrodhodbhavan vegam, sa yuktha sa sukhi narah translation equivalent: those who can endure their sexual desires and anger are known as ‘yogi’ in the world, and will be happy before they die. pudja, 1999: 147) in line with what is quoted from bhagawadgita above, gsyk implies that happiness results from the endurance to desires and anger; this reflects finding self consciousness. being able to give priority to love and affection by considering that all creatures are created by god based on love and affection is given priority. a priest ‘pandita’ should be able to lead people when they perform ceremonies. a priest ‘pandita’ should be able to be a model. he may not do what he likes and what is done should be based on the religious philosophy. the priesthood teaching functions to give guidance to hindus in their attempt to reach spiritual happiness. he should protect people and be referred to by people in regard to religious, spiritual and philosophical matters. 3.3 yama niyama brata as the priest’s self control in hinduism, yama niyama brata is self control. it is described in gsyk that a prospective priest ‘sisya’ is appealed to be able to control himself by following the priesthood ethics (this is the advice given by empu iswara to sidha yoga, and the advice given by sidha yoga to his son). in fact, silakrama and yama niyama brata are the foundation of the ethics needed in order to reach spiritual perfection and holiness and what is referred to as dharma and moksa. the characters in gsyk teach that priests should give guidance to people that they should do things which may lead them to spiritual holiness. according to hinduism, yama brata gives more emphasis on self control, whereas niyama brata gives more emphasis on worldly things; people should not do things which may hurt others or other creatures. 3.4 the ethics of senior priest ‘nabe’ in the system of aguron-guron in gsyk the priesthood teaching in gsyk using the system of aguron-guron implies that a senior priest ‘nabe’ should give lessons and holiness to the prospective priests ‘sisya’. this is used as the traditional teaching and learning process. the senior priest ‘nabe’ which has been born for the ‘second time’, should give his love and affection, and the learners ‘sisya’ should show his respect and devotion. the learning atmosphere should show a friendly relationship between the senior priest ‘nabe’ and the learners ‘sisya’. in gsyk such a relationship is reflected by the relationship between empu iswara and sidha yoga. empu iswara is the senior priest and sidha yoga as the learner ‘sisya’. empu iswara shows his affection sincerely as required by the learner for the sake of the success achieved by sidha yoga. the priesthood teaching taught to sidha yoga is based on the religious philosophy. empu iswara always considers what is right and what is wrong, and what is good and what is bad when teaching the priesthood teaching. iv. conclusions and suggestions 5.1 conclusions gsyk contains the priesthood teaching applied using the system of aguron-guron and may be used as one of the sources of priesthood teaching. gsyk gives enlightenment to people especially to priests and prospective priests so that they will perform their responsibilities in accordance with the priesthood ethics. the change in status from being walaka into sadhaka is made through the system of aguron-guron; this is a highly significant change. gsyk which contains the discourse of such a change made through the system of aguron-guron is so interestingly packaged that more people will pay attention to it (the result obtained from the interview in which the interviewees were a group of gsyk readers). the learning atmosphere is pleasant and facilitates the learning process; feedback is given and evaluation is made in the implementation of the priesthood teaching. gsyk which contains the discourse of the system of aguron-guron is a preparation which is made through the teaching and learning process as an attempt to give guidance to hindus in regard to the essence of tri jnana sandhi which will positively contribute to the maintenance of hindu religion in its competition against the other religions. 4.1 suggestions it is suggested that the related parties should develop the traditional literary works in the current global era and in the future. it is suggested to the writer that he should explore the other aspects which have not been explored such as the ceremonies performed within the priesthood context. bibliography balai bahasa denpasar, depdiknas. 2008. kamus bali indonesia edisi ke-2. denpasar: balai bahasa denpasar: depsiknas. maswinara, i wayan. 2006. sistem filsafat hindu. surabaya: paramita. pudja, gede. 1999. bhagawadgita. surabaya : paramita. putra, ida bagus rai. 2012. karya padiksan. denpasar : tulus dadi. ratna, nyoman kutha. 2004. penelitian sastra. yogyakarta : pustaka pelajar. santika, gede pertama. 2010. agama hindu. denpasar : pustaka tarukan agung. sastra, gede sara. 2005. pedoman calon pandita dan dharmaning sulinggih. surabaya : paramita. suhandana, 2007. diksa pintu menapaki jalan rohani. surabaya : paramita. titib, i made. 2007. diksa. surabaya : paramita. widyantara, wayan. 2010. diksa. denpasar : pt offset. yudiantara, i putu. 2009. cerdas spiritual melalui bhagavad gita. surabaya : paramita. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 70--79 accreditation:- 70 e-journal of linguistics developing a method of learning english speaking skills based on the language functions used in the food and beverage service denok lestari e-mail: denok_lestari@yahoo.com bali state polytechnic i made suastra e-mail: made_suastra@unud.ac.id study program of linguistics, school of postgraduate studies, udayana university i wayan pastika e-mail: wayanpastika59@yahoo.com study program of linguistics, school of postgraduate studies, udayana university i nyoman sedeng e-mail: nyoman_sedeng@hotmail.com study program of linguistics, school of postgraduate studies, udayana university abstract this research is aimed to analyse language functions in english, specifically those which are used in the context of food and beverage service. the findings of the analysis related to the language functions are then applied in a teaching method which is designed to improve the students’ abilities in speaking english. there are two novelties in this research. the first one is the theory of language functions which is reconstructed in accordance with the food and beverage service context. those language functions are: permisive (to soften utterances, to avoid repetition, and to adjust intonation); interactive (to greet, to have small talks, and farewell); informative (to introduce, to show, to state, to explain, to ask, to agree, to reject, and to confirm); persuasive (to offer, to promise, to suggest, and to persuade); directive (to tell, to order, and to request); indicative (to praise, to complain, to thank, and to apologize). the second novelty which is more practical is the design of the asri method which consists of four basic components, namely: aims (the purpose in communicating); sequence (the operational procedure in handling guests in the restaurant); role play (the simmulation activities in language learning); and interaction (the interactive communications between participants). the method of asri with the application of the language functions in its abcd procedure, namely acquire, e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 70--79 accreditation:- 71 brainstorm, chance and develop is proven to be effective in improving the students’ abilities in speaking english, specifically in the context of food and beverage service. keywords: language functions, teaching method, speaking skills, food and beverage service. 1. introduction this research focuses on the use of english language functions in the context of food and beverage service (fbs) which was aimed to design an effective learning method in improving the students’ english competency, specifically speaking skills. one objective in english language learning is to fulfill the needs of english in profesional areas, which is called english for specific purposes (esp), for example in the sector of tourism, accountancy, medical, or others. since this research was conducted in bali, known as the barometer of national tourism development, the topic discussed here was the learning of esp in the area of tourism. the position that require english the most is the the fbs department since the staff are in direct contact with the guest. english language plays an important role as the media for transferring the product knowledge and service performed by those front liners. communication activity actually refers to the social interaction; therefore, language learning should be focused on the use of language in daily life. language learning is the process in gaining communicative competence which focuses on the acquisition of speaking skills and habituation of using the language in communication. foreign language learning, specifically english, in general is aimed to develop the four language skills, namely reading and listening as the receptive skills, writing and speaking as the productive skills. the enactment of english as the international language in asean regional, to be specific in the asean economic community (aec), certainly makes english communicative skills very important. it is unfortunate if indonesian human resources have to lose opportunities in the competition only due to their lack of abilities in english speaking. this could lead to a perception that the graduates are not able to communicate in english, which leads to an opinion that indonesian human resources especially balinese people are incompetent. it could affect the image of bali as the main gate of international tourism. it is undoubtedly that the front liners are e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 70--79 accreditation:- 72 the main source of balinese tourism practitioners. one way to overcome this problem is by developing the quality of english learning at schools or tourism training courses through the refreshment of learning method and materials. in order to improve the english speaking skills, an innovative learning method is designed based on the consideration that the introduction of language functions can be helpful to promote the understanding of language expressions so that it would be easier for the students to practice speaking or role playing. by implementing the theory of language functions, it is expected that the students will improve their english speaking skills significantly so that the students become more competent in facing the competition. the method which is designed in this research is very applicative and easy to implement specifically for the weak students in communicating in english. this research is the triangulation of linguistic studies, language learning, and tourism specifically in the field of food and beverage service. 2. theoretical basis 2.1 language functions language function is the communication goals for using certain language forms. in this research there are five language functions proposed by leech (1974), namely: 1) informational function which is used for sharing information; 2) expressive function which is used for expressing feelings of the speaker; 3) directive function which is used for getting someone do something for the speaker; 4) aesthetic function, which is used for describing the language itself, example in the poems; and 5) phatic function is used for maintaining the interaction between participants. 2.2 language learning this research is based on communicative language teaching (clt) which consider language as a means of communication to deliver functional meaning. in order to design a learning method there are several components to be considered, such as: (a) objective, (b) syllabus, (c) learning activities, (d) students’ roles, (e) teacher’s roles, and (f) learning materials. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 70--79 accreditation:- 73 2.3 the factors that influence the learning of speaking skills thornburry (2005: 25-26) states that there are three essential factors that affect the learning of speaking skills, namely: 1) cognitive factors; 2) affective factors; and 3) performance factors. these factors can be described as follows. 1) cognitive factors a. acknowledge the topic: a well known topic will be much easier to be talked about. this is why the students can easily talk about their jobs or families rather than about the topics outside their daily lives. b. acknowldge the genre: giving a speech or a lecture will be more difficult if the genre is unknown. c. acknowledge the participants: a conversation will be easier to do when we know the person we speak with. d. processing the needs: if the speech events involve a complex mental process, for example when describing a complex procedure, then an illustration would be needed to make the description easier. 2) affective factors a. the topic and/or the participants are prefered: it would be easier if we like the topic and the participants. b. self awareness: becoming the centre of attention can cause anxiety which lead to inappropriate performance, like in the situation of being examined or tested. 3) performance factors a. mode: it is easier to talk directly, face to face, with a partner to monitor the response. body language and eye contact are also involved. b. degree of collaboration: doing a presentation alone is more difficult than doing it with a partner so they can support each other. c. control of discourse: it is easier if the speaker can control the conversation rather than being under another person’s control. d. duration for preparation and practice: the more time given for preparation the easier the task to be done. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 70--79 accreditation:- 74 e. time limit: it is more difficult to speak when there is a time limit. f. environment condition: it is very difficult to speak with a very loud music or terrible acoustic background. 3. research methodology this research is a research and development (r&d) with exploratory mixed method. the design was selected since this research combines two kinds of data namely qualitative and quantitative data. the qualitative data is collected and analysed before the quantitative data. the product of this research is in the form of learning method design for teaching speaking skills which can be directly implemented in tourism schools in bali. the research design follows logan’s design (1982) which consists of three stages namely problem determination, design, and develop. the first stage was conducted at the mamasan restaurant and the sunset hotel from april to may 2015. the verbal data collected in this stage were in the form of recording of conversations among the waiters and the guests at the restaurant as well as the waiters’ responses during interview. the data were collected using a tape recorder and the questionnaire find out the language functions used in the food and beverage service. the method applied is the non-partisipatory observation method. the analysis of qualitative data was completed through data reduction and classification. the result of the analysis was then presented in transcription and descriptive explanation. the second stage is a library research conducted from early june to the second week of july 2015. the analysis of syllabus and teaching materials for the food and beverage service was conducted in this stage, using the observation sheet and validation sheet for the consideration of the learning method. the method used was the observation method with recording technique. the qualitative analysis was completed with the design of the learning method. the result of the analysis was then presented informally in descriptive narration. the final stage was the implementation of the learning method which was designed on the second stage. this stage was conducted at the balindo paradiso, a tourism school, from early august to late october 2015. the data collected in this stage were the verbal data and the 69 e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 70--79 accreditation:- 75 tabulation of questionnaires and the speaking test. the instruments used were a tape recorder, observation sheet, and the scoring rubric to see how effective the implementation of the learning method as well as the influencing factors. the partisipatory observation method with the recording technique was used to analyse the quantitative data collected through experiment. the result of implementation was then presented formally in numbers and tables. 4. discussion 4.1 language functions used in food and beverage service based on the observation at mamasan restaurant and the sunset hotel, there were several language functions found in the food and beverage service. these language functions can be described as follows. 1) interactive function the interactive function was used to build and maintain the relationship in communication. in this function there were no important information to be shared among participants. therefore, this function is not informative but only for keeping good relationship. the micro functions of ‘greeting’, ‘small talk’, and ‘farewell’ are the sub cathegories of interactive functions. example: “ mamasan restaurant, good afternoon. may i help you? how are you today?” (greeting) 2) informative the informative function contains messages to be shared from the speaker to the hearer, including every declarative statement which refers to the reality. this function is also aimed to dig any information needed, like those used in interrogative forms, or to repeat the message in order to confirm facts. the micro functions of informative function are: ‘presenting’, ‘introducing’, ‘stating’, ‘explaining’, ‘asking’, ‘agreeing’, ‘rejecting’, and ‘confirming’. example: “we have holding table for twenty minutes from your reservation, and we do the smart casual for the dress code.” (explaining) 3) directive e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 70--79 accreditation:- 76 the directive function is used by the speaker to make the hearer do something for the speaker. the micro functions for this category are ‘instructing’, ‘ordering’, and ‘requesting’. contoh: “could i see the menu again, please?” (requesting) 4) persuassive the persuassive function is used for persuading and affecting the hearer (the guest) to try or buy the products offered. the micro functions of this category include ‘offering’, ‘promising’, ‘suggesting’, and ‘persuading’. example: “i recommend you for the pork vindaloo and then the crispy whole fish, that’s very popular in our restaurant and very tasty, madam.” (food recommending) 5) permissive the permissive function is the function that frame the text by focusing on fluency rather than accuracy. this function allows the use of non standard / informal language (colloquial) which is still accepted. the realization of permissive function can be seen from the use of intonation and stress, cohessive devices, and language choices to avoid monotonous repetitions. example: “the reservation is for sarong or mamasan?” (rising intonation) “your fried noodle is still being cooked.” (passive voice) 6) indicative the indicative function is used when the speaker intends to indicate or express his/her feelings. this function is represented in micro functions ‘praising’, ‘complaining’, ‘thanking’, and ‘apologizing’. example: “we do apologize about your food.” (apologizing) the six language functions are formulated based on the speech events taking place at the restaurant. the informative function was the most used function since the interaction among the waiter and the guests required information sharing, like in ‘asking’ for reservation or during ‘explaining’ the menu. 4.2 the method of asri e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 70--79 accreditation:- 77 this research proposes an innovative design of learning method which is called the method of asri. there are four fundamental components in the development of this method, namely: 1) aims, the objective or purpose intended by the speaker to achieve through the use of language functions which are represented in language expressions; 2) sequence, derived from sequence of service, the operational procedure in serving the guests at the restaurant; 3) role play, a simulation activity where the students practice using the language functions being learnt in the conversation; and 4) interaction, the interaction among students by paying attention to paralinguistic elements. the learning procedure in the method of asri is named the abcd procedure which stands for acquire, brainstorm, chance, and develop. the first step in the method of asri is called acquire, the initial stage where the students are introduced to the use of the language in a certain topic. the students acquire the language input from dialog in the audio/video recording. the second stage is the discussion (brainstorm), involving the interaction of teacher-students. in this stage the teacher explains the language functions used in the given topic. in the third stage (chance) the students start to use the language functions and forms being learnt by completing tasks, oral or written. the students who understand the use of language functions will be able to develop conversations, not only immitating the sample dialogues but also interact communicatively. the last step is called develop where the teacher gives suggestions or corrections about the students’ performances. this terminology is used in order to give the students more chances to develop themselves independently (independent study) even after the class is dismissed. 4.3 the implementation of the method of asri the implementation of the method of asri was done through an experiment to a control group (by applying the convensional learning method) and an experiment group (by applying the method of asri). the correlated t-test formula which was applied to measure the learning output of both group shows that t count is bigger than t table, that is 1,71 > 2,74. thus it can be concluded that there is a significant difference in achievement between the control group and the experiment group, so that it can be generalized that the method of asri is more effective than e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 70--79 accreditation:- 78 the conventional method. it can be seen from the speed of students’ comprehension of the learning, creativity, and the students’ achievements. conclusion based on the discussion and the findings of this research, there are three points to be concluded: 1) there are six language functions used in the food and beverage service, namely permissive function, informative function, interactive function, directive function, persuassive function, and indicative function. 2) the method of asri with its abcd procedure is proven to be effective in improving the students’ english speaking skills specially in the field of the food and beverage service. 3) there are three factors affecting the method of asri such as: a) the cognitive factor: the students have not known the topic well so they have difficulties in developing the conversations; b) the affective factor: anxiety or being afraid in making mistakes slow down the students to use the language function being learnt; c) the performance factor: lack of teacher’s guidance in preparing the role play so the students tend to only copy the sample dialogue given previously. references albakrawi, hussein theeb m. 2013. needs analysis of the english language secondary hotel students in jordan. in international journal of english language teaching vol. 1, no. 1, september 2013 page 13-23, cited on 2 march 2014 from www.ea-journals.org brown, h. douglas. 2001. teaching by principles an interactive approach to language pedagogy (2nd edition) england: pearson. celce-murcia, marianne. 2001. teaching english as a second or foreign language (3 rd edition). usa: heinle & heinle thomson learning. counihan, gerard. 1998. teach students to interact, not just talk. dalam the internet tesl journal, vol. iv, no. 7, edition july 1998 cited on 12 march 2014 dari http://iteslj.org/. http://www.ea-journals.org/ http://iteslj.org/ e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 70--79 accreditation:- 79 creswell, john w. 2010. designing and conducting mixed methods research (2 nd edition). new york: sage publications, inc. harmer, jeremy. 2001. the practice of english language teaching (3rd edition). cambridge: longman. richards, jack c. and rodgers, theodore s. 2001. approaches and methods in language teaching (2nd edition). usa: cambridge university press. 1 e-journal of linguistics ellipsis of subject in balinese subordinative construction i wayan mandra e-mail: .......................................... faculty of brahma widya state institute of hindu dharma denpasar prof. drs. ketut artawa, m.a., ph.d e-mail: artawa56@yahoo.com study program of linguistics, school of postgraduate studies, udayana university jl. nias 13 denpasar, telp. (0361) 224121 prof. dr. drs. ketut riana, s.u. e-mail:........................................... study program of linguistics, school of postgraduate studies, udayana university dr. ni made dhanawaty, m.s. e-mail:........................... study program of linguistics, school of posgraduate studies, udayana university abstract this study was aimed at identifying the types of constructions in which ellipsis of subject took place in the balinese language, the meaning of conjunction, and the syntactic category of the omitted subject in subordinative construction. descriptive-qualitative method was used, and the ellipsis of subject in the balinese subordinative construction was investigated in the present study. the data were collected using triangulation system, that is, the combined method of observation, interview, and documentation. from the process of observation, the researchers noted down the subordinative constructions in which the ellipsis of subject took place. then the data were selected based on the meaning of the conjunction used. the data were taken from a balinese story. the data which could not be obtained from the written source were replaced by the intuitive data as the researcher is a balinese native speaker. to make the intuitive data more accurate, the informants who were knowledgeable of the structures of the written and spoken balinese language were used. the result of the study showed that the conjunctions used in the subordinative constructions indicated temporal, expectation, concession, cause, result, conditional, and unison meaning relations. furthermore, it was identified that the constituents in which the ellipsis of subject took place in the subordinative constructions were noun, noun phrase, and pronoun (the first and third pronouns). keywords: ellipsis of subject, meaning of conjunction, and syntactic category 2 1. introduction quirk et al (1985: 536) stated that ellipsis refers to any grammatical unit which is omitted for economic purpose. the omitted words can be made to reappear in the structure in which they are used to make it perfect. the reason is that the construction in which ellipsis takes place is not perfect. verhaar (1981: 70) stated that there are three levels of syntactic constructions; they are function, category, and role. the subject, as one of the syntactic functions, plays a role in the system of ellipsis. if compared to the other syntactic functions such as predicate, object, and adverb, the subject is more dominantly omitted in the subordinative construction. similarly, in the syntactic category, the omitted subject can fill in the elements of the syntactic category level such as noun, pronoun, verb, adjective, adverb, and preposition. the problems in the present study are formulated as follows. (1) what is the meaning of conjunction in the balinese subordinative clause? (2) what syntactic category could be omitted in the ellipsis of subject in the balinese subordinative construction? based on the two problems mentioned above, this article is focused on the meaning of conjunction and the syntactic category which can be omitted in the balinese subordinative construction. 2. research method descriptive-qualitative method was used in the present study. the data were obtained from a balinese story ‘satua bali’ (abbreviated to sb) written by i.n.k. supatra (2006) published by cv. kayumas agung, denpasar. the data were focused on the subordinative construction using conjunction. the data were collected using triangulation method; a combined method of observation, interview, and documentation. it was believed that using the triangulation method could overcome the limitation and weakness of every method. the observation method was used to obtain the written data from sb. then, the informants were interviewed in order to obtain the subordinative constructions which could not be written. the interview was held repeatedly in order to obtain accurate data. elicitation technique was used in the interview. the data were also collected using documentation method to obtain the written data from sb. the collected data were then analyzed using direct element dividing technique. this technique was used to select the data in such a way that the types of conjunction, the syntactic 3 category, and the meaning of conjunction in the balinese subordinative construction could be identified. 3. discussion and result of the study based on what was described above, the result of the present study related to the ellipsis of subject in the balinese subordinative construction can be presented as follows. 3.1 ellipsis of subject, category, and meaning of conjunction subject, as one of the syntactic elements, can be omitted in the level of its category. in the present study, the subordinative construction using conjunction is discussed. the subordinative conjunction links the nucleus clause and the non nucleus one; in other words, the subordinative conjunction links the clauses whose syntactic statuses are not the same. the meaning of the conjunction in the subordinative clause indicates (1) temporal meaning relation, (2) requisite meaning relation, (3) expectation meaning relation, (4) result meaning relation, (5) unison meaning relation, (6) concessive meaning relation, (7) cause meaning relation, and (8) conditional meaning relation. 3.1.1 ellipsis of subject in the subordinative conjunction using conjunction indicating temporal meaning relation in the subordinative construction with the conjunction indicating temporal relation, the subject can be omitted. the conjunctions used include dugas ‘when’, rikala ‘when’, and uling ‘since’ as exemplified below. (3-1) i kedis paekin-a teken i bojog rikala ø waiwasan (sb, 2006: 11) art burung dekat-pas oleh art kera konj menoleh ‘si burung didekati oleh si kera pada waktu menoleh’ [the bird was approached by the monkey when turning its head] (3-2) i macan ketemu i bojog dugas ø melaib ngawag ulian takut-ne (sb, 2006:4) art harimau bertemu art ker konj lari tanpa arah karena takut-pos ‘si harimau bertemu dengan si kera ketika berlari tanpa arah karena takut’ [the tiger met the monkeu when running aimlessly because of being scared] (3-3) wayan suta suba nongos di gianyar uling ø enu cerik nama sudah tinggal prep gianyar konj masih kecil ‘wayan suta sudah tinggal di gianyar sejak masih kecil’ [wayan suta has been staying in gianyar since he was a child] 4 (3-4) pan balang tamak tonden bangun dugas ø delokin-a teken timpal-e (sb,2006:7) nama belum bangun konj tengok-pas oleh teman-pos ‘pan balang tamak belum bangun ketika ditengok oleh temannya” [pan balang tamak has not woken up when he was visited by his friend] from examples (3-1) to (3-4) it can be identified that rikala ‘when’, dugas ‘when’, and uling ‘since’ indicate temporal relation. the subjects i kedis ‘si burung’ (the bird), i macan ‘si harimau’ (the tiger), wayan suta, and pan balang tamak were omitted in the second clauses. from the level of category, i kedis ‘si burung’ (the bird), i macan ‘si harimau’ (the tiger), wayan suta, and pan balang tamak are noun phrases. 3.1.2 ellipsis of subject in the subordinative clause with conjunction indicating requisite meaning relation in the subordinative clause with the conjunction indicating conditional relation, the subject can be omitted. the conjunctions indicating conditional relation include yen kalau (if) and yening ‘jika’ (if) as illustrated below. (3-5) tiang suba mati amah macan yen ø tusing malaib uli alase (sb, 2006: 43) 1t sudah mati dimakan harimau konj neg lari dari hutan-def ‘saya sudah mati dimakan harimau kalau tidak lari dari hutan itu’ [i would have been dead eaten by the tiger if i had not fled from the forest] (3-6) iraga sepatutne mineh-ang malu yening ø lakar melaksana (sb, 2006: 10) ijm sebenarny pikir-apl dulu konj akan melakukan sesuatu ‘kita sebenarnya pikirkan dulu jika akan melakukan sesuatu’ [we should have thought about when we would do something] (3-7) i belog tusing ngelah pretisentana yening ø tusing nganten (sb, 2006:59) art nama neg punya keturunan konj neg kawin ‘i belog tidak punya keturunan jika tidak kawin’ [i belog would not have any descendant if he were not married] in the subordinative constructions (3-5) and (3-7) above, it can be identified that the subjects were omitted in the second clauses. the subject tiang ‘i’ is a noun, and the subject iraga ‘kita’ (we) is a pronoun, and the subject i belog is a noun phrase. the conjunctions yen ‘kalau’ (if) and yening ‘jika’ (if) indicate conditional meaning relation. 5 3.1.3 ellipsis of subject in the subordinative clause with the conjunction indicating meaning expectation relation in the subordinative clause with the conjunction indicating expectation relation, the subject can be omitted. the conjunctions used are apang, mangda ‘supaya’ (so that) as exemplified by the following examples. (3-8) iraga sepatutne malajah apang ø mani puan tusing kena 1jm sebenarnya belajar konj dikemudian hari neg kena uluk-uluk (sb, 2006: 10) olok-olok ‘kita sebenarnya belajar supaya dikemudian hari tidak kena olok-olok’ [we should learn so that we will not be deceived in the future] (3-9) pan angklung gadang matur ring jero kelian mangda ø polih matanggeh nama berbicara dengan jero kelian konj dapat menunda utang malih abulan (sb, 2006: 51) hutang lagi satu bulan ‘pan angklung gadang berbicara dengan jero kelian supaya dapat menunda hutang lagi satu bulan’ [pan angklung proposed to jero kelian that he could postpone paying for the debt until next month’] (3-10) i cicing nunasica ring ida sang hyang widhi apang ø art anjing berdoa prep tuhan konj setata rahayu (sb, 2006:27) selalu selamat ‘si anjing berdoa kepada tuhan supaya selalu selamat’ [the dog prayed to god so that it would always be healthy] from examples (3-8) – (3-10), the subject iraga ‘kita’ omitted in the second clause is a noun, the subject pan angklung gadang is a noun phrase, and the subject i cicing ‘si anjing’ [the dog] is noun phrase as well. the conjunctions used are apang, mangda [so that] indicating expectation meaning relation. 3.1.4 ellipsis of subject in the subordinative clause with the conjunction indicating result meaning relation the subject in the subordinative clause with the conjunction indicating result relation can also be omitted. the conjunctions used are nganti, ngatos ‘hingga’ (until) as exemplified by the following examples. 6 (3-11) tiang tiwas kaliwat nganti ø tusing ngidang mayah utang di 1t miskin sekali konj neg bisa membayar hutang prep banjar (sb, 2006:49) banjar ‘saya miskin sekali hingga tidak bisa membayar hutang di banjar’ [i was so poor that i could not pay my debt at banjar (hamlet)] (3-12) luh sari nimbus sela nganti ø puun nama menambus ketela konj hangus ‘luh sari menambus ketela mingga hangus’ [luh sari roasted in a fire the sweet potato until it was burnt] (3-13) ida bagus anom makarya ring gria ngantos ø leleh nama work pref rumah konj lelah ‘ida bagus anom bekerja di rumah hingga lelah’ [ida bagus anom worked at home so he was tired] from examples (3-11) – (3-13) it can be identified that the conjunctions used in the second clauses are nganti, ngatos ‘hingga’ [so] indicating result meaning relation. the subject tiang ‘saya’ is a pronoun, the subject sela ‘ketela’ [sweet-potato] is a noun, and the subject ida bagus anom is a noun phrase too. 3.1.5 ellipsis of subject in the subordinative clause with the conjunction indicating conditional meaning relation the subject could also be omitted in the subordinative clause with the conjunctions indicating conditional meaning relation. the conjunctions used are dipete, dipradene ‘seandainya’ [if] as described in the following examples. (3-14) i bojog lakar ngewantu i kambing dipete ø sengkala (sb, 2006: 26) art kera akan membantu art kambing konj bahaya ‘si kera akan membantu si kambing seandainya bahaya’ [the monkey would help the goat if there were a danger] (3-15) tiang lakar ngemang adin tiang-e pipis dipete ø maan gaji dipegaen tiang-e 1t akan memberi adik 1t pos uang konj dapat gaji di tempat kerja 1t pos ‘saya akan memberi adik saya uang seandainya dapat gaji di tempat kerja saya’ [i will give my younger sibling some money if i receive salary where i work] (3-16)wayan sudi lakar megae di kapal pesiar dipradene ø bisa ngomong nama akan bekerja prep kapal pesiar konj bisa bicara basa inggris 7 bahasa inggris ‘wayan sudi akan bekerja di kapal pesiar seandainya bisa bicara bahasa inggris’ [wayan sudi will work on a cruise if he can speak english] the conjunctions used in the subordinative clauses (3-14) – (3-16) are dipete, dipradene ‘seandainya’ [if] indicating conditional meaning relation. the subject i kambing ‘si kambing’ is a noun phrase, the subject tiang ‘saya’ [i] is a pronoun, and the subject wayan suandi is a noun phrase. 3.1.6 ellipsis of subject in the subordinative clause with the conjunction indicating unison meaning relation the subject could also be omitted in the subordinative clause with the conjunction indicating unison meaning relation. the conjunction used is sambilanga ‘sambil’ [while] indicating unison as illustrated in the following example. (3-17)i belog nganggur kema ka umah-ne luh sari sambilanga ø ngaba art nama melancong kesana prep rumah-pos nama konj membawa bakul misi tabia (sb,2006:9) keranjang berisi cabai ‘i belog melancong kesana ke rumah luh sari sambil membawa keranjang berisi cabai’ [i belog came to luh sari’s house while brought basket white red pepper] (3-18)i bojog masaut sambilanga ø ngamah biu (sb,2006:11) art kera menjawab konj makan pisang ‘si kera menjawab sambil makan pisang’ [ the monkey answered while ate banana] (3-19)i bojog suir – suir ngamah sela sambilanga ø ngurut – ngurut art kera bersiul makan ketela konj mengelus – elus basang-ne (sb,2006:35) perut-pos ‘si kera bersiul makan ketela sambil mengelus – elus perutnya’ [the monkey whistled sweet potato while stroked its stomach] in the subordinative clauses above, it can be identified that the conjunction used is sambilanga ‘sambil’ [while] indicating unison meaning relation. the subjects i belog and i bojog were omitted and are noun phrases. 8 3.1.7 ellipsis of subject with the conjunction indicating concessive meaning relation in the subordinative clause using the conjunction indicating concessive meaning relation, the subject could also be omitted. the conjunctions used are yadiastun, yadian, diastu, yadiapin, wiadin ‘walaupun’ [although] as illustrated by the following examples. (3-20)cai nyuang upon – upon carik -e makejang diastu ø tusing tuyuh 2t ngambil hasil sawah-def semua konj neg payah megae (sb,2006:13) bekerja ‘kamu mengambil hasil sawah itu semua walaupun tidak payah bekerja’ [you took all of the rice field crops although you were tired to work] (3-21)iba tusing bisa ngae umah yadian ø suba kelih (sb,2006:15) 2t neg bisa membuat rumah konj sudah dewasa ‘kamu tidak bisa membuat rumah walaupun sudah dewasa’ [you could not make house although you were adult] (3-22)ni luh sari tusing kapok-kapok yadiastun ø suba uluk-uluk –a teken timpal-ne nama neg jera-jera konj sudah olok-olok-pas oleh teman-pos (sb,2006:23) ‘ni luh sari tidak jera – jera walaupun sudah diolok – olok oleh temannya’ [ni luh sari undaunted although she had been joked by her friend] (3-23)iraga sepatutne mapineh malu yadiapin ø lakar mapitulung anak lenan (sb,2006:20) 1jm sebenarnya berpikir dulu konj akan menolong orang lain ‘kita sebenarnya berpikir dulu walaupun akan menolong orang lain’ [we ought to think first although we will help some one] (3-24)ketut anom demit gati wiadin ø liu ngelah kasugihan nama pelit sekali konj banyak punya kekayaan ‘ketut anom pelit sekali walaupun banyak punya kekayaan’ [ketut anom was very stingy although he had wealth] from the examples above, it can be identified that the subject can be omitted in the subordinative clause using the conjunction indicating concessive meaning relation. the conjunctions include diastu, yadian, yadiastun, yadiapin, and wiadin ‘walaupun’ [although]. the subject cai ‘kamu’ [you], iba ‘kamu’ [you] are nouns, and the subject ni luh sari is a noun phrase, the subject iraga ‘kita’ [we] is a pronoun, and the subject ketut anom is a noun phrase. 9 3.1.8 ellipsis of subject in the subordinative clause with the conjunction indicating cause meaning relation the subject can also be omitted in the subordinative clause using the conjunction indicating cause meaning relation which includes mawinan, dening ‘oleh karena’ [therefore], sawireh, mapan, krana, sangkaning, santukan ‘karena’ [therefore], as illustrated by the following examples. 3-25)ia ngenah enggal tua sawireh ø sing suud – suud makeneh ane 3t kelihatan cepat tua konj neg henti – henti berpikir yang tidong – tidong (sb,2006:5) bukan – bukan ‘dia kelihatan cepat tua karena tidak henti – hentinya berpikir yang bukan – bukan’ [he seemed to be getting older quickly as he kept thinking about what was not necessary] (3-26)pan balang tamak sing nuutin awig – awig banjar mawinan ø kena nama neg mematuhi peraturan banjar konj kena danda (sb,2006:9) denda ‘pan balang tamak tidak mematuhi peraturan banjar oleh karena itu kena denda’ [pan balang tamak broke the regulation issued by the banjar (hamlet); therefore, he was fined] (3-27)pan balang tamak ngeka daya krana ø tusing demen megae (sb,2006:53) nama membuat upaya konj neg suka bekerja ‘pan balang tamak membuat upaya karena tidak suka bekerja’ [pan balang tamak made attempted to do something as he did not like working] (3-28)i kedis ngajang sebun mapan ø lakar ngawit mataluh (sb,2006:11) art burung membawa sarang konj akan mulai bertelur ‘si burung membawa sarang karena akan mulai bertelur’ [the bird brought nest as it would lay eggs soon] (3-39)dewa agung kituk – kituk santukan ø nenten resep teken munyin nama geleng – geleng konj neg mengerti dengan pembicaraan pan angklung gadang-e (sb,2006:41) nama -pos ‘dewa agung geleng – geleng kepala karena tidak mengerti dengan pembicaraan pan angklung gadang’ [dewa agung shook their heads as he did not understand what was said by pan angklung gadang] (3-30)pan angklung gadang tan presida naur utang ring banjar sangkaning nama neg bisa membayar hutang prep banjar konj 10 ø kaliwat tiwas (sb,2006:49) sangat miskin ‘pan angklung gadang tidak bisa membayar hutang di banjar karena sangat miskin’ [pan angklung gadang could not pay his debt at the banjar (hamlet) as he was too poor] (3-31)sabilang minggu wayan suarta luas ka pasih sanur dening ø mandus di setiap minggu nama pergi prep pantai sanur konj mandi prep pasih -e pantai-def ‘setiap minggu wayan suarta pergi ke pantai sanur oleh karena mandi di pantai itu’ [ every sunday wayan suarta went to sanur beach to bath] from examples (3-25) – (3-31) it can be identified that the conjunctions used are mawinan, dening ‘oleh karena’ [therefore], sawireh, mapan, krana, sangkaning, santukan ‘karena’ [therefore], which indicate cause meaning relation. the subject ia ‘dia’ is a pronoun, the subject pan balang tamak is noun phrase, the subject i kedis ‘si burung’ [the bird] is a noun phrase; the subjects dewa agung, pan angklung gadang and wayan suarta are too. 4. conclusions and suggestions 4.1 conclusions if observed from the level of syntactic function, the subjects from (3-1) to (3-31) are omitted for economic and practical purposes, although, if observed from the grammatical structures of the subordinative constructions, they are not perfect. to make them perfect, the omitted elements are mentioned again or replaced with nouns, pronouns and so forth. from the level of category, the subjects omitted from (3-1) to (3-31) are nouns, noun phrases, and pronouns. neither verb nor adjective and adverb are found, as far as the examples above are concerned. from the meanings of the conjunctions used in the subordinative constructions (3-1) to (3-31), they are identified to indicate temporal, requisite, unison, result, expectation, conditional, concessive, and cause meaning relations. 4.2 suggestions it is suggested to other researchers that they should explore the ellipsis of the the other syntactic functions such as the ellipsis of predicate, object and adverb. it is also suggested that they should compare the subordinative clauses with conjunctions and those without 11 conjunctions, and the difference in meaning between the nucleus clauses and the non nucleus ones. 5. acknowledgements this present study could not have been completed without direction, input, suggestion and assistance from many parties. therefore, in this opportunity, the writer would like to thank prof. drs. ketut artawa, m.a., ph.d., as the main supervisor, prof. dr. drs. ketut riana, s.u., as co-supervisor i, and dr. ni made dhanawaty, m.s., as co-supervisor ii. owing a great debt of gratitude should also be expressed to the board of examiners such as prof. dr. made budiarsa, m.a., prof. dr. aron meko mbete, prof. dr. drs. ida bagus putra yadnya, m.a., prof. dr. i nengah suandi, m.hum., and prof. dr. i ketut darma laksana, m.hum., for their comments and suggests. references anom, i gusti ketut dkk. 2008. kamus bali – indonesia beraksara bali dan latin. denpasar : badan pembina bahasa, aksara, dan sastra bali, provinsi bali. artawa, ketut. 2004. balinese language a typological description. denpasar : cv bali media adhikarsa. artawa, ketut. 2004. cohesive devices in indonesian. denpasar : cv bali media adhikarsa. comrie, bernard. 1998. language universals and linguistic tipology. oxford : basil blackwell dixon, r.m.w. 2010. basic linguistic theory. oxford : oxford university press quirk et al. 1985. a comprehensive grammar of the english language. new york : longman group limited. riana, i ketut. 1988. “hubungan antara kalimat dan hubungan makna yang dinyatakannya dalam bahasa bali” (tesis). yogyakarta: program pascasarjana universitas gajah mada. sudaryanto. 1993. metode dan aneka teknik analisis bahasa. yogyakarta : dutawacana university press. supatra, i. nk. 2006. satua bali. denpasar : cv. kayumas agung. verhaar, j.w.m. 1981. pengantar linguistik. yogyakarta : gadjah mada university press. impression in “i wandered lonely as a cloud” e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 11--29 accreditation:- 11 e-journal of linguistics hospitality language in tourism field: facework yohanes kristianto e-mail: inselbali@yahoo.com faculty of tourism, udayana university made budiarsa e-mail: made_budiarsa@yahoo.com study program of linguistics, school of postgraduate studies, udayana university i wayan simpen e-mail: wayan_simpen@yahoo.com study program of linguistics, school of postgraduate studies, udayana university i made netra e-mail: dektih@yahoo.com study program of linguistics, school of postgraduate studies, udayana university abstract this study aims to uncover, analyze, and interpret the reality of hospitality language in tourism from the perspective of the duality. the underlying assumption that language is an action in social practices. this is shown by the practice of the english language in the service interaction. the structure of the english language is like schemata of principles for service interaction and at the same time empowering service provider to perform service interaction to uncover and interpret hospitality language practice, the theory of structuration is applied. theory of pragmatics is used to analyze the linguistic phenomena. based on the frame of structuration, this research is identified in four issues, namely (1) the structure of hospitality language, (2) the system of hospitality language, and (3) hospitality language as a representation facework. problem (1) and (2) are analyzed by ethnography of communication. problem (3) is analyzed using speech act theory and politeness theory. this study is a qualitative research, due to explore, pattern, interpreting the language practices, so it does not use statistical analysis to generalize the results. population is not in large quantities, but using purposive sample to determine the number of informants based on the criteria and representativeness in service encounter. in addition, language behavior in general is homogeneous. data collected by the ethnography of communication methods, e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 11--29 accreditation:- 12 observation, and recording. the data selected are english due to english as the main foreign language in the service interaction. the findings of this study are: (1) the structure of the hospitality language, namely (a) the structure of significance in the form of setting or scene of service encounter, (b) the structure of domination, namely participants (tourism practitioners and tourists), (2) the system of hospitality language in the form of (a) the schemata interpretation of act sequences and keys, (b) the schemata of facility is instrumentality, and (c) schemes of norm are in the form of interpretation and interaction norms, (3) facework, namely: (a ) communication practices in the form of expressive speech acts, directive, representative, and commissive, (b) the exercise of power in the form of face threatening acts, (c) the practice of sanctions in the form of face-saving or redressive actions. empirically, facework is realized in the entity to be free (negative face) and received (positive face). based on the results of the study can be suggested(1) the structure of the hospitality language can be used by the tourism practitioners in increasing competence and performance language, (3) the system of hospitality language can be used tourism practitioners to understand modalities of language, and (3) facework in the concepts of positive and negative hospitality, can be used as strategy of tourism practices for local community, government, and investors. keywords: hospitality language, tourism field, facework, duality, structuration 1. introduction balinese people as speakers of the local language (balinese), especially those living in tourist areas or those working in tourism, in addition to bahasa indonesia, are also required to communicate in english with the tourists (foreigners), especially with englishspeaking tourists ( bawa, 1994; beratha, 1999). the reality of the use of english as the main foreign language in a tourist area in bali shows the relationship between language as a structure (langue) and speakers (actor) to conduct social practices, namely language (parole) in the field of tourism as space and time (giddens, 1984). on the internal side speakers, especially the balinese people working in the tourism field using english to communicate with tourists is a language awareness in inviting or accepting foreigners. acceptance attitude towards tourists (guests) 'the reception of guests' and the generosity of strangers 'generosity toward strangers' this is nature's hospitality (derrida, 1999). therefore, this study uses language terminology's hospitality as the concept of consciousness units use lingual (tongue) to receive foreigners or tourists (blue and aaron, 2003: 74). e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 11--29 accreditation:- 13 basis of this study that language is action (social practices) in space and time (tourism practices). as a social practice, language has a central theme, namely those language structures with speakers (actor) and space-time where repeated practices of the language. in other words, this study looked at the relationship between the duality of language structure and language speakers (actor). language as structure (rules) not only set the speakers but it also empowers consciousness of the speaker in the practice speaking. in line with the formulation of the theory of structuration giddens (1984), the researchers assume that no structure of language without speakers (actors), as there is no practice the language without grammar (priyono, 2016: x). this study tried to assess the hospitality language practice in the field of tourism from the perspective of duality, ie the relation of language structure and language speakers in practice the language at a certain time space (tourism field) rather than separating langue and parole in the binary opposition as in the study of structural linguistics. perspective duality of structure and speakers of the hospitality hospitality language (tourism practitioners) will be studied with the concept of language awareness, language as structure, language as a system, and practice the language as a representation of the practice of advance. 2. theoretical basis language research's hospitality in tourism field: facework using transdisciplinary perspective, namely sociology (the theory of structuration), linguistic anthropology and sociolinguistics (ethnography of communication), and pragmatics (speech act theory and human decency or tokens 'model person'). structuration theory is used as a frame of research problems with the perspective of duality of structure (language) and actor (speakers) in social practices (language) are repeated and patterned in space-time (the field of) tourism. theory ethnography of communication are used to identify, describe, analyze, and memolakan service interaction in the form of units of ethnographic analysis. speech act theory of pragmatics and pragmatic man of the e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 11--29 accreditation:- 14 sample used to analyze the use of language as an act of verbal practice's hospitality language as the language of the service together with the effect of such measures in the field of tourism. based on the principle of structuration , then the problem of this research has three focus of study. the focus of the first studies are structures (language) includes three groups large structures, namely (a) the structure marking or the significance of the language concerning the schemata symbols, meanings, and discourse, (b) the structure of domination or domination that includes the schemata of control over the (political ) and goods / thing (economy), and (c) the structure of justification or legitimacy concerning the normative schema in the form of legal order. the second focus of study is the language system as a means-between or modalities for the continuity of the service interaction in the field of tourism which includes three groups, namely (a) schemata of interpretation or interpretation, (b) the schemata facilities, and (c) the schemata norm. the third focus is the practice of advance in the field of tourism are realized in the form of interaction that includes three major groups, namely (a) communications, (b) the power, and (c) sanctions. the focus of the problems (1) and (2) were examined using ethnography of communication theory to describe and analyze patterns of communication by identifying the communication events that occur repeatedly, communication components, then find a relationship between components. meanwhile, the focus of the problem (3) were examined using pragmatic speech act theory and the theory of pragmatic human decency tokens to identify, describe, analyze, and pattern the faceworks that are represented in speech acts and pragmatic effects illocutionary acts of verbal or power. 3. research methodology research of hospitality language in tourism field: facework using a qualitative approach. a qualitative approach was used to explore and understand and describe the meaning of individual and group social interaction problems (creswell, 2009: 4, 13). this research method is also included descriptive method because the research is conducted solely based on the fact the practice of speaking of existing or phenomenon empirically live in speakers-speakers, so that the resulting form of perian language what is (sudaryanto, 1992: 62) , language research's hospitality in the field of tourism conducted in the tourist areas of bali, namely (1) denpasar (sanur), (2) badung (nusa dua, seminyak, kuta), (3) gianyar (ubud), (4) karangasem (virgin beach) , (5) buleleng (lovina), and (6) tabanan e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 11--29 accreditation:- 15 (tanah lot). the type of data in this study is qualitative data or language data in the form of words, phrases, sentences, and discourse that is spoken by tourism practitioners in the service interaction. these data all be classified as primary data as taken directly from the source. sources of data obtained from stakeholders in tourism and tourists in the service interaction (good and service or service encounter) both in airports, hotels, restaurants, cafes, travel agencies, tourist attraction, livery, art shops, markets, as well as the beach. this study uses the recording devices, computers, sheets transcription of conversations, and the corpus of service interaction. recording device used to record the interaction of services in accordance with a predetermined sample. computers are used to store and play back the recording service interaction data obtained in the field. this research data collection method using ethnographic methods of communication and supported by the recording technique, observe and record. ethnography of communication method used to observe verbal interaction in tourism services, said events, narrative style, and how to speak, and so on. furthermore, the speech act is used as the unit of analysis (hymes, 1962). data ethnographic speech acts are used to interpret the structure of the hospitality language, the language system's hospitality and tourism practitioners facework in the service interaction. the results of the data analysis are presented formally in the form of a chart, pattern, flow, frequency tabulation of data lingual and non-lingual about the phenomenon of hospitality language in the field of tourism. data are also presented in accordance with the advice lofland (1974; 2001) and miles and huberman (1988) on an informal basis in the form of a narrative description and in-depth exploration (in creswell, 2007: 200). 4. discussion 4.1 structure of hospitality language in tourism field the structure of the hospitality language in the field of tourism can be seen that the hospitality language is a language service that is used as a rule by tourism practitioners in the service interaction in the field of tourism. hospitality language as a social practice e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 11--29 accreditation:- 16 repeatedly and continuously to form certain structures or rules that guide the service interaction. the process of forming the structure of the hospitality language can be shown by the ethnography of communication units within each service interaction in the field of tourism. based on the ethnography of communication units, the structure of the hospitality language in the field of tourism can be identified as follows. first, the structure of signification. the structure of signification in hospitality language practice is found in the form of setting. each hospitality language have a setting of space and time of the event said in a service interaction in the field of tourism. as for the setting of the hospitality language practice can be divided into two, namely (1) a formal setting and (2) informal setting. formal setting includes airports, hotels, restaurants, bars, travel agencies, tourist attraction, and travel information outlets. formal setting marked by a formal or official institutions to support tourism practices and procedures patterned reference standard. setting includes informal market, beach, shops, art / souvenirs, transport bases, and a motorcycle rental. informal setting characterized by the absence of a reference standard procedure in a service interaction patterned setting as well as formal. second, the structure of domination. the structure of domination that is found in the practice of the hospitality language is a participant. each hospitality language practice involving at least two patisipan, namely tourism actors as service providers and tourists as customers or service users. practice can be referred to as the hospitality language practice language services. kata's hospitality refers to the attitude of stakeholders in tourism as the host in the welcome, receive, or invite strangers or tourists as guests. if visits by participants, e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 11--29 accreditation:- 17 language practice's hospitality show host-guest relations. based on the analysis unit ethnography of communication, participants in the setting of formal include participants officer apron and passengers, officers outlets admission and passengers, the clerk front office and tourists, room attendant and tourists, the restaurant waiters and tourists, bar terder and tourists, guides and tourists , the official travel agents and tourists, and travel and tourist information officer. meanwhile, participants in the informal setting includes traders and tourists, shopkeepers by-by and tourists, surfing guide and tourist, drivers and tourists, and guard motorbike rental place and tourists. third, the structure of legitimacy. the structure of the legitimacy of the practice of the language found in the form of interest says. each hospitality language practice aims to support services in the field of tourism. based on the hospitality language practice can be identified two destination hospitality language practice. in a formal setting, the hospitality language practice aims to help technical services between service providers (tourism practitioners) and customers (tourists). meanwhile, in the setting of informal language practice aims or economically motivated like to offer goods or services to the tourists. the findings of the significance of language structure's hospitality can provide information about the use of the hospitality language facts and rules of the language or languages barrel prevailing in the field of tourism. the findings of the concept of structure of hospitality language can be shown on the following chart. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 11--29 accreditation:- 18 figure 1 structure of hospitality language in tourism field 4.2 system of hospitality language in tourism field system of hospitality language as a means-between practice the hospitality language in the field of tourism are found three things, namely (1) a scheme of interpretation in the form of a sequence of actions and how to take action, (2) scheme of the facility in the form of means of speech in a service interaction, and (3) schemes norm form interaction norms and norms of interpretation services in the field of tourism. first, the schematic interpretation. to practise hospitality language, tourism practitioners require interpretation scheme that frames the service interaction. based on the analysis units ethnography of communication, discovered components action sequences and e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 11--29 accreditation:- 19 how to perform actions by tourism practitioners in the service interaction. in general, the action sequences are indicated by a sequence of speech acts tourism practitioners in the service interaction is expressive speech acts, directive, representative, and commissive. expressive speech acts are used in the service interaction when the tourists come and go. representative speech acts and directives are used when handling rating. the order of the speech act shows the sequence of how to perform the service in the field of tourism. this is in line with the results of the blue and harun (2003) on cluster of hospitality language competence which includes: (1) welcomes tourists' how to address the person ', (2) to pay tribute and provide important information' how to solicit and give the necessary information ', (3) respond to inquiries and requests' how to respond questions or requests', (4) the use of language accurately' how to use prompts', (5) the use of bodily gestures' how to use gestures', (6) to handle customer difficult 'how to deal with difficult, customers', and (7) to handle objections by customers 'how to appease complaints'. based on how to perform actions, were found two action sequences in the service interaction, namely (1) the order of formal act performed by the clerk apron, attendant booth registration, the clerk front office, room attendant, the laundry man, waiters, bar tender, guides, and officer information outlets travel and (2) the sequence of actions performed by the informal traders, shopkeepers souvenirs, surf guides, taxi driver or a freelance driver, and guards motorcycle rental place. formal action sequences refer to the reference standard procedure in the service interaction, while informal action sequence based on the habits of tourism practitioners in their interaction. findings action sequences formal and informal in e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 11--29 accreditation:- 20 line with the findings of the blue and harun (2003) on the cycle at which the service interaction in the field of tourism which includes service activities ranging from tourists come (arrival), the approach to tourists (famiarization), handling rating (engagement), to travelers departing to return to their country of origin (departure). second, the scheme of hospitality language facilities. schemes facilities can be aligned with said vehicle unit that includes the channels and forms of speech. in general, tourism practitioners using spoken language in the interaction of tourism services, because the service interaction takes place in a face to face communication. the concept of face to face communication refers to nature's hospitality, the attitude of accepting foreigners or tourists. shape's hospitality said language can be classified into english barrel tourism demonstrated by tourism specialized lexicons. basically, both formal and informal tourism practitioners practising the hospitality to travelers are identified by the reference procedure. third, the hospitality language norm. norms of hospitality language is found in the form of interpretation of norms and norms of interaction. norms of hospitality language interpretation concerning general knowledge, values, attitudes, and beliefs as a reference in performing the services. in general, the formal tourism practitioners have a standard reference procedures in the service interaction. more informal tourism practitioners refer to habits or attitudes and values of local interaction. norma interaction is determined by ethical tourism practitioners to communicate that in a tourism context refers to the hospitality values. formal tourism practitioners have a reference standard of hospitality, whereas tourism practitioners informally refer to the general ethical interact. findings concept of e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 11--29 accreditation:- 21 hospitality language system as a means of interaction-between practices in the field of tourism services can be presented in the following chart. bagan 2 system of hospitality language 4.3 facework in tourism field hospitality language as a representation of the facework in the service interaction in the field of tourism found three groups of faceworks represented in the hospitality language in the field of tourism, namely (1) the practice of communication in the form of speech acts, (2) the exercise of power in the form of the capacity of tourism practitioners in the service interaction in the form of face threatening acts, and (3) the practice of sanctions in the form of face-saving acts e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 11--29 accreditation:- 22 first, the communication practices. to know a hospitality language communication practices in the field of tourism, communication practices analyzed by searching communication component in the service interaction. the analysis showed that the main component of communication is speech act. speech act formal and informal tourism practitioners can be identified in the form of expressive speech acts, directive, representative, and commissive. identification of speech acts do not by counting the frequency of occurrence in a service interaction, but the pattern different types of speech acts based on the sequence of actions in the service interaction. findings types of speech acts reinforce the results of previous research carried out by solon (2013). solon find their order, the context of the interaction, and special linguistic features that build service interaction seller mexico and tourists. findings types of speech acts in language research study in hospitality also supported by lind and solomonson (2013) entitled using pragmatic concepts for exploring interactivity in service encounter that appeared in an international journal on information technology, action, communication, and workpratices vol.7 ( 2013) no. 2 pages 205-226. second, the exercise of power. to determine the exercise of power to do the analysis of speech acts or threats against the face, because power is inherent in an individual capacity. exercising powers with regard to the capacity of tourism practitioners displayed through speech acts, the ability, the role of stakeholders in tourism development and institutional contexts, as well as beliefs, values, and attitudes. the results of the analysis of speech acts found four types of speech acts that risk threatening action advance. fourth speech acts include expressive speech act, directive, representative, and commissive. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 11--29 accreditation:- 23 expressive speech acts tourism practitioners have a risk rating or threats to advance. intrinsically, expressive speech acts threaten positive face rating, because tourism practitioners make assumptions about the wishes, preferences or even the needs of travelers. in addition, the expressive speech acts also threatened to face negative rating, as tourists with tourism practitioners impose their own judgments, that tourists are expected to be grateful or thankful to tourism actors. directive speech acts tourism practitioners also have the potential to threaten the face of negative and positive rating. speech acts threaten tourism practitioners advance directive positive rating, because it makes assumptions about the capacity of the social status even tourists, while said to be threatening to face negative rating, because tourism practitioners to charge tourists to do something. representative speech acts tourism practitioners showed positive and negative face of the threat rating. the threat rating resulting positive advance has selected and presented information in a certain way. information and atmofield given tourism actors probably not worthwhile for travelers. meanwhile, negative face threats due to tourism agents to charge something to the traveler. . commissive speech acts tourism practitioners also showed the risks or threats to advance travelers. commissive speech acts threaten positive face rating, because tourism practitioners make assumptions about the wishes, preferences or even the needs of travelers. in addition, the speech act commissive tourism practitioners also considered a threat to face negative rating, because tourism practitioners to impose themselves in the future to perform certain actions that will affect travelers. third, the practice of sanctions. to determine the language of sanctions's hospitality practice of analyzing the follow-threatening face, because virtually every speech acts or threats pose a risk to advance. analysis of language sanctions of hospitality practice is based on the proposition of speech acts to acts threatening advance. empirically, sanctions of hospitality language indicated e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 11--29 accreditation:- 24 by the impression (gaze) rating of the speech act in the service interaction as speech acts rude or impolite or unfriendly (hospitable), even aggressive. in contrast, informal tourism practitioners tend to follow patterns of face-saving positive. this shows the awareness of tourism practitioners have a positive face face against the wishes of tourists. tourism practitioners use hospitality to show awareness of the positive face in order to be able to accept each other travelers. awareness-face with committing a face-saving positive interaction of hospitality service is called positive hospitality. in practice, tourism practitioners have the awareness to reduce the threat advance. to find ways (strategies) to reduce the threat advance tourism agents, done by analyzing lingual units tourism practitioners in the speech related to a face-saving. the analysis showed that the formal tourism practitioners tend to follow patterns of negative face-saving. this shows the formal tourism practitioners tend to use face of hospitality as awareness of the negative rating. in other words, tourism practitioners want to give freedom to the travelers to obtain the services according to the wishes or needs. advance awareness of tourism actors to commit acts of rescue in the face of negative interactions of hospitality service is called negative hospitality. the study's findings about the hospitality language in the field of tourism support research purnomo (2011) entitled politeness strategies and levels in tourism-service language in surakarta residency. previous research only describe the phenomenon of language tourism services in tourist guiding, whereas this research in addition to describe, e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 11--29 accreditation:- 25 pattern, and gave new concept, to study a specific politeness in the discipline of linguistics and tourism study. the findings advance the concept of practice in the field of tourism are presented in the following chart. bagan 3 facework in tourism field conclusions based on the results of research, discussion, and the findings presented in the previous chapter, the language of the study of hospitality language in the field of tourism: facework, we can conclude three things. 1) the structure of the hospitality language in the field of tourism includes three cluster structures, namely (1) the structure of significance in the form of setting (2) the structure of domination be participants in the form of control over people and of the goods or the economy, and (3) the structure of legitimacy in the form of interest said; 2) the system hospitality language in the field of tourism includes three cluster system is the means-between include (1) the schemata of interpretation in the form of a e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 11--29 accreditation:- 26 sequence of actions and how to take action, (2) the schemata facilities such as means of speech, and (3) the scheme norms form norms of interpretation and norms of interaction; 3) practice advance in the field of tourism is represented in three groups of interaction, namely: (1) the practice of communication in the form of speech acts expressive, directive, representative, and commissive, (2) the exercise of power in the form of follow-threatening face (3) practices sanctioned acts of rescue advance. empirically, facework realized in the entity wishes to be free (negative face) and received (positive face). in essence, the companies are more aware of hospitality to travelers face. the new finding of this study is the concept of positive hospitality indicates a positive awareness of tourism practitioners to tourists’ positive face and awareness of tourism practitioners to tourists’s negative face called positive hospitality. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 11--29 accreditation:- 27 references austin, j. 1975. how to do things with words (2nd ed.). cambridge: harvard university press. bargiela-chiappini, f dan haugh, m. 2009. face, communication and social interaction. london: equinox _______________. 2003. face and politeness: new (insights) for old (concepts). journal of pragmatics 35: 1453–1469. brown, p. dan s. levinson. 1978. 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and language sciences newcastle university solon, dkk. 2013. cross-cultural negotiation: touristic service encounters in yucatán, mexico dalam proceedings of the 15th hispanic linguistics symposium. cascadilla proceedings project. yule, g. 1996. pragmatics. new york: oxford university press bentuk potensial dalam bahasa sasak dan bahasa indonesia: bentuk potensial bahasa indonesia: kesenjangan antara kaidah pembentukan kata dengan pruduktivitas dan kreativitas penutur suatu bahasa muhammad sukri dan ni luh sutjiati beratha email:lombok21@hotmail.com abstraks penelitian ini berpijak pada teori morfologi generatif. teori morfologi generatif memiliki perangkat kaidah untuk membentuk katakata baru atau kalimat-kalimat baru dengan menggunakan kaidah-kaidah transformasi. proses pembentukan kata yang menggunakan paradigma morfologi generatif mensyaratkan empat komponen, yakni 1) daftar morfem, 2) kaidah pembentukan kata, 3) saringan, dan 4) kamus. kamus tidak hanya berisi kata bentukan yang sesuai dengan kpk, tetapi juga dapat diisi oleh “kata baru” (yang sebelumnya dikenal dengan bentuk potensial tetapi lolos ke komponen kamus) dikarenakan produktivitas dan kreativitas penutur suatu bahasa. parameter kepotensialan suatu kata bentukan dalam bi berdasarkan pada kriteria: 1) pelekatan afiks tertentu, terutama dari arti gramatikal afiks tersebut setelah menurunkan kata bentukan, 2) terlepas dari ambivalensi normatif bahasa, yang praksisnya digunakan oleh manusia sebagi alat komunikasi, unsur fundamental bahasa sebenarnya satu, yakni bunyi. jadi, bentuk bunyi apa pun yang digunakan oleh manusia sebagai pengguna bahasa, itulah kenyataan bahasa, 3) meskipun ada banyak kata-kata potensial dalam suatu bahasa, beberapa di antaranya lebih mungkin menjadi kata-kata aktual, dan 4) produktivitas adalah gagasan kemungkinan dan bukan bagian dari tata bahasa. oleh karena itu, produktivitas seyogianya diperlakukan sebagai suatu fenomena yang dihubungkan dari sudut kompetensi penutur. kata kunci: morfologi , bentuk potensial , produktivitas , kreativitas 1 2 1. pendahuluan bentuk potensial yang dimaksudkan dalam kajian ini ialah bentukbentuk atau “kata” potensial, yaitu bentuk satuan lingual yang belum ada dalam realitas tetapi mungkin akan ada karena memenuhi persyaratan kpk1. bentuk-bentuk yang dimaksud diakui memenuhi persayaratan kpk, tetapi dalam fenomena kebahasaan bentuk yang dimaksud belum digunakan oleh penutur bahasa tersebut. masalah umum yang sering muncul adalah penutur cenderung lebih jauh merasa segan atau malas menerima kata-kata baru daripada menerima kalimat baru, mungkin karena mereka (penutur) sangat sering tidak menemui kata-kata baru dalam kehidupan sehari-hari. kata-kata seperti: berkantor, ngejus, atau dipandang sebagai kata-kata bahasa indonesia yang dimungkinkan/berterima walaupun tidak seorang pun akan menggunakan kata-kata tersebut dan suara mereka secara jelas terdengar aneh. untuk alasan inilah, kebanyakan ahli morfologi tertarik dalam kata-kata aktual dan banyak orang mempelajari pembentukan kata baru yang diperhatikan di dalam bahasa kontemporer. perlu dicatat di sini bahwa kata-kata aktual adalah suatu kata yang pernah digunakan paling tidak sekali, tetapi jika kata itu tidak pernah digunakan lagi maka hampir tidak cukup alasan untuk mengatakan bahwa kata-kata itu telah menjadi bagian dari bahasa. adapun kata-kata yang telah diamati paling tidak dalam satu kesempatan atau pada suatu saat tertentu tetapi tidak pernah ditemukan di dalam masyarakat tutur dikenal dengan istilah kata jarang atau kata-kata sesekali2. mengangkat kata atau bentukan kata potensial adalah salah satu cara untuk mengembangkan atau menambah kosakata bi seiring dengan perkembangan matra waktu 1 kpk = kaidah pembentukan kata (word formation rules) 2 kata-kata sesekali diadaptasi dari konsep occasionalism (‘kejarangan sifat kata’) 3 2. materi dan diskusi berbicara mengenai pembentukan kata baru, sebenarnya kajian ini berkait erat dengan bentuk-bentuk potensial. katamba (1993:65) mensinyalir masalah bentuk-bentuk potensial bahwa salah satu tujuan teori morfologi adalah tidak hanya memahami dan membentuk kata yang ada dalam bahasa mereka tetapi bagaimana juga mereka membentuk katakata potensial yang tidak mereka gunakan pada saat mereka berujar. secara tipikal, penutur suatu bahasa tidak semata-mata mengembalikan kalimat-kalimat yang sudah dihafal dari percakapan sebelumnya, tetapi lebih dari itu yakni mereka cenderung untuk membentuk kalimat baru dengan maksud menyetel/mengarahkan peristiwa percakapan (bdk. aronoff dan fudeman, 2005:214). dalam kaitannya dengan produktivitas pembentukan kata, katamba (1993:69-72) menjelaskan seperti dalam kutipan berikut. “suatu proses dikatakan produktif jika proses yang dimaksud terjadi secara umum yang mencakup banyak kata dan membentuk kata baru. dalam hal ini tidak diberikan konsep semi-produktif yang layak diakui karena dalam prakteknya sulit sekali untuk menentukan proses pembentukan kata mana yang tergolong semi-produktif”. di pihak lain matthews (dalam katamba 199371) mengakui adanya kategori khusus terkait dengan ihwal pembentukan kata ini. matthews memberi label kategori khusus tersebut dengan istilah semi produktif yang mencakup idiosinkresi afiks-afiks yang tidak dapat dijelaskan atau tidak bisa dipahami secara pasti terhadap kemunculan bentuk-bentuk yang dapat dipilih. lebih jauh, afiks-afiks yang digunakan pada proses pembentukan kata tersebut, memiliki makna yang tidak dapat diprediksi. (periksa, haspalmath, 2002:102). kajian ini merujuk pada konsep katamba (1993:72) terkait dengan kreativitas pembentukan kata-kata baru. alasannya adalah bahwa konsep katamba ini memiliki kejelasan dibanding dengan konsep matthews yang 4 terlalu sulit dipahami. artinya, dia sendiri (matthews) tidak membuat semacam konsep yang pasti mengenai semi-produktif tersebut. berian berikut ini dapat dikatakan sebagai bukti empiris ihwal “lahir”-nya bentuk-bentuk yang sebelumnya dikatakan potensial dalam bi. 1) satu tahun memang tak cukup untuk menilai capaian di bidang energi (jawa post, 19 oktober 2005:1). 2) niatan itu menjadi semakin mudah karena di belakang para pembalap lain harus salip-menyalip, saling memperlamban (jawa post, 2 mei 2005:24). 3) menurut orang tua ani, ani menghilang setelah bubaran sekolah (sctv, lintas siang; 27 april 2007). 4) demikian pula, burung-burung jantan pasti akan memanggil dan menyiuli pasangan-pasangan kawinnya dengan cara dan manifestasi bahasa burung yang tidak sama (kuncana, 2006:53 dalam bahasa kaya bahasa berwibawa). 5) kemudian, masalahnya adalah kenapa pembedaan peran dan fungsi bahasa yang ada sering terpengaruh maksud berbahasa tertentu dengan menggunakan bahasa daerah (kuncana, 2006:34) 6) pecatan tni al itu cetak uang palsu rp 500 juta (lativi: tikam, jumat, pkl.01.30 dini hari/17 februari 2006). 7) mereka lagi asyik pesta tahun baruan (rcti: gulali, selasa, pkl.23.30/27 desember 2005). 8) “aduh, pinjam di bu tatik krn hari ini sy tdk ngampus” (titin untari, senin, 2 januari 2006 pkl. 08.45:sms ke penulis). jadi, ‘kata baru’ adalah istilah yang bersifat relatif dalam sirkumstan ini; tidak dapat diketahui apakah penggunaan atau pembentukan tertentu seperti data bi di atas itu merupakan hal yang unik di dalam bahasa tersebut. tetapi apa yang dapat dikatakan adalah bahwa sepanjang mengenai penuturnya, mungkin memang unik; hal itu adalah penggunaan secara individual atas asas atau kaidah yang ada bagi pemakai bahasa sebagai alat untuk memperluas daftar leksikalnya. 5 3. simpulan pada akhirnya, pembahasan kajian ini mengisyaratkan bahwa penutur dapat mempelajari tingkat produktivitas suatu kaidah hanya dengan mengamati/memperhatikan pada tingkat mana penutur lain menciptakan kata-kata baru dengan menggunakan kaidah (rainer, 1993: 34 dalam haspelmath, 2002:112). jadi, jika linguis ingin memprediksi penilaian produktivitas penutur, pendekatan terbaik yang dilakukan adalah dengan mengukur produktivitas diakronis kaidah tersebut selama periode tidak melewatkan waktu sebelum momen itu. hasil/kesudahan dari diskusi ini bahwa penutur dapat mempelajari tingkat produktivitas suatu kaidah hanya dengan mengamati/memperhatikan pada tingkat mana penutur lain menciptakan kata-kata baru dengan menggunakan kaidah. jadi, jika linguis ingin memprediksi penilaian produktivitas penutur, pendekatan terbaik yang dilakukan adalah dengan mengukur produktivitas diakronis kaidah tersebut selama periode tidak melewatkan waktu sebelum momen itu. suatu bentukan dikatakan potensial dengan menggunakan parameter sebagai berikut: 1) bentuk potensial yang semula tertahan dalam komponen filter, muncul dalam fenomena kebahasaan bi disebabkan mengikuti pola pembentukan kata dengan pelekatan afiks tertentu, terutama dari arti gramatikal afiks tersebut setelah menurunkan kata bentukan. 2) terlepas dari ambivalensi normatif bahasa yang praksisnya digunakan oleh manusia sebagi alat komunikasi, unsur fundamental bahasa sebenarnya satu, yakni bunyi. jadi, bentuk bunyi apa pun yang digunakan oleh manusia sebagai pengguna bahasa, itulah kenyataan bahasa. 3) meskipun ada banyak kata-kata potensial dalam suatu bahasa, beberapa di antaranya lebih mungkin menjadi kata-kata aktual. 6 4) produktivitas adalah gagasan kemungkinan dan bukan bagian dari tata bahasa. oleh karena itu, produktivitas seyogianya diperlakukan sebagai suatu fenomena yang dihubungkan dari sudut kompetensi penutur 4. referensi aronoff, m.1976. word formation in generative grammar.cambridge: the mit press. aronoff, mark and kirsten fudeman. 2005. what is morphology? blackwell publishing ltd. 305 main street, malden, ma 021485020, usa. haspelmath, martin.2002. understanding morphology. new york: oxford university press. jawa post.2005. 2 mei halaman 24. jawa post. 2005. 19 oktober halaman 1. katamba,f.1993. morphology. london: macmilland press,ltd. lativi: tikam, jumat, pkl.01.30 dini hari/17 februari 2006). mayerthaler, w.1988. morphological naturalness. karoma publisher, inc. rahardi, r.kunjana.2006. bahasa kaya bahasa berwibawa. bahasa indonesia dalam dinamika konteks ekstrabahasa. yogyakarta: andi. rcti: gulali, selasa, pkl.23.30/27 desember 2005. sctv.. lintas siang, pkl 13.00/ 27 april 2007 5. ucapan terimakasih kajian ini diilhami ketika saya disarankan oleh prof. dr. ni luh sutjiati beratha, m.a selaku dosen pembina matakuliah morfologi ketika saya mencoba membuat draft usulan disertasi pada saat saya mengambil mata kuliah menjelang seminar proposal.untuk membaca buku martin haspelmath (2002) yang berjudul understanding morphology, buku aronoff dan fudeman dengan judul what is morphology (2005), dan 7 buku katamba yang berjudul morphology (1993). oleh karena itu, ucapan terima kasih kepada prof. dr. ni luh sutjiati yang telah banyak membimbing, mengarahkan, serta memberi masukan kepada saya. 8 the potential forms of indonesian language: the gap between the word formation rules with productivity and language speaker’s creativity by muhammad sukri and n.l. sutjiati beratha email:lombok21@hotmail.com abstract this research is based on the theory of generative morphology. this theory has formula to form new words or sentences by using transformation rules. the process of forming words which use generative morphology paradigm has four components, i.e. 1) list of morphemes, 2) kpk, 3) filter, and 4) dictionary. dictionary does not only consist of derived forms that fit in kpk, but also consist of new forms (known as potentialformes and accepted in dictionary component because of the productivity and creativity of language speakers. the potentiality parameter of word formation in bi is based on some conditions, i.e. 1) certain additional affix, especially from the meaning of grammatical affix after deriving the word-formed, 2) apart from language normative ambivalence, it is used practically by human beings as a means of communication, the only real language element is sound. therefore, any sound used by human beings as language users is language in reality, 3) though there are infinitely many potential words in a language, some are more likely to become actual words than others, and 4) productivity is a probabilistic notion and hence is not part of grammar. under this view, productivity would have to be treated as a phenomenon that is related to a speaker’s competence. keywords: morphology ,potential forms , productivity ,creativity 9 1. introduction the potential forms meant in this study are the forms or potential “words”, namely a linguistic entity which not exist in the reality but will probably exist due to the fulfillment of wfr3 requirement. the mentioned forms are admitted to have fulfilled the wfr requirements although within the linguistic phenomena the forms are not used yet by the speakers of the language. the general problem that frequently appears is that speakers tend to be more reluctant or lazier to accept a new word rather than to accept a new sentence. this is possibly because of the fact that the speakers are not really frequent to come across any new words in daily life. the word like berkantor (working at office), or ngejus (drinking juice) are even treated as indonesian words which are perhaps accepted even though none will use them and their sound are clearly weird. for this reason, most of morphological experts are interested in the actual words and most people study the formation of new words which are really detected within the contemporary language. it is important to note that the actual words are the words that have been used once at least, but if the words are no longer used then there will be no ample reason to state that they have become a part of language. the words which have been noticed and used in certain opportunity but are not used any longer in the speaker’s society is called rare words4. to put forward the word or potential word formation is one of the way to develop and increase the vocabulary of indonesian language . 2. material and discussion as regard to the formation of the new words, this study actually closely relates to potential forms. katamba (1993:65) signalizes the issue of the potential words by saying that one of the objectives of morphology is not only to 3 wfr: word formation rules 4 the word sesekali s adapted from the concept of occasionalism 10 understand and to form the given words in the speaker’s language but also how they create the potential words which are not used in their speech. typically, a speaker of certain language does not merely repeat the sentences which have been memorized in the previous conversation but it is more than that; namely, he is prone to create a new sentence in order to direct an event of conversation (cf. aronoff and fudeman, 2005:214). related to the productivity in word formation, katamba (1993:69-72) explains that: “one process is said to be productive if the process generally happens by including many words and creating a new word. in this case it is not presented the semi-productive concept which is properly admitted because practically it is difficult to determine which the process of the word formation included as semi-productive is.” matthews (in katamba,1993:71) recognizes a special category related to the issue of this word formation. matthews gives a label to special category with a term so called semi productive, covering indyosincretion of affixes which cannot be surely explained or understood toward the appearance of the selected words. moreover, the affixes that are used in the process of word formation have unpredictable meanings (see haspalmath, 2002:102). this study refers to katamba’s concept (1993:720 related to the creativy in forming new words. the reason is that this katamba’s concept is more comprehensible compared to matthews’ concept which is really hard to comprehend. it means that matthews himself does not present an exact concept pertaining such semi-productive. the following examples illustrate to the ‘birth’ of the word form which are previously known as potential ones in indonesian language. 1) satu tahun memang tak cukup untuk menilai capaian di bidang energi one year of course not enough for evaluate achievement in field energy. (jawa post, 19 october 2005: page 1). 2) niatan itu menjadi semakin mudah karena di belakang para pembalap lain harus aim that become too simple cause in back races other must salip-menyalip, saling memperlamban . pass through, each make slower (jawa post, 2 mei 2005:24). 3) menurut orang tua ani, ani menghilang setelah bubaran sekolah according parents ani, ani lost after dismissed school 11 (sctv, lintas siang; 27 april 2007). 4) demikian pula, burung-burung jantan pasti akan memanggil dan menyiuli besides birds male certainly will call up and whistle pasangan-pasangan kawinnya dengan cara dan manifestasi bahasa burung yang tidak sama their-couple married by and manifestation language birds which not same (kuncana, 2006: page 53) 5) kemudian, masalahnya adalah kenapa pembedaan peran dan fungsi then problem is why differentiation role and function bahasa yang ada sering terpengaruh maksud berbahasa tertentu dengan language which exist frequently influenced aim speaking certain through menggunakan bahasa daerah using language local. (kuncana, 2006: page 34) 6) pecatan tni al itu cetak uang palsu rp 500 juta the ex-soldier navy that making money false rp.500 millions. (lativi: tikam, friday, 01.30 a.m./17 february 2006). 7) mereka lagi asyik pesta tahun baruan they enjoying feast new year (rcti: gulali, tuesday,.23.30 p.m./27 december 2005). 8) “aduh, pinjam di bu tatik karena hari ini saya tidak ngampus” “o dear, borrow at mrs. tati because today i don’t to campus (titin untari, 2 january, monday 2006 pkl. 08.45 p.m :sms to writer) thus, ‘new word’ is a term which serves very relative in this circumstance; it cannot be noticed whether certain use or form like the above-mentioned data of bi (indonesian language) are very unique issues in the are concerned language. however what is necessary to say here is that as far as speakers, the languages are very unique; indeed, this is actually the individual usage based on the given basis or rule for the language speakers in terms of their effort to develop the lexical list. 3. conclusion the result of discussion shows that speakers can learn the level of productivity of a rule merely by observing/noticing at how other speakers form new words using the rule (rainer, 1993:34 in haspelmath, 2002:112). so, if a linguist wishes to predict the evaluation of speakers’ productivity, the best approach to be conducted is then by measuring the productivity of diachronic rule as long as the period does not pass the determined moment. 12 potential forms could be identified by applying the following parameters: 1. the potential form, which is early obstructed in the filtering component, appears in the linguistic phenomena of indonesian language (bi) due to conformingto the pattern of word formation by adding certain affix, particularly from its grammatical meaning resulting from a derivative word. 2. apart from the normative ambivalence of language which is practically used by human as a means of communication, the fundamental element of language is one; that is sound. therefore, the form of any sound used by human as language user is the very reality of the language. 3. although there are many potential words in a language, some of which are possible to be the actual words. 4. productivity is an idea of possibility and not a part of grammar. therefore, productivity should be treated as a phenomenon related to the realm of speakers’ competence. 4. reference aronoff, m.1976. word formation in generative grammar.cambridge: the mit press. aronoff, mark and kirsten fudeman. 2005. what is morphology? blackwell publishing ltd. 305 main street, malden, ma 021485020, usa. haspelmath, martin.2002. understanding morphology. new york: oxford university press. jawa post.2005. 2 mei page: 24. jawa post. 2005. 19 oktober page: 1. katamba, f.1993. morphology. london: macmilland press,ltd. lativi: tikam, friday, 01.30 a.m/17 februari ,2006). mayerthaler, w.1988. morphological naturalness. karoma publisher, inc. 13 rahardi, r.kunjana.2006. bahasa kaya bahasa berwibawa. bahasa indonesia dalam dinamika konteks ekstrabahasa. yogyakarta: andi. rcti: gulali, tuesday, 23.30 p.m./27 december 2005. sctv. lintas siang, friday, pkl 13.00 p.m./ 27 april 2007. 5. acknowledgement this study is inspired when i was suggested by prof. dr. ni luh sutjiati beratha, m.a. as the lecturer of morphology and at the same time i was trying to make a draft of dissertation for seminar class. she suggested me to read martin haspelmath’s volume (2002) entitlied understanding morphology, aronoff and fudeman’s what is morfhology (2005), and other katamba’s volume, morphology (1993). therefore, my highest gratitude goes to prof. dr. ni luh sutjiati who had patiently guided, directed and given me a number of suggestions. 14 15 16 sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 2, july 2023, pages: 214--219 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i02.p10 214 transitivity in the bima language arafiq university of mataram, mataram, indonesia, email: arafiq@unram.ac.id article info abstract* received date: 26 januari 2023 accepted date: 20 pebruari 2023 published date: 31 july 2023 keywords:* transitivity, high transitive, low transitive transitivity is one of the syntactical studies that is affected by morphology. this article describes how transitivity is expressed and how transitive are the verbs in the constructions of clauses in the bima language. transitivity in the bima language is mostly expressed using basic verbs which can be syntactically used as verbs in clauses. apart from this, prefix kawith its variant cais used to derive transitive from intransitive verbs and nonverbal categories. meanwhile, particle kai and wea are used to derive ditransitive from transitive verbs. the transitivity of verbs in the bima language varies from one to another. whether the verbs are said to have high or low transitive, it depends on how they fulfill the transitive parameter (hooper and thompson, 1989). form 10 parameters of transitivity, there are four parameters which fit the bima language transitivity, such as participant (agents and patients), affectedness of patient, potency of agent, and volitionality. the constructions which are considered as high transitive is that if the constructions use action verbs rather than state verbs and mental verbs. it is found out that action verbs can cause the agents of the clause to take control on the activities, can affect the patients, and intensively can cause the agent to do the activities expressed by the verbs deliberately and intensively. 1. introduction the morphology of verbs in the bima language are still challenging. although it is grouped in bima – sumba subgroups (blust, 2010) and argued as a language with less of morphology, it is currently observed to show a complex morphology, especially related to the its verbal morphology. it was rachman et.al. (1985) described how complex verbal morphology in the bima langauge which one verb can exhibits multilevel of morphological process consisting great numbers of morphemes. this evidence triggers to investigate what is more inside the verbs particularly those that are related to transitivity of verbs in the bima language. the verbs in the bima language are mostly categorial. in other words, they can be used as predicates in clauses. furthermore, the bima language basic verbs are mostly transitive from which intransitive verbs are derived by way of affixations (arafiq, 2009). according to hopper and thompson (1982) transitivity is distinguished from structural and traditional transitivity. structural transitivity is transitivity which refers to related structures with a predicate and two arguments, namely s and ol. traditional transitivity is overall transitivity in clauses, referring to the process of bringing or transferring an action from the agent to the patient. transitivity can also be seen and understood as the number of components relating to different aspects of the effectiveness or intensity associated with the actions taken. hopper reveals that transitivity consists of syntactic and semantic transitivity. both types of transitivity have their own parameters. syntactic transitivity is determined by the mandatory parameter of the presence of the core argument in a clause, while semantic transitivity is determined by the combined parameters of various semantic characteristics. the term transitivity is related to the property of cross-language transitivity which involves high transitivity and low transitivity. hopper and thompson (1982) revealed that there are several parameters that can be used to measure the level of transitivity of a clause. there are ten parameters proposed by hopper and thompson (1982) to measure the transitivity of a clause, namely (1) participant, (2) aspect, (3) kinesis, (4) affectedness of patient, (5) polarity/affirmation, (6) modality, (7) potential of agent, (8) individuation of patient, (9) volitionality, and (10) 215 punctuality. hopper adds that a clause which argument consists of agents and patients has a higher level of transitivity compared to clauses that only have agents or patients. furthermore, clauses with a telic predicate (point to point) have a higher level of transitivity than clauses with a nontelic predicate. a clause whose predicate states a certain action involving movement, both patient and agent, has a higher level of transitivity than clauses whose predicate does not state an action. furthermore, a clause whose predicate states an intentional action has a higher level of transitivity than a clause whose predicate states an unintentional action. affirmative clauses have a higher level of transitivity than clauses in the negative form. from the above explanation, this article intends to describe how transitivity is expressed in the bima language and how transitive the verbs are in the constructions of clauses based on the transitive parameters proposed by hopper and thompson (1982). 2. research methods this article is extracted from preliminary study on the typology of the bima language. the study is designed as a descriptive qualitative study which aims at describing linguistic phenomena used and occurred in a particular community (craswell, 2014). the study was conducted in rade, where the bima language speakers of seresuba dialect is spoken (mahsun, 2006). data in this study are verbs and clauses in the bima language gathered by doing a field work using the elicitation guide proposed by artawa (2004). the informant in this study involved three speakers of the bima language following samarin’s criteria (1988). reflexive-introspective was is applied considering that one of the authors is the speaker of the bima language (sudaryanto, 1998) and (chomsky, 1977). after that, description of the transitivity of the clauses in the bima language is described and analyzed based on hopper and thompson (1982). 3. results and discussions 3.1 results this section describes about how transitivity is expressed in the constructions of the bima language. it begins from the low transitive constructions to the highest transitive constructions based on the syntactical properties about the arguments that are required in its clause. intransitive constructions intransitive construction in the bima language is expressed using basic intransitives and also derived transitive. below are the examples of intransitive in the bima language. 1 a. nahu lao -ku 1sg go clt/1sg/past ‘i ate’ b. ari nahu liwa -na brother 3s/poss swim -clt/3sg/past ‘my mrother drank (water)’ c. la azha rai -na awina art azha run -clt/3sg/past yesterday ‘la azhar ran yesterday’ 2 a. la anha mabu -na di honda art anha n-jatuh-clt/3sg/past prep bicycle ‘la anha fell down from bicycle’ b. fuu haju aka waura mpoka tree wood det perf n-patah ‘the tree has been broken’ c. mpori aka waura ngga’a grass det perf n-burn ‘the grass has burnt out’ the above examples are intransitive constructions. in the examples, there is only one argument expressed in each clause which accompany the verbs. nahu ‘i’ in (1a) is the only argument in the clause, so as ari nahu ‘my brother in (1b), la azha ‘la azahr’ in (1c). similarly, la anha ‘la anhar’ in (2a), fu’u haju tree’ in (2b), and mpori ‘grass’ in (2c). however, the verbs in (1) are different from those in (2). in (1a), (1b), and (1c) the intransitive verbs are in the form 216 of basic verbs. meanwhile in (2a), (2b), and (2c), the verbs are derived which marked with [n-]. verbs lao ‘go’, liwa ‘swim, and rai ‘run’ do not have their transitive counterparts as the nasal verbs have. verb mabu ‘fall down’ is derived from babu ‘to drop something down’, mpoka ‘broken’ is derived from foka ‘to break something’, and ngga’a ‘burnt’ is derived from ka’a ‘to burn’. transitive constructions basically, transitive constructions are derived constructions which syntactically causative (shibatani, 1976). however, in the bima language, transitive constructions mostly make use of basic verbs and derived verbs. basic verbs are verbs that consist of a single morpheme and they can be used in a clause but always inflected with pronoun clitics. meanwhile, the derived verbs are the transitive which are derived from nouns, adjectives, adverbs, prepositions, and numerals by way of causativisation with prefix [ka-] and its variants [ca-]. according to shibatani (1996) ditransitive construction is a construction which consist of three core arguments. in most languages, this construction can be implied in applicative constructions. in the bima language, applicative ditransitive is derived by making use of particles [kai] and [wea]. please observe the following examples. 3 a. ma weli -na baju mother buy clt/3sg/past shirt ‘mother bought a shirt’ b. sia sepe -na piti 3sg borrow clt/3sg/past money ‘s/he borrowed money’ 4 a. la tamari ka iha -na mesin oi dae nahu art tamrin caubroken -clt/3sg/past engine water father 1sg/pos la tamrin made my father’s water pump broken’ b. la haja ka tolu -na baso sa mangko art hajar cau-three-clt/3sg/past meatball one-bowl ‘la hajar eat meatball in three (with the other two) persons’ 5 a. ma weli -wea -na mada baju mother buy -apl clt/3sg/past 1sg-hon shirt ‘mother bought me shirt’ b. nami ngaha-kai -mu (oha) uta puru 1pl-ex eat -appl -clt/1pl-ex (rice) fish grilled ‘we ate (rice) with grilled fish’ c. sia mbei sepe -na ma piti 3sg give borrow clt/3sg/past mother money ‘she lent mother money’ transitive constructions in the bima language consist of clauses which require two core arguments (monotransitive) and clauses which require three arguments (ditransitive). monotransitive constructions are expressed with basic verbs weli ‘buy’ in (3a) and sepe ‘borrow’ in (3b). meanwhile, transitive constructions in (3a) and (3b) are expressed with derived transitive kaiha ‘to break something’ from adjective iha and katolu ‘to do things in three’ by using causative prefix [ka]. in (3a), the basic verb weli ‘buy’ requires argument ma ‘mother’ as a subject and baju ‘shirt’ in as an object. the basic verb sepe ‘borrow’ in (3b) requires argument sia ‘s/he’ as subject and argument piti ‘money’ as an object. similarly, argument la tamri ‘la tamrin’ is subject and mesin oi dae nahu ‘my father’s water pump’ is the object in (4a) and argument la haja ‘la hajar’ is subject and baso samangko ‘a bowl of meatball’ as an object of clause in (4b). constructions in (3) and (4) require two arguments, one as subjects and the other as the objects, to be called monotransitive constructions. in ditransitive constructions, like in (5a) and (5b), the transitive is expressed with complex verbs weliwea ‘to buy something for someone’ are derived with particles (applicative) [wea-] and ngahakai ‘to eat (rice) with some other food (fish)’ are derived with particles (applicative) [kai-]. however, ditransitive in construction (5c) 217 are constructed by using causative verb mbei ‘give’ with the transitive sepe ‘borrow’ that means to let or to give someone to borrow something. ditransitive construction requires three core arguments in its clause, subject ma ‘mother’ in (5a), nami ‘we (ex)' in (5b), and sia 's/he’ in (5c), indirect object (io) mada ‘i (hon)’ in (5a), oha ‘rice’ in (5b), and ma ‘mother’ in (5c), and direct object (do) baju ‘baju’ in (5a), uta puru ‘grilled fish’ in (5b), and piti ‘money’ in (5c). 3.2 discussions this section tries to make a deeper analysis of the transitivity of the constructions above (intransitive, monotransitive, and ditransitive) using the parameter proposed by hopper and thompson (1982). based on the ten transitivity parameters proposed by hopper and thompson, from ten transitive parameters, the examples of constructions in the bima language fulfill four transitivity parameters, namely (1) participant, (2) affectedness of patient, (3) potency of agent, and (4) volitionality. the description of the parameters is presented below respectively. participants based on the number of participants which are involved in the clause, constructions (1) and (2) are the lowest transitive of all constructions, because the clauses only require one core argument that functions as subject (s), nahu ‘i’ in (1a), ari nahu ‘my brother’ in (1b), and la azha ‘la azhar’ in (1c), la anha ‘la anhar’ in (2a), fu’u haju ‘wood tree’ in (2b), and mpori ‘grass’ in (2c). meanwhile, constructions (3) and (4) are more transitive compared to (1) and (2) for having two arguments in clauses, subject (s) and object (o). in (3a), ma ‘mother’ is the subject agent and baju ‘baju’ is the object patient. similarly, in (3b), sia ‘s/he’ is the subject agent and piti ‘money’ is the object patient, la tamari, ‘la tamrin’ is the subject agent and mesina oi dae nahu ‘my father’s water engine’ in (4a), and la haja ‘la hajar’ is the subject agent and baso samangko ‘a bowl of meatball’ the object pastient in (4b). constructions (5) are the highest transitive compared to all constructions, because the clauses have three core arguments that function as subject (s), direct object (do), and indirect object (io). ma ‘mother’ in (5a), nami ‘we (ex), and sia ‘s/he’ in (5c) are the subject agents of the clauses. meanwhile, mada ‘i (hon)’ in (5a), oha ‘rice’ in (5b), and ma ‘mother’ in (5c) are indirect objects of the clauses. baju ‘baju’, in (5a), uta puru ‘grilled fish’ in (5b), and piti ‘money’ in (5c) are direct objects of the clauses. affectedness of patient affectedness of patient is seen whether the agent of the clauses can affect the patients. constructions (1) are considered the lowest transitive because the argument nahu ‘i’ in (1a) is the subject agent of the verb lao ‘go’, ari nahu ‘my brother’ in (1b) is the agent of the verb liwa ‘sweam’, and la azha ‘la azhar’ in (1c) is the agent of the verb rai ‘run’. since there is no patient argument in the clauses, no argument to get affected. compared to constructions (1), constructions (2) are more transitive although the constructions only have one argument. unlike construction (1), the arguments in constructions (2) serve as the subject patients. subject la anha ‘la anhar’ in (2a), fuu haju ‘wood tree’ in (2b), and mpori ‘grass’ in (2c) get affected by unpresented agents. since the constructions are resultatives, the agents of the clauses are not important. in transitive constructions with two place verbs, as shown in (3a) and (3b), the argument patients get affected by the agents. however, the constructions are less transitive if compared to constructions (2a – c). the patients in construction (2a – c) get affected more than the patients in constructions (3). verbs mabu ‘fall down’ in (2a), mpoka ‘broken’ in (2b), and ngga’a ‘get burnt’ in (2c) semantically get more controlled than verbs weli ‘buy’ in (3a) and sepe ‘borrow’ in (3b). in ditransitive constructions, patients mesin oi dae nahu ‘my father’s water pump’ in (4a) and baso samangko ‘a bowl of meatball’ in (4b) are more transitive than that of (5a – c). the verbs kaiha ‘to make things broken’ in (4a) and katolu ‘to make it in three party’ in (4b) cause the agents la tamari ‘la tamrin’ and la haja ‘la hajar’ to take deliberately control over the patients. potency of agent this parameter is related to the previous parameter (affectedness of patients). the verbs in the constructions reflect how the agents control the other arguments in clauses. action verbs tend to have more control than state verbs and mental verbs. therefore, constructions (1a – c) are considered the most transitive of all because lao ‘go’ in (1a), liwa ‘swim’ in (1b), and rai ‘run’ in (1c) are action verbs and cause the agent nahu ‘i’ in (1a), ari nahu ‘my brother’ in (1b), and la 218 azha ‘la azhar’ in (1c) take deliberately control over the activities in the clauses. the same control can be seen from constructions (4a) and (4b) since the constructions make used of action (causative) verbs. verb kaiha ‘to make something broken’ in (4a) and katolu ‘to make something in party of three’ in (4b) cause the agent la tamari ‘la tamrin’ and la haja ‘la haja’ in each clause to take control over the patient mesin oi dae nahu ‘may father’s water pump’ in (4a) and baso samangko ‘a bowl of meatball’ in (4b). however, verbs weli ‘buy’ in (3a), sepe ‘borrow’ in (3b) cause the agent ma ‘mother’ and sia ‘s/he’ not to take as much control over the patients as the action verbs do in (1a & b) and (4a & b). similarly, the verbs in constructions (5a – c), do not cause the agents in the clauses to take much control to the activities nor over the patients and recipients. differently, constructions (2a c) are the lowest transitive of all due to the absence of agents in each clause. as resultative constructions, these clauses are result orientated more than the process even though, the clauses make use of action verbs. volitionality volitionality is related to how intensive or deliberated the agents of clauses to do the activities expressed by the verbs. action verbs tend to show that the agents intensively do the activities more than the mental verbs. based on the examples, almost all constructions above make use of action verbs, except construction (2a – c) which are state verbs. therefore, construction (1a – c), (3a – c), (4a – b), and (5a – c) are considered high transitive than construction (2a – c). verbs lao ‘go’ in (1a), liwa ‘swim’ in (1b), and rai ‘run’ in (1c) cause the agents nahu ‘i’ in (1a), ari nahu ‘my brother’ in (1b), and la azha ‘la azhar’ in (1c) to intensively do the activities expressed by the verbs. verb weli ‘buy’ in (3a), sepe ‘borrow’ in (3b) make the agent ma ‘mother’ in (3a) and sia ‘s/he’ in (3b) to intensively do the activities as mentioned in the verbs. similarly, verb kaiha ‘to break’ in (4a), katolu ‘to make something in party of three’ in (4b), weliwea ‘buy for’ in (5a), ngahakai ‘to eat rice with particular side dishes’ in (5b), and mbei sepe ‘to lend someone something’ in (5c) make agent argument la tamri ‘la tamrin’ in (4a), la haja ‘la hajar’ in (4b), ma ‘mother’ in (5a), nami ‘we (ex)’, and sia ‘s/he’ in (5c) to intensively do the activities as mentioned in the verbs. 4. novelties the grammar of the bima language recently has paid attention to numbers of linguist. however, the descriptions are still general without trying to relate any aspect from one to another to get more detail grammatical implication towards the specific grammatical description of the language. the work of rachman et.al. (1985) about the morphological description of the bima language verbs could only give a structural description about the morphology of the verbs. wouk (2010) described about diathesis and wouk and arafiq (2016) about the particle kai of the bima language do not imply more on the semantic transitivity of the clauses. similarly, the work of owen (2000) about argument structure of the bima language and satyawati (2009) views the verbs based on the syntactical properties rather than exploring the relations of the structure to indicate aspect of the bima language grammar. therefore, this article is considered new as it tries to describe the relation between the verbs, arguments, and the semantic to establish a different perspective of syntax in the bima language. 5. conclusion transitivity of constructions in the bima language based on hopper and thompson (1982), only fits four parameters, (i) participants; (ii) affectedness of patient; (iii) potency of agent; and volitionality. it is found out that the transitive verbs indicate the transitivity of the clauses. transitive constructions require more participants than intransitive (participants). furthermore, action verbs can affect the patients (affectedness of patient), can cause the agents of the clause to take control on the activities (potency of agent), and intensively can cause the agent to do the activities expressed by the verbs deliberately and intensively (volitionality). this article is expected to be advantage to all researchers in linguistics in doing the same research in the same field to other languages. it is suggested that the combination of semantic based with syntactic based analysis will help to comprehensively describe the transitivity of the bima language and any language of the world. 219 6. acknowledgements the highest appreciation is dedicated to university of mataram, indonesia for the research funding and to all parties who support the research and its publication. references artawa, k. 2004. balinese language: a typological description. denpasar: cv bali media adikarsa. blust, r. 2008. is there a bima-sumba subgroup. oceanic linguistics. volume 47 (1). (diakses pada 21 maret 2021 dari alamat https://www.researchgate.net/publication/236698824_is_there_a_bimasumba_subgroup) chomsky, n. 1977. essay on form and interpretation. amsterdam: north holland. creswell, j. w. 2014. research design: qualitative, quantitative, and mixed methods approaches (4th edition). sage publications, inc. hopper, p. j. and thompson, sandra a. 1982. syntax and semantics: volume 15: studies in transitivity. london: academic press. mahsun. 2006. distrubusi dan pemetaan varian-varian bahasa mbojo. yogyakarta: media gama. owen, m. 2000. “agreement in bimanese” (a thesis) master of art in linguistics. university of centerbury. rachman a. h. a., sudarman, s., muyoto, n., sudiran, m.h., ghazali, a.s., & oka, i.g.n. 1985. sistem morfologi bahasa bima. pusat pembinaan dan pengembangan bahasa departemen pendidikan dan kebudayaan. jakarta samarin, w. j. 1988. ilmu bahasa lapangan. (j. s. badudu penerjemah) yogyakarta: kanisius. satyawati, m. s. 2009. “valensi dan relasi sintaksis bahasa bima” (disertasi). denpasar: universitas udayana. shibatani, m. (ed.). 1976. syntax and semantic: the grammar of causative construction. new york: academic press. shibatani, m. 1996. applicative and benefactives. a cognitive acount. dalam shibatani, masayoshi dan sandra a. thompson. (ed.) grammatical construcstion: their form and meaning: 157 – 194. oxford: clarendon press. sudaryanto. 1998. metode linguistik. yogyakarta: gadjah mada university press. wouk, f. & arafiq. 2016. the particle kai in bimanese. oceanic linguisics. vol.55, hlm. 319349. university of hawaii press. wouk, f. 2010. voice and transitivity in bima: a discourse perspective. 6th international east nusantara conference on language and culture (enus 2010). kupang indonesia. biography of author arafiq is an english lecturer at the department of english language and education in university of mataram, indonesia. his graduated from the institute of teacher training and education of mataram, indonesia in december 2000. he obtained his master degree in linguistics in october 2005. now he is a pursuing his ph.d. on linguistics at the department of linguistics at the faculty of humanities, udayana university bali indonesia. his research interests are syntax, typology, and language teaching. he has written several books such as introduction to linguistics (2009), english phonology (2022), and english syntax (2022). he also has published a few articles, such as a coauthor in the particle kai in bimanese (2016) syntactical distributions of pronouns in sambori language (2018), the syntax of the personal pronouns in the bima language (2020). scopus author id: 57211781137 orcid id : 0000-0003-0777-7341 google scholar id : 0y54t2waaaaj&hl=id email: arafiq@unram.ac.id https://www.researchgate.net/publication/236698824_is_there_a_bima-sumba_subgroup https://www.researchgate.net/publication/236698824_is_there_a_bima-sumba_subgroup https://www.scopus.com/authid/detail.uri?authorid=57211781137%20 https://orcid.org/0000-0001-xxxx-xxxx https://scholar.google.com/citations?user=9ngytkkaabbbn&jl=en mailto:arafiq@unram.ac.id 1 e-journal code-crossing: hierarchical politeness in javanese majid wajdi state polytechnic of bali email: mawa2id@yahoo.com i ketut darma laksana doctorate program in linguistics, faculty of letters, udayana university i made suastra doctorate program in linguistics, faculty of letters, udayana university made budiarsa doctorate program in linguistics, faculty of letters, udayana university abstract javanese is a well known for its speech levels called ngoko ‘low’ and krama ‘high’ which enable its speakers to show intimacy, deference, and hierarchy among the society members. this research applied critically brown and gilman (1960)’s theory of terms of address to analyze the asymmetrical, factors which influence, and politeness of the use of speech levels in javanese. method of observation, in depth interview, and document study were applied to collect the data. recorded conversation was then transcribed into written form, classified and codified according to the speech levels, and analyzed using politeness system (scollon and scollon, 2001) and status scale (homes, 2001). the use of speech levels shows asymmetric communication: two speakers use two different codes, i.e. ngoko and krama because of power (+p) and with/without distance (+/d), and it is the reflection of hierarchical politeness. the asymmetrical use of ngoko and krama by god and his angel, god and human beings strongly explicated the asymmetrical communication between superiors and inferiors. the finding of the research shows that the use of ngoko and krama could present the phenomena of code-switching, code-mixing, and the fundamental phenomenon is ‘code-crossing’. it is concluded that hierarchical politeness in javanese is ‘social contract’ i.e. the acknowledgment of the existence of high class (superior) and low class (inferior) implemented in ‘communications contract’ using speech levels of the javanese language in line with status scale. asymmetrical use of ngoko and krama indexed inequality, hierarchy, and harmony key words: asymmetric, code-crossing, hierarchy, javanese, speech levels 2 1. background the javanese language is widely known for its speech levels: ngoko ’low’ and krama ’high’ which enable its speakers to show intimacy, deference, and hierarchy among its speakers. geertz (1981) as paraphrased by fasold (1990: 34; cf. hudson, 1982) admitted that “javanese way of showing deference and intimacy by means of language is much more elaborate than any examples in european languages” which only have terms of address (t/v) (cf. brown and gilman, 1960) and even the languages known in the world (berman, 1998: 12; cf. keeler, 1987; cf. smith-hefner, 1988: 537). t/v in javanese is an integral part of ngoko and krama speech levels. because of its ngoko and krama speech levels, javanese is classified as a diglossic language (sadtono, 1972; errington, 1998). interestingly, javanese diglossia could not be simplified to be similar to other diglossias. sneddon (2003) identified diglossia in indonesian language in which standard indonesian as h(igh) variation and non-standard indonesian as l(ow) variation. anderson (1966; 1990 in jurrien, 2009: 16; anderson, 1992; cf. samuel, 2008) analysed standard indonesian (h) using high speech level (krama) and non-standard indonesian (l) is similar to low speech level (ngoko). errington (1986) disagreed with anderson’s model of analysis and it is reinforced by samuel (2008) that errington has deep understanding of diglossia. diglossia and javanese diglossia could not be simplified to be either similar to bilingualism. that is why the phenomena in javanese is not exactly similar to the phenomena in bilingualism, because diglossia is different from bilingualism (romaine, 1985) which was associated with code-switching and or code-mixing as shown in the previous researches, as examples, sadtono, (1972), markhamah (2000), rahardi (2001) and rokhman (2004). in this research the theory of terms of address (t/v) (cf. rubin (1972; cf. schiffman, 1997: 213) is extended and critically applied to analyze the use of ngoko ‘low’ and krama ‘high’ in javanese. 2. research problems, objectives, and scope of the study based on the background above, the use of speech levels in javanese constitutes the research problems of the study, namely (1) what pattern of asymmetrical use, (2) what factors, and (3) what politeness of the use of speech levels by speech community of magelang central java during their daily life. the research is meant to describe, analyze, 3 and interpret (1) the patterns of asymmetrical use, (2) the factors which influence, and (3) politeness of the use of ngoko and krama speech levels of javanese. in theory, the research hopefully gives, i.e. (1) a new understanding of the theory, (2) reinterpretation of terms of address, (3) model of the theory of modification. the research is focused on the asymmetrical communication: asymmetrical exchanges of ngoko and krama speech levels. 2 research method the data of the research was collected through observation, in depth interview, and document study. the recorded data were then transcribed, classified or codified according to javanese speech levels, analysed by terms of address or t/v (brown and gilman, 1960), politeness systems (scollon and scollon, 2001), and status scale (holmes, 2001). 3. material and discussion the discussion, analysis, and interpretation include how the speech levels of javanese are used and employed by its speakers to fulfill daily needs of communication and interaction. the discussion here is focused on asymmetrical exchanges of ngoko and krama, the factors which influence, and politeness of the use speech levels of javanese. 3.1 asymmetrical use of ngoko and krama 3.1.1 human-human: asymmetrical use of ngoko and krama the following text 1 is a short message (sms) sent by first participant (p1) to second participant (p2) as presented below. text 1 (01) p1: uni, kowe melu tes cpns pa ora? ‘uni, did you join a test of civil servant candidate or not?’ (02) p2: ora mbak. wong ora ana lowongan sing pas karo ijazahku. sampeyan melu pa? ‘no, sister. there is not any position in line with my certificate. (how about you) did you join it?)’ in text 1 the participants use ngoko to speak to each other. the difference is that the first speaker (p1) uses term of address kowe (tu) ‘you’ but the second speaker (p2) employs sampeyan (vous). the first speaker (p1) called her younger sister using her 4 younger sister’s name only (name), but the second speaker (p2), as younger, addresses her elder sister using kin term or title (plus name) mbak to show her respect to her elder sister. although all speakers in text 3 use ngoko to each other, but p2 employs high term of address sampeyan ‘you’ to address her elder sister (p1). on the other hand, p1 uses low term of address kowe ‘you’ to her younger sister (p2). this phenomenon is not by accident and a random linguistic behavior. the participants consciously control and consider carefully choosing and using different codes (terms of address). seniority consideration which leads to p2 in text 1 to choose high term of address sampeyan ‘you’ to her elder sister (p1), who is older than her. on the one hand, p1 employs low term of address kowe ‘you’ to her younger sister (p2). the following text is a phone conversation between a father (around 70 years old) and his daughter (30 years old). text 2 this is a dialogue between p1 (father) and p2 (p1’s daughter). capital transcription refers to krama and non-capital transcription is ngoko. (01) p1: seka ngomah apa seka sekolahan kowe? ‘(are you calling) from home or from (your daughter’s) school?’ (02) p2: saking griya. kula menawi dinten setu mboten nderek ‘from home. i, if (it is) saturday, do not follow (her husband to pick her daughter from school)’ (03) p1: oh ngono to ‘oh, like that’ (04) p2: nggih, menawi setu mas midun libur, teras mas midun ingkang wonten mrika ‘yes, if (it is) saturday brother midun is off, then he is there (to pick the children from school)’ (05) p1: saiki kowe nang ngomah? ‘now, you are at home?’ ………………………………………… (22) p2: nggih mboten menapa-menapa. wonten kabar menapa pak? ‘yes, there is not any problem. how are you, father?’ text 2 is a dialogue between a father (p1) and his daughter (p2). the father (p1) completely uses ngoko, but his daughter definitely employs krama. it is important to underline here that the father uses the second pronoun kowe (tu) ‘you’ to his daughter, as seen in (01) and (05), but his daughter, on the other hand, employs (ba)pak ‘dad’ (literally 5 ’sir/mr’) in (22). of course, it is a very interesting phenomenon to observe. daily communication between a father and his daughter (and also all his children, all are married, in the family) is conducted in javanese using two different speech levels. this (text 2) is an example of a conversation between two participants in which they choose and use fundamentally two different codes, low code (ngoko) and high code (krama). this phenomenon shows us that there is inequality found in language use. text 3 surat albaqarah (2): 67, 68 (taufiq, 1995: 24). the english translation was based on dawood (1995: 16). prophet (musa): satemene allah iku dhawuh marang sira kabeh supaya nyembelih sapi wadon (2: 67) ‘verily, allah commands you to sacrifice a cow’ human: dhuh nabi musa, punapa panjenengan damel gegujengan dhateng kula sedaya (2: 67) ‘are you making game of us?’ human: dhuh nabi musa, kula aturi nyuwun dhateng pangeran panjenengan kangge kula sedaya, supados panjenenganipun nerangaken dhateng kula sedaya, lembu punapa punika (2: 68) ‘call on your lord to make known to us what kind of cow she shall be’. prophet ( musa): satemene allah ngendika, yen sapi wadon mau dudu sapi tuwa lan uga dudu sapi enom, nanging tengah-tengah antarane iku. mula sira kabeh padha nendhakna apa kang didhawuhake marang sira kabeh (2: 68) ‘verily your lord says: let her neither an old cow nor a younger heifer, but in between. do, therefore, as you are bidden’. 3.1.2 angel and human: asymmetrical use of ngoko and krama text 4 qs al imran (3): 45 and 46, 47 gabriel: he maryam, satemene allah nggembirakake sira (kanthi lahire sewijining putra kang dicipta) kanthi kalimat (kang teka) saka pengerane, jenenge al-masih isa anak maryam, sewijining kawulane allah kang kaparingan keluhuran ing donya lan akhiran, 6 lan klebu golongane wong-wong kang cedhak marang allah. lan dheweke omong karo manungsa ana ing sajerone iyunan lan nalika wis diwasa, lan dheweke salah sijine wong-wong kang saleh-saleh ‘o maryam (mary)! verily, allah gives you the glad tidings of word [“be!”and he was! i.e. ‘iesa (jesus) the son of maryam (mary) from him, his name will be the messiah ‘iesa (jesus), the son of maryam (mary), held in honour in this world and this world and in the hereafter, and will be one of those who are near to allah’ maryam: dhuh gusti pangeran kula, kados pundi kula sanged gadhah anak, kamangka kula dereng nate dipun senggol dening tiyang jaler sinten kemawon ‘o my lord! how shall i have a son when no man has touched me?’ text 4 is a dialogue between angel gabriel and maryam (mary). in the name of allah (god), angel gabriel informed maryam (mary) that she will soon have a baby called iesa. of course maryam (mary) was very surprised because she was unmarried. how can a spinster get a baby of her? the angel gabriel spoke using ngoko and maryam (mary) responded it in krama. in this dialogue angel gabriel is superior and maryam (mary) is inferior. 3.1.3 god human: asymmetrical use of ngoko and krama the data of asymmetrical exchanges of ngoko and krama were collected through document study i.e. javanese translation of al quran (taufiq 1995: 7; qs 2: 11). text 5 is a dialog between god and human being. god reminds human being not to commit evel in the land during their life. the english translation is based on dawood (1995: 11). text 5 (1) god: sire kabeh aja padha gawe kerusakan ana ing bumi” ‘do not commit evil in the land’ (2) human: sayektosipun kula sedaya punika tiyang-tiyang ingkang damel kesaenan ‘we do nothing but good’ the above quotation is a dialog between god and human being. god reminded human being (man) who likes to make disharmony on earth not to do so. the original dialog is in arabic which was then translated into javanese. god, when speaking to human 7 being was translated into ngoko, but man (human being) responds to it in krama (taufiq, 1995: 7) (ngoko is written in non-capital and krama is in italic capital). according to the social rule in the javanese society, inferiors are obliged (as well their rights) to speak in krama but superior has rights and obligation to use ngoko. the dialog between god and human is clearly seen that superior (god) speaks ngoko “downward” to inferior but inferior (human) speaks krama “upward” vertically to superior. asymmetrical communication between god and human being explicitly shows “code-crossing” communication. 3.2 factors which influence the use of ngoko and krama 3.2.1 power (+p) why do the participants choose to use two different codes? why does the first speaker (p1) use ngoko while the second speaker (p2) employs krama as a means of communication during their daily life? why do they not use ngoko only or krama to communicate to each other? why do the participants not use and employ krama to each other as a means of interaction and communication during their life? it is impossible for them to use two different codes, the first speaker uses ngoko and the second speaker employs krama, if there is not any factor and reason. two participants when using ngoko and krama indicate that they have different social statuses: ngoko user has higher status than krama user, or krama user has lower status than ngoko user. power difference is symbolized by (+p) ‘plus power’. social hierarchy is expressed using two different speech levels, i.e. ngoko and krama speech levels. the asymmetrical use of ngoko and krama is an index of inferiority of ngoko user and krama is an index of superiority of its user. 3.2.2 intimacy or non-intimacy (+/-d) a father, in general, has close relationship with his children, but he has power over them. that is why it is symbolized by (+p;-d) ‘plus power’ and ‘minus distance’. in this context, the choice of different speech levels between a father and his children is governed by the factor of power (+p), not because of social distance since a father has a close relationship with his children. on the other hand, an uncle who lives in the other city or village, could be said that he has power (+p) as well as distance (+d) since he rarely meets his brother’s or sister’s children. here the factor of distance (+d) could be added to complete the factor of power (+p) in driving the choice of speech levels in javanese. 8 3.2.3 hierarchical politeness: asymmetrical use of ngoko and krama if the use of ngoko and krama by two participants is identified as a marker of hierarchy and the meaning is inequality between the participants, the next question which could be delivered is whether there is politeness in asymmetrical use of ngoko and krama? is there any politeness in the use of ngoko and krama? is the only the speaker who uses krama that could be classified as a polite speaker? is the speaker who employs krama that could be seen as a polite speaker? who is showing politeness, the speaker of ngoko or the user of krama? are they, both the speaker of ngoko and krama user, showing politeness in language use? the question is what kind of politeness can be inferred from the use of ngoko and krama? is it polite enough for the speaker who uses ngoko speech level, while the other speaker employs krama? or is just the speaker of krama showing politeness? are all the speakers in text 1, 2, 3, and 4, identified to be polite? since it is asymmetrical dyadic communication, the politeness shown is called hierarchical politeness. hierarchical politeness system is illustrated below (cf. wajdi 2009b; 2010a/b; 2011a/b). ngoko, in asymmetrical use, is an index of superiority of the speakers and krama is an index of inferiority of the users. in hierarchical politeness the participants know each other and respect social differences that put someone in ‘higher’ position (superordinate) and the other in ‘lower’ position (subordinate). this is a face system in which a father speaks ‘downward’ to his children but the children speak ‘upward’ to their father (text 4). the main characteristic hierarchical politeness system is the difference in status (cf. geertz, 1981) or power (cf. scollon and scollon, 2001) of the participants, and for the sake of it, the symbol (+p) ‘plus power’ is used. superior, of course, has high status and inferior has low status. politeness involves the use of language which is marked by clear status of the participants (cf. holmes, 2001). in javanese, the choice of appropriate codes is the reflection of the speakers’ assessment of the relation status of the participants. the factor of code choice, including the use of appropriate term of address, is age, family figure 1 hierarchical politeness in javanese p1: ngoko p2: krama 9 relationship, and social status shown in one’s profession and education. the superiority of a speaker is shown by the use of low code (ngoko) and the inferiority of a participant is reflected by the use of high code (krama). 4. findings of the research 4.1 hierarchical politeness the type of asymmetrical communication using javanese speech levels formed when two speakers using ngoko and krama to speak to each other is identified as hierarchical politeness. the relationship between two asymmetric speakers, which is implemented using ngoko and krama to speak to each other during their daily life is principally a reflection of politeness. the factor of inequality, (it is symbolized by (-p) ‘minus power’ and whether intimate or non-intimate (+/-d) ‘plus/minus distance’) is the main factor of the use of ngoko and krama, which reflects hierarchical politeness. asymmetrical use of ngoko and krama is an index of superiority of ngoko user and inferiority of krama speaker. 4.2 code-crossing: asymmetrical exchanges of ngoko and krama the phenomenon of the use of two different codes, i.e. ngoko and krama codes by two unequal speakers is identified as “code-crossing”. the dialogues in text 1, text 2, and text 3, and text 4 show that the first participant (p1) uses ngoko and the second participant (p2) employs krama. such a phenomenon is an interesting phenomenon of language use which reflects inequality between the participants. the inequality of the participants which is implemented by the use of low (ngoko) and high codes (krama) is called “code-crossing” asymmetrical communication in stratified society and using language stratification, seen from the use of the code, is called code-crossing. when two unequal participants: superior-inferior, senior-junior, boss-employee, teacher-student have to communicate to each other using language code, i.e. superior uses ngoko and inferior employs krama is called code-crossing. if it is contrasted, the use of term of address kowe ‘you’ by an elder sister (brother) and sampeyan ‘you’ by a younger sister (brother) as seen in text 1, it is best called “code-crossing” (wajdi, 2009, 2010a/b, 2011a/b). the phenomenon of code-crossing is not merely communication strategy, but it is a kind of 10 “social contract”, i.e. an acknowledgment of the existence of low and high class which is implemented in communication contract using their own language stratification. as it is normally a contract, there is right and obligation which have been agreed by the participants. social contract that has been made: superior (e.g. elder sister/brother, father) uses low term of address kowe ‘tu’ and inferior (younger sister/brother, children) employs sampeyan or panjenengan ‘vous’. the use of term of address kowe ‘you’ and sampeyan by two participants shows “crossing” phenomenon; that is why it is called “code-crossing”. the use of t vs. v by two participants also presents “crossing” phenomenon that is why it is called “code-crossing”. code-crossing, in a society with social stratification, is a social contract made and agreed by the members of society as an acknowledgment of the existence of two social groups or classes: superior and inferior. as part of society members and as social human beings, they could not get rid of communicating to each other. communication behaviour using speech levels in javanese is well patterned. in asymmetrical communication, the participants use ngoko and krama utterances to each other. it could be said that communication behavior in javanese speech community is a stable not temporary phenomenon. once two participants use two different codes, the first participant uses ngoko and the second one employs krama, they will maintain it for ever as far as they communicate using javanese. once the participants build an asymmetrical communication, they will treat themselves as an inferior and superior. once they agree to be superior and the other participant is inferior, they will build an asymmetrical communication: a superior uses ngoko and an inferior employs krama every time they communicate in javanese. in code-crossing, it is agreed that a superior has rights as well as obligations to use ngoko and the inferior’s rights and obligations is to use krama. seen from the communication point of you, code-crossing could be stated as communication contract between superior (who has rights and obligation to use ngoko) and inferior (has rights and obligation to employ krama). code-crossing, if it is seen from conversation point of you, is conversatinal contract between superior and inferior as an acknowledgment of the existence of social stratification using speech stratification in the language implemented by the use of ngoko and krama utterances. code-crossing, if it is seen from inferior participant’s point of you, is inferior group’s empowerment before superior. the existence of two groups, called superior and 11 inferior, is separated by a great wall. by having code-crosing, inferior group is allowed to trespass the border of superior’s territory. in order to to cross the border and great wall, the inferior has to possess and fulfill a certain qualification approved by the territory’s owner or superior. the requirements which is both agreed is the use of krama as inferior’s rights and obligation, and superior’s rights and obligation is the use of ngoko. the use of krama, for inferior, is a kind of ”driving licence” in order to be able to enter an exclusive territory of superior. krama utterance, when it is used by inferior before superior, is a kind of ”password” which could be employed to open and access superior’s territory. the use of ngoko and krama codes when they are used in code-crossing communication is a kind of ”personal identification code”, who the participants are and what roles of social class they perform. they, of course, have to make a kind of agreement: superior has a right to use ngoko and inferior’s obligation is to use krama every time they are involved in a communication. such a phneomena is not a temporary phenomena but a really stable or even a permanent phenomena. once a superior uses low code to address an inferior and the inferior employs high code to speak to superior, they will maintain it for ever as far as they are communicating in javanese. once they make an agreement (or social contract) they will be consistenly committed to following what they have agreed. the social contract they have made and agreed in the speech community is that superior, senior, or older person has rights and obligation to use ngoko and krama is inferior’s (junior, or younger person) rights and obligation. it is superior’s rights as well as obligation to use tu or kowe ’you’ to inferior and inferior’s rights as well as obligation is to employ vous or sampeyan or panjenegan ’you’. it could be concluded that superior has to use ngoko and inferior has to employ krama every time they communicate to each other. in asymmetrical exchanges of ngoko and krama, the speakers are even obligated (or have rights and obligations) to increase linguistic or communicative differences. superior speaks “downward” vertically to inferior, but inferior speaks vertically “upward” to superior. 4 result 4.1 three communication patterns the description of the use of speech levels shows three communication patterns. firstly, the symmetrical exchanges of ngoko in which the participants use ngoko to communicate to each other because of equality and intimacy (-p); (-d) and it is the 12 reflection of solidarity politeness. secondly, the symmetrical exchanges of krama, in which the participants make a decision to choose and use krama to communicate everything during their life. thirdly, the asymmetrical exchanges of ngoko and krama in which the participants make an agreement to use two different codes, i.e. ngoko and krama. 4.2 three factors contributing to the use of speech levels the analysis and interpretation of the use of speech levels were driven by equality and intimacy factors, equality without intimacy, and inequality. firstly, the symmetrical exchanges of ngoko reflects solidarity politeness, because of equality (-p) and intimacy (d). secondly, the symmetrical exchanges of krama reflects deference politeness because of equality in distance (-p;+d). thirdly, the asymmetrical exchanges of ngoko and krama reflects hierarchical politeness which was driven by inequality or hierarchy (+p;+/-d). 4.3 three types of politeness the analysis of the use of speech levels yielded asymmetrical politeness system in javanese. the asymmetrical exchanges of ngoko and krama reflects hierarchical politeness. the communication types using speech levels are well patterned, and they are supported by factors, and yielded types of hierarchical politeness; it could be concluded that politeness in javanese is ”social contract”, i.e. an acknowledgment of the existence two social classes: high (superior) and low classes (inferior) which is implemented in ”communication contract” using speech levels of the language based on the status scale of the participants in line with their rights and obligations. 4.5 suggestion the use of speech levels, the factors which influence, the politeness shown both in symmetrical exchanges ngoko, symmetrical exchanges krama and asymmetrical exchanges of ngoko and krama are still relevant to maintain in the javanese society, as shown in the following reason. asymmetrical exchanges of ngoko and krama gives emphasis on inequality and hierarchy plus harmony. asymmetrical use of ngoko and krama is an acknowledgement of 13 the existence of high (superior) and low classes (inferior), but harmony not disharmony becomes the priority then it is called hierarchical politeness. 6. acknowledgements in this opportunity, the writer would like to thank those who have contributed to this study such as prof. dr. i ketut darma laksana, m.hum., as the main supervisor, prof. drs. i made suastra, ph.d., as co-supervisor i, prof. dr. made budiarsa, m.a., ph.d., as co-supervisor ii, and prof. drs. ketut artawa, m.a., ph.d., prof. dr. i wayan pastika, m.s., prof. dr. i wayan simpen, m.hum., dr. ni made dhanawaty, m.s., and prof. dr. fathur rokhman, m.hum., as the examiners for their critical and constructive input for the improvement of this dissertation. a word of appreciation should also go to the rector of udayana university and the director of post graduate school of udayana university for the opportunity and facilities provided. 14 references anderson, b.r.o’g.1966. “the language of indonesian politics”, indonesia. – no.1, april, pg. 89—116. anderson, b.r.o’g.1992. language and power: exploring political cultures in indonesia. new york: cornell university press. anderson, b.r.o’g.1996. “sembah-sumpah, politik dan kebudayaan jawa” dalam latif, yudi dan idi subandy ibrahim (ed.).1996. bahasa dan kekuasaan: politik wacana di panggung orde baru. bandung: mizan. anderson.b.r.o. 1990. “professional dreams: reflections of two javanese classics” republished in anderson. 1992. language and power: exploring political cultures in indonesia. new york: cornell university press. berman, l. a. 1998. speaking through the silence: narratives, social conventions, and power in java. new york: oxford university press. bonvillain, nancy. 2003. language, culture, and communication: the meaning of messages. new jersey: pearson education inc. 4th edition. brown, r. and a. gilman. 1960. “the pronoun of power and solidarity”, in sebeok, t.a. 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issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i02.p07 232 indonesian interference in students' japanese essays of smk penerbangan cakra nusantara school putu devi ayu andari denpasar, indonesia deviayuandari@gmail.com article info abstract* received date: march 3, 2020 accepted date: march 9, 2020 published date: july 31, 2020 keywords:* interference, indonesian, japanese essay. this research discusses indonesian language interference that occurs in japanese essays written by smk penerbangan cakra nusantara students. this research aims to describe the types of interference found in the form of sentences in students' essays. this research used qualitative descriptive. the subject of this research are students of xii app 1 class, meanwhile the object of this research are interference sentences in japanese essays. the data was collected through note taking technique. the data was analysed using a theory proposed by miles and hubberman by performing data reduction, analysing data, and making conclusions. the results of this research are 1) the types of interference that occured based on linguistic aspects are morphological and syntactic interference; and 2) syntactic interference occured in three types of interference such as permutation of core constituents (i) and modifier (m), permutation of predicate (p) and object (o), and ommision of particles (joshi). 1. introduction as a language learner, especially a foreign language, people often make mistakes caused by the influence of their l1. the l1 greatly affected the learners because they are equating the rules of the l2 with their l1. the process of using different languages interchangeably by the same speaker makes a language contact situation. through language contact, there is influence between the l1 and the l2 or vice versa, it will be easier if the structure of the l1 and l2 has many similarities or can inhibit the learning of the l2 if the structure of the l1 and l2 is very different. the different structures between the l1 and the l2 can lead to errors in the use of the second language that is referred as interference. language interference according to weinreich (1970) is a form of deviation in the use of language from existing norms as a result of language contact or recognition of more than one language and used interchangeably by its speakers. according to kridalaksana (2001) interference is a language error in the form of the language elements brought into the language or other dialects they learned. interference is a deviation in bilingualism in the l2 learning stage. interference occurs due to the dominance of the l1 system that influences the use of l2 in events of communication, emotions, sensitivity, and attitudes of the speakers (mustikawati, 2013). interference can be mailto:deviayuandari@gmail.com 233 found in all components of language, it means that interference events can occur in phonology, morphology, syntax, lexicon, and semantics (suwito, 1983: 55). jendra (1991) divides interference into five based on linguistic aspects. 1) phonological interference is interference that occurs in sound systems for example javanese speakers who pronounce names starting with / b /, / d /, / g / and / j / like bandung becomes /mbanduŋ/. 2) morphological interference is interference in word formation including the use of affixes. 3) syntactic interference is interference in sentence structure. 4) lexicon interference is interference that occurs in vocabulary in various forms such as in basic words, levels of groups of words, or phrases. 5) semantic interference is interference that occurs in the level of meaning. semantic interference divided into three (1) expansion semantics, (2) addition semantics, (3) replacement semantics. interference often occurs in someone who learn a foreign language. the interference of the indonesian language into the use of japanese is found in the essays of senior high school students who study japanese. the example is the phrase neko no oneesan which is supposed to be oneesan no neko which means ‘cat (belonging) brother’. there is a permutation between the controlled named head (h) and the being controlled named modifier (m) due to the influence of the indonesian phrase structure. indonesian phrase structure is the head (h) always precedes the modifier (m), while the phrase in japanese the modifier (m) always precedes the head (h) (sutedi, 2003). this interference is the type of syntactic interference. interference often occurs in speaking and writing skills. this is because speaking and writing are the active productive skill which is to produce expressions verbally or in writing (sudipa, 2011). thus, interference often found in these two language skills. between these two language skills, writing skill is the focus of the research because the interference that students made often found in writing rather than speaking. the research about language interference was conducted by wulandari (2017) entitled interference in "the use of japanese souvenir traders in the ubud market". the results of the research show that there are three types of indonesian language interference into japanese languange by sellers in the ubud market. the type of the interference are phonological interference, morphological interference, and lexical interference. phonological interference occurs in chouon (long vowels), youon (adding smaller version of ya, yu or yo), sokuon (double consonant), nasal consonant, and consonant addition. morphological interference occurs in reduplication of words, changes in form and reversal of sentence structure. lexical interference occurs in borrowing english and indonesian when promoting merchandise, making transactions and ending transactions. research conducted by wulandari (2017) is the interference in speaking skill, while this research is on writing skills. other research on language interference was conducted by suliman (2014) entitled “the interference of mother tongue/native language in one's english language speech production”. the study was aimed to describe the factors that cause interference to students in malaysia. the result from the research that students rely on translation method from the mother tongue in comprehending certain instructions apart from producing utterances. the research conducted by suliman (2014) is an interference in speaking skill. in addition, the research focuses on describing the factors causing interference in students who learn english while this research focuses on interference that occur in japanese essays of smk penerbangan cakra nusantara students. other research on language interference was conducted by thyab (2016) entitled "mother-tongue interference in the acquisition of english articles by l1 arabic students". the 234 research discusses the interference that occurs in arab students who learn english, especially in the article system in english. the difficulty in learning english articles by arabic l1 speakers is because their native language has an article system that functions differently. there are three types of the interference (1) omission of the definite article, (2) omission of the indefinite article, (3) wrong insertion of the definite article “the”. the research focused on interference in the use of articles in english, while this study focuses on morphological and syntactic interference in indonesian language in japanese essays. the previous research that has similar focus with this research is gapur (2013) entitled “interferensi gramatikal bahasa indonesia dalam pembelajaran bahasa jepang di universitas sumatera utara”. the research discusses grammatical interference in students who learn japanese language. the results obtained that there are four types of grammatical interference 1) interference (dm and md) 40.62%, 2) ommision of particle (joshi) 31.25%, 3) form of verb conjunctions 18.75%, and 4) grammatical interference s-k-o-p forms 9.38%. the previous research can be used as a reference for this research. this research gives some information for teachers about deficiencies on aspects of writing japanese essays found in students. thus, the teacher can choose the best learning model or method or special technique that is suitable to solve the problem. based on the problem, this research takes the topic of interference entitled “indonesian language interference in japanese language essays of smk penerbangan cakra nusantara students”. 2. research methods this research is a qualitative research with a qualitative descriptive approach. the subjects of the study were the 22 students of class xii app 1 smk penerbangan cakra nusantara. the xii app 1 class was chosen as the research subject since many indonesian language interference in japanese essay found in this class. the object of this research are interference sentences in japanese essays. the sentences which contain interference were taken from students' essays and collected in data table according to the types of interference. the data was collected through observation method and note taking technique. the results of students' essays were observed by taking note those sentences which contain the interference. the data was analysed using a theory proposed by miles and hubberman by performing data reduction, analysing data, and making conclusions. based on the theory of miles and hubberman (1984) data in the form of sentences that contain interference were collected then followed by data reduction process. data reduction is done by summarizing, focusing the main points, and selecting important data to be analysed. the data presentation is done by describing a set of analysis descriptively and taking conclusions. informal method is used in this research to present the data analysis. the informal method is a method of presenting analysis using words and sentences in the form of discourse (sudaryanto, 2015). 3. discussions based on the data collected through the note-taking technique, the sentences contain indonesian language interference in japanese essays from smk penerbangan cakra nusantara students are grouped into two types namely morphological and syntactic interference. morphological and syntactic interference are described as follows. 3.1 morphological interference 235 morphological interference is interference in the formation of words including morphemes that form the words. interference that found in students’ japanese essays is verb morphology. there are gokan and gobi in japanese verb morphology. gokan is a morpheme that shows its lexical meaning, while gobi is a morpheme that shows its grammatical meaning (sutedi, 2003). the final marker or gobi is connected behind the basic word is a very strong form that merge the basic word, gobi is a marker of time, affirmation, and negation. japanese bound morphemes are also called auxiliary verb. this morpheme function is to give more meaning on the basis of verbs. for example, the verb in the -masu form tabemasu means ‘eat’, {tabe-} is referred to as unchanged gokan and {-masu} is the conjugated part called gobi. gobi {-masu} can be conjugated according to the purpose of the speakers. for example, to explain the past activities ‘eat’ gobi {-masu} was changed to {-mashita} so that it became tabemashita which means ‘eat (past)’. examples of verbs form -masu are used because the verbs form which taught for high school students are the -masu form. here are morphological interference data found in students' essays. (01) senshuu doubutsuen e ikimasu. (false) senshuu doubutsuen e ikimashita. (true) ‘i went to the zoo last week’. morphological interference is shown in the word ikimasu which means ‘to go’. the adverb of time is explained by senshuu which means ‘last week’, so that the verb should be turned into past form. the past form of ikimasu verb is ikimashita. however, students wrote ikimasu which means the sentence still does not show past activities. the -masu form indicates the activities that will happen, while to explain past activities the verb should be changed to the – mashita form. (02) kinou tomodachi wa uchi e kimasu. (false) kinou tomodachi wa uchi e kimashita. (true) ‘my friend came to my house yesterday’ data (3-2) is also the type of morphological interference. in this sentence, morphological interference is indicated by the word kimasu which means ‘to come’. the interference found in conjugation of verb should be in past form. the adverb of the time is explained by the word kinou which means 'yesterday' so that the verb should also be followed by past form. the gobi {-masu} in the kimasu should be changed to {-mashita} so it will turn into kimashita which means ‘came’. (03) yuube eiga o mimasu. (false) yuube eiga o mimashita. (true) ‘i watched movie last night’ morphological interference in data (3-3) is indicated by the word mimasu which means ‘to watch’. the adverb of time is explained by yuube which means 'last night', based on that the verb should follow the adverb of time into the past form. the past form of mimasu verb is mimashita. in the sentence, it is written mimasu which means the sentence still does not indicate past activity. the –masu form still indicates the activity that will happen, while to explain past activity the verb should be changed to –mashita form. based on these three data analyzed, it can be concluded that there was an indonesian interference in student japanese essays. the errors occurred because students are still influenced by the indonesian system which does not need to change verbs into past form. students explain 236 past activities only with adverb of time, meanwhile in japanese explaining past activities should change the verb into the past form. 3.2 syntactic interference syntactic interference is interference caused by the arrangement of l2 sentences that are influenced by the sentence structure of the l1. syntactic interference occurs from the use of syntactic structure of the l1 while using the l2. syntax is one of grammar that discusses the formation of sentences, clauses, and phrases (ramlan, 1987: 21). based on the theory, syntactic interference is found in sentences, clauses and phrases. in this research syntactic interference occured in sentences and phrases. typologically according to tsujimura (1996) the structure of japanese sentences is s-o-p (subject-object-predicate), which is the predicate found at the end of the sentence. japanese has s-o-p structure so that objects always followed by predicate, while indonesian has an s-p-o (subject-predicate-object) structure that is the predicate followed by the object (alwi et al, 2003). based on the statement, it can be seen that the sentence structure between japanese and indonesian has significant differences. the significant differences between japanese and indonesian are shown in the order of predicates and objects. the significant differences cause errors in the order of japanese sentences because they are still influenced by the structure of the indonesian language. in addition, the pattern of phrase formation in japanese is also different from indonesian. the structure of japanese phrases is the modifier (m) in front of the main phrase/head (h) (koizumi, 1993). modifier (m) is a word that explains, while the head (h) is the main of the phrase (e.g ‘red car’ phrase). in japanese ‘red’ is akai while in indonesian merah. in japanese ‘car’ is kuruma while in indonesian mobil. akai kuruma (m) (h) (japanese) mobil merah (h) (m) (indonesian) the akai ‘red’ adjective as the attribute that describing the kuruma ‘car’ noun. the akai ‘red’ attribute is used to explain the head constituent (h), kuruma ‘car’. from this description it can be concluded that the core phrase (h) in japanese is in behind, while the formation of the indonesian phrase is the core phrase (h) that is always in front of the modifier (m). syntactic interference in student essays consists of three types: (1) permutation of core phrase (h) and modifiers (m), (2) permutations of predicate (p) and objects (o), and (3) omission of particles (joshi). here is the analysis based on the type of syntactic interference. 3.2.1 permutation main phrase (h) dan modifier (m) permutation of the core phrase (h) and modifier (m) is incorrect word order in the sentence. this type of interference is shown in the following data. (04) heya no watashi wa kirei desu. (false) watashi no heya wa kirei desu. (true) ‘my room is clean’ watashi no heya (japanese) (m) (h) heya no watashi ‘kamar saya’ (indonesian) (h) (m) 237 interference is shown on the phrase heya no watashi with each meaning, heya is 'room', no is a particle to express ownership and watashi is 'i'. heya is the main phrase (h) and watashi is the modifier (m) as the word that explain the noun heya ‘room’. students translate ‘my room’ into japanese directly without noticing that in japanese the main phrase/head (h) should be in behind the modifier (m). in this phrase students are still influenced by indonesian to express noun phrases by stating the main phrase (h) first and followed by a modifier (m). based on this, to express 'my room' in japanese it should be watashi no heya. from this data it can be seen clearly the influence of indonesian in japanese sentences. another data also shows indonesian language interference in japanese essays, as follows. (05) tsukue no ue ni pen aoi ga futatsu arimasu. (false) tsukue no ue ni aoi pen ga futatsu arimasu. (true) ‘there are two blue pen on the table’ aoi pen (japanese) (m) (h) pen aoi ‘pulpen biru’ (indonesian) (h) (m) interference is shown on the aoi pen phrase with each means pen is 'pen' and aoi is 'blue'. pen is main phrase (i) and aoi is an attribute that explains pen as modifier (m). it is categorized as indonesian interference because the main phrase (h) and modifier (m) influenced by indonesian phrase structure. in indonesian the main phrase (h) is always in front of the modifier (m), but in japanese the main phrase (h) is always behind the modifier (m). so that, to express the correct 'blue pen' in japanese is aoi pen. (06) heya ni neko kawai ga imasu. (false) heya ni kawai neko ga imasu. (benar) ‘there is a cute cat in room’ kawai neko (japanese) (m) (h) neko kawai ‘kucing lucu’ (indonesian) (h) (m) interference in the (3-5) is shown in the kawai neko phrase with each meaning, neko means 'cat' and kawai means ‘cute’. neko is a main constituent (h) and kawai as a modifier (m). as shown in data (3-6), the main phrase (h) which is stated by the neko is in front of the modifier (m) which is stated by the word kawai. based on the data (3-6), it shows incorrect word order which influenced by indonesian. in indonesian, the main phrase/head (h) is always ahead of the modifier (m), while in japanese the main phrase (h) is always behind by the modifier (m). based on this, to express the 'cute cat' in correct japanese is kawai neko. based on these three data presented, one of the syntactic interference types is permutation main phrase (h) and modifier (m). permutation is an error in word order. this interference occurred because students are still influenced by the rules of phrase structure in indonesian. students translate directly from indonesian into japanese without noticing that the formation of phrases between these two languages is different. 238 3.2.2 permutation predicate (p) dan object (o) permutation of a predicate and object is an error in word order in sentence. in indonesian the predicate always precedes the object, whereas in japanese the object followed by the predicate. these differences caused mistakes in japanese students' essays which are categorized in syntactic interference. syntactic interference in student essays is shown in the following data. (07) mai-asa tabemasu o pan. (false) mai-asa pan o tabemasu. (true) ‘i eat bread every morning’ pan o tabemasu (japanese) (o) (part.) (p) tabemasu o pan ‘makan roti’ (indonesian) (p) (part.) (o) interference is shown on tabemasu o pan which has each meaning, tabemasu means ‘to eat’, particle o as a object marker, and pan means ‘bread’. tabemasu as a predicate in the sentence and pan as an object. in that sentence has s-p-o structure that is the sentence structure of indonesian, while the sentence structure in japanese is s-o-p. that sentence should be in s-op structure. from the sentence we can see the existence of indonesian language interference in japanese sentence. from the data we can see that students are still influenced by the structure of indonesian sentences. there is permutation between the predicate and the object, it can be seen seen from incorrect order of object and predicate. interference in this form is also shown in the following data. (08) mai-ban 8 ji ni mimasu o terebi. (salah) mai-ban 8 ji ni terebi o mimasu. (benar) ‘i watch tv at 8 p.m every night’ terebi o mimasu (japanese) (o) (part.) (p) mimasu o terebi (indonesian) (p) (part.) (o) syntactic interferences in the form of permutations of predicates and objects are shown in mimasu o terebi. each of the meanings of mimasu o terebi, mimasu means ‘to watch’, particle o as an object marker and terebi means ‘television’. mimasu in this sentence as predicate and terebi as object. the error is incorrect word order between the predicate and object. this is a form of error caused by students' l1. the position of predicates and objects in japanese and indonesian sentences is very different. predicate precede objects in indonesian, while japanese objects precede predicate. based on that, to state 'watching television' in correct japanese is terebi o mimasu. based on the data presented, it can be seen that an error occurred in writing a japanese essay, especially in this sentence, shows that the error occurred because students are still influenced by indonesian. this is what is called language interference. 3.2.3 omission of particles (joshi) 239 particles in japanese have important functions as auxiliary words in sentences. according to iori (2003) particle (joshi) is a word that cannot stand by itself, does not change and it is used to follow nouns, verbs and other word classes that have the function of helping and determining meaning, emphasis, questions, doubts, etc. in a japanese sentence. based on this statement the particle function in a sentence is very important and cannot be eliminated. particle is also a special feature of japanese from other languages. indonesian do not need particles to make a sentence. japanese particles are something unusual for students. that is the causes interference found in sentences in japanese students' essays. here are the interferences of omission of particles (joshi). (09) kesa 6 ji okimashita. (false) kesa 6 ji ni okimashita. (true) ‘i woke up this morning at 6 a.m’ interference in the sentence is indicated by the omission of the particle ni after the word ji. it should be ni particle after word ji. japanese particles have different functions. ni particle has functions to indicate the location or presence, declare time, show facing or heading or put in a direction or place and also shows the intended object (iori, 2003). based on this statement, it should be after 6 ji 'at 6' must be followed by ni particle to express the time, so that the appropriate statement to state ‘at 6’ in japanese is 6 ji ni. the omission of these particles is due to the influence of the indonesian when making sentences in japanese. students do not fully understand the use of particles in japanese and eliminate particles that should be in the sentence. it is because indonesian sentences do not need particles. here is another data that also shows the syntactic interference in the type of omission particle. (10) mai-nichi gohan tabemasu. (false) mai-nichi gohan o tabemasu. (true) ‘i eat rice everyday’ interference that found in the data is omission of particle o after the word gohan. gohan means 'rice' and tabemasu means 'to eat'. the function of gohan and tabemasu are object and predicate in the sentence. the sentence needs particle o as an auxiliary word to explain the object of verb. based on data (3-10), students did not insert o particles after the word gohan. the missing particles is because students are not familiar with the japanese language system. this is influenced by the indonesian as their l1. there is no particle needed to explain the object from the verb. based on this error, it is categorized as indonesian interference in japanese sentences. 4. novelties this study takes and contributes to applied linguistic especially in linguistic teaching and learning. this research gives some information for teachers about deficiencies on aspects of writing japanese essays found in students. therefore, the teacher can choose the best learning model or method or special technique that is suitable to solve the problem. from this research it can be found there are two types of interference based on the linguistic aspects, morphological and syntactic interference. morphological interference was found in the form of conjugation of japanese verbs into the past form. syntactic interference was also found which are divided into three forms, (1) permutation of main phrase/head (h) and modifier (m), (2) permutation of predicate (p) and object (o), (3) omission of particles (joshi). 240 5. conclusion based on the results and discussion, it can be concluded that the indonesian interference found in japanese essays in smk penerbangan cakra nusantara students. there are two types of interference based on the linguistic aspects, morphological and syntactic interference. morphological interference was found in the form of conjugation of japanese verbs into the past form. syntactic interference was also found and divided into three forms, (1) permutation of main phrase/head (h) and modifier (m), (2) permutation of predicate (p) and object (o), (3) omission of particles (joshi). syntactic interference is occurred more than morphological interference. this interference occurred because of the strong influence of the indonesian when studying japanese, the indonesian system was applied in japanese. the language rules between indonesian and japanese are so different so that the errors can affect the meaning in japanese. for this reason, it is necessary to apply an appropriate learning model to reduce interference made by students. acknowledgements i would like to express my deepest gratitude to prof. dr. made budiarsa, m.a. and dr. i made madia, m.hum., my research supervisors, for their patient guidance, enthusiastic encouragement and useful critiques for this research. references: alwi, et al. 2003. tata bahasa baku bahasa indonesia. jakarta: pusat bahasa dan balai pustaka. gapur, a. 2013. “interferensi gramatikal bahasa indonesia dalam pembelajaran bahasa jepang di universitas sumatra utara”. seminar nasional dinamika perkembangan bahasa jepang di indonesia. yogyakarta 9 desember. iori, i., takanashi, s. 2003. nihongo bunpou hando bukku. tokyo: suriieenettowokku. jendra, i.w. 1991. dasar-dasar sosiolinguistik. denpasar: ikayana. koizumi, tamotsu. 1993. gengogaku nyumon. tokyo: daishuukan. kridalaksana, h. 2001. kamus linguistik edisi ketiga. jakarta: pt. gramedia pustaka utama. mustikawati, d.a. 2013. “interferensi bahasa indonesia ke dalam pemakaian bahasa inggris wacana tulis siswa di rsmpbi 1 jetis ponorogo”. dimensi pendidikan dan pembelajaran. vol. 2. no. 1. page 1-20. issn: 2303-3800. ramlan. 1987. sintaksis ilmu bahasa indonesia. yogyakarta: karyono. sudaryanto. 2015. metode dan aneka teknik analisis bahasa: pengantar penelitian wahana kebudayaan secara linguistis. yogyakarta: duta wacana university press. sudipa, i.n., rajeg, i.m., laksminy, l.p. 2011. interferensi pengaruh bahasa indonesia dalam bahasa inggris. denpasar: udayana university press. sutedi, dedi. 2003. dasar-dasar linguistik bahasa jepang. bandung: humaniora. 241 suliman, a. 2014. “the interference of mother tongue/native languange in one’s english languange speech production”. international journal of english and education. vol. 3. issue. 3. page 356-366. issn: 2278-4012. suwito. 1983. pengantar awal sosiolinguistik teori dan problema. surakarta: hendry offset solo. thyab, r.a. 2016. “mother-tongue interference in the acquisition of english articles by l1 arabic students”. journal of education and practice. vol. 7. no. 3. page 1-4. issn: 2222-1735. tsujimura, n. 1996. an introduction to japanese linguistics. uk: blackwell publisher. wulandari, n.k.a., antartika, i.k., sadyana, i.w. 2017. “interferensi dalam pemakaian bahasa jepang pedagang souvenir di pasar ubud”. jurnal pendidikan bahasa jepang. vol. 3. no. 3. page 443-453. issn 2613-9618. weinreich, uriel. 1970. language in contact findings and problems. hague: mouton. biography of author putu devi ayu andari, s.pd denpasar, indonesia. impression in “i wandered lonely as a cloud” e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na.1 issn: 2442-7586 (print) page: 54--72 accreditation:- 54 e-journal of linguistics tri hita karana and hydrolic cycle based on veda a.a. kade sri yudari e-mail: santidamai@yahoo.co.id hindu university of indonesia i nyoman suarka e-mail: nyomansuarka@yahoo.com study program of linguistics, school of postgraduate studies of udayana university nyoman kutha ratna e-mail: nyomankutha_ratna@yahoo.com study program of linguistics, school of postgraduate studies of udayana university i nyoman weda kusuma e-mail: weda_kusuma@yahoo.com study program of linguistics, school of postgraduate studies of udayana university abstract hydrologic cycle refers to the route of water cycle or the journey made by water on the earth’s surface. water can change in form, and flows in various places before finally it gets back to the biggest source, that is, the ocean. approximately 71% of the earth is covered with the ocean. talking about the hydrologic cycle cannot be separated from talking about the sun and the ocean, that is, the impact of the rise and fall of the tides. in veda, the traditional geography, in general, and in tatwa and purana, in particular, it is stated that the earth is divided into two parts; they are the main land and the ocean. the question is how deep the hindu theology and philosophy about the hydrologic cycle is. the water on the earth’s surface evaporates, resulting from the hot ray radiated by the sun. in reg. veda samhita.i.164.51, it is strongly stated that “the water on the earth’s surface rises due to evaporation”. after evaporation, water changes into water drops or fine dews referred to as clouds. there are many types and forms of clouds which may lead to storms; however, some have no impact. when such clouds are already formed, they are brought to every area of the earth’s surface. when they reach the saturation point, a natural phenomenon appears which is referred to as rain. the falling water makes the earth wet, fills up dams, flows along rivers, and fertilize every type of life on earth. rain measures how the hydrologic cycle takes place. therefore, it should be recognized that it is important to maintain the hydrologic mailto:santidamai@yahoo.co.id mailto:nyomansuarka@yahoo.com mailto:nyomankutha_ratna@yahoo.com mailto:weda_kusuma@yahoo.com e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na.1 issn: 2442-7586 (print) page: 54--72 accreditation:- 55 cycle, which determines that the earth’s fertility and prosperity will not be disturbed. the hindu teaching is rich in such a philosophy referred to as tri hita karana. even in very religious ritual water is always mainly used for purification. the sources of water such as wells, rivers, lakes, showers, and oceans are made to be physically and spiritually sacred. the concepts of balance and harmony are easily found in rituals and the philosophy of veda, the holy book. almost all the hindu rituals and philosophies refer to the balanced and harmonious nature. the hindu philosophy that it is important to protect water for all the creatures on the earth’s surface can guarantee the life sustainability. the life of every creature cannot be separated from water. if the hydrologic cycle which supports every life on earth is damaged, then the human life on earth will be damaged as well. keywords: hydrologic cycle, veda, tri hita karana 1. introduction scientifically, the hydrologic cycle, as one of the nature’s strengths, is a natural cycling process. however, metaphysically, it is a strength which comes from great gods. in hinduism, the oceans, the wind, the clouds, the rain, and even the mounts and rivers have their respective gods. many vedic magic formulas which synergize with the natural facts have been found and revealed by the world’s philosophers. they are referred to as the scientific references used to overcome various aspects of human life on earth. the hydrologic cycle is highly closely related to the existence of the sun as the source of energy. the sun is the center of the solar system; it is surrounded by various outer space objects, earth is included. the sun is a huge ball which glows tremendously with a 1,400,000 kilometer diameter, meaning that its diameter is 100 times bigger than the earth’s diameter. its mass is 333,420 times the earth’s mass, and its volume is 1,300,000 times the earth’s volume, meaning that its surface is 12,000 times wider than the earth’s volume (adnyana, 2009: 1). the water on the earth’s surface is made to evaporate by the hot ray radiated by the sun. the energy of the heat radiated by the sun causes the water in lakes, rivers, oceans, and even on leaves to evaporate vertically. the extended water crisis and the badly organized e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na.1 issn: 2442-7586 (print) page: 54--72 accreditation:- 56 environmental condition have caused the discourse of the local wisdom tri hita karana to appear again. the question to what extent the hindu philosophy and theology contribute to the hydrologic cycle is raised to connect tri hita karana, the hydrological cycle and veda. the hindu teaching highly appreciates the strength of the universe. it teaches people how to keep the nature in harmony. this is one of the ways of worshipping god and his manifestations. gods are the holy shine of god. in bhagavad-gita, it is stated: “bahwa segelintir saja percikan dari tuhan dapat menjaga dan menghidupi seluruh alam semesta beserta isinya.” [what is done by god, how small it is, can protect and make the whole universe and what it contains alive]. it is the god’s shine in the forms of god which controls all his creations. the law of gods operates through the law of the nature. man appreciates it through rituals to keep the nature in harmony. this is one of the ways of worshipping the greatness of god who has created the nature. the hindu teaching does not only teach to worship the ocean without any spirit; it does not teach to worship the sun without any spirit either; all cannot be separated from the god’s strength. appreciating the god’s strength through the blessing provided by gods is the way in which the hindu worshippers respect the nature as the god’s creation. thus, there is an ethic education to protect the nature so that it will keep balanced and be in harmony. therefore, respecting the natural strength and attempting to maintain the cycle balanced are two attempts made by the hindu worshippers to glorify the holy shine of the god’s strength. 2. description of concepts 2.1 hydrologic cycle according to the modern geography, the hydrologic cycle is a route of water cycle or the journey made by water on the earth’s surface. water can change in form, and it flows to e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na.1 issn: 2442-7586 (print) page: 54--72 accreditation:- 57 various places; however, finally, it gets back to the biggest source, that is, the ocean. approximately 71% of the earth’s surface is occupied by the ocean. in the traditional geography, it is stated that the earth is divided into two parts; they are the mainland and the ocean. the mainland is further divided into seven parts (referred to as sapta dwipa); they are jambu dwipa, plaksa dwipa, kusa dwipa, kraunca dwipa, puskara dwipa, salmali dwipa, and saka dwipa. the areas which are occupied by the ocean can be divided into seven parts; they are lawana, iksu, sura, sarpi, dadhi, dugdha, and jala. among them, lawana is the most special ocean. there are many other names for the ocean. in purana, luwana is the milk ocean or referred to as ksira (adnyana, 2009: 27). in waisnawa tatwa, it is stated that water is the earliest beginning of life. purusauttama, who is well known as karanodakasayi wishnu, fills up everything with water. then the term karana ocean (the causing ocean) appears. millions of what is referred to as brahmanda (water bubbles) appears from his pores. in every brahmanda, karanodakasayi wishnu multiplies himself and fills up what is popularly known as the gharba ocean. his second aspect, that is, purusa, he is referred to as gharbodakasayi wishnu. after every brahmanda is filled up again, he becomes ksirodakasi wishnu again, and it is this which occupies 71% of the earth’s surface (adnyana, 2009: 77). thus, water is the first and the most important thing in life. 2.2 veda etymologically, the word veda is derived from the word root vid, meaning knowing. therefore, the word veda is a derivational word, meaning the truth, the holy knowledge, and wise. in other words, veda means the holy book, the holy teaching which means the eternal e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na.1 issn: 2442-7586 (print) page: 54--72 accreditation:- 58 truth for the hindu worshippers. veda is also referred to as the god’s word, meaning that the transcendental teaching which can make people more perfect and avoid them from the wicked deed (ngurah, 1999: 35). winterniz, in his book entitled a history of indian literature volume i (1972), stated that the holy book veda (rg veda) is the oldest monument and literary work in the world. if one wants to understand the beginning of the oldest culture, one should view rg veda as the oldest literary work which is still maintained. bloomfield, in his book entitled the religion of veda (1908), stated that rg veda is not only the oldest monument but also the oldest document in the eastern world. furthermore, svami sivananda stated that veda is the oldest book in the human library. the truth which every religion contains comes from veda and refers back to veda. it is the source of religious teachings; the highest source of all the religious literary works is almighty god. veda was revealed when the understanding of time became into existence. it contains the teachings which can give safety and direct what is done by man since when he is born to when he is dead. in relation to the hydrologic cycle, in rg veda xii, sukta 65, verse 2, it is explained that water functions to look after life. the verse reads as follows: rtasya dewa, anu wrata gurbhuwat paristidyaurna bhumah wardhantimapah, panwa susiswam, meaning that gods search for holy ways, get together in such a way that they entirely occupy the sky. water makes whatever grows alive; water causes them to be born noble and to follow the law of e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na.1 issn: 2442-7586 (print) page: 54--72 accreditation:- 59 the nature (rta). therefore, veda is not only limited to the guidance to individual life, but it is also the guidance to societal life. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na.1 issn: 2442-7586 (print) page: 54--72 accreditation:- 60 2.3 tri hita karana tri hita karana means the three things which contribute to prosperity, resulting from the harmonious relationship between man and god, man and his environmental nature, and man and his fellow beings. in its implementation, it is the basic foundation of the existence of the traditional villages in bali which needs to be conserved by everybody. in the life of the hindu worshippers in bali, it is implemented in the forms of parhyangan, palemahan and pawongan through rituals referred to as yadnya. the relationship between man and god is implemented by performing dewa yadnya; the relationship between man and his environment is implemented by performing bhuta yadnya, and the relationship between man and his fellow beings is implemented by performing manusa yadnya (ngurah, 1999: 99). the existences of segara temple, masceti temple, ulun suwi temple, and ulun danu temple at bedugul exemplify the implementation of tri hita karana in the balinese people’s daily life. they are the temples where the farmers and fishermen go to worship god. they also indicate that the areas where they are located are the agricultural areas. 3. theoretical orientation as the source of the heat energy and as the source of life, the sun is surrounded by the other outer space objects. according to the old greek theory, it is incorrect if the earth is the center of solar system. such a theory is misleading. in other words, it is the earth which is surrounded by the other outer space objects, including the sun. such a theory was e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na.1 issn: 2442-7586 (print) page: 54--72 accreditation:- 61 refuted by a scientist named galileo-galilei (1564-1642). according to him, the sun does not go around the earth; and that it is the earth which goes around the sun. he was the first scientist who could see the moon’s craters through his telescope. what was stated by galileo is in line with what is explained in veda as follows: “aayam gauh prsnir akramidasadan, maataram purah, pitaram ca prayantsvah”, meaning “earth rotates in the outer space with springs in its orbit. it moves around its father, that is, the sun”. (yayur veda samhita. i.iii.6). what was stated by galileo is in line with what is stated in the vedic magic formula as follows: “ia bergerak mengelilingi ayahnya” (it moves around its father) means that the earth goes around the sun as the center of the solar system. furthermore, johanes kepler, a modern scientist (1571-1819) stated that earth went around the sun. he stated that all the outer space objects went around the sun. even in his theory, it was stated that every planet went around the sun, following the oval orbiting line. however, their speeds vary; the closer a planet to the sun, the higher its speed will be. therefore, it is not surprising if a great philosopher named kanayalal manghandas talreja (2005: 161) stated that veda, despite the oldest holy book, is highly in line with the modern knowledge. as the source of the energy of heat, the sun is a huge ball which flares up and glows. the sun has the spectrum which allows experts to identity its elements. such a spectrum is made up of seven types of colors; they are red, bright red, yellow, green, blue, blue dye, and purple. what is stated in veda is as follows: e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na.1 issn: 2442-7586 (print) page: 54--72 accreditation:- 62 sapta tvaa harito rathe vahanti deva suurya socikesam vucaksano meaning, “wahai yang bercahaya sendiri. melalui spectrum illahi dari tujuh hiasan keretamu, engkau menuntun seluruh manusia” (reg veda samhita.i.50.8). [what gleams by itself, through the seven decorations of your divine cart, you guide all human beings”. such magic formula “yang bersinar sendiri (what gleams by itself)” refers to the sun. the word surya also means the sun; the sentence spectrum illahi dari tujuh hiasan keretamu (the divine spectrum of the seven decorations of your card) refers to the seven hints of the sun’s spectrum, and the word decoration refers to the color itself. furthermore, in the vedic magic formula it is stated “tujuh hiasan menaiki kereta sebagai wahananya” [seven decorations ride the cart as his means of transport], and it is the sun as his controlling object which has seven colors. it shines and guides human beings, meaning that the sun is the source of life. everything on earth will never be alive without the assistance of the sun’s ray. the sun shine gives life so that all creatures attain strength. in reg veda samhita, 1.35.10, it is stated: it is hoped that the wealthy sun will give life. and in mandala, i.50.12, it is stated that the sun makes the medical plants fresh. even plant needs the sun shine for the photosynthesis process. apart from that, the sun’s ray can avoid people from diseases as stated in reg veda samhita, 1.35.10 that “it is hoped that the wealthy sun will give freshness and life. the good guide and the gold holder are present at e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na.1 issn: 2442-7586 (print) page: 54--72 accreditation:- 63 the worshipping place. the sun’s radiation keeps caterpillars and diseases away especially in the afternoon if it is utilized properly”. in veda how the sun functions as the source of life is explained. the sun in the morning is highly good for the bone health (vitamin d). it seems that such an explanation makes everybody cool, and gives emission of energy which is good for both physical and mental health. the weather is fresh when we face the direction where the sun rises. it is at this time when it is very good to perform what is referred to as the surya namaskara movement. it is a very good movement for health, and, at the same time, it is also a movement when to respect bhatara surya (the sun). if we practice such a movement accurately and regularly with a strong belief, healthy will certainly side with us. scientifically, the vedic truth should be acknowledged, and that is enough to prove that veda is the god’s word. 4. discussion the sun is the greatest energy of heat; therefore, the ocean, as the greatest water source, is closely related to the sun. in the hydrologic cycle, it is also identified that the sea water evaporates most. most water on the earth’s surface such as the water in lakes, rivers and even on the surface of leaves evaporate. furthermore, it is stated in yajur veda samhita that : e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na.1 issn: 2442-7586 (print) page: 54--72 accreditation:- 64 “disucikan oleh sinar matahari yang bersih dan tiada cacat, sebagaimana halnya air yang bagus dan indah yang mengalir menuju samudra, naik ke atyas menuju angkasa, and memelihara tanaman obat, dimumikan oleh sinar-sinar matahari itu.” yajur veda samhita i.12). after it evaporates, it condenses and clouds are formed. such clouds get together and when it reaches the freezing point, it falls in the form of rain. if the rain directly falls into the sea, then the short cycle will take place. then it evaporates again, forms clouds and falls in the form of rain again into the sea. the next cycle is the medium one. in this case, the journey made by water is long enough. the clouds it forms are brought by the wind to the land in the earth’s surface. when they reach mountains, they are detained by forests, and when they reach the freezing point, they fall in the form of rain. the explanation is as follows: “clouds are made to be wet by forests, occupy spacious space and obtain water from the air” (yajur veda sahita i.14).” a lesson which should be well paid attention to is that, as human beings, we should conserve the forest which detains the clouds. if the forest is chopped down and damaged, then the hydrologic cycle will be disturbed and endanger the nature and the creatures on its surface. therefore, we should learn how to look after the forest to keep the nature conserved. if the forest is left to be denuded, the hydrologic cycle will not take place as it should. the reason is that the more the trees in the forest are felled, the scarcer the rain will be. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na.1 issn: 2442-7586 (print) page: 54--72 accreditation:- 65 in the long hydrologic cycle, the clouds which are formed are brought to the mountains by the wind and finally reach the peak when the temperature is very cold. when they reach the saturation point, they fall in the form of rain and even ice in the mountains. gradually as time passes, the ice in the mountains melts and flows along the rivers and empty into the sea. much is absorbed by the land. this is what is referred to as the long cycle. the area when the clouds go is referred to as the plateau, and in veda it is explained in the magic formula as follows: upahvaresu yad aciddhyam yayim vaya iva marutah kena cit pathaa scotanti kosaa upa vo rathesvaa ghrtam uksataa madhuvarnam arcate, meaning that hi the vital principle, if you pile the moving clouds on or close to a mountainous slope, then they will fly to different directions as birds do, where they will change into the rain which is saved in your cart. it is hoped that you will expel what is sweet, that is, drops of honey around you”. (reg veda samhita.i.87.2). it is such a cycle which the water on the earth’s surface undergoes. it should be recognized that how important it is for us to do what we can do to maintain such a cycle as it contributes to the fertility and prosperity on the earth’s surface; in other words, such a cycle will keep the fertility and prosperity on the earth’s surface not disturbed. if human beings are aware that this should be understood, water will become a very important thing. even in every ritual performed by the hindus, water is always used as the most important purifying e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na.1 issn: 2442-7586 (print) page: 54--72 accreditation:- 66 medium. the water sources such as wells, rivers, lakes, showers, and even oceans are physically and spiritually purified. therefore, understanding such a hydrologic cycle means that we should be aware that it is very important to look after the water on the earth’s surface. the reason is that it is the water which can make everything alive. there will be no life without water. the most outstanding objective of every ritual which is performed by the hindus is to make the macrocosmos and microcosmos (the universe and ourselves) in harmony. what can be found in the microcosmos can also be found in the macrocosmos. simply, it can be stated that our bodies are made up of five elements which come from the universe; they are soil, water, air, fire, ether, and earth; they all form our bodies. therefore, our bodies are closely related to the nature around us. if the universe around us seriously changes or are seriously disturbed by pollution then automatically our bodies will change as well. therefore, the hindu worshippers always do their best to keep the nature balanced. in the hindu teaching the hydrologic cycle is used as the strong foundation of the holy book. it is implemented through rituals which are performed to keep such a cycle balanced. if such a concept of being balanced is philosophically observed, then we can see that water flows through rivers from mountains. mounts and forests should be well looked after to keep the water flowing through rivers balanced. if mounts and forests are degraded, then the water flowing through rivers will lead to disasters. if forests are degraded, floods cannot be avoided from taking place and will affect the mainland as all types of dirt will go the ocean. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na.1 issn: 2442-7586 (print) page: 54--72 accreditation:- 67 in this case, the hindu concept is multiple. on one hand, the respect for the nature is addressed to the power which controls the nature itself, that is, almighty god through his holy rays, namely, great gods; on the other hand, it is an attempt to respect the nature, as, if it is respected, it will indirectly urge that human beings should keep it balanced, and, if it is balanced, it will be useful to the human life. the positions of man, the nature and god should be in harmony, as if they are in harmony all creatures will be safe. similarly, there is also such a relationship between the sun and the sea water; the sun causes the sea water to rise and fall. in this case, the earth’s satellite, that is, the moon also plays an important role. the sun causes the sea water to rise and fall, and the moon has the strength which can draw the earth. when the sun and moon are in the same line as the earth, the drawing between the sun and the moon causes the sea water to rise dramatically. this is explained in veda as follows: “pencipta segala object yang tergantung di angkasa dan daya bawaan di dalam matahari untuk menggerakan air”. (yajur veda samhita.iv.36)” [the creator of every outer space object and the sun’s water moving capability”. the words “daya bawaan di dalam matahari (the sun’s water moving capability)” in the vedic magic formula above means that the sun is capable of causing the sea water to rise. such information above is in line with the scientific fact. that indicates that the sun cannot be separated from the ocean. in several cases, the controllers of the two strengths are closely related. the sun ‘surya’ and the ocean ‘waruna’ are always side by side in several e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na.1 issn: 2442-7586 (print) page: 54--72 accreditation:- 68 aspects of the vedic literature. in bhagavad-gita, it is stated that the ocean is the biggest and most important source of water: “sarasam asmi saagarah”, meaning that among the water sources, i am the ocean (bhagavad-gita.10.24). as the biggest water source is the ocean, all the water on the earth’s surface goes to and comes from the ocean. the rain that falls to the earth’s surface stagnates on the mainland and valleys in such a way that they form lakes, and flows through rivers. the short, medium and long cycles of water come to an end in the ocean. the ocean is controlled by lord waruna, meaning spreading out. it can be imagined that the ocean is so wide that it covers most parts of the earth. its strength is so great that man becomes meaningless. in purana, it can be identified that purusa (god), as karanodakasayi wishnu, lies down on the causing ocean (karana), and water bubbles referred to as brahmanda appear from his pores. it is in this brahmanda various visible and invisible types of the layers of the universe exist, informing us that the ocean is so great. it is the embryo of life which keeps developing. therefore, the ocean is also referred to as the greatest source of water which is so extraordinarily strong. lord waruna is a great god which controls the so great strength of the ocean. in addition, he is also the lord of all types of water and its creatures. in several holy books, lord waruna is better known as bhatara sagara. there is a myth in which it is told that gods and giants construct a great project and mix the ocean referred to as lawana. both gods and e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na.1 issn: 2442-7586 (print) page: 54--72 accreditation:- 69 giants want to have an eternal drink named amerta, and that can be made by distilling the lawana ocean (the milky ocean). it is in this episode the lord waruna’s greatness is shown. he is a great lord; all gods and giants worship him, indicating that he is an extraordinarily lord, as stated in the following sentence: “mojar tang dewata ri sang hyang samudra. tasyasih ta kamung hyang sagara. haywa kita tan dharana ri pangaras ning dwipa. yapwan siddhana mijil ikang, amrta sangke ksrarnawa atyanta parisuta nikang tribhuana, mwang mahadibyanta, wenang maweh suka ring watyek hyang”. meaning, “berkatalah para dewa kepada sanghyang waruna, kasihanilah kami wahai sanghyang sagara. janganlah engkau mengabaikan sentuhan pulau ini. jika amrta ke luar dari samudra lawana, alangkah bahagianya ke tiga dunia ini atas kesetiaanmu memberikan kesejahteraan pada para dewata” (adi parwa.iv.31). [all gods say to lord waruna, “lord sagara, will you pity on us?; you should not forget to touch this island. if the amrta flows out the lawana ocean, these three worlds will be happy that you faithfully make all gods welfare”]. from the above description it can be identified that lord samudra is merciful. he does not mind blessing his worshippers. however, what is always emphasized by lord waruna is that everything should refer to the prevailing law. lord waruna is one of the gods who always maintains the nature’s work law. although he is highly merciful, he will not be so merciful if his worshippers do not do their best to work based on the work ethic. lord waruna is one of the gods who always gives priority to the work ethic and the fixed nature’s law. although the gods and giants propose to him that the tirta amrta do not flow outside e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na.1 issn: 2442-7586 (print) page: 54--72 accreditation:- 70 the ocean, he does not directly make the holy water ‘tirta’ appear. the gods should also work hard to obtain what they have dreamed of. they distill the lawana ocean. that warns human beings in general and those who are lazy in particular that the gods should also work hard and cannot avoid the law which has been stipulated. it is what has been done by the gods which should be exemplified by human beings that nothing is possible without work. in many literary books, lord waruna always shows an eternal law. he always presents the consequence of the nature’s law which cannot be changed. as the god who controls water, lord waruna is always merciful and gives welfare. he is a great god who always stands before the worshippers who intend to purify themselves or the objects which can be found in water. based on such a myth, the sea is certainly one of the good and great places where people can purify themselves in both large and small scales. as an example of the large scale purification is the pilgrimage “melasti” ritual which is performed by the hindus to purify the earth. in this case, the first thing they visit is the ocean. melasti is a sacred process during which the gods residing at all the temples go to the ocean to neutralize the macrocosmos and to keep it balanced. in this context, the gods wipe out what is dirty ‘leteh, cemer’ and take the holy water of life for the betterment of the universe. the reason is that the ocean is the center of the socalled sakti and siddhi utama. all the holy rivers which are believed to have power and strength can physically and spiritually purify what is dirty. the gangga river, yamuna e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na.1 issn: 2442-7586 (print) page: 54--72 accreditation:- 71 river, godawari river, sindhu river, narmada river, kaweri river, and the others flow on the earth’s surface and come to an end in the ocean, where the water flowing from all the rivers meet. physically, it is not wrong if the hindus who live far from bharata warsa or the areas where the gangga river flows go to the sea to purify themselves, as the gods do; they go to the ocean to search for what is called amrta. in purana, lord baruna is stated to ride a marine creature referred to as gajahmina or makara. everything which is related to water and the marine creatures are faithful to him. in bahavad-gita, god utters as follows: “varuno yaadasaam aham”, meaning that lord waruna is one of the creatures who lives in water (bhagavad-gita.10.29). the depth of the ocean which looks quiet contains various extraordinary strengths. from the spiritual conception, an ocean is a place where everything gets free and it is lord waruna which is identical with that. 5. conclusion based on what was discussed above and referring to the theories which have been proved and examined to be true, it can be concluded that the hydrological cycle is the journey made by the water on the earth’s surface. water changes its form and flows to different areas and finally it comes to an end in the greatest source of water, that is, the ocean. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na.1 issn: 2442-7586 (print) page: 54--72 accreditation:- 72 the evaporation resulting from the sun’s heat energy causes water to change its form. the water which evaporates in different areas changes into clouds. in other words, the clouds are formed by the rising mass of the weather before they condense to form the gentle dews which fly in the atmosphere. it is possible that the clouds will become dangerous storms which are pitch black in color. they are dangerous as they often lead to a thunderstorm or cumulonimbus (cb). the clouds which look soft and highly bright are referred to as cirrus (cr). when they are formed, they are flown to different parts of the world, and when they reach saturation point, a natural phenomenon falls and it is this which is referred to as rain. it makes the earth wet, fills up dams, flows through rivers, and fertilizes every type of life. the hydrologic cycle can be classified into three; they are the short cycle, the medium cycle, and the long cycle. each model indicates how long or how fast the cycle takes place on the earth’s surface until it reaches the greatest source, that is, the ocean. essentially, rain can be used to measure the classifications of the hydrological cycle, and all the processes are controlled by the sun. it is the sun which plays the most important role in controlling life and causing everything on the earth’s surface to be alive. thus, the theories proposed by the modern scientists and the vedic clauses as to the hydrological cycle have become a synergism, meaning that the opinion of the modern scientists that the hydrological cycle can affect the nature’s condition is identical with what is stated in the vedic clauses. the relationship among the three should be in harmony to e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na.1 issn: 2442-7586 (print) page: 54--72 accreditation:- 73 make life balanced (tri hita karana). therefore, veda is the brochure of the universe. it even contains the smallest matters pertaining to life . e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na.1 issn: 2442-7586 (print) page: 54--72 accreditation:- 74 references ac. bhaktivedanta swami prabhupada, sri srimad. 2006. bhagavad-gita menurut aslinya. jakarta: hanuman sakti. adnyana, gede agus budi. 2009. air menurut veda. denpasar: pustaka bali post. debroy (bibek dan divapali). 2001. siva purana. surabaya: paramita manghandas talreja, kanyalal.2005. veda dan injil, satu studi komparatif. jakarta: media hindu. ngurah, i gusti made. 1999. buku penndidikan agama hindu untuk perguruan tinggi. surabaya: pt. paramita puja, gede dan wayan maswinara. 1998. yajur veda samhita. surabaya: paramita puja, gede dan w. sadia. 1982. reg veda samhita. departemen agama ri tim penyusun. 2005. geografi. klaten: cempaka putih titib, i made. 2008. itihasa (viracarita). surabaya: paramita. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 14, no. 2, july 2020, pages: 276-289 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i02.p11 276 the use of group discussions to improve the achievement in speaking skill erna maya manafe kupang, indonesia ernamanafe213@gmail.com article info abstract* received date: march 11, 2020 accepted date: march 12, 2020 published date: july 31, 2020 keywords:* group discussion, speaking ability,independent variable this is a preexperimental research which used one group pretest and post-test design. the objective of this research was to know the effectiveness of group discussion in improving the students’ english language learning using group discussion. the populations of this research were the ninth grade students of smpn 13 maulafa kupang numbering 233 students. the samples of this research were 35 students. the variables of the research were the students’ achievement, as depend on variable, and the use of group discussion as the independent variable. the method of collecting data used in this research was pretest that was given before treatment and post-test that was given after treatment to analyzed the data, the writer used t-test formula. the result of the research showed that the score of the t-test in the first session was 11.15, while in the second session was 14. the score of t-table for level of significant for df 34 in level 0.05 is 2.30 and in level 0.01 is 2.73. after comparing the score of t-test and t-table, it means that group discussion can significantly improve the students’ achievement in english speaking ability. besides, it also can make the class active, alive, and motivate student to work together to develop and share ideas more freely. the problems that make the students were difficult in speaking was the lack of vocabulary mastery. 1. introduction in this globalization era, the role of english in various aspects of life becomes more dominant and very important. the use of this language has touched all fields of science, technology, culture, and commerce. other than that, this language is also used as a communication tool to mailto:ernamanafe213@gmail.com 277 conduct relations between countries around the world. whether it is bilateral or multilateral cooperation. in other words, english has become the international language used throughout the world. seeing such important role, the government issues a policy to implement english language learning activities to learners i various educational institutions, particularly at high school level. currently english language learning has reached a high level. it is characterized by the decision of the government as one of the core subjects in national examinations. this fact prosecutes those responsible for education, in this case the teacher, to do a lot of breakthroughs in the learning process. the breakthroughs should certainly be innovative and creative ones, for example by the use of interesting teaching methods and techniques. the aim is that students are motivated to engage in learning activities undertaken by teachers in classroom. with the motivation in the learner sides, it is expected that english language skills of the students will continue improving. based on the school-based level curriculum (ktsp), the purpose of english language learning at junior high school is to develop the language skills, involved written and oral communication dealing with the development of science technology in this globalization era (hasan, 200 this and means that the learners are required to have the integrated english language skills, whether aspects of listening, speaking, reading or writing. the four skills, speaking become the most dominant and important in communication activities. the reason is that people with physical and mental limitations can talk without having to master other aspects. moreover, speaking activity trains the learners to be able to communicate properly in accordance with the existing context and culture. polite or not of a person, can also be seen from the way he/she speaks. that is why speaking becomes the most dominant aspect of the other aspects and the main focus in the learning activities. nevertheless, the fact shows that most junior high school students have not been able to speak english well. one reason is that english is not the language of instruction as well as malaysia which has had english as a language of instruction in the country (alwasilah, 1985). this makes the learners only learn the language at school during english lessons take place. after the lesson, they re-use indonesian language or their local language to communicate. besides, with a monotonous learning method, then english becomes a boring subject for them. the phenomena above also occurred in the ninth grade students of smpn 13 kupang. english speaking ability of these students from year to year is still low. this can be seen in such cases like when students try to express their ideas in english orally, they often stop in the middle of the conversation, because they have very limited vocabulary and most of them have lack of the courage to talk in english to their teacher and classmates. therefore, the writer would try to improve their english language skills through group discussion activities slavin (1995) states that learning in group can develop self-confidence, sympathy, and love. in small groups, learners can participate actively in speaking and group dynamics are increasingly developing (gotebiowska. 1998). therefore, teacher can form small groups that consist of active and passive learners to practice working together with mutual respect, so that group members have the courage to express themselves and communicate in the target language fluently. in a line with the above descriptions, weissberg (1988) asserts that by dividing the class to small discussion groups is the most effective form to develop oral language skills. it is expected that by using oral communication in group, students' english speaking skill can be improved. 2. research methods in this study the writer presents some points related to the method of the research, that research design, population and samples. research procedure, research instrument and technique of data analysis 278 2.1. type of research the research is basically pre-experimental research which uses only one group to be treated, to find out the effectiveness of using group discussion in improving the speaking skill of the research subjects. the design that is used in this research is one group pre-test and post-test design la this research the students were tested twice first was pre-test which was done before the treatment and then post-test which is done after the treatment (nazir, 1988 279). the design can be seen as follow: pre test tratment post test to x t1 note: to : pre test ti : posttest x : the treatment in teaching speaking 2.2 types of variables there were two variables involved in this research, they are dependent variable and independent variable. the dependent variable is the variable that depends to other variable. while independent variable is a free variable or the variable that does not depend to other variable. this variable affects the existence of the dependent variable. in this research, the dependent variable is the students' achievement in speaking ability, while independent variable is the use of group discussion. 2.3 population and sample according to arikunto (2009:130), population is the entire subjects of research, while sample is the part of the population that can represent and describe the character of the actual population. if the number of the population is less than 100, then all the population can be taken as the sample, but if the number is more than 100, then the research can take 10-15% of population to be the samples. based on the statements above, the population of this research were all the ninth grade students of smp negeri 13 kupang in the academic year 2010/2011, amounting to 233 people. while the samples were 15% from the total population. so the number of sample of this research were 35 students. to facilitate the implementation of the study, the researcher chose a class to be used as the research sample. in this case, the researcher close class xia which consisted of 35 students as objects of research. this reason also accords to the design if the study, that was pre-experimental study which used one group pre test and post-test design. 2.4 research procedures to obtain the accurate data, the writer used the following procedures in conducting the research 1. preparation in this stage, the writer prepared the entire instruments such as the test (pre-test and post-test) and the lesson plans for teaching speaking by applying group discussion. 2. pre-test 279 in this stage, the writer gave a pre-test to the students the teacher distributed them a set of pictures about public service and asked them some questions that had to be answered spontaneously and individually. each student got one picture to be described. they were given 30 minutes to prepare themselves for the pre-test. then the rest time about 60 minutes was used to conduct pre-test. 3. giving treatment for the treatment, the writer used the meeting of the next day, the purpose of this way is in order that the treatment can be applied optimally, to apply the treatment, the students were divided into seven small groups consisted of five students as members of each group the materials to be discussed were the pictures that were used in the pre-test the students were given time about 30 minutes to discuss their material, and the rest time was used to present the result of their discussion. 4. post-test a post-test was given to know the improvement of the students in speaking ability after the treatment. the questions of this post-test were similar to those of the pre-test. the test was conducted individually because it needed much time to asses each student, then the writer used the next meeting to conduct post-test. 5. collecting data the writer collected the data from the pre-test and posttest by using an observation form which adapted from david p. harris (1984)in ratminingsih (www.undiksha.ac.id) about the criteria of evaluation speaking ability. the form is as follows: no name pronuciation grammar vocabullary fluency comprehension total score 1 a 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 2 b 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 3 c 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 4 d 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 5 e 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 6 f 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 ... 35 g 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 each criterion was scored by using rating scale i to 5, in which 1 is worst, 2 is worse, 3 is enough, 4 is good, 5 is best. all scores were summed to get total scores that were used to count the mean. 6. analyzing data in analysing data, the writer counted the mean of the pre-test and posttest, then compared them whether or not group discussion was effective in improving speaking skill of the students of the second grade of smp n 13 kupang. 280 2.5 research instrument the instrument used in this research is an achievement test. it consists of a chain of questions or exercises to measure the students' skill in speaking english, both before and after treatment. 2.6 technique of data analysis to know whether group discussion is effective in improving speaking skill or not, the writer used t-test formula (arikunto, 2009) to compare the result of pre-test and post-test so the steps to analyze the data are as follows: 1. counting the mean of pre-test and the mean of post-test, by using this formula as stated by arikunto 2009:284): in which = the mean n = the total number of sample xi = total score 2. counting the means difference by using t-test formula(arikunto,2009:395) in which t = the score of t-test form sample = the difference between the mean score of pre-test and post-test d = the difference between the score of pre-test and post-test of each student d2 = the quadrant of the difference between the score of pre-test and post-test of each student n = the total of sample 3. theoretical framework in this study the theory used by weissberg (1988) asserts that by dividing the class to small discussion groups is the most effective form to develop oral language skills. 4. discussion in this research presents the finding and discussions of this study. in this case the writer involves the results of research, analyzes the result then draws conclusion of the research.to find the data accurately, the writer treated the students in two different sessions. in the first sessions, the writer conducted pre-test before treatment. to begin the research, the writer gave the students some pictures related tu public service. each student got one picture. after that the writer asked them to tell the picture by using their own words individually. this was the pre-test. all students had opportunity to explain their pictures. the writer took their score which are presented in table 1. then the writer gave them a treatment, that is group discussion. in this treatment, the students were divided into seven small groups, because their number is 35 students. in this treatment, the material is the material that was given before pre-test. after the treatment the writer gave a post 281 test. the questions of this post-test are dealing with the material discussed in group. the two tables below show the score of the pre-test conducted before treatment and post-test conducted after treatment in speaking achievement to all the students of class ix of smp negeri 13 kupang. table 1. the score of pre-test in speaking achievement of the first session no name pronunciation grammar vocabulary fluency comprehension total score (x1) 1 a 2 2 2 2 2 10 2 b 2 2 3 2 2 11 3 c 2 2 3 2 2 11 4 d 2 2 2 2 2 10 5 e 1 1 1 1 1 5 6 f 1 1 1 1 1 5 7 g 3 3 3 3 4 16 8 h 1 1 1 1 1 5 9 i 2 2 2 2 2 10 10 j 1 1 1 1 1 5 11 k 2 2 2 2 2 10 12 l 2 2 2 2 2 10 13 m 1 1 1 1 1 5 14 n 2 2 2 2 2 10 15 o 3 3 3 3 4 16 16 p 2 2 2 2 2 10 17 q 1 1 1 1 1 5 18 r 2 2 2 2 2 10 19 s 2 2 2 2 2 10 20 t 2 2 2 2 2 10 21 u 2 2 2 2 2 10 22 v 2 2 2 2 2 10 23 w 1 1 1 1 1 5 24 x 2 2 2 2 2 10 25 y 3 2 3 3 4 15 26 z 1 1 1 1 1 5 27 aa 1 1 1 1 1 5 28 bb 4 3 3 4 4 18 29 cc 1 1 1 1 1 5 30 dd 1 1 1 1 1 5 31 ee 1 1 1 1 1 5 32 ff 4 3 3 4 3 17 33 gg 1 1 1 1 1 5 34 hh 1 1 1 1 1 5 35 ii 2 2 2 2 2 10 total 63 60 63 63 65 314 based on the data above, the writer counted the mean score of the pre-test of the first session using formula in which is the mean of the pre-test, is the total scores of the pre-test, and n is the total numbers of the samples. so the mean of the pre-test of the first sessions is 8.97 282 table 2. the score of post-test in speaking achievement of the first session no name pronunciation grammar vocabulary fluency comprehension total score (x2) 1 a 2 3 3 3 3 14 2 b 3 3 3 3 3 15 3 c 2 3 3 3 3 14 4 d 3 3 3 3 3 15 5 e 2 2 3 3 3 13 6 f 2 2 3 3 3 13 7 g 3 3 3 3 3 15 8 h 3 2 3 3 3 14 9 i 3 3 3 3 3 15 10 j 3 2 3 3 3 14 11 k 3 3 3 3 3 15 12 l 3 2 3 3 3 14 13 m 3 2 3 3 3 14 14 n 3 3 3 3 3 15 15 o 4 3 3 4 4 18 16 p 3 2 3 3 3 14 17 q 3 2 3 3 3 14 18 r 3 3 3 3 3 15 19 s 3 3 3 3 3 15 20 t 3 3 3 3 3 15 21 u 3 3 3 3 3 15 22 v 3 3 3 3 3 15 23 w 3 3 3 3 3 15 24 x 3 3 3 3 3 15 25 y 4 3 3 4 4 18 26 z 3 2 3 3 3 14 27 aa 3 2 3 3 3 14 28 bb 4 3 3 3 3 16 29 cc 2 3 3 3 3 14 30 dd 3 3 3 3 3 15 31 ee 3 3 3 3 3 15 32 ff 4 3 4 4 4 19 33 gg 2 3 3 3 3 14 34 hh 2 2 3 3 3 13 35 ii 3 2 3 3 3 14 total 102 93 106 108 108 517 to count the mean of the post-test, the writer used formula in which is the mean of the post-test, is the total scores of the post-test, and n is the total numbers of the samples. so the mean of the post-test of the second sessions is 14.77 the next step is putting the total scores of the two tests above in a new table to provide data for counting the t-test observation scores. below is the table 3 that shows the comparison of total 283 scores of the pre-test and post-test, the differences between the total scores of the two tests, and the quadrates of the differencess of the two tests. table 3. the compasrison between the pre-test and post-test scores of the first session name x1 x2 d1 (x1-x2) a 10 14 -4 16 b 11 15 -4 16 c 11 14 -3 9 d 10 15 -5 25 e 5 13 -8 64 f 5 13 -8 64 g 16 15 1 1 h 5 14 -9 81 i 10 15 -5 25 j 5 14 -9 81 k 10 15 -5 25 l 10 14 -4 16 m 5 14 -9 81 n 10 15 -5 25 o 16 18 -2 4 p 10 14 -4 16 q 5 14 -9 81 r 10 15 -5 25 s 10 15 -5 25 t 10 15 -5 25 u 10 15 -5 25 v 10 15 -5 25 w 5 15 -10 100 x 10 15 -5 25 y 15 18 -3 9 z 5 14 -9 81 aa 5 14 -9 81 bb 18 16 2 4 cc 5 14 -9 81 dd 5 15 -10 100 ee 5 15 -10 100 ff 17 19 -2 4 gg 5 14 -9 81 hh 5 13 -8 64 ii 10 14 -4 16 total 314 517 -203 1501 from the table 3 above the writer counts the score of t observation (t0) of the first session. the formula is: to count the t observation, it is needed to count the mean differences of the two tests. for this, the writer uses the formula: , in which is the mean differences of the pre-test and post-test, is the total score of the differences between pre-test and post-test, and n is the total number of the samples. 284 so the writer has got the score of . it is (-5.8) = -203 = 1501 n = 35 now the writer inserts the score to the formula of t-test to gain the t-observation score. althought the score of t observation is minus, the score does not mean negative score. based on the t observation score above, it means that there is as much as 11.15 differences in speaking achievement betseen the learning which used group discussion and the learning before using group discussion. then the writer finds out the score of t table for df 34 at the significance of 0.05 and 0.10. at the 0.05, the score of t table is 2.03, while for level 0.01, the score of t-table is 2.73. from the result, the writer gets that 2.03 < 11.15 > 2.73. this indicates that there is a significant achievement in speaking ability in learning using group discussion. to assure the result of the data, the writer designed another learning activity by using discussion. this is to assure that the group discuission is really effective to improve the students’ achievement in speaking ability. the material is still same as the first session. the difference is if in first session, the teacher used pictures, then in the second session, the writer used text. below are the tables that show the pre-test and post-test of the second session. table 4. the score of pre-test in speaking achievement of the second session no name pronunciation grammar vocabulary fluency comprehension total score (x2) 1 a 3 2 3 3 3 14 2 b 2 2 2 3 3 12 3 c 2 2 2 3 3 12 4 d 3 2 2 3 3 13 5 e 2 3 2 2 2 11 6 f 2 3 2 3 3 13 7 g 3 3 3 3 4 16 8 h 2 3 2 3 2 12 9 i 3 2 2 3 2 12 10 j 2 2 3 2 2 11 11 k 3 3 3 3 2 14 12 l 3 3 3 3 3 15 13 m 2 2 3 3 2 12 285 14 n 3 3 3 2 3 14 15 o 3 3 3 4 4 17 16 p 3 3 3 2 3 14 17 q 3 3 3 3 3 15 18 r 3 3 2 2 3 14 19 s 2 2 2 2 3 11 20 t 2 3 3 2 3 12 21 u 2 3 2 3 3 14 22 v 2 3 2 2 3 12 23 w 3 3 3 2 2 12 24 x 3 3 3 2 2 13 25 y 3 3 2 3 4 16 26 z 3 3 2 3 2 13 27 aa 2 2 3 3 2 11 28 bb 3 3 3 4 4 17 29 cc 2 2 3 3 3 13 30 dd 3 3 3 3 3 15 31 ee 3 3 4 3 3 15 32 ff 3 3 3 3 4 17 33 gg 2 3 3 3 3 14 34 hh 3 3 3 3 2 14 35 ii 3 3 3 3 2 14 total 91 95 93 97 98 474 based on the data above, the writer counted the mean score of the pre-test of the fisrt session using fomula: in which is the mean of the pre-test, is the total scores of the pre-test, and n is the total number of samples. so the mean score of the pre-test of the first session is 13.54 table 5. the score of post-test in speaking achievement of the second session no name pronunciation grammar vocabulary fluency comprehension total score (x2) 1 a 3 3 3 3 3 15 2 b 3 3 4 3 3 16 3 c 3 3 3 3 3 15 4 d 3 3 3 3 3 15 5 e 3 3 3 3 4 16 6 f 3 3 3 3 4 16 7 g 4 4 4 4 4 20 8 h 3 3 3 3 3 15 9 i 3 3 3 3 4 16 10 j 3 2 4 4 4 17 11 k 3 3 3 3 4 16 12 l 3 3 3 4 4 17 13 m 3 3 3 3 3 15 14 n 3 3 3 4 3 16 15 o 4 4 4 4 4 20 16 p 3 3 3 3 4 16 17 q 3 3 3 3 4 16 18 r 3 3 3 3 4 16 19 s 3 2 3 4 3 15 20 t 3 3 3 3 3 15 21 u 3 3 4 4 3 17 22 v 3 3 3 4 3 16 23 w 3 2 3 3 4 15 24 x 3 3 4 4 4 18 286 25 y 4 3 4 4 4 19 26 z 3 3 3 3 3 15 27 aa 3 3 3 4 3 16 28 bb 4 3 4 4 4 19 29 cc 3 3 3 4 4 17 30 dd 3 3 3 4 4 17 31 ee 3 3 3 3 4 16 32 ff 4 3 4 4 4 19 33 gg 3 3 4 3 3 16 34 hh 3 3 4 3 3 16 35 ii 3 4 4 4 4 18 total 110 104 117 121 125 577 to count the mean of the post-test, the writer uses fomula , in which is the mean of the post-test, is the total scores of the post-test, and n is the total number of samples. so the mean score of the post-test of the second session is 16.49 from the two tables of the second session above, the writer make a new tables (tables 6) that shows the differences between the pre-test and the post-test, and their quadrates. this table is needed to prepare data to calculate the t observation for the second session. table 6. the compasrison between the pre-test and post-test scores of the second session name y1 y2 d2 (y1-y2) a 14 15 -1 1 b 12 16 -4 16 c 12 15 -3 9 d 13 15 -2 4 e 11 16 -5 25 f 13 16 -3 9 g 16 20 -4 16 h 12 15 -3 9 i 12 16 -4 16 j 11 17 -6 36 k 14 16 -2 4 l 15 17 -2 4 m 12 15 -3 9 n 14 16 -2 4 o 17 20 -3 9 p 14 16 -2 4 q 15 16 -1 1 r 14 16 -2 4 s 11 15 -4 16 t 12 15 -3 9 u 14 17 -3 9 v 12 16 -4 16 w 12 15 -3 9 x 13 18 -5 25 y 16 19 -3 9 z 13 15 -2 4 287 name y1 y2 d2 (y1-y2) aa 11 16 -5 25 bb 17 19 -2 4 cc 13 17 -4 16 dd 15 17 -2 4 ee 15 16 -1 1 ff 17 19 -2 4 gg 14 16 -2 4 hh 14 16 -2 4 ii 14 18 -4 16 total 474 577 -103 355 by using the first formula as the first session, the writer also calculates the mean of the difference between the pre-test and post-test of this second session. after calculating the data by using the formulas as presented before, the writer gets that mean difference of two test session is -2.94, ∑d2 is -103, is 355 and n 35. the next is put the scores in the t observation formula the same as the first session, the score of t observation of the first session is also minus, but is does not mean the score is negative. the score of t observation is higher than t table. it means that the there is as much as 14 significant impovement in speaking skill by using group discussion in learning. the score of t table for level of significance for df 34 in level 0.05 is 2.03 and for level 0.01 is 2.73. for this, the writer got that t observation is higher than t table. this indicates that the use of group discussion in session two also showed a significant improvement to the speaking achievements of the students of class ix of smp negeri 13 kupang. after analyzing the data both the first and second sessions, the writer concludes that alternative hypotheses (h) that said that the use of group discussion can improve the students achievement in speaking ability is accepted and rejects the hypothesis null that said that the use of group discussion cannot improve the students' achievement in speaking ability. the conclusion above based on the scores of t observations (t0) of the two sessions. the formula to accept the ha s t0.05 < t0 > t0.01. the first session shows that 2.03 < 11.15 > 2.73, and for the second session 2.03 < 14 > 2.73. these scores indicated that there was a significant improvement in students' speaking ability as much as 11.15 point in the first session and 14 point in the second session through the use of group discussion in learning compared to the individually learning 288 besides calculating the scores of t observation of the two tests, the writer also saw that in the pre-test of the second session, the score is higher than the pre-test in the first session. it was indicated by the mean score of the first pre-test which is only 8.97 while the second pre-test is 13.54. it also happened to the post-test of the second session which gained mean as much as 16.49. this score is higher than the first session which gained mean as much as 14.77. these results indicate that the students show an improvement in english learning from day to day besides scoring the pre-test and post-test, actually the writer also observed the process of the application of the treatment. the students showed a positive respond when the teacher asked them to present the result of their discussion in front of the class. in this treatment, the writer actually tried to train them to work together in developing ideas about the material, be braver in speaking, and so on. before the first treatment, the writer found most students had difficulties in stating their ideas. but after the treatment, these difficulties were quite reduced. this was indicated by the students' participation in class activities when the teacher asked them to describe the pictures they have. in the second pre-test and post-test, the writer found that the score was more increasingly. this is possibly caused by the topic of the second session still related to the topic of the first session. although the results show positive improvement, but there were also some weaknesses that need more controls when applying this treat for examples noise of the students' voice when they are discussing. sometimes there were one or two students of a group tried to annoy the members of other group, and this invited the noise that disturbed the group discussion but this was still under controlled in sense that they show a good attitude when teacher asked them to discuss their material. 5. novelty the novelty in this study the process of studying english in the classrom shows that the applied of group discussion more effective, because the situation in the classroom more active and all the student have the opportunity to share all their ideas. beside that there are some new vocabularies that student can used and got during the process of group discussion. 6. conclusion based on the data presented in the previous chapter, the writer concludes that the use of group discussion can improve the achievement in speaking ability of the ninth grade students of smp negeri 13 kupang. this is proven by the score of the t observation of the two sessions which are higher than t table. the group discussion is an interesting activity which makes the class more active and alive. in this situation, the students can work together to develop and share the ideas more freely. in their attempts to learn english. unavoidable that some students of the observed class still had. it was difficulties in speaking english. their difficulties among others due to the lack of english vocabulary mastery. this caused they were difficult to state ideas and of course this affected their pronunciation, grammar, diction or vocabulary choice, fluency, and comprehension dealing with the material given by the teacher. 7. acknowledgements i would like to dedicate my best thanks to dr.ni luh nyoman seri malini, s.s.,m.hum, as my research supervisor who always leads and encourages me to get the best critical thoughts and ideas in finishing this article. references ahmad a. 1986. metode khusus pendidikan agama, armico, bandung alwasilah a. c. 1985. sosiologi bahasa. angkasa, bandung 289 arikunto, s. 1989. prosedur penelitian suatu pendekatan praktis. bina aksara jakarta arikunto, s. 2009. manajemen penelitian. rineka cipta, jakarta brown, g., yule, g. 1983, teaching the spoken languange. canbridge university press. new york dharma, s., et al. 2008. strategi pembelajaran dan 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speaking from theory to practice. cambride university press. new york riduwan, 2006. belajar mudah penelitian. alfabeta. bandung roestiyah, nk, 1991. strategi belajar mengajar, rineka cipta. jakarta salvin, r. e. 1995. cooperative learning: theory, research and practive. allyn and bacon. boston surakhmad, w. 1996. pengantar interaksi mengajar belajar (dasar dan teknik metodologi pengajaran), tarsito. bandung tarigan, h. g. 1983, berbicara sebagai suatu ketrampilan berbahasa. angkasa. bandung unesco. 2006. practical tips for teaching large classes: a teacher’s guide, bangkok vadnay, m. 2006. aplied linguistic i. bolcsesz. konzorcium weissberg, r. 1998. promoting acquisition in the conversation class zuhairini, et all. 1993. metodik khusus pendidikan agama. usahan nasional. surabaya biography of authors erna maya manafe, spd. was born in kupang on mei 15th, 1978. she graduated her bachelor degree at undana university 2011. email: ernamanafe213@gmail.com e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 168--181 accreditation:- 168 e-journal of linguistics analysis of three dimensions of meaning in the translation of religious verbal symbols in the book of revelation ni made diana erfiani e-mail: diana.erfiani@gmail.com dhyana pura university ida bagus putra yadnya e-mail: putrayadnya@yahoo.com study program of linguistics, school of postgraduate studies, udayana university i nengah sudipa e-mail: nengahsudipa@yahoo.co.id study program of linguistics, school of postgraduate studies, udayana university ida ayu made puspani e-mail: dayupuspani@yahoo.com study program of linguistics, school of postgraduate studies, udayana university abstract this present study was intended to reveal that it is so important for a translator to understand meaning when rendering messages from a source text into target text. according to nida (1964:57), the translator‟s low conception of meaning is made up of three dimensions; they are linguistic meaning, referential meaning, and emotive meaning. such a low conception causes the meaning which is rendered to be distorted, and this negatively affects the target readers especially the common ones, and will become worse when the text which is translated is the one with symbolic language in which the element of the sign, which is referred to as representament, is conventionally related to the object it refers to. the result of analysis of the three dimensions of the meaning of the symbolic phrase the key of david, which is literally translated into kunci daud, and is dynamically translated into kunci yang dimiliki daud can cause the dynamic meaning to be distorted. the result of analysis in which the grammatical meaning and the referential meaning of the symbolic phrase the key of david confirm each other is figuratively understood as the authority which is not attached to the entity which is referred to as daud; rather, it refers to the authority which is trusted to him. on the other hand, the result of the analysis of emotive meaning, which shows a positive appreciation of the dynamic translation e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 168--181 accreditation:- 169 product, implies that it is so important for the translator to understand the symbolic meaning in depth in the process of rendering messages from the source text to the target text. keywords: grammatical meaning, referential meaning, emotive meaning 1. introduction it can be universally stated that meaning plays an important role in the translating activity through which the messages in one language are transferred to another language. such messages, as the object in such a process, accuracy, readability, and acceptability should be taken into consideration. without any theoretical explanation on meaning, it will be highly difficult to understand the important issues in translation. the nature of translation, translatability, untranslatability, and equivalence exemplify this. thus, the most fundamental principle in various discussions on the translating process is the conceptionof the dimensions of meaning which, according to nida (1964:57), are made up of three; they are the linguistic meaning, referential meaning, and emotive meaning. the linguistic meaning, which is then referred to as the grammatical meaning refers to the meaningful relation among the constituents in a grammatical construction. on the other hand, the referential meaning is defined as the meaning of a word which refers to an object, event, an abstract thing, and relation. according to nida and taber (1982: 56), the referential meaning is identical with the conceptual meaning which contains logical, cognitive or denotative content. the third meaning is the emotive meaning which is well-known as the connotative meaning which is associated with someone‟s emotional reaction towards a word in a communication (nida and taber, 1974: 71). a symbol, as the element of communication, which has connotative meaning as well as literal meaning, is the object of the message rendering or translating activity. apart from being complex, the values of this figurative language are different from those of what it represents. ricouer (1974) defines that a symbol is a structure of meaning whose direct, primary or literal meaning refers to indirect, secondary and figurative meaning which can only be understood through the direct and primary meaning. apart from having a complicated definition, a symbol is e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 168--181 accreditation:- 170 also believed to have a significant function in the human life in general and spiritual life in particular as, for example, illustrated by tillich in dillistone (2000); it is defined as a medium for widening knowledge, stimulating imagination and deepening the human conception. it is also believed that a symbol can open the human spiritual dimension; as a result, it is correspondent with the highest real aspect. the meaning of a symbol, as described above, is necessarily well understood when transferring meaning and the verbal symbols written in the holy book used as spiritual guidance by people. the distorted meaning in the translating process contributes to the extent to which the message is represented by a symbol; especially the background of the source text is different from that of the target text. the book of revelation is the last part of 66 books in the bible, which, at least, contains 133 symbols. such a book, as part of the new testament, was written in greek and was translated into different languages, including into english and indonesian. 2. theoretical basis in the grammatical level it can be understood that not all the same structures have the same meaning. according to nida (1964:59), the reason is that such a structure is transformed from the different kernel sentences. therefore, the deep structure needs to be reconstructed to eliminate the ambiguous message in the surface structure. in relation to this, nida and tiber (1974:39) stated that a translator should understand that languages have the basic structural elements „kernel‟ which construct the surface structure. therefore, if the translator can simplify the grammatical structure to the kernel level, such a structure can be transferred more easily with the least distortion. the referential meaning of a symbol which does not have any similarity to, analogy or any factual relation with the object which it refers to can be determined using the semiotic analysis. this is in accordance with what is stated by bassnett (1980/1991:34) that the first step in the translating activity is that the linguistic-centered process should be accepted as part of the semiotic study, that is, the study which is concerned with the system or structure, process, and function of signs. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 168--181 accreditation:- 171 the semiotic analysis is focused on the functional structural relation in the designating system which involves the process of identifying the constituent units of the semiotic system, the structural relation among signs (oppositional, correlational and logical relation) and the relation among each part with the whole text. such a relation was simplified by saussure into three types of systemic relation, namely, the relation between the signifier and signified, the relation between the sign and all the other elements in one system/code, and the relation between the sign and the surrounding elements. in the structural semiotics such three types of the systematic relation can be analyzed through the difference which appears between the signifier known as the syntagmatic analysis (which is concerned with position) and the paradigmatic analysis (which is concerned with substitution/associative relation). in the level of the emotive level, one of the methods which can be used to determine the connotative aspect of a word, phrase, or sentence is the method which is adopted from osgood, suci, and tannenbaum. such a method, which was described by nida and taber (1974:91), is applied by contrasting the 1-10 scaled adjectival pairs in order to describe the respondent‟s emotional reaction to the translation product. 3. research methodology this present study is a descriptive qualitative one. the data sources consist of the primary data source and the secondary data source. the primary data source are in the form of the religious verbal symbols which can be found in the book of revelation. such a book is the last book of the 66 books which are included in the bible, and is widely used as guidance by all the christians. the bible, which is intended in this present study, is made up of two versions; they are the indonesian literal translation (ilt) which represents the literal version, and the bahasa indonesia sederhana (bisd) which represents the free translation. on the other hand, the secondary data source included the questionnaire distributed to 10 respondents who were knowledgeable of the readability of symbols. the data were in the form of a parallel corpus which is made up of the symbolic original text (which is written in english as the source language) and its translation version (which is written in indonesian as the target language). e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 168--181 accreditation:- 172 the data in this present study were obtained through library research and field research in which the library research is the priority. such a method was conducted through the techniques of collecting data such as the reading technique, questionnaire, and the data and theoretical triangulation. the process of the data analysis started from the tabulation of the data available based on the translation version; then the data were analyzed based the three dimensions of meaning; they are the grammatical dimension, the referential dimension, and the emotive dimension. the data were analyzed by simplifying the structure and revealing the relation among the signs empirically using the 1-10 scaled matrix as the instrument. 4. discussion the visualization of the symbolic language in the model relation of the three elements of a sign, in accordance with pierce, is illustrated by eco (1976) as follows. figure 1. model relation among three elements of signs according to peirce (source: eco, 1976) based on the above figure the symbol which appears in the text is referred to as representament, or, in this case, it is referred to as legisign as a symbol has conventional relation with the object which it refers to. thus, a symbol refers to what is referred to as reference or sense which is still hidden; it is this which is referred to as the object. unlike the symbol, the representamen object icon index symbol e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 168--181 accreditation:- 173 index has physical relation with the object which it refers to, and the icon almost entirely represents the physical nature of the object which it represents. one of the signs which appears in the literal translation product and free translation product of the bible in general and the book of revelation in particular is the sign in the form of a noun phrase kuncidaud which is made up of the word kunci, the greek word for it is kleis, and the word daud, well-known as dauid. this sign is translated into „the key of david’ which is referred to as the representement and can be classified a symbol as it has conventional relation with the object it refers to. the tabulation of the literal and free translations of kuncidaud in the two translation versions of the bible are as follows: table 1. the tabulation of the literal and free translations of the symbol ‘kuncidaud’ ilt (literal) bisd (free) revelation 3:7 kuncidaud kunci yang dimiliki raja daud analysis of the grammatical meaning the corpus of the literal and free translations above shows that the two versions in the surface structure show an insignificant difference. the noun phrase which is made up of the noun head kunci is followed by the processor daud. however, in free bisd version, the possessor begins with the noun modifier yang dimiliki. in relation to this, bratcher and hatton (1993: 72) firmly stated that the noun modifier gives an impression that the key used to belong to daud. this firmly express the literal meaning of the noun head kunci. from the grammatical/linguistic meaning, the phrasal structure of kuncidaud which is the translation equivalent of the key of david can be transformed based on the kernel illustration type 2 such as john hit bill. according to nida and taber (1974:37), the reason is that such a structure is not the common possessive structure, as illustrated by david’s key which contains meaning of the key of daud. in this case, however, the possessor, namely, daud plays an active e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 168--181 accreditation:- 174 role as the role played by the phrase the book of moses which means that moses wrote the book rather than moses had the book. based on what was described above, the transformational result based on the kernel structure of the nominal phrase kuncidaud is in accordance with the consideration that the figurative meaning of the noun head kunci is authority (otoritas or wewenang or kekuasaan: john hit bill (the illustration of kernel type two). daud menerima kunci (otoritas/kewibawaan/wewenang) the event verb which can be possibly used to connect the word daud and the word kunci is menerima (receiving); the reason is that authority or power is not owned by somebody but it is provided or trusted to the receiver. the other possibility is the transformation which is based on the illustration of kernel type three, namely, john gave bill a ball. this, in this case, causes the subject (x) to appear as the authority or power provider, meaning that „x trusted david the key‟. such a type is illustrated as follows: john gave bill a ball (the illustration of kernel type three) x trusted daud the key (authority) analysis of referential meaning the analysis of the above grammatical meaning needs to be completed with the referential analysis using the relation among symbols both in the syntagmatic and paradigmatic relations in order to be able to reveal the other hidden elements. in this case, several signs in the text of the revelation book which are in the same code are „dia yang kudus, yang benar’, „otoritas untuk membuka dan menutup’, „pintu terbuka’, (he who is holy and true, authority to open and close, the door is open) and „gereja di filadelfia‟ (the philadelphia church) . all the signs can be found in the book of revelation 3:7-13. the relation among such signs can be mapped as the following chart. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 168--181 accreditation:- 175 figure 2. patterns of spatial and narrative symbol of kuncidaud all the signs are spatially related (the relation between the center and the edge) and are sequentially related as well. spatial relation means that the kunci daud (the key of david), as the center of information, is directly related to the „otoritas/kewibawaan/wewenang (authority to open and close the door). this is firmly revealed in revelation 3:7 as follows: “dan tuliskanlah kepada malaikat gereja di filadelfia: dia yang kudus, yang benar, yang memegang kunci daud yang membuka dan tidak seorangpun menutup, dan dia menutup dan tidak seorang pun membuka” [and to the angel of the church in philadelphia write: he who is holy, who is true, and who has the key of david, who opens and no one will shut, and who shuts and no one opens]. then, what can be observed is the narrative relation of which the signs are in one code which is connected in a series of events which direct to the beginning, middle, and end of a story. such a narrative relation is initiated with the event the key of david or, based on the kernel analysis, „kunci/kewibawaan (the key/authority) which was trusted to david and was currently held by an entity which is referred to as „he (who is holy and true)‟. the next event key of david authority to open and to close he (who is holy and true door is open (cannot be closed) the liar/devil gets subjugated philadelphia church e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 168--181 accreditation:- 176 was the entity that held the key „submitted‟ such a symbol which had the same authority as trusted to king david by the parish in philadelphia that faithfully adhered to commandment of god without any objection. all the series of events were ended with a promise that the liar/the angel would be subjugated as the authority provided to the community members was still faithfully maintained. such a series of events above is made to be stronger as can be seen from the paradigmatic relation, namely, the relation of the signs outside the text of the revelation book, or, by comparing and contrasting each sign which is in existence in the text with another sign which is not in existence or what is referred to as „in absentia‟, which is certainly within the same paradigm (chandler, 2007: 88). in relation to such a conception, the signs which are outside the text but have the same paradigm are the signs which are made to appear in the old testament, namely the book of isaiah. the signs (those which are underlined) of the revelation book which are matched with the alternative signs in the book of isaiah are described as follows. “dan tuliskanlah kepada malaikat gereja di filadelfia: dia yang kudus, yang benar, yang memegang kunci daud yang membuka dan tidak seorangpun menutup, dan dia menutup dan tidak seorang pun membuka” (wahyu. 3:7, ilt) [and to the angel of the church in philadelphia write: he who is holy, who is true, and who has the key of david, who opens and no one will shut, and who shuts and no one opens]. dan aku (yahweh) akan memberikan kunci keluarga daud ke atas bahunya (elyakim), maka dia (elyakim) membuka, dan tidak ada yang menutupnya; dan dia (elyakim) akan menutup,dan tidak ada yang akan membukanya (yesaya 22:22, ilt). [then i (yahweh) will set the key of the house of david on his shoulder, when he opens no one will shut, when he shuts no one will open] the pragmatic tool which can be used to analyze such data is the commutation test. such a tool allows each sign to be substituted for as they have the same role. as an illustration, yahweh, as the holder of the key of david can be matched with the entity he who is holy and true; the key of david, as the point central in this analysis, can be matched with the key of the e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 168--181 accreditation:- 177 house of david; the church in philadelphia, as the entity of the receiver, can be matched with entity referred to as eliakim; the function of the key of david, as the symbol of authority, namely, as the symbol, which is illustrated by „opening and closing the door‟, can also be matched between the selected signifier and alternative signifier. in this case, the result of the commutation test can indirectly clarify the result of the analysis of the linguistic meaning through the kernel illustration that the phrase the key of david cannot be defined as the “key which belongs to david‟ or „the key which belongs to david‟s family‟. the reason is that the key word which means authority is not attached to daud; rather, it is „held‟ or „owned by another entity as the owner of the authority that is referred to as yahweh or „he who is holy and true‟. such a key/authority is only trusted to david and the same authority is also trusted to the church in philadelphia and the entity eliakim. thus, the choice of the word david as the designation of the word key or authority that has full power or that cannot be interfered with another is based on several reasons. one of such reasons is that king david was the first israeli leader (the god‟s choice of people; they were chosen by god. this can be observed through one of the clauses in act 13:22 and its translation versions: dan setelah menyingkirkan dia, dia mengangkat daud bagi mereka sebagai raja.tentang ia pula, dia berkata sambil bersaksi: aku telah menemukan daud, anak isai, seseorang yang sesuai dengan hati-ku, yang akan melakukan segala kehendak-ku (ilt). [after he had removed him, he raised up david to be their king, concerning whom he also testified and said, „i have found david the son of jesse, a man after my heart, who will do all my will‟] on the other hand, the form of the authority which was provided to david as the king was the victory and fame as revealed in 1 chronicles 17:7-8 (ilt): beginilah yahweh berfirman, aku mengambil engkau daripadang rumput, ketika menggiring domba untuk menjadi pemimpin atas umat-ku israel; aku telah menyertai engkau selama engkau berjalan dan telah memusnahkan semua musuhmu dari hadapanmu; dan membuat namamu seperti nama orang-orang besar yang ada di bumi. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 168--181 accreditation:- 178 [thus says the lord of hosts, i took you from the pasture, from following the sheep, to be leader over my people israel. i have been with you wherever you have gone, and have cut off all your enemies from before you; and i will make you a name like the name of the great ones who are in the earth] the same victory and fame in the form of the authority were also provided to eliakim and the philadelphia church to defeat the enemies physically and spiritually. based such a conception, as the result of the linguistic and referential analysis, there are several translation products which should be reanalyzed especially the result of the dynamic translation which defines kunci daud as the „key which belonged to king david‟ (bisd). another thing is the figurative conception of the word key; in this case, the authority as the right to determine spiritual things such as the god‟s kingdom. however, based on the syntagmatic and paradigmatic analysis, the word authority is connected with the word victory over the enemy spiritually and physically, when the entity which is trusted as the key is still on earth as illustrated by eliakim and the philadelphia church. based on the stages of analysis above, the structure of the components of the literal and figurative meaning of the symbol key (david) is as follows. lalu mereka menunggu-nunggu dan tuliskanlah kepada malaikat sampai menjadi bingung, tetapi gereja di filadelfia: dia yang kudus, tidak membuka pintu kamar atas yang benar, yang memegang kunci itu. sebab itu, mereka mengambil (daud), yang membuka dan tidak kunci dan membuka pintu, maka seorang pun menutup, dan dia menutup tampaklah tuan mereka telah mati dan tidak seorang pun membuka, meng tergeletak di lantai (hak. 3:25:ilt) atakan hal-hal ini: (why.3:7, ilt): 1. berwujud fisik 1. abstrak 2. terbuat dari kayu/logam 2. otoritas/kewibawaan/wewenang 3. berfungsi membuka/menutup pintu [they waited until they became anxious; but behold, he did not open the doors of the roof chamber. therefore they took the key and opened them, and behold, their master had fallen to the floor dead.] [and to the angel of the church in philadelphia write: he who is holy, who is true, and who has the key of david, who opens and no one will shut, and who shuts and no one opens]. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 168--181 accreditation:- 179 based on what was described above, the supplementary component which unifies the signifiers is the key whose physical form functions to open or close the door and which can be stated to be equivalent to the authority. from the context of situation in the church in philadelphia, such an authority was trusted to them to defeat the enemies as what had been undergone by king daud. in this case, the supplementary component is equivalent to the main meaning. analysis of the emotive meaning the investigation of the emotive meaning of the literal and dynamic translation equivalents of the symbol kunci daud shows that the emotive reaction is positively shown by ten common readers of the dynamic translation product. such a fact can be clearly pictured by the dotted line in the figure below. what was done by the translator to add information to the conception of the symbol was positively responded by the common readers as far as of the conception and clarity of the meaning of the symbol is concerned. several words were added as the additional information to emphasize the possessor‟s position as the owner of the key. such additional information positively contributes to the emotive evaluation made by the common readers. kunci daud kunci yang dimiliki daud 1 2 3 4 5 6 7 8 9 10 figure 3. the graph of the emotive meaning of the symbol ‘kuncidaud’ good accurate logical bad unaccurate illogical difficult to understand not clear unusual easily understood clear usual e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 168--181 accreditation:- 180 however, one thing which should be observed is the result of the analysis of the grammatical meaning is different from that of the referential meaning. such a difference shows that the meaning of the dynamic translation is distorted as the result of the analysis of the emotive meaning shows that there is a positive response to the free translation version. the less deep conception that the common readers have of the meaning of the symbol could be responsible for this. they tended to receive the free translation product which is more commonly reasonable and more easily understood. the implication is that the translator should be careful when translating the meaning of the symbol from the source language into the target language. the analysis of three dimensions of meaning can be applied by the translator to reduce the distortion of meaning in the free translation product. conclusion meaning plays an important role in the process of translating the source language into the target language in general and the symbolic language whose representaments (the signs which appear in the text) are conventionally related to the objects they refer to. in relation to this, the in-depth conception of the meaning of a symbol can help the translator transfer the type of the figurative language from the source text to the target text. the meaning which is intended is made up of three dimensions; they are grammatical meaning, referential meaning, and emotive meaning. the analysis of three dimensions of the meaning of the symbol the key of david which was formally translated into kunci daud and dynamically translated into kunci yang dimiliki daud shows that the meaning in the free translation product is getting distorted. the result of analysis in which the grammatical meaning and referential meaning confirm one another, as far as the conception of the phrase kunci daud as the authority which is not attached to daud but as something which was trusted to him is concerned, shows that the meaning of the phrase the key of david in the free translation product was wrongly understood. however, the common readers positively appreciate the free translation product, meaning that they do not understand the e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 168--181 accreditation:- 181 meaning of the symbol. the implication is that it is important for the translator to truly understand meaning when rendering symbols from the source language into the target language so the common readers will not misunderstand the meanings of symbols in the free translation product. references bassnett-mcguire, s. 1980. translation studies. london: methuen. bratcher, robert g dan hatton, howard a. 1993. a handbook on the revelation to john. new york: united bible societies. chandler, d. 2007. semiotics: the basics. london dan new york: routledge. dillistone, f.w. 2002. the power of symbols, daya kekuatan simbol. yogyakarta: kanisius. eco, u. 1976. a theory of semiotics. bloomington, in: indiana university press/london: macmillan. nida, eugine a. 1964. towards a science of translating with special reference to principles and procedures involved in bible translating. leiden: e.j. brill. nida, eugine a. dan taber, charles r. 1974. the theory and practice of translation. leiden: e.j. brill. ricoeur, p. 1974. the conflict of interpretations: essays in hermeneutics, ed. by don ihde. evanston: north western university press. data source lembaga alkitab indonesia. 2003. perjanjian baru dalam bahasa indonesia sederhana. jakarta: lembaga alkitab indonesia. lembaga alkitab indonesia. 2010. alkitab kabar baik good news bible dalam bahasa indonesia dan bahasa inggris masa kini. jakarta: lembaga alkitab indonesia. yayasan lentera bangsa. 2008. kitab suci indonesian literal translation. jakarta: yayasan lentera bangsa. yayasan alkitab bahasa kita. 2014. alkitab perjanjian baru dalam terjemahan sederhana indonesia. yogyakarta: penerbit andi. impression in “i wandered lonely as a cloud” e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 101 e-journal of linguistics violation of conversation maxim on tv advertisements desak putu eka pratiwi e-mail: eka_mambal@yahoo.co.id stiba saraswati denpasar n.l. sutjiati bertaha, m.a. e-mail: sutjiati58@gmail.com study program of linguistics, school of graduate studies, udayana university i nengah sudipa e-amil: nengahsudipa@yahoo.co.id study program of linguistics, school of graduate studies, udayana university i ketut darma laksana e-mail: darmalaksana27@yahoo.com study program of linguistics, school of graduate studies, udayana university abstract maxim is a principle that must be obeyed by all participants textually and interpersonally in order to have a smooth communication process. conversation maxim is divided into four namely maxim of quality, maxim of quantity, maxim of relevance, and maxim of manner of speaking. violation of the maxim may occur in a conversation in which the information the speaker has is not delivered well to his speaking partner. violation of the maxim in a conversation will result in an awkward impression. the example of violation is the given information that is redundant, untrue, irrelevant, or convoluted. advertisers often deliberately violate the maxim to create unique and controversial advertisements. this study aims to examine the violation of maxims in conversations of tv ads. the source of data in this research is food advertisements aired on tv media. documentation and observation methods are applied to obtain qualitative data. the theory used in this study is a maxim theory proposed by grice (1975). the results of the data analysis are presented with informal method. the results of this study show an interesting fact that the violation of maxim in a conversation found in the advertisement exactly makes the advertisements very attractive and have a high value. keywords: violation, maxim, advertisement e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 102 introduction advertisement uses language as the main tool to give a description of a reality. language is used, in this matter, for two purposes. first, language is used as a means to describe the reality of goods (products) that are advertised. secondly, after the description of the goods is given, language is also used to form an image of the product. language of advertisement is a very rich language, both its style and its words. attracting attention, triggering imagination, and making something easy to remember are the main functions of the language of advertisement. unusual words and simple sentences are easy to remember. this causes the mind of many people to be filled with brands, slogans, mottos, rhythms and rhymes, alliterations, a fragment of a song or poem, and of course noending repetitions. advertisers really make use of the language because there are more advantages from making strange and controversial statements than from simple statements. advertisement producers like to play with words and manipulate or change the actual meaning of the words. they violate grammatical rules to get a certain effect, use out-ofcontext words, and even create new words. advertisers often use conversations to deliver messages of advertisement in order to make it more interesting and interactive. due to limited duration the conversation in advertisement is sometimes brief but has many messages to convey. this makes the messages in advertisement unclear. in advertisement, some conversations are easy to understand while some others are difficult to understand, or even confusing and very provocative. the most important thing in a conversation is conversational coherence, relevance and meaningfulness of a conversation. a conversation is coherent when it is in a good order and makes sense to its speakers. creating coherence in a conversation may sound easy but in fact it is very difficult and can not be understood simultaneously by the speakers. conversational maxims developed by grice are often used in examining a conversation in order to understand the relationship in the conversation. maxim is a principle that must be obeyed by the participants when interacting, both textually and interpersonally, in order to make communication process go well. e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 103 advertisement is also one of communication media between advertisers and the public (potential buyers). but the fact is that the conversational maxims are often neglected by advertisers. violation of the maxims of conversation will result in awkward impressions. the example of violation is the given information that is redundant, untrue, irrelevant, or convoluted. advertisers often deliberately violate the maxims to create unique and controversial advertisements. this phenomenon is very interesting to deeply examine. this study aims to examine the violation of conversational maxims on tv advertisements. theoretical background the main principle of grice (1975), which is to understand the relationship in a conversation is cooperation. cooperation is a fundamental assumption in constructing a meaning or a purpose the speaker and the listener wish to indicate. grice stated that in the principle of cooperation, a speaker must obey the four maxims. maxim is a principle that must be obeyed by the participants when interacting, both textually and interpersonally, in order to make communication process go well. the four maxims of conversation are: 1) maxim of quality: in a conversation, try your best to state facts. 2) maxim of quantity: give sufficient information and do not give anything that is not necessary. 3) maxim of relevance: state what is useful or relevant only. 4) maxim of manner: do not state anything that is not clear, do not state anything that is ambiguous, speak briefly and specifically. in his book "logic and conversation" grice (1975), regarding cooperative principle, states that violation of the cooperative principle can occur in a conversation when the information to be conveyed by the speaker to the listener is not delivered properly. violation of the maxim of conversation can result in an awkward impression. the example of violation is the given information that is redundant, untrue, irrelevant, or convoluted. advertisers often deliberately violate the maxims to create unique and controversial advertisements. this awkwardness is usually used by the advertisers to create persuasive, controversial, and e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 104 bombastic statements to show their products‟ excellence. according to grice, there are four types of violations of the maxim in cooperative principle. the violations are: (1) violation of maxim of quality this violation occurs when a speaker tries to give information, which is likely to be untrue or a lie, to his speaking partner. (2) violation of maxim of quantity this violation occurs when a speaker gives unclear or exaggerated information to his speaking partner. (3) violation of maxim of relevance this violation occurs when a speaker gives an answer that is not related to the previous topic or tries to change the topic being discussed in a conversation. (4) violation of maxim of manner this violation occurs when a speaker gives information to his speaking partner in a disorganized way and unclearly. methodology the data in this study were taken from tv commercials. there are 10 commercial advertisements used in this study and they are all food advertisement. the advertisements are; sedaap cup noodle, tango wafer, fitbar, energen cereals, sambal abc, special chicken noodle sedaap, sasa, magic delicious, jacob's crackers, and bango soy sauce. food ads are selected as the source of data in this study because they have the largest market segmentation of all products. food products advertisement can reach the most people. they are different from such advertisement as cosmetics and sanitary napkin whose targets are women, cigarettes and condoms whose target are adult males, or cars whose target are limited to middle and upper class. based on this, food advertisement is considered the most representative to see the language phenomenon, especially the violation of maxims. the method used to collect the data was observation method conducted with recording, listening and note-taking techniques. the data were, then, analyzed based on the theory of grice's e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 105 maxims (1975). the results of data analysis are presented with informal method through sentence compositions, phrases and technical terms in order to provide explanation. discussion violation of maxim of quality maxim of quality is the maxim which obliges the participants to give factual formation. by implementing the maxim of quality in cooperative principle the participants is expected to give a completely true information. this violation occurs when a speaker tries to give information, which is likely to be untrue or a lie, to his speaking partner. a speech that is not based on reality and not supported by clear and concrete data, and cannot be accounted for, violates the maxim of quality. there are four advertisements that violate the maxim of quality, they are advertisement of wafer tango, fitbar, sasa, and jacob's crackers. below are the analysis of violation of the maxim of quality in food advertisement. data a1: “(1) dulu hidup gue basi banget. (2) kalo kata kucing gue „kudate-kudate‟. (3) tapi sekarang gue cup date. (4) makan mie sedaap cup baru. (5) pertama kali ni, mie cup dengan rasa yang up to date. (6) cup date itu mie cup yang isinya banyak. (7) ada bal-balnya. (8) hmmm pingin gue pacarin. (9) rasanya sensasinya up to date. (10) pecah enaknya. (11) ini baru mie cup berkualitas, rasanya berkelas. (12) so update rasa lu. (13) cuma mie sedaap cup baru.” (sumber: trans 7, oktober 2013) in the speech above the speaker violates the maxim of quality because the speaker tries to provide information that is not true. this can be seen in the second speech, “kalo kata kucing gue „kudate-kudate‟” and "hmmm pingin gue pacarin". in the second speech the speaker says that the cat said, "kudate-kudate". this information is definitely not true and contradicts with the reality because the cat cannot speak like human. in speech (8), the speaker says that he wants to date with sedaap cup noodle. this cannot happen in reality and does not make sense at all because it is impossible for a human to date with inanimate objects. e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 106 data a2: “(1) tango disukai selera lokal dan internasional. (2) tango juga kenalkan bebek dan blackberry. (3) astronot dan asongan pun akrab karenanya. (4) tango satukan shuffling dan siskamling. (5) nikmatnya tango satukan semua perbedaan. (6) tango… (7) berapa lapis? (8) ratusan…” (sumber: trans 7, oktober 2013) there is a violation of the maxim of quality in the advertisement above. this can be seen in speech 2, 3, and 4. in these speeches the speaker says that tango introduces duck to blackberry, astronaut to peddler, and shuffling to siskamling. how could duck be acquainted with blackberry, astronauts with peddlers, and shuffling with siskamling? these speeches violate the maxim of quality because there is no truth in each of them. they are not based on reality and do not have supporting data that prove the information stated in them. the information is not only untrue but also does not relate to each other. data a3: p1: “(1) biasanya jam segini ni jamnya ngemil. (2) dulu suka worry nimbun kalori dan kolesterol. (3) untung sekarang ada fitbar. (4) nggak bikin worry, enak lagi.” p2: “(5) habis bakar kalori masak nimbun kalori lagi? (6) sejak ada fitbar nggak perlu worry. ” n: “(7) fitbar, kalori terjaga nol kolesterol.” p1: “(8) ganti cemilanmu dengan fitbar.” n: “(9) fitbar, snacking with no worry.” (sumber: sctv, oktober 2013) the advertisement above violates the maxim of quality because some utterances are not supported by concrete evidence that can prove what is stated in the speech. this can be seen in speech 7, “fitbar, kalori terjaga nol kolesterol”. the advertiser does not provide supporting data to prove the product free from cholesterol. data a7: e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 107 “(1) indonesia negeri seribu satu kuliner tapi hanya sasa yang menyatukannya jadi satu kelezatan. (2) satu nusa satu sasa, semua pakai sasa. (3) maknyus. (4) bagaimana dengan anda?” (sumber: sctv, oktober 2013) violation of the maxim of quality is also found in the advertisement above. the violation can be seen in the speech 2, “satu nusa satu sasa, semua pakai sasa”. in the speech the speaker provides information whose accuracy cannot be accounted for. the speaker claims that all indonesian people consume sasa, but the information is not based on clear evidence and it is, therefore, not verified. data a8: p1: “(1) bang… cakue…!!! bang… siomay…!!!” p2: “(2) masakan ibu nggak kalah enak.” n: “(3) saatnya beraksi. (4) magic lezat lebih komplit. (5) ayam, bawang, dan bumbu-bumbu semua ada di sini. (6) nggak perlu nambahin mecin. (7) kaldu gurihnya terasa banget. (8) masakan biasa jadi luar biasa.” p3: (9) “nasi goreng…” p1: (10) “wahhhh…” p4: (11) “siomay….” p1: (12) “huhhh…” p2: (13) “enak masakan ibu kan?” p1: (14) “masakan ibu magic!” n: (15) “magic lezat, lezatnya manggil…” (sumber: trans tv, oktober 2013) the violation of the maxim of quality is also found in the advertisement above. it is seen in speech 8, “masakan biasa jadi luar biasa”. the speech is not based on concrete evidence. there are no data that can prove magic lezat able to make an ordinary cooking into an extraordinary one. besides, what is meant by "luar biasa" in the speech is also not clear. another example can also be seen in speech 15, “magic lezat, lezatnya manggil…”.this speech violates the maxim of quality because the speaker provides information that cannot be proven. in reality, it is not possible for inanimate objects (magic lezat) to be able to literally "call" someone. e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 108 data a9: l: “(1) ikan belum makan, pr anak kebanyakan, beban! (2) baru ingat beras habis, kulkas bocor, bos sadis, pembantu pulang, mertua datang. (3) aduh beban-beban!” n: “(4) beban nggak terasa kalo badan fit. (5) baru jacob‟s crackers lezat. (6) kaya nutrisi gandum asli, susu, dan sayuran. (7) jacob‟s pilihan sehat nikmatmu.” (sumber: rcti, oktober 2013) at the beginning while humming the speaker is saying “ikan belum makan, pr anak kebanyakan, beban! baru ingat beras habis, kulkas bocor, bos sadis, pembantu pulang, mertua datang. then the speaker implicitly says that by eating jacob's all the burdens can be alleviated. this violates the maxim of quality because the speaker provides information that is not based on the facts. how can a single cookie can provide sufficient energy intake to cope with all the burdens of a housewife who is also a career woman. in fact, a man needs a wide variety of food intake in order to get enough energy to do all his activities. data a10: “(1) ini anak kami. (2) ada juga yang di kebun, namanya malika. (3) malika itu kedelai hitam dari bango yang saya besarkan sepenuh hati seperti anak sendiri. (4) hasilnya kedelai hitam pilihan untuk membuat kecap bango yang hitam dan kental. (5) rasa masakan jadi benar-benar lezat. (6) karena rasa tak pernah bohong.” (sumber: global tv, oktober 2013) the violation of maxim of quality can be seen in speech 5, “rasa masakan jadi benar-benar lezat”. the speech cannot be proven. advertisers do not provide concrete data that prove kecap bango able to make food very delicious. how can the audience believe something that has no evidence. violation of maxim of manner the maxim of manner in grice's cooperative principle requires every participant to always speak with each other directly and clearly. the message should not be ambiguous or e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 109 obscure. this violation occurs when the speaker gives information disorderedly or unclearly to his speaking partner. there are three advertisements that violate this maxim, namely wafer tango, magiclezat, and kecap bango. below is the analysis of violation of maxim of manner. data a1: “(1) dulu hidup gue basi banget. (2) kalo kata kucing gue „kudate-kudate‟. (3) tapi sekarang gue cup date. (4) makan mie sedaap cup baru. (5) pertama kali ni, miecup dengan rasa yang up to date. (6) cup date itu mie cup yang isinya banyak. (7) ada bal-balnya. (8) hmmm pingin gue pacarin. (9) rasanya sensasinya up to date. (10) pecah enaknya. (11) ini baru mie cup berkualitas, rasanya berkelas. (12) so update rasa lu. (13) cuma mie sedaap cup baru.” (sumber: trans 7, oktober 2013) maxim of manner requires, as stated previously, each participant to express all his thoughts clearly. what is meant by "clear" is the use of right words, which does not contain hidden meaning. clear information is the one that does not cause multiple interpretations to emerge. the advertisement above violates the maxim of manner because the speaker uses some words that have vague meanings. this can be seen from such words as kudate, cup date, bal-bal, and pecah enaknya. these words have vague meanings and they cause the speaker to interpret their meanings themselves. thus, the speech can lead to different interpretations. data a2: “(1) tango disukai selera local dan internasional. (2) tango juga kenalkan bebek dan blackberry. (3) astronot dan asongan pun akrab karenanya. (4) tango satukan shuffling dan siskamling. (5) nikmatnya tango satukan semua perbedaan. (6) tango… (7) berapa lapis? (8) ratusan…” (sumber: trans 7, oktober 2013) violation of maxim of manner occurs when the speaker uses words whose meanings are ambiguous and unclear. this happens in the advertisement above. advertisers use words that are ambiguous. this is seen in speech 2-4, “tango juga kenalkan bebek dan blackberry, e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 110 astronot dan asongan pun akrab karenanya, tango satukan shuffling dansiskamling”. these utterances have hidden meanings, and therefore violate the maxim of manner. the speech has vague meanings because the speaker does not express his thoughts directly and clearly. data a4: “(1) nggak sempet makan? (2) bisa gawat, perut keroncongan. (3) ganjel aja dengan energen! (4) susu, sereal, oats yang kaya nutrisi. (5) siap dalam semenit. (6) energen, nutrisi praktis untuk keluarga. (7) energen, minum makanan bergizi.” (sumber: sctv, oktober 2013) in the advertisement above violation of maxim of manner is seen when the speaker makes utterances that are ambiguous or contain unclear information. speech 7 says, “energen, minum makanan bergizi”. this speech is ambiguous because the words are confusing. what is meant by "minum makanan" is not clear. the listeners become confused of whether it is a food product or a drink product. however, the advertisers must have already considered every word that appears in the advertisement so that it can be concluded that the advertisers have a certain purpose that makes them create "weird" expressions. the aim is none other than creating a unique and interesting advertisement in order to make the known public more quickly. data a8: p1: “(1) bang… cakue…!!! bang… siomay…!!!” p2: “(2) masakan ibu nggak kalah enak.” n: “(3) saatnya beraksi. (4) magic lezat lebih komplit. (5) ayam, bawang, dan bumbu-bumbu semua ada di sini. (6) nggak perlu nambahin mecin. (7) kaldu gurihnya terasa banget. (8) masakan biasa jadi luar biasa.” p3: (9) “nasi goreng…” p1: (10) “wahhhh…” p4: (11) “siomay….” p1: (12) “huhhh…” p2: (13) “enak masakan ibu kan?” p1: (14) “masakan ibu magic!” n: (15) “magic lezat, lezatnya manggil…” (sumber: trans 7, oktober 2013) e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 111 the advertisement above violates maxim of manner because the speaker uses words whose meanings are not clear. this is seen in speech 14, “masakan ibu magic!” in which the word magic has a vague meaning. it is not clear what is meant by "masakan yang magic" in the advertisement. does it mean 'magic' performed by a magician? or maybe the product can turn awful food into delicious food, or it has another meaning. thus, speech 14 raises confusion and make audience think hard to understand what the speech actually tries to express. data a10: “(1) ini anak kami. (2) ada juga yang di kebun, namanya malika. (3) malika itu kedelai hitam dari bango yang saya besarkan sepenuh hati seperti anak sendiri. (4) hasilnya kedelai hitam pilihan untuk membuat kecap bango yang hitam dan kental. (5) rasa masakan jadi benar-benar lezat. (6) karena rasa tak pernah bohong.” (sumber: global tv, oktober 2013) violation of maxim of manner is found in the advertisement above. it is seen in speech 1 and 2, “ini anak kami, ada juga yang di kebun, namanya malika…”. according to maxim of manner the speaker should not say anything unclear and ambiguous. the speaker should speak briefly and specifically. in speech 1 and 2 speakers provides ambiguous statement. speakers make their speaking partners confused with their statements about "malika". the ambiguous statements of the speakers could make their speaking partners wonder whether or not "malika" is one of the speakers‟ children. in fact, "malika" is black soybean in their garden. this shows that in terms of maxim of manner, the speakers provide unclear and confusing information. violation of maxim of quantity based on maxim of quantity, speakers in conversations should provide necessary contribution to their speaking partners. in maxim of quantity a speaker is expected to deliver messages or information which is sufficient and as informative as possible to other speakers. violation of maxim of quantity occurs when a speaker gives too much information to his e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 112 speaking partner. there are five advertisements that violate maxim of quantity. they are advertisement of fitbar, energen sereal, sambal abc, kopi kapal api, and fruitea. the analyses of the violations are provided below. data a3: p1:“(1) biasanya jam segini ni jamnya ngemil. (2) dulu suka worry nimbun kalori dan kolesterol. (3) untung sekarang ada fitbar. (4) nggak bikin worry, enak lagi.” p2: “(5) habis bakar kalori masak nimbun kalori lagi? (6) sejak ada fitbar nggak perlu worry. ” n: “(7) fitbar, kalori terjaga nol kolesterol.” p1: “(8) ganti cemilanmu dengan fitbar.” n: “(9) fitbar, snacking with no worry.” (sumber: sctv, oktober 2013) it is found that the advertisement above violates maxim of quantity because there is information that is redundant and repetitive. this can be seen in speech 4, “nggak bikin worry, enak lagi”; in speech 6, “sejak ada fitbar, nggak perlu worry”; and in speech 9, “fitbar, snacking with no worry”. the advertisers repeatedly use the word worry, combined with nggak bikin, nggak perlu, dan with no, even though it contains the same meaning and information. with this, the advertisement violates maxim of quantity because the principle of the maxim of quantity is to provide necessary information and not to say anything unnecessary. however, since the advertisers have a specific purpose, they deliberately violate maxim of quantity. they want to emphasize that the advertised product is safe and consumers do not have to worry about being obese. data a4: “(1) nggak sempet makan? (2) bisa gawat, perut keroncongan. (3) ganjel aja dengan energen! (4) susu, sereal, oats yang kaya nutrisi. (5) siap dalam semenit. (6) energen, nutrisi praktis untuk keluarga. (7) energen, minum makanan bergizi.” (sumber: sctv, oktober 2013) this advertisement also violates maxim of quantity. the advertisers repeat the same information in two different speeches. this can be seen in speech 5 “siap dalam semenit” e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 113 and in speech 6 “energen, nutrisi praktis untuk keluarga”. the phrase siap dalam semenit is synonymous with the word praktis. this means that it is unnecessarily repeated. data a5: p1: (1) “asikkkk…… yahhhh kurang menantang….” p2: (2) “hhhmmmm…. hhaaaa…..yakin…???” n: (3) “temukan sensasi baru sambal terasi abc. (4) sekali coba sensasi pedasnya, akan tertantang terus, terus, dan terus. (5) dibuat dengan cabai segar dan terasi pilihan.” p1: (6) “coba dulu, baru tahu rasanya.” p2: (7) “dengan abc, ibu selalu bisa.” (sumber: sctv, oktober 2013) the advertisers violate maxim of quantity because, in the conversation, the speaker provides redundant information. this is observed in speech 4, “sekali coba sensasi pedasnya akan tertantang terus, terus, dan terus”. in this speech the word terus is mentioned three times. it is exaggeration because for the listeners, the word terus needs to be stated only once to understand. violation of maxim of relevance to build a good cooperation between speaker and hearer, each of them has to, according to maxim of relevance, give relevant contribution to something that is being talked about. a speech can be said to obey maxim of relevance when the speech and responses are related to each other. violation of maxim of relevance occurs when a speaker gives an answer that does not relate to topic of conversation or tries to change the topic of the ongoing conversation. there are six advertisements that violate maxim of relevance. they are advertisement of mie sedaap cup, mie sedaap ayam spesial, the botol sosro, fruitea, nu greentea, and frestea. the followings are the analysis of the violations of relevance maxim. data a1: “(1) dulu hidup gue basi banget. (2) kalo kata kucing gue „kudate-kudate‟. (3) tapi sekarang guecup date. (4) makan mie sedaap cup baru. (5) e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 114 pertama kali ni, miecup dengan rasa yang up to date. (6) cup date itu mie cup yang isinya banyak. (7) ada bal-balnya. (8) hmmm pingin gue pacarin. (9) rasanya sensasinya up to date. (10) pecah enaknya. (11) ini baru mie cup berkualitas, rasanya berkelas. (12) so update rasa lu. (13) cuma mie sedaap cup baru.” (sumber: trans 7, oktober 2013) in some speeches in the advertisement above the speaker violates maxim of relevance. this can be seen in speech 1-4, “dulu hidup gue basi banget”, “kalo kata kucing gue „kudate-kudate‟”, “tapi sekarang gue cup date”, “makan mie sedaap cup baru”. in the speeches the speaker told that his life used to be "stale" (boring /not fun), but after eating mie sedaap cup his life turned into "up to date". the speech does not have any relevance or any cause-and-effect relationships. in reality, it is impossible for noodles to be able to change someone's life. data a6: n : (1) “adi saying banget sama ayam-ayamnya.” p1 : (2) “nek, aku sekolah ya.” n : (3) “sore itu…” p1 : (4) “nenek, ayam-ayamku mana?” p2 : (5) “udah, makan dulu sana ada mie ayam special tu.” p1 : (6) “hmmmm enak… kaldunya asli… ayamkuuuuuuu…???” p2 : (7) “bukan di, ini mie sedaap baru. dari kaldu ayam asli.(8) rasanya pok pok pok pok.” p1 : (9) “jadi, ayamku?” p3 : (10) “mie sedap ayam spesial, asli ayamnya.” (sumber: indosiar, oktober 2013) violation of maxim of relevance occurs in the advertisement above. this can be seen in conversation below: adi : “nenek, ayam-ayamku mana?” nenek : “udah, makan dulu sana ada mie ayam spesial tu.” in this conversation it is clear that the grandmother tries to divert conversation to make adi forget his chickens. there is no relevance between the question asked by adi and e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 115 the answer given by his grandmother. adi asked about his chickens to his grandmother, while his grandmother even asks adi to eat without answering his question first. conclusion as has been mentioned above, there are four maxims that must be followed by the participants when interacting so that the process of communication, maxim of quality, maxim of quantity, maxim of relevance, and maxim of manner, can go well. from all the data analysis it is found that violation of the four maxims occurs in the advertisements on tv. this means that most of the advertisements do not follow the rules of conversational maxims. the data show that 70% of advertisements violate maxim of quality. violation of maxim of manner covers 50% of advertisements, violation of maxim of quantity 30%, and violation of maxim of relevance 20%. the high percentage of violation of maxim of quality shows that the advertisers try to give information that is likely to be incorrect or untrue to their audience. meanwhile, the high degree of violation of maxim of manner shows that advertisers tend to present disordered or unclear information to their audience. the violations of maxim of quantity and maxim of relevance show that the advertisers provide respectively redundant and irrelevant information to their audience. although there are many violations of conversational maxims found on tv ads, the advertisements can still be understood, and they are even made more interesting and unusual by the violations. this suggests that interesting advertisements do not have to adhere to the principles of maxim proposed by grice. the language of advertisement is not bound with the principles of maxim because the more unique the language, the more attractive the advertisement. such violations can elicit a sense of humor which is fresh and very entertaining. it can be concluded, then, that the violation of maxims in food advertisements does not disrupt the message to be conveyed. on the contrary, it makes the advertisements become more unique and interesting to see. references e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 116 bungin, b. 2010. metodologi penelitian kuantitatif. jakarta: kencana press. bungin, b. 2010. metodologi penelitian kualitatif. jakarta: rajawali press. cook, g. 1992. the discourse of advertising. london: routledge. danesi, m. 2010. pengantar memahami semiotika media. yogyakarta: jalasutra. danesi, m. 2010. pesan, tanda, dan makna. yogyakarta: jalasutra. grice, h. p. 1975. “logic and conversation.” in: syntax and semantics 3: speech arts. eds. cole, peter and jerry l. morgan. new york: academic press. sudaryanto. 1993. metode dan aneka teknik analisis bahasa. yogyakarta: duta wacana university press. impression in “i wandered lonely as a cloud” e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 16--23 accreditation:- 16 e-journal of linguistics grouping of kabola, hamap, and klon languages on the island of alor, east nusa tenggara ida ayu iran adhiti e-mail: dayuiran@gmail.com ikip pgri bali aron meko mbete e-mail: aronmbete@yahoo.com study program of linguistics, school of postgraduate studies, udayana university a.a. putu putra e-mail: putraharini@yahoo.com study program of linguistics, school of postgraduate studies, udayana university i gede budasi e-mail:slc-wf@yahoo.com english education department, faculty of language and arts, ganesha university of education abstract associated with the language development in nusa tenggara timur (east nusa tenggara), especially in alor regency, in-depth research needs to be done to the linguistic phenomenon. the phenomenon involves the grouping of languages genetically. overall language data collection is analyzed by comparative linguistic study regional languages in alor regency show unique characteristics, as inspite of the people place to stay between one tribe to another tribe is quite close and there are differences in the language. the diversity of regional languages has an enormous influence on public life. research on language groupings kabola, hamap, and klon language clones in alor island i is based on the study of the theory of comparative historical linguistics, supported by theory of antila (1972) and bynon theory (1979). the study is quantitative using syncomparative lexicostatistic technique with 200 vocabulary of swadesh (1972). based on lexicostatistic techniques, between kabola language and the language of hamap, the highest percentage was found, namely 53%. the percentage between hamap and klon languages mailto:aronmbete@yahoo.com e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 16--23 accreditation:- 17 reached 46%. furthermore, the percentage between kabola and koln languages reached 36% which is the lowest cognate. the three languages percentage indicates a kinship of language, compared with fifteen other languages as neighbouring languages. the lowest cognate reached an average of 1.5% and the highest ceognat average is 11.1%. the fifteen languages can be categorized as mesofilium, microfilium, and a family of languages that belong to the languages that are not related. keywords: grouping and comparative historical linguistics 1. introduction comparative linguistics is a branch of linguistics (linguistic) which seeks to lay the foundations of an understanding of the historical development and the kinship between languages in the world (keraf, 1990: 1). data from a language learned from two or more periods are compared carefully to obtain the rules changes that occur in the language. the same elements are compared based on the reality in the same period and the changes that occurred between periods (keraf, 1996: 22). antilla (1972: 20) revealed that the comparative historical linguistics is a branch of linguistics that has primary responsibility for establishing the facts and the level of closeness and kinship interlanguage, closely related to the grouping of related languages. related to the enhancement and development efforts in the language of east nusa tenggara region, especially in alor district, in-depth research needs to be done to the linguistic phenomenon. the phenomenon involves the survey of language grouping. alor regency is a regency in east nusa tenggara province which was established by act no. 69 of 1958 concerning the establishment of daerah tingkat ii in the province of bali, west nusa tenggara and east nusa tenggara (lnri 1958 no. 122). historically, alor regency has undergone various developments, especially developments in the field of good governance in the past to be the formation of a regency as it exists today (stonis, 2008: 1). regional languages in alor regency show unique characteristics, as inspite of the people place to stay between one tribe to another tribe is quite close and there are differences in the language. the diversity of regional languages has an enormous influence on public life. according to research by stokof (1982; band with laino, 2013: 6) there are two language groups in east nusa tenggara (ntt), including one group of languages belonging to the austronesian language and 12 non-austronesian languages. based on the perception of the general public, in alor island there are 18 languages in accordance with the data the department of education and culture of alor regency. the local languages are:. (1) local language of alores; (2) local language of kabola / adang; (3) local language of abui / a'fui; (4) local language of hamap; (5) local language of klon; (6) local language of kui; (7) local language of kafoa; (8) local language of panea; (9) local language of kamang; (10) local language of kailesa; (11) local language of wersin / kula; (12) e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 16--23 accreditation:- 18 local language of talangpui / sawila; (13) local language of blagar / pura; (14) local language of retta; (15) local language of taiwa; (16) local language of nedebang / bintang / kalamu; (17) local language of deing / diang; and (18) local language of lamma (retika, 2012: 1-10). the author examines the grouping of three regional languages in alor regency, namely kabola, hamap, and klon languages using syncomparative historical comparative linguistic approach. 2. concept and theoritical framework 2.1 concept 2.1.1 language kinship language kinship is a language origin relationship as evidenced by grouping and reconstruction of the proto-language. linguistic facts in the form of order and equivalence found in languages relatives showed evidence of authenticity, inherited from a common ancestor (bynon, 1979: 47; antila, 1972: 20; keraf, 1996: 22). 2.1.2 language grouping grouping means of determining the position of languages in an arrangement or a family tree. efforts to prove language kinship and language origin, in general, lead to the grouping of languages and reconstruction of proto-languages 2.1.3 sound correspondence sound correspondence or sound equivalence is the sound alignment in the same position, contained in the derivative languages collected by cognate basis in research. this alignment appears on the similarity or semblance of form and meaning (hock, 1988: 557558). hoenigswald (1963: 13) says that the correspondence appears in two or more languages, which have a corresponding segment and is a form of language as a replacement of the other forms of the language 2.2. theoretical framework antila (1972) revealed that the genealogical kinship of language can be studied through the grouping of languages as well as the determination of the language group for the clarity of its genetic structure. by grouping the position and its relationship with other language relatives of each language being compared can be known. according bynon (1979) the language facts in the form of order and equivalence found in relative languages showed evidence of shared authenticity inherited from the same ancestor. the characteristics of the same heritage as well as the closeness relationship between relative languages can be found and the proto-language system can be traced. e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 16--23 accreditation:- 19 3. research method alor island consists of five districts including: the district of alor barat laut, district of alor barat daya, district of alor selatan, district of alor timur, and district of pantar (stonis, 2008:11). the research location of kabola language is in the district of alor barat laut, while the study of hamap and klon languages is located in the district of alor barat daya. the research data consist of primary data and secondary data. the primary data were taken from the number of native speakers that are used as informants. the secondary data were obtained from the existing research as a comparison. data digali dengan menggunakan daftar 200 kosakata swadesh. the data were extracted using swadesh list of 200 vocabulary. the number of informants in this study amounted to a minimum of three people in each language studied. if the data obtained were in doubt, then recheck on informants was done consulting other informants in order to obtain an accurate language data. data acquisition is done by observation and interview methods. observation was done by listening to spoken language usage by tapping techniques to tap the talk of informants in the field. interview method was used by interviewing the informants, aided by the elicitation techniques that informants were encouraged to speak. this technique was aided by technical notes, record, and translation (sudaryanto, 1988: 2; mashun, 2007: 92; band bungin, 2008: 8). lexicostatistics is one language grouping technique with figures as the basis of its sorting. the technique is used to find kinship of two languages or more by taking into account the elements contained in the comparablecommon vocabulary. thus, lexicostatistics a grouping technique languages or dialects which prioritizes the calculation of words statistically to determine the amount of related words being compared. the percentage of related words between 81-100% is classified as dialect, the percentage of 3680% belong to a language, the percentage of between 12-35% belong to a family of languages, the percentage of 4-12% belongs to the family of languages, the percentage classified microfilum 2-3%, and the percentage of 02% classified mesofilium (grimes, 1987: 14) research on the language grouping applying lexicostatistics technique could be described by the following formula. h= x 100 description: h = kinship relationship j = number of relative words g = gloss (item) 4. research findings and discussions a research conducted by woisika (1975) found that there are 17 regional languages in alor island. documentation done by the department of education and culture of alor e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 16--23 accreditation:- 20 regency found 18 regional languages (retika, 2012: 7). the local languages are:. (1) local language of alores; (2) local language of kabola / adang; (3) local language of abui / a'fui; (4) local language of hamap; (5) local language of klon; (6) local language of kui; (7) local language of kafoa; (8) local language of panea; (9) local language of kamang; (10) local language of kailesa; (11) local language of wersin / kula; (12) local language of talangpui / sawila; (13) local language of blagar / pura; (14) local language of retta; (15) local language of taiwa; (16) local language of nedebang / bintang / kalamu; (17) local language of deing / diang; and (18) local language of lamma. the following few examples illustrate that the language vocabulary of kabola has sameness and similarities in hamap and klon languages kabola hamap klon gloss /naba/ /nab/ /nabe/ ’what’ /hiu/ /hif/ /hi/ ’chicken’ /tara/ /taru/ /ta/ ‘lay down’ /mihi/ /mih/ /mih/ ’sit’ /ut/ /u’t/ /ut/ ’four’ /bo’oi/ /ba’oir/ /bo’gor/ ’yellow’ /koin/ /oin/ /pkoin/ ‘bug’ /bataŋ/ /batiŋ/ /bah/ ’needle’ /lete/’ /let/ /let/ ’far’ the following few examples illustrate that the language vocabulary of hamap has sameness and similarities in kabola and klon languages hamap kabola klon gloss /o’puin/ /kokopuin/ /go’puin/ ’hold’ /ta’u/ /ta’au/ /ta’ka/ ’steal’ /masaŋ/ /masaŋ/ /mah/ ’shoot’ /pet/ /poco/ /pat/ ’tie’ /duit/ /dumu/ /dup/ ’suck’ /te/ /te’e/ /tek/ ’stab’ /arot/ /haroto/ /ha’rot/ ’sew’ /tat/ /tatu/ /gat/ ’mouth’ the following few examples illustrate that the language vocabulary of klon has sameness and similarities in hamap and kabola languages klon kabola hamap gloss /tuu/ /tun/ /tuu/ ’year’ /ge’taŋ/ /kataŋ/ /tataŋ/ ’hand’ /a’dang/ /do/ /do/ ‘egg’ /lir/ /lili/ /lil/ ’fly’ e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 16--23 accreditation:- 21 /te’tek/ /te’ei/ /tadung/ ’thin’ /tum/ /kumu/ /ume/ ’blunt’ based on lexicostatistic techniques, between language and the language hamap kabola, the highest percentage was found, namely 53%. the percentage between hamap and klon the languages reached 46%. furthermore, the percentage between kabola and koln languages reached 36% which is the lowest cognate. the three languages percentage indicates a kinship of language, compared with fifteen other languages as neighbouring languages. the lowest cognate reached an average of 1.5% categorized as mesofilium. the fifteen languages can be categorized as languages that are not related as having low average percentage, such as: (1) the local language of alores/alurung with the percentage of 4 %; (2) abui/a’fui 1,8 %; (3) kui with the percentage of 7,4 %; (4) kafoa with the percentage of 7,9 %; (5) panea with the percentage of 2,5 %; (6) kamang with the percentage of 2,6 %; (7) kailesa /wersin/kula with the percentage of 7,6 %; (9) tanglapui/ sawila with the percentage of 8,3 %; (10) blagar/pura with the percentage of 10,3 %; (11) retta with the percentage of 11,1 %; (12) taiwa with the percentage of 6,7 %; (13) nedebang/bitang/kalamu with the percentage of 7,3 %; (14) deing/diang with the percentage of 5,5 %; and (15) lamma with the percentage of 4,5 %. kabola, hamap, and klon are group of closely related separate languages which further lower the subgroup language that is the kabola and hamap languages, whereas klon language is a language of its own. this is evident from a lexicostatistic calculations that the cognate percentage between kabola and hamap amounted to 53%, the cognate percentage between hamap language and klon is 46%, and the cognate percentage between kabola language and klon is 36%. the language grouping, of kabola, hamap, and klon is presented in the following chart the grouping, of kabola, hamap, and klon (quantitatively) vocabulary percentage language group language status 0 %-2% abui mesofilium 2%-3% kamang, panea microfilium e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 16--23 accreditation:- 22 4%-12% alores, kui, kafoa, wersin, tanglapui, blagar, retta, taiwa, nedebang, deing, and lamma language group 12%-35% language family 36%-80% kabola. hamap, and klon language description based on the calculation of lexicostatistic technique, abui language has a percentage of 1.8%, thus classified as mesofilium. kamang language has a percentage of 2.6% and panea has a percentage of 2.5%, classified as microfilium. alores, kui, kafoa, kailesa/wersin/kula, talangpui/sawila, blagar/pura, reta,, taiwa, nedebang/klamu, deing, and lamma vary from 4 % to 11,1 % so that belong to language group. kabola, hamap, and klon are categorized as language. 5. conclusion based on the results of research and discussion stated previously, the following conclusion can be presented a quantitative approach is used to classify the three languages genetically so that i the language kinship of kabola, hamap , and klon languages in alor island could be seen. quantitative evidence shows a breakdown of interlanguage kinship on a number of basic vocabulary and the groups of language kinship based on their percentage can be determined. based on lexicostatistic techniques, between kabola language and the language of hamap, the highest percentage was found, namely 53%. the percentage between hamap and klon languages reached 46%. furthermore, the percentage between kabola and koln languages reached 36% which is the lowest cognate. e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 16--23 accreditation:- 23 references antilla, raimo. 1972. an introduction to historical and comparative linguistics. new york: macmillan. bungin, 2008. penelitian kuantitatif dan kualitatif. jakarta: prenada media group. bynon, theodora, 1979. historical linguistics. london. new york. melbourne: cambride university press. grimes, barbara f.1987. etnologue: language of the wordd. dallas, texas: the summer institute of linguistic, inc. hock, hans henrich. 1988. principles of historical linguistics. berlin. new york. amsterdam: mouten de gryter. hoenigswald, henry m. 1963. language change and linguistic reconstruction. chicago: phoenix books. keraf, gorys.1996. linguistik bandingan historis. jakarta: pt gramedia pustaka utama. la ino. 2004. “pengelompokam genetis bahasa-bahasa blagar, pura, dan retta di kabupaten alor provinsi nusa tenggara timur”. tesis. denpasar: program pascasarjana universitas udayana. la ino. 2013. “ protobahasa modebur, kaera, dan teiwa, bahasa kerabat non austronesia di pulau pantar nusa tenggara timur”. disertasi. denpasar: program pascasarjana universitas udayana. mahsun. 2007. metode penelitian bahasa: tahapan strategi, metode, dan tekniknya. jakarta: pt raja grafindo persada. retika.e.thobyn. 2012. sejarah dan budaya kepulauan alor. surabaya: nidya pustaka. sudaryanto, 1986. metode linguistik. yogyakarta: gadjah mada university press. stonis, adang.2008.tapak-tapak sejarah perjalanan pemerintahan kabupaten alor 19582008. kalabahi. dewan perwakilan rakyat daerah kabupaten alor. microsoft word kletus erom_e-journal nominal marking system of bahasa manggarai and its interrelation to naming system of entities: a cultural linguistic study kletus erom1, aron meko mbete2, ketut artawa2, ida bagus putra yadnya2 1postgraduate program, udayana university 2department of linguistics, faculty of letters, udayana university email: kletus_erom@yahoo.com abstract this study analyzes the cultural imagery of the manggaraian speech communities (msc) in “nominal marking system (nms) of bahasa manggarai and its interrelation with naming systems of entity (nse): a cultural linguistic study”. the result of the analysis is useful for both the academic world and the life of the society, especially the msc. the study conducted in manggarai regency, flores, east nusa tenggara province, is qualitative. the data were obtained through observation, elicitation, interview, documentation study, listening, and note taking. for this reason, a number of questions were prepared in a written form. the data obtained were analyzed through steps of selection, listing, translation, and interpretation of the formal linguistic meaning and cultural imagery of the msc. the result of the data analysis is informally reported and verbally described. to analyze the data, the cultural linguistic theory was applied and supported by the structural and the dynamic theories. to know the chance and to inspire the study, a number of previous studies were reviewed. to easily understand, direct, and limit the discussion of the study, a number of basic concepts were defined. syntactically and semantically, there are four kinds of nominal markers (nms) of bm. nms in the forms of personal pronouns (pp): hau ‘you sg’, hia/hi ‘he/she’, meu ‘you-plur’, and ise ‘they’ mark proper nouns (pn) as the subject/agent or object/patient in a clause bearing the meaning of subject or object position of a clause and not common nouns (cn). nms in the forms of de/ di/ dise mark the noun (cn/pronoun or pn) as the possessor of the possessed noun in a clause bearing the meaning of possession. nms in the forms of le/ li/ lise mark the noun (cn/pronoun or pn) as the agent diathesis of an action targeted to a noun as the patient diathesis in a clause bearing the meaning of addition or the target/locality of an action. and nms in the forms of ge/ gi/ gise mark the noun (cn/pronoun or pn) added to another noun or become the target/locality of an action taking place in a clause bearing the meaning of addition or the target/locality of an action. beside the four meanings above, nms of bm also bears a number of the meanings, as stated in the following. the meaning of kinship intimacy is marked by the pn marking the kinship names. the meanings of individual and group representations are revealed by the singular pn itself simultaneously by the plural 2 pn. the meaning of priority to a majority group is revealed by the morpheme of the subject pronominal copy fused in one of clause functions (predicator, object, and adverb). the meaning of group of representation is revealed by plural markers on the singular pn representing other pn that is physically absent from a clause. the nms of bm has its own phonological and graphological characteristics. phonology deals with the pronunciation and graphology with the writing of the nm and the noun marked in a clause. the four nms are grouped into two on the basis of the noun marked, i.e. common nominal markers (cnm), covering de, le, and ge and proper nominal markers (pnm), covering nm in the forms of pp, pnm of possessive di/ dise, pnm of agent diathesis li/ lise, and pnm of combined/targeted gi/ gise. the four pnms are also grouped into two based on the number of the proper noun (pn) marked, i.e the singular pnm: hau, hia/ hi, di, li, gi, and the plural pnm: meu, ise, dise, lise, gise. other linguistic facts in bm seem to appear, such as the common syntactic pattern of bm: predicator (v) – object/patient (n) – subject/agent (n), subject pronominal copy, possessive pronominal copy, and nominal repetitions meaning plural in bm are not found. the nse is given to entities humans, domestic animals: dogs and horses, static objects made by human: cleave and whip, and objects of natural environment: rocks, trees, water sources, and wild animals. the msc has four kinds of names, i.e. manggaraian names (mn), catholic/christian names, kinship term names, and pseudonyms. the interrelation between the nms and the nse bears a number of cultural imageries: differentiation, animacy, honorific, solidarity, identity, prestige, democracy, and work. initial consonant, especially in proper names, is considered impolite, cruel, strong, energetic, while initial vowels polite or gentle. the nms of bm has undergone significant changed. the change has only occurred on the lexicons, such as changing from bm to bi, even english. the nse of the msc has changed significantly. the mn has changed its phonological characteristics, the number of unit names, the tendency of the children’s names following their fathers’ names, the decrease in assonance practice in proper names and some pseudonyms, naming of dogs is not only based on the colour of their fur, the declination of the practice of naming a cleave and a whip, and the pn of the objects of the natural environment. key words: bahasa manggarai, common noun, cultural linguistics, dynamics, imagery, interrelation, marking system, naming system, nominal marker, noun, proper noun. 3 1. background every language has its own unique system. one of the language systems is grammar, which has its own meaning, that both is created by the lexicogrammatical system and the interrelation between language and other cultural systems living in the society. bahasa manggarai (bm) has its own unique systems of meaning and form. one of them is the nominal marking system (nms) interrelated with naming system of entities (nse). the system is greatly determined by the cultural imagery of the manggaraian speech communities (msc) on the meaning of both common name/noun (cn) and proper name/noun (pn). the pn is very important in the cultural imagery of the msc. the importance of such name is not merely described but is also linguistically, grammatically, syntactically revealed by the specific marking system. the cultural imagery is the most important determinant on language grammar (palmer, 1996: 114). nowadays our world is facing the process of globalization in all aspects of human life: ideology, politics, economy, social, culture, defence, and security which necessitates the important role of the international language. any international negotiation which sounds those aspects of life is usually conducted in international language, like english. as a result of this condition, more and more people think that it is a great need of learning and mastering the international language, especially english for the sake of prestige, achievement, and job access. this condition can disturb the activity of learning and speaking of bi, more over local languages. the stream of globalization is so stronger that it impacts the local languages and cultures that certainly needs higher role of the national language, bi. as a result, the local languages and cultures would be pressed and colonized by two forces: the national language and culture of indonesia and the international language and culture (tantra, 2002) which can also disturb the activity of learning and speaking of local languages. this condition can seriously threaten local languages and cultures (mbete, 2003), including bm in manggarai regency, flores, east nusa tenggara province. the stream of globalization does not only impact the local languages but also other aspects of local cultures, such as naming system of entities (nse) which is 4 undergoing significant changes and developments on the number and phonological characters of the name of the msc. the number of name for an msc has changed and developed from one name to two when catholic church entered manggarai in 1913 or other religions. such changes and developments were considered positive because the introduction of the catholic church to manggarai only added one more name without eliminating manggaraian name (mn) with its own peculiar phonological characteristics. however, the changes and developments since 1980-ish indicate that nse has shown not only the specific characteristics revealing two identities, as an msc and as religious people, in this case, catholic. mns often have been replaced by the names of other region, ethnic, or religion characteristics, such as hironimus sartono, remigius anwar, etc. besides, the number of names increased from two unit names to be three, four, even five for an msc, for example, ivantus gunawan mahang, petronela nelci diana edita dali. based on the local languages and cultures development phenomena, the researcher was inspired to design and do a study on bm interrelated with naming system. the research was formulated in a title “nominal marking system of bahasa manggarai and its interrelation to naming system of entities: a cultural linguistic study”. this topic is specified into four problems. how is the nominal marking system of bm? how is the naming system of entities of the msc? how is the dynamics of the msc and the nse? how is the cultural imagery of the msc in nms interrelated with nse? the study is expected to be able to discover the nms of bm and the nse of the msc that bears formal linguistic meaning and the cultural imagery of the msc. 2. review of related studies, concepts, and theory to see the chance and to inspire this study, a number of studies consisting of theses, dissertations, the studies in books and articles, were reviewed. bustan’s study (2005) about “cultural discourse of tudak penti” seems to be an anthropological study. erom’s study (2004) about parallelism expressions of bm and its dynamics in reality of the manggaraian social culture” also seems to be an anthropological study. comrie’s (1989) study about animacy seemed to define animacy not as a 5 mental model, but a hierarchy of entities arranged on the scale of human → animal → inanimate being. according to palmer (1996: 148) cultures vary greatly attributing life to natural phenomena. dedrick’s study about daiþa/naioþa/ laioþa names has some similarities with the nse of msc. palmer’s study (1996: 148) about the yaqui speakers, who concluded that for yaqui speakers animate images have greater salience than static images. hoijer’s study about navajo language extracted by palmer (1996: 149-150) who concluded that the navajo speakers have dominant concept about the universe in motion. hale’s study (1973) and witherspoon’s study (1977) on navajo language extracted by palmer (1996: 150151) found that control marking is a salient grammatical features in navajo languages. lucy’s study (1992) about attending to numbers in yucatec maya and english extracted and commented by palmer (1996: 159-163, who concluded that language influenced the thought or the frequency of pluralizing in every language influences the verbal and nonverbal interpretations to pictures and the main lexical structures associated with number marking in language. jeladu’s study (2000) about “argumen aktor dalam bahasa manggarai dan pemetaan fungsinya”. jeladu used the term pronominal copy for –n and –s ending which has not specified their grammatical meaning. palmer’s study (1996: 262) about the language of coeur d’alene in which one of his conclusions is that the language pattern is v–o–s which is similar to the common pattern of the clause of bm. all the studies, with their lackness and excellence inspired this study. to understand, direct and limit the study, a number of basic concepts dealing with the study were adopted. such concepts include nominal marking system (nms), bm, interrelation, naming system of entities (nse), manggaraian speech communities (msc), cultural linguistic analysis (cla), and dynamics. nms is a system of specific signing or marking both common noun and proper noun. bm is a language spoken by speakers living in manggarai regency in various social interactions. interrelation is a syntactical co-variation between nms and nse. nse is a system of naming entities covering humans, domestic animals, static object made by humans, and objects of natural environment. msc refers to speaker of bm living in manggarai regency. cla is a kind language analysis applying theory of cultural linguistics which pays specific attention on imagery roles 6 in each language expression. and dynamics refers to changes and development in nms and nse. to analyze the data, the theory of cultural linguistics, a cultural theory of linguistic meaning, was applied. it is the synthesis of cognitive linguistics with boasian linguistics, ethnosemantics, and ethnography of speaking. the theory of cultural linguistics really revitalizes the theory of cognitive linguistics. both theories are fundamentally theory of mental imageries. the theory of cultural linguistics pays specific attention to imagery role in each language expression. imagery governs a grammatical construction of language (palmer, 1996: 5). grammatical construction is only one of so many systems in language. thus, imagery also influences or bases all other language systems. this statement is made clearer in the assertion of palmer (1996: 4) that the theme of imagery in language provides a basis for examining a surprisingly wide range of linguistic topics, such as narrative, figurative language, semantics of words, grammatical constructions, discourse, even phonology. the grammatical constructions we use usually form our ideas about the world (whorf in kövecses, 2006: 245). some cognitive linguists also stated that grammar reflects the way its speakers schematically conceptualize the world (kövecses, 2006: 244). many of cognitive processes that we find in cognition and culture can be found in what is called grammar of language. the grammar of language is a complex cognitive system which its principle and process work together with cognitive system in general (kövecses, 2006: 295). thus, nms of bm and nse of msc are influenced by or based on imagery because both are language expressions, which represents the play of verbal symbols that are based in imagery (palmer, 1996: 3). 3. research methodology the study located in manggarai regency, flores, east nusa tenggara, with data source in oral and written, is qualitative. so, the qualitative method of study, a kind of social study relevant to analyze cultural linguistics to find out qualitatively the cultural imagery of the msc revealed in nms of bm interrelated with nse, was applied. 7 qualitative study focuses on the quality of observation on human life. besides, the findings of qualitative study are not gained through quantification or statistical procedure, like the tradition in pure empirical sciences (mantra, 2004: 26). it is so because the main problem in qualitative study is to understand the meaning, called imagery in cultural linguistics, which is determined by the quality of the data, called the depth of data by (kleden, 1984: 61), not by large amount of data. as a qualitative study, data analysis was inductively done, i.e. starting from the data analysis to theory. dealing with this, qualitative method has some main features, i.e. (1) the primary data is natural and cultural life, (2) the study process is of the same important with the study result, (3) to prioritize constructive negotiation between the researcher and the informants to seek and find out the shared meaning, and (4) it is supported by the sufficient rational theories. as a cultural linguistic study attempting to seek and find out the cultural imagery of the msc revealed in language expression used, the analysis of this study started from the analysis of the linguistic system, i.e. nms of bm interrelated with nse flowing into the finding of kinds of nominal markers (nms) of bm on the basis of lexicogrammatical and lexicosemantic systems. from the systems the formal linguistic meaning of bm can be revealed. finally, still basing on such meaning, the cultural imagery of the msc was analyzed by way of interpretation. two kinds of data (oral and written) were gained through active participation, elicitation, standardized and nonstandardized interviews, documentation study, and note taking. for this reason, a number of written questions was prepared. the data gained were analyzed by ways of selection, listing, translating, and interpreting the formal linguistic meaning and the cultural imagery of the msc. as a qualitative study, the result of the data analysis is informally reported, i.e. verbally described. 4. research findings the result of the data analysis is divided in line with the specification of the problem questions and the steps of analysis. the problems questions include nms of bm, nse of msc, the dynamics of the two systems, and cultural imagery of nms interrelated with nse. each research problem has its own steps of analysis. 8 4.1 nominal marking systems of bahasa manggarai (nms of bm) the result of the analysis of nms of bm involves aspects of syntax, semantics, phonology and graphology, and cultural imagery. however, language as a system, of course has interrelation interaspects. so, when discussing the syntax it is also touches the semantics, phonology and graphology, even imagery. 4.1.1 syntax on the basis of lexicogrammatical, four kinds nominal markers (nm) of bm are found. the nms in the forms of personal pronouns (pp) hau ‘you sg’, hia/hi ‘he/she’, meu ‘you plur’, and ise ‘they’ mark proper nouns (pn) as subject/agent or object/patient in a clause, e.g. kawe hi maria-y hi pius/ hi pius kawe hi maria-y ‘pius is/was looking/looked for maria’. hi and hi are nms that respectively marks pn pius functioning as subject/agent, and pn maria as object/patient in the clause. the nms in the forms of de/ di/ dise mark nouns (cn/pp, pn) as possessor of a noun possessed in a clause, e.g. wa’i de acu ho‘o ‘this is a(the) leg of a(the) dog’, acu daku ho’o ‘this is my dog’, wa’i di kampa ho’o ‘this is the leg of kampa’. de is an nm marking the cn acu ‘dog’ and the pp aku ‘i’, and di is an nm marking the pn kampa, that all functions as possessors in the clause. the nms in the forms of le/ li/ lise mark nouns as agent/doer diathesis targeted to a noun as a patient diathesis in a clause, e.g. tungkal le kaba-y hi romas ‘romas was butted by a buffalo’, ita lise-y acu hitu ‘the dog was found/seen by them’, ita lise pius-y acu hitu ‘the dog was found by pius et al’. le is an nm marking the cn buffalo and the pp ise, and li an nm marking the pn pius, who all function as agent diathesis in the clause. the nms in the forms of ge/ gi/ gise mark nouns combined with another noun or target/locality of an action in a clause, e.g. hi eti gi nesti ka’eng gise-s ‘eti and nesti stay/ stayed/ are staying with them’, hi eti gi nesti ka’eng ge inang-d ‘eti dan nesti stay/ stayed/ are staying with their aunt’, hi eti gi nesti ka’eng gi maria-s ‘eti and nesti stay/ stayed/ are staying with maria’. gi marking the pn nesti in the three clauses is the pn of combination. gi marking the pn maria in the third clause and ge marking the pp ise ‘they’ in the first clause and the cn inang ‘aunt’ in the second clause are the nms of target/locality of the action ka’eng ‘stay’ taking place. 9 the four kinds of the nms are divided into two based on kinds of nouns marked. the nms of de, le, ge mark cn, so it is called common nominal markers (cnm). the nms in the forms of (pp) hau, hia/hi, meu, and ise; the nms in the forms of di/ dise; the nms in the forms of li/ lise; and the nms in the forms of gi/ gise. the four nms mark pn, so it is called proper nominal marker (pnm). for example, wa’i de acu ‘the leg of the dog’ and wa’i di kampa ‘the leg of kampa’. in the first clause, the nm de is properly used because the noun marked, i.e. acu ‘dog’ is a cn. on the contrary, in the second clause, the nm di is properly used because the noun marked, i.e. kampa is a pn (for a dog). the four pnm is also divided into two on the basis of the number or amount of the noun marked. pnms of hau, hia/hia, di, li, and gi mark singular proper nouns (spn), so it is called spn marker (spnm). the pnms meu, ise, dise, lise, and gise mark plural proper nouns, so it is called ppn marker (ppnm). for example, acu di pius hi kampa/ hi kampa acu di pius ‘kampa is the dog of pius’ and acu dise pius gi maria ise kampa gi mbako ‘kampa and mbako are the dogs of pius and maria’. in the first clause, the nms di and hi are respectively used with pius and kampa because they are singular proper nouns (spn). on the contrary, in the second clause, the nms dise ‘their’ and ise ‘they’ are respectively used with pius and maria, kampa and mbako because they are plural proper nouns (ppn). besides, the result of the analysis also shows other linguistic evidence of bm. the common syntactic pattern of bm is predicator (v) – object/patient (n) – subject/agent. for example, hang latung-k aku ‘i ate/ eat/ am, was eating corn’. it is a normal, neutral, or common pattern of a clause in bm. however, the clause can also be patterned to be s-p-o, aku hang latung-k ‘i ate/ eat/ am, was eating corn’ if the subject/agent aku ‘i’ who does the activity of hang ‘eat’ is emphasized. subject pronominal copy (spc) also appears in bm. see again the previous example, hang latung-k aku. the morpheme {-k} at the final position of the word latung ‘corn’ is the spc of aku. it seems clear that the subject aku is copied in the object of the clause, latung represented by the morpheme {-k} which is the consonant /k/ in the subject aku ‘i’. the complete spc is presented in the following: aku → k ‘i’, hau → h ‘you sg’, hia → y ‘he/she’, kami → km ‘we’, ite → t ‘we’, meu → m ‘you plur’, and ise → s ‘they’. 10 although the subject of a clause is in the form of cn and pn instead of pronoun, the spc is still in the form of pronoun. see the following example. hang latung-s acu/ acu hang latung-s ‘the dogs ate/ eat/ are, were eating corn’ or kawe acu-y hi pius/ hi pius kawe acu-y ‘pius looked/ is, was looking a dog’. so, the term spc is applied here. beside the spc, possessive pronominal copy (ppc) also appears in bm. for example, kaba-g ho’o ‘this is my buffalo’. the morpheme {-g} at the final position of the word kaba ‘buffalo’ is the ppc of the pronoun aku ‘my’. the complete ppc is presented in the following: aku → g ‘my’, hau → m ‘your sg’, hia → n ‘his/her’, kami → gm ‘our’, ite → d ‘our’, meu → s ‘your plur’, and ise → d ‘their’. it is clear that only the ppc for the first singular and plural personal pronoun (aku → g ‘my’ and kami → gm ‘our’) has phonological correspondence. spc and ppc in bm specify the term pronominal copy proposed by jeladu (2000). the plural form of noun in bm is not quantified by repetition as stated by kebol (1997) but other lexical words showing plural meaning, such as sanggen(d) ‘all’, do ‘many’, taung ‘all’, e.g. sangged ata mai taung ‘all people came’. 4.1.2 semantics on the basis of lexicosemantics, there are four kinds of meanings revealed by the nms of bm. the meaning of subject/agent or object/patient of a clause revealed by nms of the pps hau ‘you sg’, hia/ hi ‘he or she’, meu ‘you plur’, and ise ‘they’, e.g. kawe hi maria-y hi pius ‘pius looked was/is looking for maria’. the proper noun (pn) pius functioning as the subject and the pn maria as the object of the clause are marked by the nm of pp for its correct grammatical form. it is unacceptable to say *pius kawe maria-y as good bm. the meaning of possessiveness is expressed by the nms of de/ di/ dise, e.g. acu di pius ho’o ‘this is the dog of pius/ this is pius’ dog’. the pn pius functioning as the possessor of the cn acu ‘dog’ in the clause is revealed by the nm di ‘his’ for its correct grammatical form. it is unacceptable to say *acu pius ho’o/ ho’o acu pius as good bm. the meaning of agent diathesis is revealed by the nms of le/ li/ lise, e.g. acu hitu ita li piu-s ‘the dog was found/seen by pius’. the pn pius functioning as the agent diathesis of the action to the patient diathesis in the clause is marked by the 11 nm li ‘by him’ for its correct grammatical form. it is unacceptable to say *acu hitu ita pius as good bm. even the meaning is far different from the original one. the meaning of combination or target/locality of an action is revealed by the nms of ge/ gi/ gise, e.g. hi eti gi nesti ka’eng gi maria-s ‘eti and nesti stayed were/are staying with maria’. the pn nesti combined/grouped together with the pn eti and the pn maria as target/locality of the action ka’eng ‘stay’ in the clause is respectively marked by the nm gi ‘and, with’ for its correct grammatical from. it is not acceptable to say * eti nesti ka’eng maria-s as good bm. the meaning of intimate kinship relationship is expressed by the four kinds of the nms of bm marking the kinship terms, e.g. hi pius kawe hi amang-y ‘pius looked/ was, is looking for my uncle’. the nm hi ‘he’ marking the kinship word amang ‘uncle’ shows the admission of the first speaker raised to the speech opponent that the person spoken about is his uncle (amang). so, the sentence is properly translated into bing as ‘my uncle’. it is clear that the nm intimates kinship relationship. the meaning of individual appreciation is revealed by the nms of hia/ hi ‘he/she’ and gi ‘with him/her’ marking the singular pn, beside collectively marked with plural pn together with another pn, e.g. ise pius gi maria kawe acu-s ‘pius and maria looked/ were, are looking for a dog’. it is clearly seen in the clause that beside being marked by the pn ise ‘they’ together with the first pn, pius, the second pn, maria is still individually marked by the nm gi (agu hi) ‘and, with’. such marking shows the meaning of individual representation. the meaning of majority group priority is revealed by subject pronominal copy (spc) fused in either one of the clause functions (predicator, object, and adverb), e.g. ise pius gi maria kawe acu-s ‘pius and maria were/are looking/looked for a dog’. the subject of the clause is pn pius and pn maria that grammatically marked by the nm ise ‘they’ in front of pn pius and the nm gi ‘and’ in front of the pn maria respectively. the nm ise ‘they’ collectively marks pius and maria and maria is still individually marked by the nm gi (agu hi) ‘and’ as the subject of the clause. however, the subject pronominal copy is prioritized to the nm marking the plural subject that is copied in the final position of the object acu ‘dog’ in form of morpheme {-s} represented the phoneme /s/ in ise. 12 the meaning of group representation is revealed by the nms of meu ‘you plur’, ise ‘they’, dise ‘their/theirs’ lise ‘by them’, or gise ‘and, on, with them’ marking singular nouns representing other pn that are physically absent from a clause, e.g. ise pius hang latung-s ‘pius et al ate/ eat/ are, were eating corn’. the nm ise ‘they’ commonly marks the plural pn in bm. but it is clearly seen in the clause that the nm ise marks the singular subject, pius. such marking is still acceptable in that pius represents other pns that are physically absent from the clause. such marking shows the meaning of group representation. connected to the textual meaning in the theory of systemic functional linguistics proposed by halliday (eggins, 2004: 296-326), the general pattern of manggaraian clauses: predicator – object – subject bears the meaning of work/ activity. work is the message of the manggaraian clauses. the meaning of plural in bm is not quantified by repeating but by other lexical words representing plural meanings, such as sanggen/sangged ‘all’, do ‘many/much’, taung ‘all’, e.g. sangged ata mai taung ‘all people came’. this fact shows that the msc think qualitatively and collectively about the existence of noun representing given entities. 4.1.3 phonology and graphology pronunciation system of bm greatly influences the writing system. in other words, the writing system of bm is greatly influenced by its pronunciation system. a number of findings dealing with the two systems will be presented below. 1. the nm in form of pp marking the pn is pronounced and written completely and separately, e.g. hi pius, hi maria. 2. the phoneme /ĕ/ in cnms of de, le, or ge marking the pp having initial vowels loses and the left phonemes /d/, /l/, or /g/ fuses to pp it marks (following it). the way they are pronounced and written are combined, e.g. daku ‘my/mine’, laku ‘by me’, gaku ‘and, with, at me’. 3. the cnms of de, le, or ge marking the pp having initial consonants fuses to pp. the way they are pronounced and written are combined and complete, e.g. dehau ‘your/yours sg’, demeu ‘your/yours plur’. 4. the variant of hia is ia ‘he/she’. ia is more homorganic with spc /y/ than hia. 13 5. the phoneme /ĕ/ in cnms of de, le, or ge marking the cn having initial vowels loses and the left phonemes /d/, /l/, or /g/ fuses to cn it marks (following it). the way are pronounced and written are combined, e.g. dacu ‘dog’s/dogs’, lacu ‘by dog/dogs’, gacu ‘and, with, at dog/dogs’. 6. the cnms of de, le, or ge marking the cn having initial consonants are pronounced and written completely and separately, e.g. de kaba ‘buffalo’s’, le kaba ‘by buffalo’, ge kaba ‘and, with, at buffalo’. 7. pnms of di/ dise, li/ lise, or gi/ gise marking pn are pronounced and written completely and separately, e.g. di john ‘john’s’, dise john ‘john’s cs’. 8. the phoneme of spc in a clause patterning s – p – o is pronounced and written combined with the word where it fuses to, e. g. aku hang latung-k /aku hang latungk/ ‘i (am, was) eating/ eat/ ate corn’. 9. the phoneme of spc in a clause patterning p – o – s is pronounced and written combined with pp where it fuses to, e. g. hang latung-k aku /hang latung kaku/ ‘i (am, was) eating/ eat/ ate corn’. 10. bm does not have consonant clusters except prenasal sounds such as mb (mbang ‘starvation’), mp (mpelar ‘the sounds of explosion’), nd (ndong ‘is allowed/ permitted’), nt (ntaung ‘year’), ngg (nggelok ‘clean’), ngk (ngkang ‘the sounds of a beaten dog’). 11. the pp of ami ‘we’ is derived from kami ‘we’ for softening, honour. 4.2 naming systems of entities of manggaraian speech communities there are four entities that are given proper names, they are human being, domestic animals, static objects made by human being, and entities of natural environment covering rocks, threes, water sources, and wild animals. there are four pns of the msc. manggaraian name (mn) is considered impolite or rude, such as buhar. catholic or christian name, e.g. urbanus, kinship term name, e.g. hi amang, and pseudonym, e.g. lopo kijol, all the three names are considered polite. there are fourteen pseudonyms. traditionally, the names of male and female are phonologically different. the names of the male tend to have round vowels {a, o, u}, e.g. dasa, while the female names flat vowels {i, e}, e.g. disi. traditionally, the children were not named after their fathers. for example, the father is buhar and the son is sulam. 14 often an msc was named after his dead grandfather, great grandfather, or ancestor, for example, aloysius tamong. tamong was the name of the sixth generation above aloysius. traditionally, the pn of the msc was only one, and became two when catholic church entered manggarai in 1913, for example aloysius tamong. traditionally, all dogs of all owners were given pn based on the colour of their fur, such as kampa. only racing and riding horses are usually given pns for prestige of the horses themselves and their masters, for example, rae dale ‘a brown horse from the village of dale’. the cleaver was only given pn as belang lali and the whip as cepogemo. the pn of the natural environmental entities were derived from their cns. the pn for wild animals were kaka ‘animal’ for politeness. the wild animal will be angry if its name is directly called, such as motang ‘wild pig’. 4.3 dynamics of nms of bm and nse of msc nms of bm has not undergone significant changes except nse. mn has changed to be names with other region, clan, or religion phonological characteristics, such as sartono. one pn became two when catholic church entered manggarai in 1913 or other religion, such mathias ata. since 1980 the pn of msc added some more names to be 3 – 5 pns, for example, marianus grasiano nggalas, imelda erni ati doho, and petronela nelci diana edita dali. nowadays, many sons and daughters are given pn after their fathers, for example, maria goreti marut and paulus serapion marut following their father’s name, andreas marut. this naming practice lessens the creation of assonance in the names of the children adapting to the names of their fathers, grandfathers, great grandfathers, or their ancestors. a number of pseudonyms, such as the ones based on the name of sex organs, the name of the relative’s child, possession, idiolect, are not practicing anymore. dogs are named not only based on the colour of its fur, for example, jaga rumah. the practice of giving names to cleavers and whips have vanished. the ceremony of worshipping entities of the natural environment has decreased resulting in reduction in giving pns derived from their cns. this causes the decrease of the use of nms of bm, especially nse. 4.4 cultural imagery of nms of bm interrelated with nse of msc language is the play of verbal symbols that are based in imagery (palmer, 1996: 3). imagery governs a grammatical construction (palmer, 1996: 5). in line 15 with palmer’s statements, the nms of bm interrelated with the nse is a kind of grammatical construction of bm that is certainly influenced by the imagery of the msc. so, the nms of bm interrelated with the nse certainly reveals/bears a number of cultural imageries of the msc, such as differentiation, animacy, honorific, harmony, solidarity, identity, prestige, and democracy. different marking on cn and pn is a linguistic fact revealing imagery of difference in noun representing given entities. the practice of similar marking and naming entities of human being, domestic animals, static objects made by humans, objects of natural environment, plants, and wild animals bears imageries of animacy, honorific, and harmony. the practice of marking and naming entities of natural environment, plants, and wild animals reveals imageries of solidarity and harmony with human being. the practice of marking and naming racing and riding horses reveals imageries of prestige and identity. plural marking on singular pn representing other pns physically absent from a clause reveals imagery of representation democracy. the priority of spc larger in number on one a clause functions reveals imagery of democracy of majority. the common syntactic pattern of bm: predicator (v) – object (n) – subject (n) bears imagery of work. initial consonants, especially in pns bear imagery of impoliteness, strong, energy, while initial vowels express soft, gentle. foe examples, nece → ece, kudek → udek, ndela → ela, lompok → ompok ‘cut the top part of a tree’ , wereng → ereng ‘cut the lowest part of a tree’. in other way round, ami → kami ‘we’ and ia → hia ‘he/she’ bear strength or energy. seeing the linguistic facts, it can be stated that the nms of bm interrelated with the nse is very important in the cultural imagery of the msc. this is their worldview. 5. conclusion and suggestion the theory of cultural linguistics can be applied because it can reveal the imagery role in every language expression that is certainly based in imagery. the nms of bm interrelated with the nse are two tied language expressions revealing a number of imageries. so the nms of bm interrelated with the nse is very important in the cultural imagery of the msc. 16 in line with the result of the data analysis, study aims, and the benefits of the study, a number of conclusions and recommendations would be offered. the nms of bm interrelated with the nse of msc contains a number of imageries. if they can be modified to be values applied in daily lives and natural insights, they will lift up the life quality of the msc both with human and their environment. in line with this, a number of recommendations would be offered to some sides in line with their competence and capacity to perpetuate bm and naming tradition. the experts of linguistics, culture, cultural linguistics, and related subjects should do continued study or similar study to confirm and extend. the local government of manggarai regency, central government of republic of indonesia should allocate the fund for local language research, seminar, and workshop. the catholic church and other religion institutions should give understanding and regulation of naming system. teachers of bi and other foreign language teachers, like english, should become pioneers the teaching of bm. and the msc themselves should attempt and feel proud in having and using bm in proper situation, living side by side with the national language, indonesia, and the foreign languages, such as english. they should be realized of living in multilingual and multicultural situations. these are the forms of their moral responsibility to language, culture, and the msc. 6. references aitchison, jean. 1972. general linguistics, 1st print. london: universities press ltd. bustan, frans. 2005: “wacana budaya tudak penti” (disertasi). denpasar: universitas udayana. comrie, bernard. 1989. language universals and linguistik typology, second edition. oxford: basil blackwell. dedrick, don. 1998. naming the rainbow: colour language, colour science, and culture. dordrecht: kluwer. eggins, suzanne. 2004. an introduction to systemic functional linguistics, 2nd edition. new york: continuum. 17 erom, kletus. 2004. “ungkapan paralelisme bahasa manggarai dan dinamikanya dalam realitas sosial budaya manggarai” (tesis). denpasar: universitas udayana. halliday, m.a.k. 1985. an introduction to functional grammar, reprinted. usa: edvard arnold. halliday, m.a.k. and mathiessen. 2004. an introduction to functional grammar, third edition. great britain: arnold. jeladu, kosmas. 2000: “argumen aktor dalam bahasa manggarai dan pemetaan fungsinya” (tesis). denpasar: universitas udayana. kebol, jack. 1997: “kata ulang bahasa manggarai” (tesis). denpasar: universitas udayana. kleden, ignas. 1984. “penelitian dan kemampuan ilmu-ilmu sosial: pelajaran dari seminar orientasi sosial budaya”, prisma, no. 1, edisi januari. kővecses, zoltan. 2006. language, mind, and culture. oxford: oxford university press. mantra, ida bagus. 2004. filsafat penelitian dan metode penelitian sosial. yogyakarta: pustaka pelajar. mbete, aron meko. 2003. bahasa dan budaya lokal minoritas: asal-muasal, ancaman kepunahan, dan ancangan pemberdayaan dalam kerangka pola ilmiah pokok kebudayaan universitas udayana – orasi ilmiah. denpasar: universitas udayana. palmer, gary b. 1996. toward a theory of cultural linguistics, 1st edition. texas: the university of texas press. tantra, dewa komang. 2002. imperialisme linguistik bahasa nasional dan asing terhadap bahasa minoritas: implikasinya pada perencanaan dan sistem pengujian bahasa – orasi ilmiah. singaraja: departemen pendidikan nasional institut keguruan dan ilmu pendidikan negeri. pemakaian bahasa manggarai dalam pemakaian bahasa manggarai dalam misa inkulturatif dikabupaten manggarai pius pampe prof. dr. i wayan jendra, s.u. e-mail:udayanaling@hotmall.com abstrak wacana bm yang digunakan dalam misa inkulturatif di kabupaten manggarai merupakan wacana ekspresif berwujud monolog. wacana ini unik, karena hanya terdiri dari satu paragraf pendek, namun struktur pertuturannya utuh yang ditunjukkan oleh ada bagian pendahuluan, prainti, inti, prapenutup, dan penutup. demikian juga pada aspek fonologis memiliki keunikan yang ditunjukkan oleh bunyi [o] pada kata io ‘ya’, kata kepok ‘puji syukur’, serta bunyi [i] pada kata mori ‘tuhan’ yang diucapkan relatif panjang serta intonasi agak tinggi. keunikan lain terlihat pada aspek sintaksis yang ditunjukkan oleh penggunaan kalimat predikat verba serial serta penggunaan kalimat konstruksi pasif pada kalimat majemuk yang memiliki hubungan ketergantungan parataktik. verba pada kalimat majemuk ini berupa kata kerja transitif dan oblig agent berupa frase preposisi l-ami ‘oleh kami’ dan l-ite ‘oleh engkau’, sedangkan subjek berupa nomina yang memiliki fungsi sintaktik sebagai patient. bm yang digunakan dalam misa inkulturatif memiliki tiga ragam, yakni ragam biasa, semibeku, dan ragam beku. makna dan nilai religius yang terkandung di balik penggunaan kedua ragam tersebut kurang dipahami oleh ukem, karena masing-masing hanya mencapai 43. 22% dan 44, 34%. mereka hanya memahami makna dan nilai yang terkandung pada penggunaan ragam biasa yang mencapai 71,52%. kata kunci: wacana ekspresif, variasi bunyi, predikat serial, konstruksi pasif, pemahaman. pendahuluan sekarang bahasa manggarai (bm) di pulau flores, provinsi nusa tenggara timur (ntt), cenderung digunakan dalam kegiatan penyerahan sesajen pada misa inkulturatif. misa ini umumnya dilaksanakan pada hari raya agama katolik, seperti natal dan paskah. misa inkulturatif dalam konteks ini adalah misa yang diselipi tari-tarian dan lagu daerah manggarai dengan menggunakan gendang dan gong. menyimak bm yang digunakan, terlihat cukup menarik untuk diteliti, karena mengandung beberapa permasalahan kebahasaan, terutama bentuk wacana, struktur lingual, serta permasalahan terkait dengan tingkat pemahaman umat katolik etnik manggarai (ukem) tentang makna dan nilai religius yang terkandung di balik penggunaan bm tersebut. karena itu, tujuan penelitian ini adalah untuk menemukan bentuk wacana, struktur lingual, serta tingkat pemahaman ukem tentang makna dan nilai religius. dalam mendapatkan data digunakan teknik perekaman; kuesioner dan wawancara. data dianalisis dengan mengacu teori analisis wacana dari fairclough (2000); teori klausa dari halliday (1985), teori fonologi dari verhaar (2002); statistik deskripstif dan skala pengukuran linkert (1996). teori-teori tersebut masing-masing diacu sesuai dengan permasalahan. penelitian ini merupakan penelitian pertama yang mengkaji bm dari sudut sosiolinguistik. penelitian sebelumnya, baik dilakukan oleh bustan (2005) yang mengkaji wacana ritual penti maupun erom (2004) yang meneliti tentang “ungkapan paralelisme bm, kurang ada hubungannya dengan penelitian ini, karena mereka mengkaji dari sudut linguistik kebudayaan. pembahasan wacana ekspresif wacana bm yang digunakan dalam misa inkulturatif di kabupaten manggarai tergolong wacana ekspresif berwujud monolog. wacana ini memiliki keunikan, karena hanya terdiri atas satu paragraf relatif pendek yang mengandung tema serta secara superstruktur memiliki prainti dan prapenutup. salah satu wacana ekspresif berwujud monolog tersebut disajikan di bawah ini. wc. 1) io-o-o mori ema pastor ata letang temba baro jaong gesar agu tilir de anak do me. 2) tara manga padir wai rentu sai no’o te naring agu hiang ite. 3) mori-i-i tegi l ami berkak koes keluarga d ami l – ie one mai pu’un haeng wela – n peang agu pande 2 beka koe ami. 4) mori---i ai ite ata pande dia mose d – ami. 5) boto mu’ug kanang mori ho’os ba d – ami roti agu anggor nggere one ite. 6) kepo-o-ok mori. ‘sembah sujud tuan pastor penyambung lidah untuk menyampaikan keluh kesah umat mu. kami berkumpul di sini untuk memuji dan menyembahmu. yang kami mohon adalah berkatilah seluruh keluarga kami mulai dari leluhur hingga anak cucu. agar tidak hanya ucapan saja ini kami persembahkan roti dan anggur untukmu. puji syukur tuan’. tampak jelas bahwa wc diatas hanya terdiri dari satu paragraf yang mengandung tema, yakni permohonan berkat keluarga yang terkandung pada kalimat (3). unsur one mai pu’un haeng welan peang ‘dari pangkal hingga bunga’ merupakan metafora bagi leluhur dan anak cucu. secara superstruktur, wc terdiri dari lima bagian yakni: pendahuluan, prainti, inti, prapenutup, dan penutup. kelima bagian tersebut masingmasing ditunjukkan oleh leksikal yang mempunyai fungsi retorika berupa perananperanannya (band. safnil, 2002). kata ata ‘yang’ dalam kelompok kata (1) mempunyai fungsi retorika berupa definisi tentang pastor dan kata tara ‘sebab’ pada kalimat (2) memiliki fungsi retorika menyatakan alasan. fungsi retorika diad one mai pu’un haeng welan peang ‘dari leluhur sampai cecet’ pada kalimat (3) adalah memberikan deskripsi, sedangkan penggunaan frase hoos bokong ‘ini bekal’ pada kalimat (5) memiliki fungsi retorika argumentasi yang mengedepankan bukti,. fungsi retorika kata kepok ‘puji syukur’ dalam kalimat (6) adalah menyatakan tuturan selesai. fungsi-fungsi retorika tersebut bergayut langsung dengan wc1 tergolong wacana ekspresif berwujud monolog yang diungkap secara torok ‘doa asli’ mem. dengan penuh perasaan. luxemburg, dkk. (1987) mengatakan bahwa wacana ekpresif adalah wacana yang memiliki tujuan untuk mengungkapkan perasaan tentang pengalaman nyata di dunia, seperti pengalaman padir wai rentu sai ‘berkumpul bersama’ pada kalimat (2). selain ekspresif, wc1 berwujud monolog, yakni wacana yang tidak berupa percakapan antara dua pihak yang melakukan komunikasi vebal (chaedar, 1985: djajasudarma, 1994). dalam hubungan dengan ini, fairclough (2000) mengatakan bahwa wacana yang digunakan dalam suatu konteks situasi pada umumnya memiliki struktur monologis, sehingga dikategorikan ke dalam wacana berdimensi horisontal atau teks tunggal (single text). artinya, dalam suatu ruang teks yang lebih luas tidak ada urutan teks, sehingga tidak ada teks mengikuti teks lain yang muncul lebih dahulu. variasi bunyi [ 0:] dan [ i: ] bm memiliki bunyi vokal [i], [e], [∂], [u],[o], dan [a]. dua di antaranya, yakni bunyi [0] dan [i] memiliki variasi bunyi berupa diucapkan agak panjang serta intonasi agak tinggi. pengucapan bunyi [o] pada kata io ‘ya (seruan kepada tuhan’ adalah io^^^^^^^o ‘ya^^^^^^^a’ dan kata kepok ‘puji syukur’ adalah kepo^^^^^^^^ok ‘puji^^^^^^^i syukur’. demikian juga bunyi [i] dalam kata mori ‘tuhan’ diucapkan dengan mori^^^^^^^-i ‘tuha^^^^^^^^an’. ketiganya tergolong variasi bunyi karena terjadi pada kata yang sama, artinya ada bunyi [o] pada kata io ‘ya’, dan kata kepok ‘puji syukur’, serta bunyi [i] pada kata mori ‘tuhan’ diucapkan agak pendek serta intonasi datar. terkait dengan hal ini, kridalaksana (1993) dan verhaar (2002) mengatakan bahwa variasi bunyi atau variasi fonologis hanya terjadi pada sebuah kata yang secara leksis sama. variasi bunyi pada sebuah kata dalam bm terjadi, karena pemakaiannya terjadi pada konteks religius katolik. kalimat predikat verba serial salah satu kalimat predikat verba serial disajikan di bawah ini. 1) ami ata manga ranga no’o mai cahir nai one ema pastor. kami yang ada muka sini datang bagi hati ke bapak pastor. ‘kami yang hadir di sini datang mencurahkan perasaan kepada bapak pastor’ . verhaar (2002) mengatakan bahwa di antara predikat verba ada yang serial berupa predikat yang terdiri dari verba utama lebih dari satu yang strukturnya sedemikian rupa sehingga tidak ada verba yang tergantung pada verba lain. kalimat (1) memiliki dua verba utama, yakni verba intransitif mai ’datang’ yang dirangkai secara serial dengan verba transitif cahir ‘bagi’. namun kalimat (1) tidak termasuk kalimat majemuk, walaupun kedua verba tersebut masing masing dapat berdiri sendiri, misalnya, ami ata manga no’o mai one ema pastor ‘kami yang ada di sini datang ke bapak pastor’ serta ami ata manga no’o cahir nai one ema pastor ‘kami yang ada di sini mencurahkan perasaan kepada bapak pastor’. tidak termasuk kalimat majemuk, karena mai cahir ‘datang mencurahkan’ merupakan struktur baku yang letaknya tidak dapat dipertukarkan. kalimat konstruksi pasif konstruksi pasif terlihat pada penggunaan kalimat majemuk hubungan ketergantungan parataktik yang disajikan di bawah ini. (2) tegi l ami mose dia agu berkak koes l ite ise te kaeng kilo serani. ‘kami mohon hidup baik dan engkau memberkati mereka untuk menjadi keluarga katolik’. α1 α2 kalimat (2) di atas merupakan kalimat majemuk yang memiliki hubungan ketergantungan parataktik. tampak jelas kalimat ini terdiri dari dari dua klausa yang masing-masing terlihat pada (α1) dan (α2). kata penghubung agu ‘dan’ yang digunakan untuk menghubungkan kedua klausa tersebut menunjukkan bahwa keduanya memiliki hubungan parataktis atau sejajar (band. halliday, 1985). tegi ‘mohon’ merupakan verba transitif yang berfungsi sebagai predikat; lami ‘oleh kami’ merupakan frase preposisi yang berfungsi sebagai oblik agent; dan mose dia ‘hidup baik’ memiliki fungsi sebagai subjek yang secara semantis merupakan patient. demikian juga berkak ‘berkat’ merupakan verba transitif yang berfungsi sebagai predikat; l –ite ‘oleh tuhan’ merupakan frase preposisi yang berfungsi sebagai oblik agent; dan ise ‘mereka’ merupakan pronomina orang ketiga jamak yang berfungsi sebagai subjek yang secara semantis merupakan patient. tingkat pemahaman ukem wacana bm yang digunakan dalam misa inkulturatif, memiliki tiga ragam, yakni ragam biasa, ragam semibeku, dan ragam beku. ketiga ragam bm tersebut masingmasing mengandung makna dan nilai religius. hasil analisis data menunjukkan bahwa pemahaman ukem tentang makna dan nilai religius yang terkandung bm ragam biasa 71,15%; ragam semibeku mencapai 44,34%; dan ragam beku hanya mencapai 43,22%. persentase tersebut masing-masing diletakkan dalam skala di bawah ini. tm km cm m sm 240 480 438,25 525 720 860,5 960 1200 20% 40% 43,225 44,32% 60% 71,52% 80% 100% mencermati skala di atas terlihat ukem kurang memahami (km) makna dan nilai religius yang terkandung di balik penggunaan bm ragam semibeku dan ragam 5 beku, karena pemahaman mereka cenderung lebih dekat ke km. mereka hanya memahami (m) makna dan nilai religius yang terkandung di balik penggunaan bm ragam biasa yang cenderung terletak lebih dekat ke m. disimpulkan bahwa penggunaan wacana bm ragam semibeku dan ragam beku dalam misa inkulturatif mubasir bagi ukem, kendatipun bukan lawan tutur. mereka kurang memahami karena banyak unsur kebahasaan bm yang digunakan penutur jarang bahkan tidak pernah digunakan dalam komunikasi sehari-hari, seperti penggunaan idiom, paralelisme, dan metafora yang terkesan asing, karena dianggap baru bagi mereka. simpulan dan rekomendasi keunikan wacana bm yang digunakan dalam misa inkulturatif ditunjukkan oleh bentuknya terdiri dari satu paragraph pendek yang mengandung tema; memiliki prainti dan prapenutup serta ada variasi pada bunyi [o] dan [i] yang ditunjukkan oleh pengucapannya agak panjang dengan intonasi agak tinggi. keunikan lain terlihat pada penggunaan kalimat predikat verba serial dan kalimat konstruksi pasif yang terjadi pada kalimat yang memiliki hubungan ketergantungan parataktik. ukem di kabupaten manggarai kurang memahami makna yang terkandung di balik penggunaan bm ragam semibeku dan ragam beku. berhubung bm merupakan salah satu sarana iman bagi mem yang sebagian besar beragama katolik, maka hasil penelitian ini direkomendasikan kepada pemda kabupaten manggarai, lembaga-lembaga gereja katolik, tokoh masyarakat, tokoh adat, tokoh pemuda, tokoh agama, perguruan tinggi, dan lsm agar bersama-sama merancang bangun pemberdayaan bm untuk digunakan dalam k3, sehingga dapat sebagai pembawa pengetahuan dan pembangun nilai religius bagi ukem. the used of manggarai languge is culturerative mess in manggarai regency. pius pampe prof. dr. i wayan jendra, s.u. e-mail:udayanaling@hotmall.com abstract the discourse of bm spoken in culturative mass at the regency of manggarai is an expressive discourse in the form of monologue. this discourse in unique as it is comprises of a short paragraph, in which its structure is complete, is shown by the presence of preface, precore, core, pre enclosure, and closure. likewise, in the phonological aspect, is has a uniqueness shown by [o] on the word io ‘yes’ and on the word kepok ‘thank god’ as well as [i] on the word mori ‘god’ pronounced relatively long with a rather high intonation. another uniqueness is seen in the syntactic aspect shown in the used of the sentence whish has a serial verb predicated and the use of passive sentence construction in compound sentences in whish each clauses are paratactically related. the verb of the compound sentence is transitive verb and the agent oblique in form of prepositional phrase l-ami ‘by us’ and l-ite ‘by you’ where as the subject is in the form of noun phase which is semantically a patient. the manggarai language in cultureartive mess at the regency of manggarai possesses three varieties; those are common, semi-frozen, and frozen variations. both religious meaning and value containss beyond the use of semi-frozen and frozen styles is not fully understood by the manggarai ethnics of catholic congregation because each variety only reaches 43,22% and 44, 34%. they just understand both the religious meaning and value contained in common variety reaching 71,52%. key words: expressive discourse, phonological variation, serial predication, passive construction, understanding introduction nowadays the manggarai language in flores island in the east nusa tenggara province tends to be used in sacrifice activities during the inculture mass. this mass is usually carried out in the important days of the catholics like in christmas and easter day. this kind of mass is accompanied by local dances and song using the drum and gong instruments. looking at the language used, it is interesting to do research on this language as it has a number of interesting aspects, particularly in terms of the form of the discourse, the structure, and the problem related to the level of understanding of the religious values of this variation of language used in the mass by the manggarain ethnic group. thus the aims of the research are to find out the structure of the discourse, the structure of the language, the level of understanding of the values and meaning behind the use of this language for the mass. in collecting the data for the study the techniques used are recording, questioner and interview. the theories adopted for the analysis are the discourse theory by fairclough (2000), the clause theory by halliday (1985), the phonology theory by verhaar (2002), descriptive statistic and measurement scales by linkert (1996). each of this theory is used in relation to each of the research question. this research is the first investigation based on sociolinguistics perspective. the previous studies by bustam (2005) focusing on the ritual penti discourse and eron (2004) on the pararellism in manggarai expression used cultural linguistic approaches. discussion expressive discourse the discourse used in the inculturative mass can be classified as expressive discourse in the form of monologue. this discourse is unique because it has one short thematic paragraph which has schematic superstructure: precore and preclose. this can be shown in the following example. 1) io-o-o mori ema pastor ata letang temba baro jaong gesar agu tilir de anak do me. 2) tara manga padir wai rentu sai no’o te naring agu hiang ite. 3) mori-i-i tegi l ami berkak koes keluarga d ami l – ie one mai pu’un haeng wela – n peang agu pande 2 beka koe ami. 4) mori---i ai ite ata pande dia mose d – ami. 5) boto mu’ug kanang mori ho’os ba d – ami roti agu anggor nggere one ite. 6) kepo-o-ok mori. ‘sembah sujud tuan pastor penyambung lidah untuk menyampaikan keluh kesah umat mu. kami berkumpul di sini untuk memuji dan menyembahmu. yang kami mohon adalah berkatilah seluruh keluarga kami mulai dari leluhur hingga anak cucu. agar tidak hanya ucapan saja ini kami persembahkan roti dan anggur untukmu. puji syukur tuan’. it is clear that the above discourse has one paragraph which has a particular theme. the theme is the request for the family blessings which is expressed by the sentence (3). the expression one mai pu’un haeng welan peang is metaphorically used to refer to the connection from the ancestors to the grand children. in terms of the superstructure, this discourse has five elements: preface, precore, core, preclosure, and closure. each of the five elements is characterized by the use of a lexical item signaling its rhetorical function (cf safnil 200). the word ata in the group of words (1) which has the function of defining the priest, the word tara in sentence (2) has the function of giving reason. the rhetorical function of the died one mai pu’un haeng welan peang ‘from the ancestors to the grand children’ in sentence (3) is giving a description, while the phrase hoos bokong in the sentence (5) has the function of providing argumentation. rhetorical function of the word kapok “thankfulness” in sentence 6 is used to indicate that the discourse is ended. those rhetorical functions directly relate to expressive discourse which is in the form of monolog which is express as torok “original pray” mem with full of feeling. luxemburg, atal (1987) stated that expressive discourse is a discourse that has a purpose to express the feeling about true experience in the world, as the experience of padir wai rentu sai ‘gethering together’ in sentence 2. in addition to being expressive discourse, this discouse is in the form of monolog, that is a discourse that does not involved interactive verbal communication between two parties (chaedar, 1985: djajasudarma, 1994). in relation to this, fairclough (2000) stated that the discourse which is used in a context situation in general has a monolog structure so can be categorize as a discourse having horizontal or single text dimension. this is mean that in the wader space of the text there is no sequence of text, so there is no one text that follows another text. sound variation [0:] and [ i: ] manggarai language has vocal sound [i], [e], [∂], [u],[o], and[a]. two sound that is [0] and [i] have sound variation to be pronounce longer and with a high intonation. the pronounciation of the sound [o] in the word io ‘yes’ (is a called for the god io^^^^^^^o ‘ya^^^^^^^a’ and in the word kepok ‘puji syukur’ is kepo^^^^^^^^ok ‘puji^^^^^^^i syukur’. it is also similar to the sound [i] dalam kata mori ‘god’ which is pronounced as mori^^^^^^^-i ‘tuha^^^^^^^^an’. the three of them belong to the sound variation because they occur in the same word, it means that the sound [o] in the word io ‘yes’, and in the word kepok ‘thankfulness’, and the sound [i] in the word mori ‘tuhan’ are pronounced shorter with a flat intonation. related to this point, kridalaksana (1993) and verhaar (2002) stated that the sound variation or fonological variation only occur in one word which is of the same lexsime. sound variation in one word in manggarai language occurs because it is used in the religious context of catholic. sentence with serial verb predicate one of the serial verb predicate is given bellow: 1) ami ata manga ranga no’o mai cahir nai one ema pastor. kami yang ada muka sini datang bagi hati ke bapak pastor. ‘we who are here today came to express our feeling to the priest” . verhaar (2002) state that among the predicate there is the serial verb predicate which has two main verb and non of the verb depends on the other. sentence one has two main verb, they are the intransitive mai ’come’ which is combined with the verb cahir ‘to devide’. but sentence 1 cannot be considered to be a complex sentence, even tough each verb can stand by itself as a predicate as in, ami ata manga no’o mai one ema pastor ‘we who are here come for the priest’ and ami ata manga no’o cahir nai one ema pastor ‘we who are here express or feeling to the priest’. so sentence one is not a complex sentence because the sequence mai cahir ‘come to express’ is a fozen structure in which the older can not be revised. the passive construction the passive construction can be seen in the following complex sentence in which has a paratactic dependency is given below: (2) tegi l ami mose dia agu berkak koes l ite ise te kaeng kilo serani. ‘we ask for a better live and you bless them to be a catholic family’. α1 α2 sentence two is a compound sentence which has a paratactic dependency. this sentence clearly has two clauses (α1) and (α2). the conjunctions are agu ‘and’ is used to combine those two clauses which shows a parallel or a paratactic relationship (cf. halliday, 1985). the word tegi ‘ask for’ is a transitive verb functioning as a predicate; lami ‘by as’ is a prepositional phrase as an oblique agent; and mose dia ‘live better’ functions as subject which is semantically a patient. the same is also true with the word berkak ‘to bless’ is a transitive verb functioning as a predicate, l –ite ‘by god’ is prepositional phrase functioning as an oblique agent; and ise ‘they’ is a functioning as a subject which is semantically a patient. the level of understanding of the catholic of ethnic manggarai the manggarai discourse use in culturerative mess has three variations: common variation, semi frozen variation, frozen variation. those three variations contain meaning and religious values. the result of analysis shows that understanding of the catholic of ethnic manggarai about the meaning and the religious values which are contained in a common variation is 71,15%; in semi frozen reach up to 44,34%; and in the frozen variation is 43,22%. each of those percentages is shown in scale below: tm km cm m sm 240 480 438,25 525 720 860,5 960 1200 20% 40% 43,225 44,32% 60% 71,52% 80% 100% based on the above scale it is clear that the catholic of ethnic manggarai understand the meaning and the religious value that contains in the used of semi frozen and frozen variation less, because they tend to be close to kp. they only understand the meaning and the religious values that is contain in the use of common variation which is clos to (p). it can be concluded that the used of manggarai language discourse in terms of semi frozen and frozen variation during the inculturalative mess in useless for catholic of ethnic manggarai. they do not quite understand the meaning and the values because there are many aspect of the manggarai language which is used in the mess, is hardly used in every day communication, like the use of idiom, parallelism, metaphor, which sounds strange for them because they it consider them new. conclusion and recommendation the uniqueness of the discourse used in the inculturative mess is shown by the form which is made up by a single short paragraph which has a theme in it. it has a precore and precloser and sound variation in terms of higher intonations and longer pronunciation. the other uniqueness is shown by the use of the sentence which has a serial verb predicate and the passive construction which has a paratactic dependency in a compound sentence. the catholic of ethnic manggarai in manggarai regency does not quite understand he meaning behind the used of the semi frozen and the frozen variation of the manggarai language. because manggarai language is use as a mean for mem which are mostly catholic, the result of this study s to be recommended to local government of manggarai regency, the catholic churches, prominent figure in the society, prominent figure in the youth organization, prominent figure in religious organization, the traditional prominent figure, tertiary educations and ngo, they should work together toward the empowerment of manggarai language to be used in k3, so that it can serve as a means to bring knowledge and to form religious value for catholic of ethnic manggarai. references chaer, a. 1995. sosiolinguistik: perkenalan awal. jakarta: rineka cipta. djajasudarma f. 1994. wacana, pemahaman dan hubungan antarunsur. bandung ersco. fairclough, n. 1995. critical discourse analysis the critical studies of languages.london: longman. halliday, m. k. (1985). introduction to functional grammar. melbourne. edward arnold. halliday, m. k.& ruqaiya, h. 1985. language, context, and tex: aspects of language in social-semiotics. victoria: deakin university. 6 joos, m. 1972. “the isolation of styles”.dalam: fishman, j. (editor). readings in the sociology of language. hlm. 185-190. paris: mouton. habermas. j. 2006. tindakan komunikatif. terjemahan: nurhadi. yogyakarta: kreasi wacana kaelan, 2004. filsafat analitis menurut ludwig wittgenstein. yogyakarta: paradigma. kridalaksana, h.1993. kamus linguistik. jakarta:gramedia. luxemburg, dkk. 1987. tentang sastra. terjemahan: ikram. jakarta :seri ildep. mukese, j.d. 1982. “hati sebuah tanda mata”. ledalero, stfk palmer, r.e. 1999. hermeneutika. terjmahan: hery. yogyakarta: pustaka pelajar. sugiyono,2005. metode penelitian administrasi. bandung: alfa beta. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 105-119 105 oral text of genjek in karangasem regency 1 ida bagus nyoman mantra, 2 i nym weda kusuma, 3 i nym suarka, 4 ib rai putra 1. bagusmantra@hotmail.com mahasaraswati university of denpasar 2. wedakusuma@yahoo.com faculty of arts, udayana university 3. tuarik4@yahoo.com faculty of arts, udayana university 4. ps_linguistik@yahoo.com faculty of arts, udayana university abstract: this study examines the oral text of genjek in karangasem regency with the main focus was analyzing the structure, function and meaning of oral text of genjek by using the theory of structure, theory of function and theory of semiotics. the theory of structure was used to analyze the structure of oral text of genjek. the theory of function was used to analyze the function of the oral text of genjek and the theory of semiotics was used to analyze the meaning of the oral text of genjek.the present study was a qualitative study with systematic study that departs from theory to observation on the availability of data for further analysis and data validation. the approach used in this study was a phenomenological approach that moved from the phenomenon of language used in genjek. the implication of this study is expected to provide benefits to the linguistic approach in studying the structure, function and meaning of the other texts and other literary works. in this study, it was found that oral text of genjek is literary work which has macro structure, super structure and micro structure. the function of genjek includes: entertainment function, education function, function of remembering the past, solidarity function, social control function, social protest and criticism function, and religious function. meanings of genjek includes: meaning of love, meaning of the collective consciousness, meaning of ritual, existence of social stratification recognition. creation process of genjek text is done together spontaneously by a group of people who are gathered together. inheritance process of genjek is done naturally and non-naturally so that genjek can thrive in karangasem society. keywords: structure, function, meaning, genjek, karangasem 1. introduction the development of modern era nowadays burgeoning rapidly has affected the existence of oral tradition in bali. the oral tradition will survive if such tradition can still be actualized in the life of society at the present time. many oral traditions that embody meaningful values and high culture are no longer to grow in the community because of lack efforts to preserve in the germane. one of the oral tradition forms that still burgeons and survives in the society is oral literature. mailto:bagusmantra@hotmail.com mailto:wedakusuma@yahoo.com mailto:tuarik4@yahoo.com mailto:ps_linguistik@yahoo.com e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 105-119 106 oral literature is also a culture which is spread out inherently or „mouth to mouth‟ (hutomo, 1990: 1). oral literature is part of the culture which is preserved by the societal community from generation-to-generation. in other words, it is admittedly that oral literature is a part of the culture of people which needs to maintain and preserve. one of oral literary form which is still maintained for its existence is genjek tradition. genjek effectuates balinese oral literature, art and culture activities become vivacious and alive. genjek as a culture of community has permeated the system of the balinese who lives in groups and is kept on, inherited from generation to generation. a riveting performance of genjek is adored by either local people or foreign tourists. it is caused by the elements of humor, entertainment, education and the values of local noble culture which attach in it. genjek has already become a social identity and pride for the balinese, particularly the people of karangasem. the burgeoning of genjek in the society is not only used as a means of religious performance, but also as a medium to maintain the moral values of humanity. in line with the economic development and tourism in bali, genjek is also used as a commodity for tourism favored by domestic and foreign travelers. in a societal system, genjek indirectly affects its lover to behave as social and civilized beings. in responding to the globalization era, genjek has witnessed the shifts in terms of its performance form, function, and meaning. such changes occur as a result of the conformation of the time. genjek life as an oral tradition would not be alive unless it was changed. oral tradition undergoing changes owns innovations adapted to the context of the times. the ability to adjust with modernization or context of the times is the dynamism of an oral tradition (sibarani, 2012:3). although genjek has been burgeoning rapidly in bali, the text of genjek is not in written form yet. it is likely caused by genjek artists who tend to apply any existing discourse directly prior to writing the text. as an oral discourse, the text of genjek denotes an oral text which is natural and direct, as well as constitutes situational contexts such as religious, social, economic, political, legal and cultural background. in its performance, genjek is conveyed in a monologue and dialogue discourse. monologue discourse is discourse that is spoken from one side. generally monologue discourse does not entail and provide time application to the audience respond. the delivery is in one-way, that is from the speaker, while the dialogue discourse is e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 105-119 107 discourse that is spoken within the two sides, the speaker (addressees), i.e., someone who speaks, and the listeners, i.e., someone who listens (mulyana, 2005: 53). the rationales to conduct the study of oral text of genjek in karangasem are based on some reasons. firstly, the orality in bali is being abandoned by the balinese; thus, it is necessary to make the documentation in written texts. secondly, genjek is performed spontaneously and orally in which the creativity adapts the changes of time. thirdly, the shifts of the genjek performance which was originally noncommercial becomes commercial performance. fourth, genjek contains noble values of societal life and has a variety of uniqueness and distinction that is genjek (1) is performed by communal-agrarian society; (2) is an oral tradition favored by the people; (4) is beneficial to the community due to the noble values: social, cultural, economic, political, moral, ethical, religious values; (5) is a tradition which is able to maintain the existence of the balinese language; (6) is able to develop the balinese language; (7) is used to preserve the language and literature of the balinese; (8) creates new possibilities, both in language and literature terms; and (9) develops a positive and creative mindset. problems examined in this research are directed to investigate the oral text of genjek as a literary style text which exists and burgeons in a social reality in karangasem. in this study, three research problems are discussed, namely: (1) how are the process of creation and the structure of oral text of genjek in karangasem regency?, (2) what are the functions of the oral text of genjek in karangasem regency?, and (3) what are the meanings of the oral text of genjek in karangasem regency?. in accordance with the character of the problems studied, the purpose of this study is comprised into two broad of purposes namely general and specific purposes. regarding general purpose, the present study is conducted to actualize the theory in accordance with the problems studied. in addition, the study is conducted generally with the aim to explore, maintain, understand the social and cultural values contained in the oral text of genjek, due to the fact that genjek is a cultural heritage of nation which is useful for society, notably the youth generation. in addition to general purpose, this study also yields the specific purposes those are (1) to figure out the process of creation and structure of the oral text of genjek in karangasem regency; (2) to determine the functions of oral text of genjek in karangasem regency; and (3) to postulate the meanings of oral text of genjek in karangasem regency. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 105-119 108 the results of this study will not only benefit theoretically, but also practically. in addition, the present study is expected to provide benefits for the sake of a wider range of nations, states, and mankind and can support the sustainability of community life with local culture base. the significances of this research can be subsumed into two, namely the theoretical and practical benefits. theoretically, the study of oral text of genjek in karangasem regency is expected to shed more light on the development of science broadly as well as beneficial to the nation, the state, and mankind. the theoretical benefits which can be attained from this research are: (1) as an additional reference to the body of research which contains an objective description of structure, functions and meaning of oral text of genjek. as a symbol of the internal and external identity of the people of karangasem; (2) as an additional reference to buttress the position of oral discourse as one of the theoretical perspectives and methodological orientation in the analysis of oral discourse; (3) as an addition to the repertoire resulted in the research by using theory of folklore and oral tradition in studying the cultural ethnography with the localideography base. practically, the results of this study can be used as a guidance for the societal community and genjek groups in bali, or even outside bali. the present study can also be used as a reference in terms of improvement, enhancement, and preservation of societal culture. in addition to the benefits that are already mentioned above, the results of this study are also expected to have positive effects on: (1) the acceptance of local people to the existence of oral literature that are already marginalized; (2 the protection to marginalized role of oral literature in various aspects of community life; ( 3) one of the source of reference for the local government of karangasem regency to build a society with culture base; (4) the source of reference for the local government of karangasem regency to develop tourism with cultural base; (5) the establishment of harmony and solidarity, particularly between the people of karangasem and generally among the balinese; (6) the source of reference for other researchers of oral tradition of genjek who have willingness to design research model of function and meaning or other aspects associated with the oral tradition of genjek; (7) one of the efforts to preserve and maintain for the oral traditions that exist in the society of karangasem which is still useful to the welfare of the society; (8) one of the attempts to document the oral texts of genjek so that the next generations are aware of and knows their early oral tradition of genjek; (9) the noble values contained in oral text of genjek e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 105-119 109 can be extracted, so that it can be used as guidelines to get the truth and better and more meaningful life; and (10) the attraction of interest of other researchers to examine more intensively the oral texts in bali. 2. theoretical basis the present study employs structuralism, functional, and semiotics theory. structuralism theory is basically a way of thinking about the world, notably dealing with the respond and description of the structure. in this vantage point, a literary work is assumed as a phenomenon having a structure which is linked to one another. according to jonah (cited in endraswara, 2008: 49), structuralism is often understood as a form in which a literary work is a form. van dijk (1985a: 1-8) postulates that the formal structure of a text can be studied in depth by examining the macro-structure, superstructure, and micro-structure. the macro-structure is to reveal the global meaning of text that can be studied based on the topic/theme contained within the text. the superstructure is a text frame covering introduction, contents, and closing. the microstructure is a text structure based on the linguistic units, such as: sound, words, phrases, clauses/phrases and syntactical relationship, discourse cohesion, system of formula and style. the functional theory used as a reference is the theory adapted from william r. bascom. bascom‟s theory (cited in sukatman, 2011: 11) generally denotes four important functions of the oral tradition. firstly, the oral tradition serves as a projection system (reflection) of a collective delusion. secondly, oral tradition serves as a tool of cultural legitimacy of institutions. thirdly, the oral tradition serves as an educational tool. fourthly, the oral tradition serves as a means of coercion or control so that the norms of the community are always adhered by their collective members. the semiotics theory used in analyzing the oral text of genjek aims to figure out the meanings contained in the oral text of genjek which entails a system of signs. it is based on the assumption that the oral text of genjek denotes a meaningful structure. oral text of genjek can be subsumed into the works of art for using language as a medium to convey. the language used in the oral tradition of genjek has a different language-use level from ordinary communication because it entails beautiful and meaningful elements. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 105-119 110 3. research methodology the approach used in the present study is a qualitative approach. qualitative approach can reveal various qualitative information on the problems examined. moleong (1988:17) contends that qualitative research is defined as a process of seeking a better understanding regarding the complexities involved in human interaction. this research was conducted in a village of seraya, as the main location, and other villages in karangasem regency as genealogical community deployment of seraya village. this was done due to the villagers taking genjek tradition into their migrating villages. the selected key informants are practitioners of genjek or persons directly involved in the genjek oral tradition in karangasem regency. these key informants are used as source of primary data of the research. at the stage of exploration, the data was received from respondents by using snowball technique. the data used in this study are subsumed into primary data and secondary data. the primary data were data gained from field observation involving oral text of genjek in karangasem obtained from the direct recording of genjek performances and the recordings of genjek in the form of audio and video gathered from the key informants. the key informants are chairpersons or coordinators witnessing a direct experience of oral text of genjek in karangasem regency. while, secondary data are audio-taped gained from bali records which constitutes audio cassette-recorded of genjek karangasem. data collection employed in this study was observation, interview, recording, and documentation. in line with the use of multiple data collection above, data collection techniques applied were recording, listening, and note-taking techniques. the process of data analysis in this study began with reviewing of all data collected from observations, interviews, and documentation. the data were analyzed qualitatively by describing the data in detail and completed with argumentation. data analysis procedures carried out gradually using the sequence system of activities: data selection, transcription of data, selection of corpus data, translation, and data analysis. 4. discussion genjek creation process happens naturally in which a group of people gathered and then singing words in balinese language. gradually, these words were formed into a lyric that was sung together. the lyrics which was sung together and then recorded using a simple tape e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 105-119 111 recorder. in a subsequent meeting the lyrics was sung again and improvements were added if there are lyrics that are less precise to make it perfect to be performed to the public. the process of creation is naturally done due to the creation of the genjek lyrics are not done in a planned way. the players gathered together after working all day and then making jokes while singing and eventually genjek lyrics are created together. there was no writing activities were conducted before the lyrics of genjek were created. the inheritance process of genjek oral tradition happens naturally and non-naturally. the natural inheritance goes naturally from generation to generation. non-natural process is a process of inheritance of genjek oral tradition by doing genjek training programs for youth in art studios, in youth groups, and also in formal institutions. inheritance process is also done by holding competitions and genjek activities in artistic collaborations with other performing arts, and colossal performance of genjek. both forms of inheritance are already running in karangasem regency. that is why genjek oral tradition still exist in karangasem regency. genjek oral text was obtained from the genjek performances in karangasem and then in depth study was conducted to get a true genjek text structure. genjek text structure consist of the opening part, the main core part and the closing part. the genjek text structure was analyzed using the theory of van dijk. the result of analysis based on van dijk‟s theory indicated that the text structure of genjek has three levels: the macro-structure, superstructure and microstructure. the macro-structure is the global meaning of a text that can be observed from the topic/theme raised by a text , the superstructure is the narrative composition or framework of a text, such as the introduction, contents, and closing. the microstructure is a local meaning of a text that can be observed from words selection, sentences, and style used in the text. the macro structure of genjek text analysis is focused on the analysis of themes and mandate of genjek texts. the discussion of theme of genjek text is only done on the core lyrics of genjek and not utterances delivered by the player of cipak. this is done because the core lyrics of can only be understood in relation to sentences of every lyric of genjek section. the thematic analysis of genjek was done by looking at all the existing events on the genjek text. each event was written in the lyrics associated with the rules and norms to understand the main ideas of the text. lyrics of genjek contains a reflection of the society that is delivered in the form of performaning art, so the theme is too diverse, for example, the theme of e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 105-119 112 love, despair, failure, resignation, surrender, education, remorse, evil, unity, and politics. genjek karangasem spreads its presence in some areas in the district of karangasem. the microstructure of genjek text covers, sound, style, and diction. analysis of sound in genjek text only done on the lyrics of genjek. this is done because the toreng and cipak just in the form of vocal strains that makes up a tone. in general, the sound analysis varies in each lyrics of genjek. rhymes in the lyrics of genjek also vary in their forms. rhymes are in several sentences in the lyrics of genjek formed of the same words with the same sound as well. there are several sentences contained repetition of words. this forms a rhyme. the resulting sound is wonderful. in addition, the utilization of glottal sounds are also found in a few sentences. it is caused by the nature of the glottal sound in genjek is powerful and prominent. the dominant glottal sound / t / would be weakened if followed by a vowel / a /, / i /, / u /, / o /. in addition, there are also a couple sounds that make up the rhythm started by rhyme sound [j], [m], [l] and [ng]. choice of words in the lyrics of genjek very varied. the words used are representations of real life of the community, so it is easily understood by the listener. there are words that have denotative and connotative used by players in genjek. in addition to the use of words with denotative and connotative, figurative uses of words also give beauty to the lyrics of genjek. selection of diction on the text of genjek is an interesting phenomenon. there is a tendency to use words that are not loaded with the burden of meaning, but only utilizing sound, so the lyrics sounded interesting, for example, contains lyrics that parable sentences. the parable in balinese language is often used in public life. most people use the term to convey a specific meaning. having a high sense of value of meaningful connotations words choices also make genjek more acceptable in society. the number of sentences and the relationship among sentences in oral text of genjek also a thing to consider in looking at the structure of genjek karangasem. sentence relations in the lyrics of genjek placed on linking the meaning of the sentence, as well as the way of presenting the thoughts contained in each sentence in the text. sentences in the text of genjek are diverse in their number. the number of sentences in the lyrics of genjek are ranging from four to 15 sentences. however, lyrics of genjek which consist of four sentences are very rare. types of sentences are usually positive from, either in the form of statement, comparison, and e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 105-119 113 prerequisite. besides the positive sentences, interrogative sentences often appear in genjek text. interrogative sentences are usually used to get information about a case. parallelism in genjek can be classified into three, namely: (1) structure parallelism, (2) parallelism by looping the same word or phrase in a particular position, and (3) intermittent parallelism. the use of figure of speech varies in their forms; this makes genjek attractive for the listener because it provides a good imagination. figures of speech contained in the text of genjek can be classified into: (1) comparison symbolic; (2) simile; (3) allusion; (4) pharaphrasing; (5) antonomasia; (6) exclamation; (7) antithesis. the superstructure is a schematic of genjek text or narrative composition comprising the introduction, content and closing. the schematic composition of genjek text shows how the text was arranged and sorted in order to be unified form as a whole. oral text of genjek which has a superstructure consists of lyrics of genjek arranged as an opening, content and closing. based on the analysis of the structure of the oral text of genjek, it was found that the oral text of genjek has a macro structure, microstructure and superstructure, therefore genjek text can be considered as one piece of literary text. based on the analysis of function of genjek text, it was found that it contains various aspects of community life. the functions of genjek text are closely link between integral aspects and components of community mainly dealing with social rights and obligations. the function of genjek text consists of the function of entertainment, education, remembering the past, solidarity, social control, protest and social criticism, and religiosity. these functions are really closed to real life of genjek lovers and karangasem society. on the other words those functions are reflections of what happen in social context of community life. oral text of genjek implies educational function. genjek text contains values of education which are very useful for the community so that people in their community grow and develop their good moral and character. genjek as part of cultural expression contains the values that serve to educate the community. educational values embodied in oral text of genjek are living teachings that leads individuals to be able to put themselves in harmony, both in the context of human relationships, as well as the human relationship with the almighty god. the function of education is found implicitly in oral text of genjek which is often used as advice and teachings of life for members of the community. the function of education is implied in the text of genjek can e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 105-119 114 be seen in the example of the lyrics entitled pitutur (advice) this text gives advice to the genjek lovers and the community to act and behave in accordance with the norms, customs and good moral behavior to be noble beings. remembering the past is as a mirror to face the present life is a function contained in the oral text of genjek. this is understandable because of a past life is a reflection of life which can be compared with the present life and can be used as a reference for dealing with the problems that exist at the moment to make our life better. remembering the past can be found in genjek entitled taman ujung (ujung garden). this lyric discusses the genuine love remembrance of young couple during their trip to the beautiful and panoramic place near seraya which is known as taman ujung. this place is a garden of the king karangasem who ruled eastern part of bali during the kingdom era. the function of solidarity and togetherness can be found in every performance of genjek. since the early days of its development, genjek has demonstrated the properties of togetherness, which is inherited orally from generation to generation. oral text of genjek contains various advices to foster integrity of the community to respect their fellow community members and develop a sense of mutual understanding and belonging. the function of solidarity and togetherness found in genjek text entitled mekumpul (getting together). this genjek fosters togetherness and solidarity among the community members to be jointly together to enjoy life with full happiness and help each other to be able to live in harmony. the oral text of genjek contains expressions that can control the social conditions to be in the appropriate direction, norms and order. the oral text of genjek contains not only the function of social control related to religious norms, but also social control which involves various parts of public life, such as: real legal norms, customs, and political matters. besides functioning as a social controller, genjek also has a function as a social critic. social control function can be found in genjek entitled reformasi (reformation) and genjek entitled pak gubernur (mr. governor). both of these genjek lyrics are clearly used to control the existing social condition to be a better condition. in addition, social protests and criticism function are found in genjek titled korupsi (corruption). this genjek indicates social protest to the growing numbers of corruption in all walk of life. corruption is clearly harmful for the development of the society; therefore, a e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 105-119 115 protest is considered to be necessary. genjek players realized this protest in the form of genjek lyrics which significantly effective to artistically protest to the corruption. the oral text of genjek implies a religious function. the nature of spirituality of genjek gives enlightenment to a phenomenon in society. oral text of genjek contains the teachings of ethics, philosophy and teachings about good and bad, right and wrong, the philosophy of balance and harmony of life, as well as advises and cultural customs. religiosity is an education that teaches a person to believe in the existence of supreme power beyond human capacity. oral text of genjek makes the community realized the existence of god power which continually leads our life. the existence of god‟ power is realized in the lyric entitiled karma phala (fruits of actions). this genjek is used controlling guidance for the society to behave in line with god‟s power. the concept of karma phala recognizes the power of god to evenly distribute our actions and our life during reincarnation. an effort to discover the actual meanings of genjek text is done by the actualization of genjek with socio-cultural context and reality. the meanings of the oral text of genjek in karangasem community is the meanings of which are incorporated between the oral tradition of genjek and the context of people's lives in the community. there are some inherent meanings of the oral text of genjek, they are the meaning of compassion, collective consciousness, ritual, and the recognition of social stratification. developing the concept of compassion and mutual respect in society karangasem been conducted continuously by utilizing all forms of communications media, both traditional and modern. in this case, genjek has a prominent role compared with other traditional ar ts inbali, especially in the area of karangasem. the embodiment of compassion can be found in the opening or the beginning of genjek text which alyways shows expression of gratitude for what has been achieved in life. in addition, genjek as a performing art is usually performance to express compassion and happiness to enlighten the community life. meaning of awareness of collectivity is also found in genjek text. collectivity is one of the characteristic of both coastal and on inland agrarian communities. geographically, most of genjek players live in coastal areas of seraya and jasri, therefore, the sense of togetherness and collectivity are strongly embodied in the community. this condition is presented in various lyrics of genjek text. the community philosophy in regard to consciousness collectivity is often called e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 105-119 116 in a motto beriuk siyu or 'being together'. this philosophy of life is then used widely by the people of bali. the concept of togetherness in karangasem community is reflected in the concept of megibung or „eating together‟. religious ritual is highly important for genjek players and karangasem community. this can be seen clearly in various ritual activities carry out by the genjek players and the community to get happiness in life. oral text of genjek has several ritual significance for example the genjek text entitled gebug seraya which indicates meaning of ritual to invite rainy days to come. this ritual is usually conducted in a temple during the full moon of the fourth month of balinese lunar calendar. meaning of social stratification recognition is one of meaning found in genjek text. the text entitled pengaksama and puputang are examples of genjek lyrics which reflect the existence of social stratification in balinese society. balinese in general still appreciate the social stratification in society. this can be found that balinese recognize different levels of society life and different level language use. there are three levels of language used by the people of bali, they are: alus sor, alus mider, and alus singgih. alus sor is the level of language used by ordinary people when talking to people in the same level or those who are already familiar with them. alus mider is used for those who are talking to new people, or people who are older. alus singgih is the level of language that is usually used when talking to the noble persons such as priest (pemangku), and high priest (peranda). in addition, social stratification is also caused by the differences of caste, class, age, occupation and social position. 5. conclusion based on the analysis of the historical development, structure, function, meaning of oral text of genjek in karangasem regency, some conclusion can be summed up as the following: (1) oral text of is a text of lyrics used to express ideas, messages, advice, instructions to be conveyed by the players to the audience. the words in the lyrics of genjek text were structurally arranged to express specific meanings depending on the context, (2) judging from the perspectives of formal linguistics, linguistics discourse of genjek oral tradition is in the form of poem composed of lines and stanzas that utilizes the choice of words in conveying the idea. oral text of genjek is created based on three main themes, namely: past life, present life, and future life. past life is associated with the present life, that is why genjek text reflects memories and e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 105-119 117 longing for the past. oral text of genjek which has a theme of today life is associated with the state of life today and genjek which has a theme of the future expresses expectation for a better life. expectations are often addressed to the ruler or the government, (3) text genjek in karangasem has three main parts: the opening part, the main part, and the closing part. the opening part includes greeting, introduction, and apology for the shortcomings of the performance to be shown. the main part of genjek text consists of some lyrics that are thematically varied. the themes raised in the main genjek text are: education, romance, politics, and social place in society. closing part of genjek text contained expressions of farewell, apology and a hope of meeting again on another occasion, (4) oral text of genjek text in karangasem has several functions including: entertainment function, education function, the function of the past, the function of solidarity, social control function, protest and social criticism, as well as religious functions. meaning contained in the oral text of genjek is the conception of form values valuable and useful for the wearer. there are several meanings contained in the spoken text genjek some of them: the meaning of compassion, collective consciousness, ritual, and the recognition of social stratification. there are several novelty of this study, such as (1) genjek oral text is created together by the players based on the concept of solidarity and togetherness. genjek oral text denotes the words which are tied by toreng tone or tune. dictions used are very closely related to the contemporary which illustrates the current issues in the community. the number of words and the length of sentences in each stanza rely on the length and the shortness of toreng tone, (2) oral text of genjek has macro structure, super structure and micro-structure. macro-structure of oral text of genjek contains topics/themes relating to the everyday life of the community. superstructure of genjek oral text is the narrative framework or composition of genjek oral text which consists of introduction, contents, and closing. microstructure of oral text of genjek is local meaning of the genjek text which consists of the selection of words, sentences, and styles used in the oral text of genjek, (3) genjek oral text is a popular culture media which have positive values for society which can maintain a better system of the community, and genjek oral text can be used as a medium of national character building. references e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 105-119 118 agung, anak agung ktut, 1992. kupu-kupu kuning yang terbang di selat lombok: lintasan sejarah karangasem, 1661-1950). denpasar: upada sastra bascom, william, r. 1965. “four function of folklore” in the study of folklore alan dundes (ed). london – 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(1991). folklore indonesia: ilmu gosip, dongeng, dan lain lain. jakarta: grafiti. dundes, alan. 1980. interpreting folklore. bloomington: indiana university press. endraswara, suwardi. 2008. metodologi penelitian sastra: epistemologi, model, teori dan aplikasinya. yogyakarta: medpress. gunayasa, ida bagus kade. 2010. “cepung sasak”: tradisi lisan di lombok nusa tenggara barat. disertasi. program pascasasrjana universitas udayana, denpasar halliday, m.a.k. dan hasan ruquya. 1994. bahasa, konteks, dan teks: aspek-aspek bahasa dalam pandangan semiotik sosial. yogyakarta: gajah mada university press herbst, edward.1997. voice in bali: energies and perceptions in vocal music and dance theater. wesley university press. koentjaraningrat. 1987. sejarah teori antropologi. jakarta: penerbit universitas indonesia. koentjaraningrat. 2011. pengantar antropologi. jakarta: rineka cipta. mandey, steven. 2013. teks syair lagu dalam tarian maengket etnik tombulu: analisis wacana naratif. tesis. program pascasarjana universitas udayana, denpasar mantra, ida bagus nyoman. 2015. functions and meanings of genjek kadong iseng in keeping social life sustainability. denpasar: universitas mahasaraswati press meinindartato wel. 2009. gambang rancag teori formula dalam tradisi lisan pantun betawi. jurnal aswara. mulyana. 2005. kajian wacana: teori, metode, dan aplikasi prinsip-prinsip analisis wacana. yogyakarta : tiara wacana. novia purnama dewi, komang. 2015. “persepsi dan partisipasi masyarakat dalam pengembangan pariwisata seni “pertunjukkan genjek sebagai sumber perekonomian masyarakat di desa kalibukbuk lovina”. singaraja: journal pendidikan ekonomi universitas pendidikan ganesha singaraja ong, walter,j. 1988. orality and literacy. london: routledge pudentia, m.p.p.s. 1998. metodologi kajian tradisi lisan. jakarta: yayasan obor indonesia sari, darwan. 2011. revitalisasi tradisi lisan kantola masyarakat muna e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 105-119 119 sulawesi tenggara pada era globalisasi. tesis. program pascasasrjana. universitas udayana. sendratari, luh putu dan margi, i ketut. 2015. pertarungan wacana ngamaduang (poligami) dalam seni genjek. singaraja: pustaka larasan sibarani,robert. 2012. kearifan lokal. hakikat, peran, dan metode tradisi lisan. jakarta: asosiasi tradisi lisan (atl). sudirga, i komang. 2005. cekepung musik vocal bali. yogyakarta: kalika. tinggen, i nengah. 1994. tata basa bali ringkes. singaraja: sekolah pendidikan guru van dijk, teun. a. 1985 a. handbook of discourse analysis volume 1. diciplines of discourse. london: academic press van dijk, teun. a. 1985 b. handbook of discourse analysis volume 2. dimensions of discourse. london: academic press van dijk, teun. a. 1985 c. handbook of discourse analysis volume 3. discourse and dialogue. london: academic press van dijk, teun. a. 1985 d. handbook of discourse analysis volume 4. discourse analysis in society. london: academic press wellek, rene. dan austin, warren. 1977. theory of literature. diterjemahkan oleh melani budianta dengan judul teori kesusastraan. jakarta: pt gramedia pustaka utama wellek, rene dan austin, warren. 1989. theory of literature. diterjemakan oleh melani budianta. jakarta: pt garamedia pustaka utama widiasa, ibw keniten. 2014. genjek: persepsi sosio-kontekstual. tabanan: pustaka ekspresi. zoest, aart van.1993. semiotika: tentang tanda, cara kerjanya, dan apa kita lakukan dengannya (ani sukwati. penterjemah. jakarta: yayasan sumber agung 1 e-journal of linguistics text mood in waijewa language: a sistemic functional linguistic analysis magdalena ngongo educational science faculty of artha wacana christian university email: magda_tars@yahoo.com i. gusti made sutjaja email <sutjaja@yahoo.com> doctorate program in linguistics, faculty of letters, udayana university aron meko mbete email: aronmbete@yahoo.com doctorate program in linguistics, faculty of letters, udayana university wayan rasna e-mail: wayanrasna@yahoo.com singaraja educational university abstract this paper is based on hallidayan systemic-functional grammar (1985,1994, 2004) focusing on mood that realizes interpersonal metafunction of meaning. this paper provides answers to the questions, namely (1) how is mood of text using waijewa language, and (2) how does mood realize metafunction of interpersonal meaning in text? based on sistemic functional linguistic (sfl) theory, the mood text in this paper is viewed from mood system, modality, mood structure, and interpersonal metafunction of meaning.this paper used spoken data collected from the observation of four sessions of proposing to a girl or in waijewa language called kette katonga weri kawendo hereon abbreviated to kkwk, practiced in wewewa society. based on the data analysis, it is found out that mood system in text consists of indicative and imperative. the indicative covers declarative and interrogative. the declarative consists of exclamation and affirmative. the affirmative type is the most used which consisted of 2.596 (83%) use. this is caused by clauses repetition used by tenors. whereas, exclamative is the least used which consists of 37 (1.2%) use. this fact indicates that the tenor should keep his background social prestice. the predicate are either followed or preceded by modality. modalisation were used by groom’s parents, whereas modulation were used by bride’s parents. mood structure of affirmative is s^p; exclamative is ew^s^p; imperative is p^c/ c^p; yes/no interrogative is p^s)/ (p^c)/ (s^p); and wh-interrogative is qw^ p^s. interpersonal metafunction of meaning aims to get information, give information, and to state opinion of decision made, such as choosing mediators, stating and requesting the amount of dowries, stating time for completing dowries, time to take the bride to groom’s place, and time for bride and groom to get marry. key words : mood, tenor, text, waijewa, sfl 1. introduction mood, based on systemic functional linguistics is included in the level of lexicogrammar. it directly realizes interpersonal meaning that realizes tenor in text. one of the 2 functuion of language is to exchange ecperience among tenors. as regard to to the exchange of experience, there are two basic types of speaking, namely giving information and demanding information (halliday, 1994:69; halliday and matthiessen,2004). moreover, it is stated that in giving information tenor will offer or state something; and in demanding speaker/ tenor will ask something or ask someone to do something. therefore in exchanging experience, speaker does not just offer or state information but also asks some information and ask other speakers to do something. offering and stating something imply that speaker will ask something as response to his statements. the clauses below show the role in exchanging information’. (1) mu bei ngge ne katopo? 3 ya na ne katopo . s p c p c c mood residue residue you like this short machete give him this short machete ‘do you like this short machete?’ ‘give him this short machete.’ (2) ka ta ya wi katopo (4) appa pa-ya mi ndi? s p c c wh p s c mood residue mood residue we give him short machete what give you them ‘we give him short machete.’ ‘what do you give them ?’ the four clauses concern giving and demanding information. clause (1) and (2) are demanding or giving information, especially offering information, beingge ne katopo ‘do you like this short machete’ (1) and stating information, ta ya wi katopo ‘we give him short machete’ (2). clauses (3) and (4) are asking information, in which the clause (3) is asking someone to do something, ya na ne katopo ‘give him this short machete’ and clause (4) is asking information, appa pa-ya mi ndi ‘what do you give them’. the interaction in those clauses concern giving and demanding. this paper is aimed at answer the problems relating to (1) how is the text mood in waijewa language, and (2) how does the mood realize metafunction of interpersonal meaning in text? in order to discuss these two problems, sistemic functional linguistics (sfl) theory proposed by halliday is applied. 3 2. theoretical basis the theory of sistemic functional linguistics (sfl) is aplied to discuss what are the mood text and how mood realizes interpersonal metafunction of meaning in text. this theory has centered on the lexico-grammatical study of the three metafunctions of ideational meaning, interpersonal meaning and textual meaning by taking clauses as representation (halliday,1985, 1994, and 2004). the sfl conception of language is a set of resources that enable speakers to exchange meanings. context of situation that is obtained through a systematic relationship between the social environment on the one hand, and the functional organization of language on the other (halliday, 1985:11) is the key concept in halliday's approach. therefore, mood is a part of lexico-gramatical study that relates to interpersonal meaning. the choice of language used is influenced by its context of situation and this case the tenor has to do with who are taking part in the transaction as well as the "nature of the participants, their status and roles (hasan and halliday,1985:12). in halliday's term, the relationship between the language components, especially interpersonal and the context variables, especially tenor is called "realisation," i.e. "the way in which different types of tenor and interpersonal meaning" from the perspective of context (eggins and martin, 1997:241). to be specific, differences in tenor are realised through mood and subject, and modality. which in turn construct the social relationships played by interactants, i.e. the interpersonal metafunction. this interpersonal metafunction of meaning is realized by mood. 3. research method the method of kkwk text is descriptive in nature. the oral data were obtained through observation, and interview method. observation was done by recording four sessions of kkwk (proposing to a girl) at wewewa society. the collected data were then analyzed by applying descriptive qualitative method of analysis, especially by following analytical procedure techniques. the results of the analysis is presented by using formal, informal method, and the combinatuion of them. 4 4. findings and discussion 4.1 text mood system based on the analysis of the four texts. mood system of the text realizes interpersonal metafunction of meaning. it is generally known that the view of mood relates to verb form stating a fact or an action, such as, indicative, declarative, interrogative, imperative, and subjunctive. therefore, the kinds of clause in mood system are declarative, interrogative and imperative. whereas, mood type consists of two main types, namely, indicative and imperative. indicative type consists of declarative and interrogative. declarative sub-type consists of exclamative and affirmative. interrogative type consists of yes/no question and whinterrogative. by adapting mood system proposed by halliday and matthiessen (2004:134-135), mood types of text in waijewa language are presented in the following diagram. exclamation (ew^ s^p) declarative (s^p) indicative affirmative (s^p) mood type interrogative yes/no interrogative (p^s)/ (p^c)/ (s^p) imperative wh-interrogative (p^c/ c^p) ( whinterrogative ^ p^s) diagram 1: mood type of waijewa language diagram (1) shows mood system in text that has been explained before. this table also shows mood structure of text in which in affirmative type, subject preceeds predicate, and in exclamation type, exclamation word preceeds subject, then followed by predicate. in imperative, the position of predicate is followed by complement. in yes/no question, subject can be preceeded or followed by predicate. in wh-question, predicate and subject are preceeded by question words. the number of mood clauses type used in each text of kkwk are presented in the table (1) as follows. 5 table 1 : text mood of clause mood type text i text ii text iii text iv total % affirmative 1 1.068 355 465 708 2.596 83 yes/no interrogative 32 16 11 15 74 2.4 wh-interrogative 16 22 25 30 93 3 imperative 119 76 39 86 320 10.4 exclamative 15 3 4 15 37 1.2 j total of clauses 1 1.250 472 544 854 3.120 100 j total of sentences 5 524 259 270 436 11.489 table (1) shows mood type of clauses used in the texts. affirmative is the most used, totalling 2.596 (83%), and it is followed by imperative which is 320 (10.4%), whinterrogative, 93 (3%), yes/no interrogative, 74 (2.4%), and exclamative, 37 (1.2%). the most used of affirmative type indicates that the tenor in text exchanged their experiences by repetition either by stating, giving, restating, or reporting information directly and indirectly. this makes kkwk text be different from other texts. the use of imperative is 320 (10.4%) in number . it indicates that tenors in text do not always order to do something. this type is used by tenor as mediators from bride’s party to the mediators from groom’s party, and vise versa, such as papala belli ndi hida pateki ‘retell/inform these information’. this clause is imperative clause in which mediator from groom’s party is ordered to retell an information to the bride’s party, and vise versa. the use number of wh-interrogative is 93 (3%). it indicates that this mood type is only used if tenors need clear information relating to information that has been mentioned before. for example, pirra ndara, pirra karambo pangindi-mi? ’’how many horses and buffalos do you bring?’ this type is used by mediators from both parties. whereas, the use of 74 (2.4%) yes/no interrogative indicates that tenor rarely used that type because generally the stated information have been understood. tenor just used that type of question whenever they wanted to ensure the statement that had been explained before. yes/no interrogative type was especially used by mediator from bride’s party, such as, duka ba na? ‘is that all?’. the needed information is yes or no. or restate a clause or verb by using falling intonation like in affirmative type. 6 the use of exclamative is 37 (1.2%) in number. it indicates that tenors want to keep his social prestice. this type is only used by tenor as groom’s parents, such as. ia-ngge hetingge ba ku kaweda ‘it is a pity i am old’. this clause is exclamative type that indicates sigh, that tenor was old. according to cultural context of wewewa, exclamative, such as, sigh is not allowed to be used. it is not good to show someone/people background status. tenor should keep their social prestige. tenor perfoced to use that type whenever their demand is not accepted by bride’s’parent. more explanation about clause types in text are as follows. 4.1.1 declarative type s^p clauses of declarative type in text of kkwk can be seen in the following data. (ii:3) //... ///kabaku du ole dadi minggi// kata matu mata tanga wiwi wanda ne bahina// orona hidati a hina ananda adi ama// mono ike batya teki we ne hinana na lara pali da ne lodo// nyaka ka ta mandiina teppe// mono kata mama///. /// (5) ka ta we mandii sit na teppe this plaited mat mono and ka ta we mama have betel nut and vine s p c conj s p mood residue mood residue ‘we sit this plaited mat and we have betel nut and betel vine.’ clause (5) is an affirmative type. this clause has an interpersonal meaning, that is stating or giving fact or action. the speaker in clause (5) states a fact, that is ka ta mandii na teppe mono ka ta mama ‘ we sit this plaited mat and we have betel nut’. the subject in that clause is personal pronoun itto/ta ‘we’. the role of subject in that clause is both speaker and listener. 4.1.2 interrogative type (1) wh-interrogative: qw^s^p / qw^p^s wh-interrogative type in the text can be shown in the following data. (iii:6) ///nyaka bahinako ne a nee na ponu mareda byali// mono byali ba garraku ndi a nee na katuku tana rara// mono a nee na lenango pamareda// pakako lolongge/// (7) garraku who ndi ata panewe they person speaker pa that pende choose mi? you 7 wh s conj p s mood mood residue ‘who are the speakers (mediators) you choose?’ (i:173) //ia teki ba hina ko//. //ka pirra ba ami nggi ponu ranga// ba aminggi lili wa kaleku deke wa kadanu?// (8) pirra when ba ammi come mi-nggi you ba deke take wa k adanu that wallet lili carry wa kaleku that handbag wh p s p c p c residue mood ‘when do you come to take that wallet, to carry that handbag?’ clauses (7--8) are wh-interrogative. the speaker wants an information relating to subject (who) garra, and adjunct (when) pirra. clause (7) has information that is directly understood by every native speaker of waijewa. clause (8) is different from clause (7). clause (8) has a phrase that has a metaphorical meaning. so, this clause is just understood by native speaker who understand tradition of waijewa language. the phrase deke wa kadanu lili wa kaleku has metaphorical, that is, to take and bring the bride to groom’s place/house. (2) yes/no interrogative type : p^c (ii:73) //nyaka dappa tau we ne// pabei ate mi ba peina//. //neme nikah pirra pangindi mi//, pirra paya mi neme hina ne onda//, teki we//. //peina patangge lawi na?// (9) peina how patanga-ngge set lawi na ? end its wh p k residue ‘ how, does it’s end set? (ii:53) ///keto ullu lele pateki na kaweda nena// deimba dommo?/// //deimba we lunggu?//.... //. //ba yodi kyaki hida bana// a jadi dai hida onda//. //hina wi hida ka ounda//, ne balangge nguru-nguru wa na kaweda// .//nyaka yauwa ku teki// 8 //deimba we ne keto ullu lele lunggungge?// // (10) deimba accept we ne keto ullu lele this short machete ivory lung say nggu-ngge i p c p s residue mood ‘ do i say, accept this ivory short machete?’ in clauses (9--10), the speaker needs information whether yes/no to the question offered. the clause is directly preceded by predicate patanga ‘set’ as in clause (9), and deimba ‘accept’ in clause (10), and they are followed by complements lawi-na ‘its end’ as in clause (9), keto ullu lele ‘ivory short machete, in clause (10). the intonation is exactly rasing intonation and in question form at the end of the clause. the answer of that question is oo ‘yes’ or indaki’ ‘no’. yes answer can also be restated by the verb using falling intonation as in affirmative. the answer of interrogative ‘no’ always occurs in the text, such as, indaki ‘no’ nda hina-ki. ‘not be like that’. this kind of clauses uses double negative form, namely, inda.’no, and nda ’no’. this kind of polarity indicates refusal stressing of something. 4.1.3 imperative type (1) imperative (exclusive) – s is none : p^c the use of imperative type in the text can be seen in the following data. ( ii:2) //nati kalekunggu mama belli// //mama dobba wi kaleku ma//. (11) mama dobba eat all wi kaleku-ma this handbag (betel nut and betel vine p c residue ‘all of you, please have betel nut and betel vine in my handbag.’ (ii:84) ///kanyado bahinaba du// ba longga bana buku //ne bahina ka dai lolo// ka ndakura wi wawi///. //ndakura wi wawi// baba ne panewe//. (12) ndakura stab wi wawi these pigs baba have end ne panewe this talking/dialog p c f s 9 residue mood ‘stab these pigs, this dialog have finished/ ended.’ clauses (11--12) are exclusive imperative type. the subject is exclusive or is not stated since it has been understood that someone who orders is the subject of that clause. predicate precedes the complement in that clauses. (2) imperative (exclusive) – s: none : c^p examples of the imperative type can be seen in the following data. (ii:20) //nai manu pakita ponggu ni// (13) nai manu that chicken pakita continuosly pangngu ni combine it c p residue ‘that chicken (means pig) continuously combined it.’ (ii:2) //nati kalekunggu mama belli// //mama dobba wi kaleku ma//. (14) nati kaleku -nggu this handbag my mama have betel nut belli dulu c p ar residue ‘this is my handbag, please eat betel nut and vine firstly.’ clauses (1314) are also imperative type. complements preceed the predicate, namely nai manu ‘that chicken’ (in clause 13), nati kaleku-nggu ‘ this is my handbag’ (in clause 14). (3) imperative (inclusive) – s : s^p^c data of imperative type (inclusive) are as follows. (iii:1) ...///ba hinako ba toma data dukipongge ne pawai dobba nda ne lodo// mainda kata paarona barra na ama mawolo ama marawi panomba nda// kata paullu wa// gainanggu kana pamaringngi wa nda///. /// (15) mainda ka ta let’s dengi dobba ask together wa ama mawolo ama marawi farther created 10 s p c mood residue ‘ let’s ask god together.’ clause (15) is imperative type that is inclusive since subjects (ta ‘we’) is stated. thw subject precedes predicate and complement. (4) imperative (inclusive): p^c^s (ii:30) //deke mema nai wawi lakawa//. ///ne hina heti tanggu na loka na//, ba dekukongge wou bali taka gai// kana ounda mema lunggungge la///.. ///../// (16) deke mema take ahead nai wawi that pig lakawa children p k s residue mood ‘take ahead that pig, children.’ clause (16) is imperative type in which subject (lakawa ‘children’) is stated. the position of subject in this clause is preceded by predicate (deke mema ‘take ahead’) and followed by complement (nai wawi ‘that pig’)’ .4.1.4 exclamation type : ew^s^p data showing exclamation type in text are as follows. (iv:94) /...//kabahinako aro! inanggu// ba nya kidona wotonggu hinangge lungguwangga// kaku walaka patou// kaku kapeti ndi ndara a duada//…/// (17) aro ina-nggu oh mother my ba nya kido she only na woto-nggu sister my ew s p mood residue ‘oh, my mother, she is only my sister.’ clause (17) is an exclamative type. this type is usually preceded by exclamative words such as, aro ina-nggu ‘oh my mother’ which is followed by subject nya ‘she’, and predicate. na woto-nggu ‘my sister’. this type is almost never used in texts. 11 4.2 mood structure : grammar of interpersonal meaning interpersonal meaning is realized by mood. grammar of interpersonal meaning relates to echange experience among participants. it includes some elements, such as subject, predicate, complement, and adjunct. when these elements are used to exchange experience/ information, this structure is called proposition. when those elements are used to exchange goods and services, this structure is called proposal. in order to have the function of exchanging experience and how clauses are arranged, the needed of subject, predicate, complements and adjunct are necessary. the use of gramatical of proposition in the text is to exchange experiences. when tenors exchange experience, they use indicative type of mood. this type in the text can be differenciated from interrogative type by the use of intonation. from the grammatical point of view of yes/no interrogative, it can be differenciated since it is the same as affirmative type. tenors in the texts can differenciate or understand whether it is interrogative or not by paying attention to the intonation that usually uses raising intonation. in the text, yes/no interrogative can be understood by the use of word peina ‘how’, garra ‘who’, gei ‘when’, where’, appa ‘what’ (see clauses 7 and 8). this kind of exchanging experience indicates some aspects of propositional grammar. 4.2.1 subject and predicate elements in the text subject and predicate are two important elements in mood block. besides subject and predicate, complement and adjunct are other elements in mood block. the element of subject enables a proposition to be affirmed or denied. the subject is an element that is responsible for the functioning of the clause as an interactive event. as regard to the mood block proposed by halliday and matthiessen (2004), the subject position is under mood and the predicate is under residue. based on the analysis of the four texts, element of subject in the text is realized by noun group or personal pronoun, tabel (2) below presents personal pronoun functioning as a subject in the text. tabel 2: personal pronoun as subject in text personal pronoun function 12 i singular you’ wa ’i‘ plural yamme/ it’to ‘we’ ii singular wo’u /yo’u ‘you’ plural yemmi ‘you’ iii singular nya ‘he/she’ plural hid’da ‘they’ table (2) shows personal pronouns that have function as subject. pronoun yow’wa ’i’ refers to fisrt singular person pronoun that functions as subject; and first plural person pronoun yamme ’we’ and it’to ’we’. pronoun wo’u/yo’u ’you’ replaces second singular pronoun as subject; and second plural pronoun is yemmi ’you’. pronoun nya ’he/she’ is third singular person pronoun as subject, and pronoun hid’da ’they’ is third plural pronoun. the use of predicate in the text relates to verb group and are preceded or followed by modality. for example, modalisation concerning probability (including certainty) or usuality. noto-ngge ‘probability’ and domma ‘usuality’, and modulation concerning obligation (including permission) or inclination enga pongngu/takka ‘obligation’. the important of subject in interpersonal meaning can be seen in the fact that every clause in the text has verb, and by analyzing the verb, subject can be identified. besides subject and predicate, complement is also included in mood block. complement in mood block is under residue together with predicate. complement can be stated as non-subject participant that has potencial of being subject in passive form. other element of complement is adjunct. adjuct gives more information added to a clause in the text. it is realized by adverb, particle and prepositional phrases. complement and adjunct in clauses have differences, in which complement is potencial of being subject and usually realized by noun group. whereas adjunct has not got the potential of being subject. an adjunct is realized by an adverbial group or a prepositional phrase (rather than by a nominal group). complement and adjunct in the text realize interpersonal meaning. data concerning with the use of those elements (subject, predicate, complement and adjunct) are presented in the following. (i:178) / ne lodo ba waingga kette katonga weri kawendo// a lima hidi pangindi nggu// berarti kabullu lima powa nda wai na ranga kette katonga weri kawendo//. ///neme duada wulla nangge ka amiko ngga// kaku ponuku ranga kette // ///. (18) 13 neme duada wulla na later two months ammi come ngga i ponu complete ranga kette animal bunch adjunct p s p c mood residue ‘two months later, i come to complete kkwk animal.’ clause (18) shows the use of adjunct, neme duada wulla na ‘two months later, and complement, ranga kette ‘animal for kkwk’. subject, .ngga ‘i’ is placed after predicate ami. ‘come’. adjunct position in mood structure is under residue. modal adjunct in the text consists of mood adjunct and comment adjunct. mood adjunct concerns probability, such as noto-ngge ‘may/might be’, wuku ‘will’; concerns usuallity such as domma, okkokido ‘usually’; concerns obligation, such as takka pongngu ‘had to’, enga takka ‘must’; concerns polarity, such as indaki, ‘no/not’ and concers permission, such as, ia-ngge, ‘pity’ malla ‘ so’. coment adjunct, such as nyaka bahino ko ‘therefore’, taka nyakid’ ‘but’, etc. residue adjunct is realized by adverb. 4.2.2 modality in text based on the texts analysis, it can be stated that modality in the text refers to degrees of indeterminacy. it refers to modal verbs, such as noto-ngge ‘may/might’, budi, wuku ‘’will/would’, takka ‘must’, and marginal modals, such as pongngu ‘had to’. modality also refers to modality notion that is extended to every verb. modality is manifested in two ways, namely modalisation and modulation. modalisation is related to probability, certainty, or usuality, whereas modulation to obligation, permission, or inclination. the following clauses are presented to show the use of modalisation in the text. (ii:85) ///pamiyangge ba ndakura wi wawi// kata sabaya///. ///heti toro da ata panewe// kanda pandedaka ndi ne sabayango/// //notongge ka ta liwe bata sadeka ndi ata panewe/// (19) noto-ngge may be ka ta we liwe discuss ba that ta we sadekka once ndi ata panewe this people speaker f/modal conj s p conj s ar c 14 mood residue mood residue ‘may be we discussed once about mediators’ awards.’ (i:83) ///.../// ///nyaka na kabullu enga tama na//, nyaka touda kabullu karambo//, ia mane ia bei a kondo ndi/// /…// //ka wa’i kua pongngu ndi hida oma rara//.///mi ya kua pongngu-ngga ndi hida duada bolo oma rara // (20) mi you ya give kua all pongngu must ngga me ndi hida dua bolo oma rara those two piece gold red s p ar am c c moood residue residue ‘you must give me all two pieces of gold.’ (iii:51) ///... //, ba na rato olumu// ba nya a nee waina lunggu hinangge// pakole dengngakya we wee maringngi ba oongge// ba indaki ba nyamo teki wi///. ///oo bahina pongngu bangge na maringngingge// mono kana tulu ama mawolo (21) pakole get dengngado will nda we wee maringngi water cool p modal s c mood residue ‘we will get cool water (blessing).’ clauses (19—21) have modalisation, such as notongge ‘may/might be (clause 19), pongngu ‘must’ (clause 20), and dengnga ‘will’ (clause 21). especially clause (21), the word wee maringngi ‘cool water’ has metaphoric meaning, namely ‘blessing’. modulation in the text concerning obligation, permission, or inclination, such as takka ‘must’ and enga ‘can’. the following data show the use of modulation in the text. (i:83) ... //nyaka hida oma rara duada bolo ku dengngi wa na ana kabinne//, umba ka nda kai ka ngga ndi//. //ka wa’i kua pongngu ndi hida oma rara//.///mi ya kua pongngu ngga ndi hida duada bolo oma rara //.. // (22) hida duada bolo oma rara those two piece gold ka mi you ya give taka pongngu must ngga ndi me those 15 c conj s p modal c mood mood residue ‘you must give me those two piece of gold.’ (23) ka for enga would tuluki help ngga me ndi these hina say nati kaweda that oldman conj modal p c p s modus modus residu ‘that oldman said, ‘i would be helped ‘ in clause (22) more information realized by modal adjunct are taka pongngu ‘must or had to. it concerns inclination or obligation. clause (23) concerns ‘probability or permission’ enga. the use of modality in the text enables tenor to state or explain his message that can or can not be done. the use of modality enables tenor to exchange experience using varities of obligation, such as takka pongngu, must or had to’, okkoki ‘frequency’, notongge ‘may/might be’. modality is always used in the text, such as baka ami ko-ngga dede wa kadanu lili wa kaleku ‘i will come to take my wallet and carry my handbag’. the use of modality baka ‘will’ in that clause has an inclination meaning.. : 4.2.3 adjunct in the text adjuncts in text are usually realized by adverb or preposional phrase. adjunct gives more and varieties information added to clauses. adjunct consists of adverb group, prepositional phrase, and modal adjunct. consider the following data. (i:4) ///.../// nyaka bahinna kowe / notongge /ka ta dukki ngge ne pamai dengnga nda ne bahinna///. ///nyaka ka kako belli hida pamama pata patama wainda//, kata mama belli// nyaka ba yodikyaki// appa ko ne padukki dengnga nda// kata padukki ndi hiddi pateki///. (24) noto-ngge may be ka that ta we duki-ngge arrive ne pamai dengnga nda the come with our am conj s p c modus residu 16 ‘ we may come to our presence.’ (ii:30) … …/// ///taka ndaku teki kipu ne// kana pandengge hindangu mi///... okkokina netingge hina uma kalada baku kako barra da hittingge// nati ata nee ndi buka bera//, waimangura// neti ka lende zodina kaku ngare ngare kalete zodi// ... (25) okkoki na rarely netti-ngge even ba that ku i kako go barra da hitti-ngge to them am ar conj s p prep mood residue rarely i go to them.’/ i rarely go to them.’ (i:95) …/// // //hidi oma a pata bolo oma rara// gai ka na ya taka pongngu ngga ndi//. ///heti ba lunggu ku ngge// gai ne lodo boro mema// mawo roo karambo ba nee ko yodi kyaki bana bitaka tana gonggola mi donga watu// ///…/// (26) hida oma pata bolo these gold piece four ka mi you ya give taka pongngu must ngga ndi me them c s p modal c conj mood mood residue ‘you must give me those two pieces of gold.’ (ii:17) ///indaki ndahinaki hida ole//, ne bara mi yemi bapaduki na lodo// nya papala belli mu///. ///heti appaku pangindi mi// hida papapalami/// (27) indaki, nda no, not hina say ki it hida those ole friend f p c c s mood residue ‘no, it ( that saying) is not like that, friend.’ adjunct in clauses (24--27) give or add more information to those clauses.. additional information is realized by modal and adverbial adjunct. in clause (24), modal adjunct noto-ngge ‘may be’ adds more information relating to ‘probability’. in clause (25), modal adjunct okkoki ‘rarely’ adds information relating to usualilty, and adverbial adjunct netti ‘later’. therefore, this clause has information that is realized by either modal or adverbial adjunct. in clause (26) modal adjunct taka ‘must’ adds information relating to obligation. whereas, clause (27) is polarity indaki, nda. ‘no’. modal adjunct adds more information relating to probability and usuality. mood adjunct consists of modal adjunct and 17 comment adjunct. mood adjunct includes probability, usuality, obligation, obviousness, intensity, and polarity. while comment adjunct consists of admissive, desiderative, entreaty, evaluative, opinion, predictive, persuasive, and presumpsion. the use number of modal adjunct in texts are presented in table 3 below. table 3: the use number of modal adjunct in texts modal adjunct type text i text ii text iii text iv total adjunct % mood adjunct 158 42 71 149 420 66 comment adjunct 124 30 28 33 215 34 total of clauses 1250 472 544 854 635/ 3120 100 table 3 shows the total use of adjuncts is 635. the use of mood adjunct is 420 (66%). and comment adjunct is 215 (34%). the following data show the use of adjunct in clauses. (iv:14) (28) //ne ba wai ma ne lodo// ma tunda bana kira//. //ka ma woro-ngge ne lodo//, nda pa pande taka mi yemi//. //nyawi hida ka ma kako nee ba bawai ndi ne bahina// ne padengngi na kaweda dada// gai ka manowara-ngga //. //nyaka waiku ndi ndapa pande ma yame ata ene// nya pahinda na kapapala ndi// kana ounda wi//. //remangga ba lu-nggu-ngge bahinangge waina heti tudana ba ndappa kambu ate we//. / //langka ndaiku taka orona ba wai ndi paworoma heti// nyaka ne lodo kira na//. //nyaka teki we ka ounda// nya kaidu pakambu ate ma yame//. //today we are presence, we have postponed the time// so, we have discussed something that you really do not know // ///that is why we go there and they are here now // the demand of grandma, dada is that she was loved // so, if there is something that six of us do not know, i tell it now in order to be known/ understood /// ///what had been said to be waited last time does not seem not to have intension /// ///eventhough he is not here, we have had our discussion at that time. therefore, to day is the time /// /// so, tell it in order to be known and it is our purpose // // clauses or text (28) consists of eight independent clauses and six dependent clauses. tenor in the text gives information by using affirmative type, such as ne ba wai ma ne lodo ma tunda bana kira ’ to day we are present, for we have postphoned the time’. tenor also used imperative type, such as teki we ka ounda,’’tell them in order to be known’. those clauses have additional information realized by modal adjunct, such as nda papande taka mi yemi ‘that you really do not know’, and comment adjunct such as nyaka waiku ndi ndapa pande ma yame ata enne ‘so , if there is something that six of us do not 18 know,’ look at the presented data below. the clauses have additional information realized by mood adjunct and comment adjunct. (i:45) //o…o.. kanyado tenababa//, ka netti banapa pillo.//. //nee bange ne barramu hidanggu//. //a pala bana hida ngawu//, na wawi wa’i ba ni tyana/gyounga//. //ka enga tekkimu ne patekimu//, a limma hidangge hida umbamu//, nda ta dapa padekuki hidanggu//. (29) nda ta dapa padekuki hinda-nggu am s ar p p s not we just follow say i ‘we did not just follow, i said.’ (iv:15) //... //malla tau wolla ingngi// wolla wee// ati ia manu//. //enga wai gobba na ne katopo nyapo // ongo tunda bina ko bangge takangge kira lodo// (30) enga wai gobba na ne katopo,… am p pos s must there was pair it this machete ‘this machete must have its pair.’ (i:34) ///kanyado hinna ngge na ama// kaba barra du barra dadi do// nya kanda rema na parangi tilli bendo// ...// ka … na tenawi ba hida ngge///. ///takka ba hina wali kaia// ka mama belli ponggai na kaleku nggu// hina ngge pateki na ama umba mi ne olle.///. (31) ///takka ba hina wali kaia// ka mi mama belli na kaleku nggu eventhough/now that you eat first this handbag my ar s p ar c pos ‘now that you firstly eat my handbag.’ ( it means that you firstly have betel and areca nut.’ clauses (29--31) have comment adjunct takka ba hina wali kaia ‘eventhough’. examples of adjunct in the text are presented as follows. other adjuncts are used in the texts can be seen in appendix 2. mood adjunct comment adjunct budi,wuku will’ badekuko-ngge ‘according to domma ‘always’ ’ bahinako ‘therefore’ enga taka ‘must’ baka ‘then, and’ kali pata ‘usually’ balengnga ‘because’ noto ‘may/might be’ bangge ‘then’ okko ‘rarely’ bengge ‘even if beside modal adjunct, comment adjunct that add more information in clause are found in the texts. the table (4) below shows the use of ar and prepositional phrase in the text. table 4: the use number of adverbial residue and preposisional phrase in text 19 adjunct types text i text ii text iii text iv total % adverbial 315 135 163 339 952 67 prep. phrase 107 48 63 88 461 33 total adjunct 422 182 226 427 1.413 100 table 4 shows additional information realized by adverbial and prepositional phrase. the number of adverbial adjunct use is 952 (67%). the use of prepositional phrase is 461 (33%). the adverbial is higher than prepositional phrase. this fact indicates that adverbial adjunct is important in exchanging experience. it is aimed to have other tenors ensure the stated information. therefore, the purpose will be understood by other tenors, and some decision can together be decided. consider the data below. (iv:123). mediator i (ata panewe) from bride’s party (32a) //nyaka ole… neme bali tonga//, patoo baka nda na bali gollu dommo ka ne panewe//. ///pateki da bali tonga//, tanggala enam belas wulla ka ia ...// ponu ranga heti//, ...///. //wale we koro dana// wulla ka ene tanggala satu// kappa malle tanggala tiga puluh hina ka ponu ranga//. //hina byali //mono byali,// orona eta pateki na maro bali tonga hina koro dana///. //hinako heti ...// ka tai ma ne tillu na// katuku tana rara// kangali dua paduana//, hina ne pateki// oro heti byali// mono byali// ba ma eta yame a nee na tillu na// ne tanggala enam belas// wulla ka lima// ponu ranga///... (iv:124) groom’s parent (32b) //nyado ku walepo yauwa bali tonga// ba lengnga limi dongge//. ///nyado nena ka ndaiki duka na// ba limiko-ngge ne bahina nee// mono ata pabeiba mi// nyaka tai minggi tillu na ata ene// ka pawai weki na///. //bahinako ne bahina nee ata pabei ba mi. all underlined words in clauses (32a and 32b) are adverbial adjunct and prepositional phrases. those adjuncts add more information to the clauses. in clauses (32a), there are five adverbial adjuncts and eleven prepositional phrases. whereas, in clauses (32b), there are two adverbial adjuncts and two prepositional phrases. the use of adjunct in clauses (32a) is higher than in clause (32b) since tenor restates some adjuncts in clause (32a). the purpose of using repettiton is to ensure other tenors to get clear information.. based on the fact shown in clause (32b) the adjunct is less used since the tenor has understood the message. the following data are examples of adverbial adjunct and prepositional phrases in the text (more examples are presented in appendix 1) 20 prepositional phrase adverbial adjunct aro umma ‘in front of house balitonga ‘waiting room’ barra ‘near’, ‘closed to’ byali ‘beyond’ dana ‘inside’ duada wulla ‘two months later kapugede ‘in the morning’ kira ‘time’ koka ‘tomorrow’ male ‘last night’ adverbial adjunct includes adjunct residue, such as circumstances. adjunct position can be either at the front or the end of a clause. consider the following data. (i:148) //....// //kanyado kapeinda ndi hida ama anton?// //ne bahina ne’e hida ranga enne kabullu wa//, touda kabullu karambo// touda kabullu ndara//. ///ne toma nda ndakurapu hida wawi// .../// (33) //ne bahina ne’e hida ranga enne kabullu wa//, touda kabullu karambo// now these animal sixty them thirty buffalow ar s c touda kabullu ndara thirty hourse ‘now, these animals are sixty of them, thirty buffalows, thirty hourses.’ (iv:115) ///... //.. ///yang berikut// nda lakawa a dapa mawanggoki wa neti gyounga// , remana manairo/// ///na marro pongngu we ne tanggala pateki mi//.. (34) nda lakawa a dapa mawanggo -ki wa neti gyounga// not chil that just play she out side am conj ar p s ar ‘she is not a child that just plays outside.’ clauses (33--34)) have additional information relating ar. information relating time such as ne bahina nee ‘now’ (clause 33) and information relating to place such as neti gyounga out side’ clause (34). in clause (34), there are additional information relating to am nda ‘ not’ and ar neti gyounga ‘outside’. 4.3 metafunction of interpersonal meaning in text interpersonal metafunction in text concerns the exchange experience of tenor as speakers and listeners. interperonal metafunction of meaning is realized by mood in the text. the included functions are giving information, stating purposes, and asking information, etc. these functions have more tendency for social interaction. interpersonal components are associated with mood, modality and personal. these function are realized in varieties ways, such as the use of first person, second person, or the use of different type of mood system. therefore, the use of interpersonal metafunction of 21 meaning relates to interaction in exchanging experience among tenors in dialog that is realized by mood. information that are exchanged in verbal form are spoken information. interpersonal meaning in texts is aimed to get information, to give information, and to state purposes relating to decision of proposing to a girl, called kkwk. the decision agreed are choosing mediators, stating number of dowries either asked or accepted by two parties, stating time to fulfil dowries, stating time to take bride to groom’s place, and stating time for bride and groom to get marry. 4.4 conclusion the text mood realizes interpersonal metafunction of meaning. mood is used by tenors in exchanging their experience in the texts. mood system in clauses of the texts includes indicative and imperative type. the indicative consists of declarative and interrogative types. the declarative type consists of affirmative and exclamative, whereas interrogative consists of yes/no interrogative and wh-interrogative . the number of affirmative use is 2.596 (83%). exclamative type is the least amounting to 37 (1.2%). affirmative type is the highest number than other types. this fact indicates that tenors in exchanging their experience always give information, restate, and report it again. the least use of eclamative type indicates that tenor should keep his prestice. this type is used whenever they could not ensure bride’s parent to accept their opinion relating to the number of dowries. therefore groom’s parent has to use exclamative type since he does not have any other choices.. by using this type, bride’s parent would have a pity to groom’s parents. mood structure of affirmative is s^p; exclamation is ew^s^p; imperative is p^c/ c^p; yes/no question is p^s)/ (p^c)/ (s^p); and wh-question is qw^ p^s. the elements of mood structure are subject, predicate, complement, and adjunct. in mood block, subject position is under mood and predicate is under residue together with complement and adjunct. predicates are either followed or preceded by modality. modalisation is used by groom’s parent while modulation is used by bride’s parent . the use of interpersonal meaning in the text is to get information, to give information, to state idea/ opinion relating to decision agreed together, such as choosing and stating mediators, stating/ asking number of dowries, stating/requesting number of dowries given, 22 stating time for completing all dowry, stating time to take the bride to groom’splace, and stating time to get marry. references halliday , m.a.k. 1985. an introduction to functional grammar. london:edwardarnold halliday , m.a.k, and hassan r. 1989. language context and text: aspect of language in a social semiotic perspective. deakin university . australia halliday,m.a.k. dan martin,.j.r, 1993. writing science and discursive power. london: falmer pittsburgh: university of pittsburgh press. halliday,m.a.k. 1994. an introduction to functional grammar. edward arnold, a member of the hoddor headline group. london mebourne auckland halliday,m.a.k. 2002. linguistik studies of texts and discourse. london. london: continumm halliday,m.a.k. dan matthiensen, m.,i.,m. christian, 2004. an introduction to functional grammar. oxford university press: inc. new york maleong.l. 2010. metodologi penelitian kualitatif. penerbit pt. remaja roesdakarya: bandung martin, j.r. & d. rose, 2003. working with discourse: meaningbeyond the clause. london: continuum. marshall c dan rossman b. g. 1995. designing qualitative research. second ed. sage publications. international educational and professionalpublisher. thousan oaks london, new delhi martin j.r 1992. english text: system and structure. amsterdam. john benyamin publishing company mashun, m.s. 2005. metode penelitian bahasa. jakarta: pt raja grafindo persada 23 appendix: 1 adverbial adjunct and prepositional phrases in text. prepositional phrase adverbial adjunct aro umma ‘in front of house balitonga ‘waiting room’ barra ‘near’, ‘closed to’ byali ‘beyond’ dana ‘inside’ deta ‘on’ gyounga ‘outside’ katonga deta ‘on stage’ korodana in bed room’ lira ‘behind’ lola ‘down’ mbondo ‘above’ ne’e ‘over there’ nenna ‘there’ newe ‘here’ oma dana in the garden, field’ omba dana ‘in the lake’ pandou deta ‘on a bed’ ponnu ‘up’ tidi ‘beside’ tillu ‘middle’ umma dana ‘upstair’ duada wulla ‘two months later kapugede ‘in the morning’ kira ‘time’ koka ‘tomorrow’ male ‘last night’ mewa ‘day after tomorrow muriwali muri wali ‘for ever’ murri ‘follwing day’ ne bahina nee ‘now’ ne lodo ‘today’ neme ‘later’ neme ndou ‘next year’ nena ‘a while ago’ sebentar ‘for a moment’ tanggala ‘date’ touda dou ‘ three years’ ullu na ‘last time’ waina ‘last time’ wulla kaia ‘the first month’ wulla kapata ‘the four month’ yodikyaki ‘next time’ yone ‘over here’ 24 appendix 2 mood adjunct in texts budi ‘will’ domma ‘always’ enga taka ‘must’ kali pata ‘usually’ nda hinaki ‘not like that’ nda kali wai ‘not usually’ nda, indaki ‘no, not’ noto ‘may/might be’ okko ‘rarely’ ongo ‘probably’ pongngu ‘had to/must’ ’ sadeka ‘ all done’ takka ‘really/must’ ’ wuku ‘will’ comment adjunct in texts badekuko-ngge ‘according to’ bahinako ‘therefore’ baka ‘then, and’ balengnga ‘because’ bangge ‘then’ bengge ‘even if ‘ kalongga ate ‘willingness’ kanyado, nyado ‘ok, surely’ karoba ‘surprise’ langka ‘though’ lapata ‘up to’ loko hina wali kaiya ‘though, eventhough’ louka-louka ‘even if, mainly’ malla ‘all right’ melle ‘‘if’ na tenaba it is right/surely, exectly’ na tenawi ‘it is right/surely’ nda kali waikina ‘not always’ nda peikina ‘does not matter’ ndua atedo ‘kindness’ nggai ‘kindness’ nyaka ‘so’ oro ‘because’ papangeda-nggu ‘my opinion’ taka nyakido eventhough’ tutuba ‘it is enough’ 25 utuba ‘luckily’ wali kalaki ate from deeply hard’ microsoft word karmini shape of femininity in the text of geguritan (philosopical verse) in bali: analysis of feminism ni nyoman karmini1*, nyoman kutha ratna2, i nyoman weda kusuma2, i nyoman suarka2 1school for graduated study, udayana university. 2department of linguistics, faculty of letters, udayana university e-mail: linguistika_unud@yahoo.com abstract the object of this study is balinese traditional literature which is the form of geguritan (philosophical verse). the reason why such texts are used as the object of the study is that they contain very complex and interesting narrations about feminism. the objectives of this study are to find out the formal and narrative structure of the texts and to describe the shape of femininity in the texts and its relevance to the lives of balinese women who are hindu followers in the society. the objectives are all at once the answers to the problems of the study. the theory applied is that of feminism which emphasizes the concept of radical-cultural feminism. this study is a qualitative one of which the data were collected by documentation method, that is, by the techniques of note taking, observation and interview. the data were analyzed using the formal method in accordance with literature studies. there were nine geguritan (philosophical verses) which were used as the object of the study. from the formal structural analysis, the pupuh (strophe) used, its function and literary style could be identified. from the content, religious and amusement functions could be identified. from the narrative structural analysis, it could be identified that the plot was chronological and sorot balik (backward directed); the characters and characterization were described to express extraordinary ability, which was based on hinduism, while the theme was described to express the application of panca crada (the five principles in hinduism). there were seven findings as far as the analysis of the text is concerned: they are: (1) the educated women could determine their attitudes, make decisions, show prestige and maintain their dignity; (2) the women in the texts had extraordinary power. this means that the women were not weak. therefore, the stereotype that women were weak was neglected; (3) the educated women who used hinduism as the reference could become the men’s power; (4) the women who could become the men’s power could be the centre or the subject of the events undergone during their lives; (5) the women’s ability was similar to the men’s and they could show their ability; (6) the shape of femininity in the texts was in accordance with wadhu tatwa ( a type of philosophy ) and the struggle of radical cultural feminism; (7) it turned out that the theory of feminism could be used for analyzing the traditional literature. key words: shape of femininity, geguritan (philosophical verse), feminism introduction basically, literary work constitutes one of the human activities which is based on imagination, and is useful to the human life. literary work presents the pictures of life and culture in a particular era. the cultural aspects presented in literary work are: religion, language, literature, arts, and the environmental tradition of the literary work created. the object of this study is the texts of geguritan (philosophical verse) which were analyzed using the approach of feminism. the reasons on which this study is based are as follows: (1) there are many geguritan (philosophical verses) which describe women and their lives. the women are used as the centre and object of narration related to situation, condition and experience. the problems faced by each female character are different, but in the solutions the women’s roles are more dominant; (2) in geguritan strong and educated women are described to be able to determine attitudes, to make decisions, to do heavy jobs, to be able to maintain their image, to be well tested, to be patient and faithful, which contrasts with the current assumption (stereotype assumption) that women are weak, only busy with household chores, and are nerimo (receptive); (3) so far, the contents of many geguritan are neglected and are paid less attention to by the public, but the case is that they contain thoughts relevant to the movement of gender equality if observed deeply. based on the background above, there are four problems in this study; they are: (1) how are the formal and narrative structures of the texts of geguritan used as the object of the study?; (2) what situation and problems are faced by the female characters in the texts of geguritan used as the object of the study?; (3) what is done to solve the problems faced by the female characters in the texts of geguritan used as the object of the study?; and (4) what is the shape of femininity in the texts of geguritan used as the object of study based on the analysis of feminism like and what is its relevance to the lives of balinese women who are hindu followers in the society? based on the problems above, the specific objectives of this study are : (1) to find out the formal and narrative structures of the geguritan used as the object of the study: (2) to find out and present the situation and problems faced by the female characters in the texts of geguritan used as the object of the study; (3) to describe what is done to solve the problems faced by the female characters in the text of geguritan used as the object of the study; (4) to describe the shape of femininity in the texts of geguritan used as the object of the study based on the analysis of feminism and its relevance to the lives of balinese women who are hindu followers. literature review, concepts and theory the works which are concerned with the women in texts which are referred to in this study are written by i dewa gede windhu sancaya (1966) and yeni hayati (2006), and those which are concerned with the women in the real world referred to are written by ketut sudhana astika (2002), ni luh arjani (2002), and gde made swardana (2002). the concept of the shape of femininity in this study refers to the description of the characters and the personality of the female characters who are able to appreciate their femininity and to carry out their noble responsibilities, and of the grown up women. the concept of balinese geguritan refers to traditional balinese literature, which uses balinese language and latin characters as the medium and is in the form of poems as well as narration using sekar alit, formed by pupuh (strophe) and bound with padalingsa. in this study, the concept of text is similar to that of discourse, while the concept of feminism intended in this study refers to the humanity movement which struggles for equality between men and women. because feminism is not monolithic ideology, this study refers to the concept of radical-cultural feminism commented by alice echols and linda alcoff. this study is based on the theory of feminism labeled radical feminism which states that inequality results from sexism and patriarchal ideology. the women’s fundamental oppression, according to alison jaggar and paula rothenberg, has something to do with sexism/gender. criticism has led to the appearance of the thought of feminine essentialism which then results in dissension in radical feminism. such a dissension contributes to the appearance of two ideologies. they are: radical libertarian feminism which suggests androgyny that sexuality is dangerous and that natural reproduction is the main cause of oppression against women. the other one is radical cultural feminism which is commented by alice echols and linda alcoff. this ideology disagrees with androgyny and therefore, it is replaced by “femininity” (women’s essentials), which considers that sexuality can give great pleasure and that reproduction is the source of the women’s perfect power. based on the theory of feminism mentioned above, in this study the concept of radical feminism radical is employed as the basic theory. in order to get the description of the shape of femininity in the texts, deconstruction reading whose distinctive feature is neglecting the binary opposition with the concept of difference/differance meaning that difference as well as deferment was applied. research methodology this study is a qualitative one. to realize the study, ethic and emik methods were applied. the main data were obtained by documentation method that is, by note taking supported by observation and interview technique. then, the data were presented using the formal method which is in accordance with literature studies. text determination to find the texts which were used as the object of the study, library research was done at some formal and personal libraries. based on the catalog available at the library of the faculty of letters udayana univesity, four texts were found to describe the women’s roles. such a research was also done at the bali cultural documentation centre located in denpasar. from the catalog, 16 texts were dominantly found to describe the women’s roles. then another research was done at gedong kirtya located in singaraja. based on the catalog available there, 14 texts were dominantly discovered to describe the women’s roles. a similar research was also carried out at i wayan djapa’s personal library, where two texts were dominantly discovered to describe the women’s role. altogether, there were 36 texts which were dominantly found to describe the women’s roles. however, after they were carefully observed, there were some similar texts kept at the three libraries. finally, 21 texts were decided to be chosen as the object of the study. they are : geguritan sawitri, geguritan candrawati, geguritan cilinaya, geguritan diah arini, geguritan luh lutung, geguritan luh laras, geguritan sri wulan, geguritan anggreni, geguritan sakuntala, geguritan giri putri, geguritan brayut, geguritan ni sumala, geguritan ni sewagati, geguritan tunjung biru, geguritan istri tanjung, geguritan ni nyonya, geguritan liku, geguritan nilawati, geguritan dreman, geguritan saci and geguritan damayanti. next, the contents of the texts were thoroughly observed. it was found that some texts described love among adolescents, some described animal characters and some others described dissemination of diseases. the last were not used as the object of the study because they were not in accordance with the objectives of the study. those which were in accordance with the objectives of the study were nine geguritan which were directly determined as the object of the study. after they were read and their contents were compared, the texts determined to be researched were: geguritan dreman, geguritan diah sawitri, geguritan damayanti, geguritan ni candrawati, geguritan brayut, geguritan saci, geguritan diyah arini, geguritan cilinaya and geguritan dewi sakuntala. the formal and narrative structure of the texts determined as the object of the study the analysis of the formal structure of the geguritan which were used as the object of the study showed the pupuh (strophe) used, its function and its literary style; from the content point of view, those geguritan were discovered to function as amusement and to reflect the basic framework of hinduism and the five basic principles in hindusim (panca crada). the analysis of the narrative structure of the geguritan used as the object of the study showed that the plot employed can divided into two; they are: chronological and backward directed (sorot balik). the characters and characterization presented were those who had extraordinary ability in which hinduism was used as the reference. the theme was found to reflect the application of panca crada (the five basic principles in hinduism). the women in the geguritan used as the object of the study based on the analysis of the texts used as the object of the study, the situation, the problems faced by the women and the solutions to the problems could be identified. the problems faced by the women were different but they were similar in the solutions, that is, they all referred to the five basic principles (panca crada) in hinduism. the shape of femininity in the texts used as the object of the study were still relevant to the lives of balinese women nowadays but the form was different due to the difference in situation and era. findings the analysis of the texts used as the object of the study revealed seven findings; they are (1) the educated women could determine their attitude, make decisions, show their prestige and maintain their dignity; (2) the women prescribed in the texts had extraordinary power. this means that the women were not weak. therefore, the stereotype that women are weak is neglected; (3) the educated women who referred to hinduism as the reference could become the men’s power; (4) the women as the men’s power could become the centre and subject of the events undergone in their lives; (5) the women’s ability was similar to the men’s and the women could show their ability; (6) the shape of femininity in the texts was in accordance with wadhu tatwa as well as the struggle of radical cultural feminism; (7) it turned out that the theory of feminism could be applied in analyzing the traditional literature. bibliography bleicher, josef. 2003. hermeneutika kontemporer: hermeneutika sebagai metode, filsafat, dan kritik. alih bahasa oleh ahmad norma permata. yogyakarta: fajar pustaka baru. darma putra, i nyoman. 2003. wanita bali tempo doeloe: perspektif masa kini. denpasar: yayasan bali jani. kutha ratna, nyoman. 2004. teori, metode, dan teknik penelitian sastra: dari strukturalisme hingga postrukturalisme perspektif wacana naratif. yogyakarta: pustaka pelajar. norris, christopher. 2003. membongkar teori dekonstruksi jacques derrida. diterjemahkan dari deconstruction: teory and practice oleh inyiak ridwan muzir. yogyakarta: ar-ruzz. palmer, richard e.. 2003. hermeneutika: teori baru mengenai interpretasi. judul asli: hermeneutics: interpretation theory in schleirmacher, dilthey, heidegger, and gadamer. penerjemah musnur hery dan damanhuri muhammed. yogyakarta: pustaka pelajar. ritzer, george dan douglas j. goodman. 2004. teori sosiologi modern. edisi keenam. terjemahan dari modern sociological theory oleh alimandan. jakarta: prenada media. suryani, luh ketut. 2003. perempuan bali kini. denpasar: bp. teeuw, a. 1984. sastra dan ilmu sastra. jakarta: pustaka jaya. tong, rosemarie putnam. 1998. feminist thought: a more comprehensive introduction, second edition. terjemahan oleh aquarini priyatna prabasmoro. yogyakarta: jalasutra. microsoft word suardiana_edited 1 geguritan (manuscript) of i gede basur and i ketut bungkling written by ki dalang tangsub: intertextual and receptional analysis i wayan suardiana1, nyoman kutha ratna2, i wayan cika2, i made suastika2 1postgraduate program of udayana university, 2linguistics program, concentration of literary discourse, udayana university abstract this study employs the texts of i gede basur and i ketut bungkling contained in the text of kidung prembon (abbreviated into kp) as the data source to explain the intertextual relationship and receptive process of the texts of geguritan i gede basur (abbreviated into gigp) and geguritan i ketut bungkling (abbreviated into gikb) written by ki dalang tangsub. the reason is that when this study was conducted the neither the text of gigb nor gikb written by the authoritative ki dalang tangsub was found. then the text of kp has multiple functions; on one side, as an existing text, it is assumed to contain the texts of gigb and gikb written by the authoritative ki dalang tangsub, and on the other side, it is a receptive text of the texts of gigb and gikb written by ki dalang tangsub. the theories of intertexts, reception and discourse were used as the means of analysis in this study. the theory of intertexts could reveal the historical process of the texts of gigb and gikb written by ki dalang tangsub and the creation process of the text of kp. the theory of reception was basically used to explain the process of how the readers gave responses to the texts of gigb and gikp written by ki dalang tangsub. the process of how the readers gave responses was revealed by the text of kp (in clock stories) as well as the other individual texts. intrinsically, the texts of gigb and gikb written by ki dalang tangsub give particular colors to the texts of the responses given, as pupuh/tembang ginada (strophe) is entirely adopted in the texts of responses given the readers making the particular characteristics of the hypogram texts compared to the following texts clear. having magical and social critical themes, many hyperboles, similes and sarcasms are used in the texts of gigb and gikb written by ki dalang tangsub. the plots of the texts of gigb and gikb are made up of 28 big sequences and 29 small sequences with the main characters are i gede basur and i ketut bungkling (mantri as one of the characters). key words: intertexts, reception, gigb and gikb, kp, the dominant concepts (ideology) 2 1. background and problems so far balinese people still maintain the great thoughts inherited from their ancestors by recording them on palm leaves. attempts have been made to maintain and develop the tradition of writing such thoughts on palm leaves. in addition, various new topics have also been written on palm leaves. two of the manuscripts inherited from the ancestors of the balinese people which are under study are gigb and gikb which were written by ki dalang tangsub. the attempts made to maintain these two texts have not been so pleasant. the reason is that, written in the beginning of the 19th century (in 1825), their authoritative texts have not been found so far, although they are very popular in the community (simpen, 1988). therefore, their readability was made through the text entitled kidung prembon abbreviated into kp). it is from the text of kp that the histories of the texts of gigb and gikb written by ki dalang tangsub can be traced and at the same time the process of how the text of kp was created can be explained. the text of kp itself is a knitted text of the texts of gigb and gikb previously existing. this means that the text of kp is the existing text used as the basis for the readability of the texts of gigb and gikp written by ki dalang tangsub. in addition, it also explains the receptive process of the texts of gigb and gikb written by ki dalang tangsub. the act of expressing the meanings of the texts of gigb and gikb written by ki dalang tangsub from the discourse point of view is intended to discover the practices of discourse as one dimension or one moment of every social practice in its dialectical relation with the other moments (fairclough as quoted from jorgensen, 2007). this means that some aspects of the social world function in accordance with the different logics of discourse and that they should be observed employing the instruments not available in the discourse analysis. therefore, the meaningfulness of the texts of gigb and gikb written by ki dalang tangsub was discovered by the analysis of the sociological aspect of text, thereby it was expected that the dominant concepts contained in the texts as the writer’s ideology to hegemonize his environment could be explained. the reason is that it is the dimensions of discourse and the other dimensions of social practice which form our world (ibid.). in general, this study aims at describing the process of readability of the texts of gigb and gikb written by ki dalang tangsub and the process of how the text of kp 3 was created from the hypogram texts, that is, the texts of gigb and gikb and the texts responding to them in the form of geguritan as part of literary work in bali. in addition, it also aims at revealing the concept of local genius expressed by the writer in transferring great values to the community. it is hoped that the results of this study can be theoretically and practically meaningful. theoretically, it is hoped that this study can explain the process of the readability of the texts of gigb and gikb written by ki dalang tangsub in geguritan literary work in bali. the understanding of the text of kp, the hypogram texts and the responding texts will give a real description of the process of the receptive texts of gigb and gikb written by ki dalang tangsub in geguritan literary work in bali. after the histories of the texts can be traced, theoretically it is also hoped that this study will help determine the history of the balinese literary works in particular and will be referred to by other scientific researches such as those on general literary works, way of life and cultural views which are in accordance with the content of the texts of gigb and gikp. through the narrative structure of the texts (in the level of narrative discourse/the extrinsic elements of the texts), the values of the local genius as well as the attempts made by the writer to struggle for the universal values (especially the struggle made by those belonging to the social stratification of sudra), that is, to struggle to hegemonize the readers and the community in general for the critical attitude of the characters. practically, it is also hoped that this study can enrich the nation’s cultural insight of the social phenomenon read in geguritan literary works, especially the texts of gigb and gikb written by ki dalang tangsub. in addition, it is also hoped that this study will enhance morals and cause the next generation to appreciate geguritan literary work creatively. based on what is described above, it is hoped that this study will respond to the following four problems; they are 1) to what extent is the process of the readability of the texts of gigb and gikb written by ki dalang tangsub?; (2) what is the attitude of the readers towards the texts of gigb and gikb written by ki dalang tangsub?; (3) what is the intrinsic structure (the narrative structure) of the texts of gigb and gikb as a whole?; (4) what is the dominant ideology contained in the texts of gigb and gikp as far as their discourse practices are concerned? 4 2. discussion `the theories employed to answer the above mentioned problems are the philological, receptional, intertextual and narrative discourse ones. the data needed in this study were obtained by library research and interview (as the supporting technique). after being collected, the data was analyzed applying the hermeneutic method. the research results were formally and informally presented. based on the theories, the technique and method described above, the results can be presented as follows. this study employs 21 (twenty one) types of data sources, some are in the form of handscript using balinese characters and the others are printed. after they were thoroughly read, finally 8 (eight) were chosen as the primary data sources which were hoped to explain the process of readability, the receptive texts and the concepts of local genius as the ideology of the texts of gigb and gikb written by ki dalang tangsub. the others (thirteen) were used as the secondary data sources. based on the data available, the authoritative texts of the texts of gigb and gikb written by ki dalang were not found. the readability of the two texts could be done through the text of kp, which had been previously stated to be written by ki dalang tangsub by i w. simpen ab (1988). after the texts available were read, it turned out that the text of kp was not ki dalang tangsub’s work. it is only the receptive text of the two texts written by ki dalang tangsub. from its narration, it is a clock story telling a story about i ketut bagus; i ketut bagus (mpu sruti) tells a story about i rangda kasihan (siwa tiga). ni jempiring, the daughter of i ranga kasihan, tells a story about basur. then, i ketut bagus (mpu sruti), tells a story about bungkling, and the last, ida pranda bodakeling gives something to i ketut bagus (mpu sruti) in the form of kidung cowak. the readability of the texts of gigb and gikb written by ki dalang tangsub, as stated above, can be done through the text of kp. the text of kp itself is a receptive as well as an adaptation text of the texts of gigb and gikp written by ki dalang tangsub. before the text of kp was created, the text of gikb written by ki dalang tangsub was receipted by the text entitled geguritan i ketut bangun . this text, which is anonymous, was then responded to by the text entitled geguritan i ketut bagus, which was the initial form of the text of kp. the text of kp itself, in the process of being receptive, was found 5 to have two different versions. based on the language and the completion of the content, for the sake of analysis, the text of kp a, which had been transliterated by i w.simpen ab., was selected. the authentic evidence used as the basis that the text of kp has receipted the texts of gigb and gikb written by ki dalang tangsub and that at the same time they were used as the hypogram texts can be seen from the text telling a story about i gede basur b (4.3.3) found at gede palace, kerambitan, tabanan. the narration and the length of the story are similar to those found in the text of kp. the other evidences can also be seen in the individual responding texts which show similarity in the way in which the stories are narrated as in the hypogram texts. the change in narration in the responding texts is made after the narration in the hypogram texts came to an end. this means that the text of kp (especially the stories about i gede basur and i ketut bungkling) and the other responding texts respond well to the hypogram texts written by ki dalang tangsub without changing the content. this indicates that the writer of the two responding texts written by ki dalang tangsub was scared to be stated as a plagiarist. the other possibility is that ki dalang tangsub could have been the writer’s teacher (guru waktra) or at least the two texts were so popular in the writer’s community that he was very respectful towards ki dalang tangsub. such a respect was shown by writing what had been written by ki dalang tangsub in the form of receptive texts, although only particular parts, as mentioned above, were created. the receptive process of the texts of gigb and gikp written by ki dalang tangsub only took place in the levels of variants and version. with regard to the variants, during the receptive process, there are some differences between the hypogram texts, in this case, the texts of gigb and gikp written by ki dalang tangsub, and the responding texts. with regard to the version, additional narration was added to the end of the hypogram texts by the responding texts. based on the differences with regard to the level of variants and version, the receptive process of the texts of gigb and gigb written by ki dalang tangsub could be discovered in the individual texts such as (1) the text of i gede basur a (4.3.2), (2) the text of i gede basur b (4.3.3), (3) the text of i ketut bungkling a (4.3.4), (4) the text of 6 gaguritan i ketut bungkling b (4.3.5), and (5) the text of geguritan of pan bongkling (4.3.6). the receptive process of the text of gikb written by ki dalang tangsub and the text of i ketut bangun can basically be viewed from both the motives which are the same and different. the same motives include (a) the narration and what motivated the main characters and (b) the search for truth. the different motives include (a) the names of the characters and places, (b) additions of episodes to the plots, and (c) the exchange rates of currency. with regard to the variants of the responding texts of gigb and gikb written by ki dalang tangsub, the different motives are seen in how the names of the characters and places take place. and in terms of the version, some plots are added (as can be seen from table 6 up to table 18). the discussion of the narrative structure (the intrinsic structure of the text of gigb and gikb written by ki dalang tangsub) is made in three aspects: (a) the aspect of structure of form, (b) the aspect of content (narrative structure), and (c) the analysis of characters. the discussion on the structure of form of the texts of gigb and gikb is made in two aspects; the aspect of poetic meter and the language style building the text. this is done in order to be able to see the characteristics of the texts of gigb and gikb written by ki dalang tangsub appearing in the responding texts. the unique poetic meter of the two texts written by ki dalang tangsub is that one type of pupuh (strophe) called pupuh ginada is used for building the narration. so far it is assumed to feature the ki dalang tangsub’s works, at least, the texts of gigb and gikb. this model was then referred to by ida wayan dangin from karangasem in his work geguritan bang bungkling; however, the strophe used is different, that is, pupuh sinom. the text of geguritan pan bongkling is the receptive text of the text of gikb written by ki dalang tangsub. the language styles used in the texts of gigb and gikb written by ki dalang tangsub are hyperboles, similes and sarcasm. the analysis of the content (the narrative structure) of the texts of gigb and gikb is represented in three aspects. they are (1) the textual sequence of the narrative units; (2) the chronological sequence of events; and (3) the logical sequence of events. as a whole, the sequences building the texts of gigb and gikb can be divided as follows. the textual sequence in the episode level (the first level sequence) of the texts of gigb 7 and gikb is made up of two subsequences; the level of plot of episode (the second level sequence) is made up of 28 subsequences; while the level of sub-sequences of plot (the third level sequence) is made up of 29 subsequences. the chronological sequence of events is seen from the times when what was done or experienced by the characters took place. the events were seen taking place when the main characters in every episode `directed the plot. the main characters are i gede basur and i ketut bungkling (mantri). the events in the texts of gigb and gikb are related to each other in one episode. in one episode of one plot, the sequences moved in such an integrated way that logical cause and result relationship was formed. the characters of the texts of gigb and gikb analyzed were the central ones building the sequences of plot in each episode. they are i gedebasur and i ketut bungkling. the aspects of the characters which were expressed were: (1) the physical aspect; (2) the social aspect; and (3) the psychological aspect. i ketut bungkling is physically described as handsome, while i gede basur is physically described as less handsome. i ketut bungkling is socially described as poor, while i gede basur is socially described as wealthy. psychologically, i ketut bungkling is a foster child; therefore, he is faced with a psychological conflict in which he criticizes the characters that are arrogant towards the environment. while the character, i gede basur, although physically less handsome, psychologically he is polite and behaves as he is. however, as he is impolitely treated by ni sokasti, finally, he takes revenge on her. i gede basur is made to do so due to his love to i wayan tiragon, his only son. i wayan tiragon does not want to be married to anybody else, except ni sokasti. i gede basur’s proposal is neglected by ni sokasti causing him to take revenge on her. the detailed dominant concepts which constitute the ideology of ki dalang tangsub as a writer for his readers are: (1) environmental conservation; (2) saving; (3) the marriage of nyentana/nyeburan (a type of marriage in which the husband stays at his wife’s house); (4) ngalap kasor; (5) tetadahan (sacrifice in a magical process); (6) social criticism; (7) feudalistic syncretism; (8) introspection. the concepts of environmental conservation, saving, the marriage of nyentana/nyeburan, and tetadahan (sacrifice in a magical process) to hindus are explicitly expressed by i gede basur and i nyoman karang in the text of gigb. the 8 concept of social criticism is actualized by the character of i ketut bungkling and the educated characters such as ida wakih, sengguhu pangi, and ida wayan sakti. and the concept of feudalistic syncretism is explicitly expressed by the characters of i ketut bungkling and ida wayan sakti in the text of gikb. and the concept of introspection is explicitly expressed by the texts of gigb and gikb. 3. new novelties the new novelties in this study are as follows: (1) the readability of the texts of gigb and gikb written by ki dalang tangsub which are considered prestigious (close to the original texts) can be made through the text of kp. (2) the text of kp itself, which was stated to be ki dalang tangsub’s work by i w.simpen (1988), after the related texts were explored, is not his. it is an anonymous receptive text of the texts of gigb and gikb written by ki dalang tangsub. (3) the text of gigb written by ki dalang tangsub is one form of the texts created to be performed in bali during its era. this means that the existence of the text of gigb in the treasure of balinese literature breaks the theory that traditional performing arts do not need texts when performed (rendra, 1984: 32-34). (4) basically, the monumental concepts, as an author’s ideology, which need to be more intensively introduced to the public include: (a) the concept of environmental conservation; (b) the concept of saving; (c) the concept of the marriage of nyentana/nyeburan ; (d) the concept of ngalap kasor; (e) the concept of tetadahan (sacrifice in a magical process); (f) the concept of social criticism; (g) the concept of feudalistic syncretism; and (h) the concept of introspection. 4. conclusion the readability of the texts of gigb and gikb written by ki dalang tangsub can be made through the text of kp. in addition to being the existing text, the text of kp constitutes the receptive texts of the two texts written by ki dalang tangsub. as the receptive text, it does not only include the hypogram texts (the texts of gigb and gikb 9 written by ki dalang tangsub), but the writer is also creative enough in organizing the plots to form clock stories consisting of five episodes. the texts of gigb and gikb written by ki dalang tangsub turn out to be well welcome by their readers, although they are in the forms of geguritan. the text of gigb is receipted by the text of i ketut bangun, the text of basur a (which is in the form of a book transliterated by i made sanggra), and the text of i gede basur b (available at gede palace of kerambitan); while the text of gikb is receipted by the text of i ketut bungkling a (available at the perpustakaan lontar of the faculty of letters, udayana university), the text of i ketut bungkling b (available at the library of the department of culture of bali province), and the text of geguritan pan bungkling (available at the perpustakaan lontar of the faculty of letters of udayana university). in the intrinsic level, the texts of gigb and gikb are analyzed with regard to their structure of form (poetic meter), content (narrative structure), and characters. the analysis of the structure of form of the texts of gigb and gikb are divided into two aspects, that is, the aspect of poetic meter and the aspect of language style building the texts. in the level of content (narrative structure), the analysis was done based on the distributional function (syntagmatic) and paradigmatic. based on that reference, the texts of gigb and gikb were analyzed based on three sequences of story units, that is, (1) the textual sequence of the units of the story content; (2) the chronological sequence of events; and (3) the logic sequence of events. with regard to the analysis of the characters, three aspects were revealed; they are: (1) physical aspect; (2) social aspect and (3) psychological aspect. the writer’s ideology which was revealed in the texts of gigb and gikb as a whole includes: (a) the concept of environmental conservation; (b) the concept of saving; (c) the concept of the marriage of nyentana/nyeburin ( a type of marriage in which the husband stays at the wife’s house); the concept of ngalap kasor; (e) the concept of tetadahan (sacrifice in a magical process); (f) the concept of social criticism; (g) the concept of feudalistic syncretism; and (h) the concept of introspection. 10 5. acknowledgements in this opportunity, the writer would like to thank the rector of udayana university, prof. dr. dr. i made bakta, sp. pd (khom) and the director of postgraduate program of udayana university, prof. dr. ir. i dewa ngurah suprapta, m.sc. and head of the doctorate program of linguistics, prof. drs. i ketut artawa, m.a., ph.d. who have provided facilities to the writer from the beginning to the end. the writer would also like to thank prof. dr. i nyoman kutha ratna, s.u., as the promoter, prof. dr. i wayan cika, m.s., as co-promoter i, and prof. dr. i made suastika, s.u., as co-promoter ii, who have been so wise and patient in supervising the writer, who have always marked and discussed the parts of the dissertation considered important and who have given approval for continuation. the writer would also like to give his appreciation to prof. dr. i wayan ardika, m.a., the dean of the faculty of letters, udayana university for the permit given to the writer to continue his study at the doctorate program of linguistics, postgraduate program of udayana university. finally, the writer would also like to extend his thanks to all the parties supporting the completion of this dissertation. it is hoped that god reward you all. 1 e-journal cohesion and metaphor aspects in andabhuana text ida bagus made mahardika department of language, indonesian and balinese literature faculty of education, dwijendra university jln. kamboja no. 17 denpasar, phone: (0361) 233974 i nyoman weda kusuma department of literature, faculty of literature, udayana university jln. nias 13 denpasar, phone: (0361) 224121 i nyoman suarka department of ancient javanese literature, faculty of literature, udayana university jln. nias 13 denpasar, phone: (0361) 224121 ida bagus rai putra department of balinese literature, faculty of literature, udayana university jln. nias 13 denpasar, phone: (0361) 224121 abstraction cohesion and metaphor are the unique and interesting parts of language aspects in andhabhuan text to research. they are quite dominant aspects in the story in developing its literature aesthetic. this research is based on the arts technical and analytical method. the result of the research on those two aspects shows that traditional aesthetic style in arts, as described in andabhuana verses emphasize on the reference, meaning, selection and variation of words. the language parts used are aimed at bringing the text ideology to humanity perspective, especially the śiwatattwa values as parts of hindu teaching. hence the cohesion and metaphor in andabhuana text are semiotic description to transform to balinese hindus as most of them follow śiwatattwa belief. 1. introduction andabhuana text a traditional myth found in manuscript. it describes about hyang giriputri adventure on earth in order to search for cow milk from andaka (a sacred buffalo) to give to hyang śiwa. she succeeded in finding the milk. however when she delivered the milk to god siwa in nirvana, god siwa rejected as he knew that hyang giriputri had been dishonest on how she got the milk that she was then cursed to be a dhurga and that she had to remain on earth where she was housed in pura dalem temple and that she also had a power to spread epidemic to human being when they ignore their duty to worship god. but she also had a power to provide welfare to them who worship god. the story is unique as it contains high philosophical values, in relation to śiwatattwa values based on research by mahardika (2008). it is said that śiwatattwa values are presented in a story with respected hindu characters, such 2 as hyang giriputri, hyang śiwa, hyang ganapati, and sang hyang tigajñana. all the characters act and develop a story presenting śiwatattwa values. once people enjoy and understand the story indicated in andabhuana text, it is when the śiwatattwa values are transformed to themselves. it can be concluded that andabhuana text is a story functioned to spread siwatattwa values to people. it is the cohesion and metaphor aspects that make andabhuana text become a beautiful and interesting story as they are part of the style that develop and strengthen the aesthetical aspect of the whole story. we, therefore, specially will discuss about them. 2. research method the research was done at gedong kirtya singaraja, in the library of faculty of literature, udayana university, and documents at bali cultural centreas the andabhuana text only available there. the main object of our research is the one at gedong kirtya, as it is the most original and oldest one based on mahardika’s research (2008). paradigm used in our analysis is phenomenological literature which emphasize on the concept that based on the philosophical values (endraswara, 2006:38), that literature work contains meaning which based on human consciousness itself. verstehen approach (faruk, 1994:116) is also used, as it is based on an understanding on the cohesion and metaphor norms. data used in this research is qualitative ones as it based on documents on andabhuana as primary data. the secondary date is all data obtained from library to support the research. at data collecting stage (suarka, 2007:28), the data collection is supported by reading and recording methods. and during data analysis, descriptive analysis is used with hermeneutic approach, that is analyzing something very abstract into something more clear and clear (ricoeur, 2005:125—128). the data analysis is based on descriptive qualitative analysis which based on inductive and deductive way of thinking (bungin, 2001:290). the result is presented systematically by applying formal and informal methods (sudaryanto, 1993:144). 3. results languange as communication tool is used to express the writer’s ideas. language in used literature work is indeed, different from basic language as it is a figurative language which can be said as a bias from standard language. the ‘bias’ is aimed at giving a certain effect, that is to explore aesthetic values (abrams in wiyatmi, 2006:64). in order to discuss the bias, we will use cohesion and metaphor aproach. 3.1 cohesion aspect cohesion is a situation of harmonious relation between one element to another one in one topic that it can give coherent understanding. it emphasizes on the harmonious form of lingual pattern. (djajasudarma, 1994;46). the cohesion 3 aspect in andabhuana text is analyzed from two approaches, grammatically and lexically. a. grammatical cohesion aspect it emphasizes on the language structural change in grammar, such as reference, substitution, ellipses and conjunction. we of course cannot discuss all aspect, as it is limited to the dominant aspects andabhuana text (ab). 1) reference it is a grammatical cohesion found in literature work; it can be a phrase that refers to another phrase, before or after the phrase itself. this can be reviewed from some phrases in andabhuana text as follows: a) persona reference persona reference in andabhuana text can be reviewed through the following quotes: (1) “uduh ta sira déwi, yan mangkana ajar sangulun, tan sidya karepé sangulun, dé ulun, yan piniyukti jar ulun, becik sira lunga mahas, saparaning dikdasadésa, ...”(page 2a ab). (“dewi, if you request so, i cannot fulfill it, i command you to obey what i say, you should go on your own to all villages, ...). (2) sumahur hyang gururéka, ucapan;”yan yukti ling déwi, mené pwe rengwe jar mami, déwi ...”(page 6b ab). (hyang gurureka replied, he said;” if that’s your request, now listen to me dewi,…. ...). in the first quote (1) we found persona prepositions like sira, déwi, sangulun, and ulun. in second quote (2) we found persona prepositions, like hyang gururéka, déwi, and mami. the reference ones would be sira, sangulun, and dewi. they are pronouns which refer to a person, that is, hyang giriputri (called dewi) as a second person in the dialog between hyang gurureka and hyang giriputri. sometimes the word sira can refer to a third person, like in a dialog between sanghyang tatwajnana and sanghyang dharmasidi, which refer to hyang giriputri ; ... wacananira hyang siwatatwa, ring sira hyang giriputri ...(page 14a ab). this proves that the meaning of can be varied, depending on the context of the dialog. as for pronouns ulun and mami refer to first person in the dialog. persona preposition hyang gururéka refers to a pronoun for the third person, especially when mentioning the characters in andabhuana text. based on the persona reference above, it is clearly indicated that the text is composed from complete persona references where it is found pronouns for the first, second and third person. 4 b) demonstrative reference it links to the use of grammatical cohesion which refers to article, it can be time or place, as shown below: (3) tan ucapen lunga ta sira hyang naréswari maring alas ukir, ...(page 2b, ab) (without saying anything, hyang nareswari went to the thick forest...). (4) “... aywa carita saking pawarah tang ulun!” (page 4a, ab) (“... don’t ask for an advice from me!”...) quote (3) has maring which refers to a ‘place’, quote (4) has saking which refers to ‘origin’. it indicates that ab uses more demonstrative locative reference, while temporal demonstrative reference temporal is rarely used as the story flows with strong setting philosophical values. c) comparative reference it is a grammatical cohesion which compare two things or more that has characteristic similarity, as indicated below: (5) “... yan mangkana ulah hyang bhatari, dhurgakala hiun bhatari, moga ta sira hyang bhatari, masarira dhurgadewi, ...(page 6a, ab). (“... if that’s what you have done, hyang bhatari, the way you think is like like dhurgakala, so i curse you to be dhurgadewi,...). quote (5) describes a comparative reference that refer to character and behavior of hyang giriputri when she got very angry (kroda) with her son hyang gana. hyang giriputri as a very holy goddess and has affection and perfectness was overwhelmed by kroda, that her character was similar to dhurgakala, that is wild, cruel, and had no mercy. the comparative reference is about character and behavior change of hyang giriputri, from a holy and perfectness to a character of a bhutakala, wild and cruel. this situation refers to a transformation from god’s world to human’s. 2) substitution it is a grammatical cohesion in which the previous phrase is deleted and changed to other phrase which has a similar meaning, as shown below: (6) a. mangké malwaran hyang bhatari, lawan pangangon lembu, ...(page. 3b,ab) (then hyang bhatari has gone, leaving the shepherd...) b. “...duking lunga angulati wé susu andaka, tanana manusa adruwé lembu, ring manusapada, ...”(page 3b, ab). 5 (“... when she was leaving to find milk of andaka, she didn’t find any human on earth having a buffalo....”). c. “... dadi mahiun ibunta pasanggama lawan mami, nging ana pamidin ibunta, lawan bapanta...” (page 4a, ab). (“... so your mother made love with me, but there was a request of your mother to your father...”). quotes (6 a, b, dan c) has a lingual substitution structure, pengangon lembu became manusa adruwé lembu, and mami, then to bapanta. there have been changes in lingual structure several times which indicate variation in word selection or phrase which refer to a subject or character. the change of a lingual structure keep having similar meaning to the one substituted that the words flow. the proposition made should be interesting and enjoyable. the substitution applied in ab text is an aesthetic strategy that would make it beautiful and attract people to enjoy. b. lexical cohesion aspect lexical cohesion is a relation in language structure in literature work based on semantic aspect. lexical cohesion in ab text is considered very dominant. 1) repetition repetition is used to emphasize on the context that match the lingual structure. there are some repetitions found in ab text which strengthen the story. a) epizeuksis repetition of a lingual structure, can be a word or a phrase subsequently, as indicated below: (7) nihan atur hyang bhatari, ring sira sanghyang praméstiguru: “uduh ta sira dé bhatara śiwa, iti irengwakena ajar ulun, ulun aturakena ring sira dé bhatara, apang ta sira weruh ring citaning ulun, ulun déwa, ulun angremini, tan lén citaning ulun, ...(page 2a, ab). ( this is what hyang bhatari said to sanghyang pramestiguru; “wahai paduka bhatara siwa, please let me tell you something, i’d like you to know my desire, i am craved, nothing i want more, ...). (8) “... iki ungwakenna ujar tenung aji wariga, aywa ndyapara, aywa lupa, aywa salit tampén, ring ujaring aji iki,” (page 5a, ab) (“...please consider what the fortune teller said, please don’t hesitate, don’t feel insulted, with what is mentioned in this text”). there has been a repetition of word ulun in quote (7), it is to emphasize the role of a persona, that is hyang giriputri, who had strong motivation to get milk from andaka. in quote (8), it is the word aywa has been repeated. it is to indicate a prohibition. epizeuksis repetition in ab text can function to clarify a meaning 6 of experience underwent by a character, or to clarify a meaning of an dialog. it is aimed to stimulate the readers’ imagination where the events described can bring them as if they experience the events. b) anaphor repetition it is a repetition of the first word or phrase for every line or sentence or the next one, as indicated below: (9) “... manih yan dadi ksatrya, tan weruh anangka praja, tan weruh ring raja niti, tan weruh ring wahyadyatmika, tan weruh ring ujaring agama, ...(page 7b, ab). (“... if you a leader, but you don’t understand how to use your power, you don’t understand administration, nor material or spiritual; nor religion, ...). quote (describe about repetition of phrase tan weruh found in the beginning of the sentence which indicates that misunderstanding will create problem in the government. this proposition is like a message for people having power or position in the community. anaphor repetition in ab text has something to do with the event described which influence the quality of the story. ab text also describe about śiwatattwa values as base of the story. c) epistrofa repetition it is a repetition of a word or phrase at the end of the sentence and it is repeatedly as indicated below: (10) ..., manusa kabéh, ring dikdasadésa kabéh, astiti dé sira, mwang ring sad kahyangan kabéh, mwang ring déwa kabéh, astiti né manusa kabéh, ...(page 12a, ab). (..., all human being, in all over the villages, pray to all the gods at sad kahyangan temple, pray, ...). quote (10) indicates repetition of dependent clause. the repetition is aimed at clarifying the purpose or meaning of words said by the speaker to the receiver/listener so that the listener can understand well and will behave accordingly as wished by the speaker. d) full repetition it is a repetition of a phrase, clause, or sentence in a proposition, as indicated below: (11) a. sumahur hyang bhatari giriputri, ring sira .... (page. 2b, ab). (answers hyang bhatari giriputri, to ....) 7 b. sumahur hyang bhatari giriputri, tur awor tangis ... (page 9a, ab). (answers hyang bhatari giriputri, crying sadly ...) c. sumahur hyang bhatari giriputri, ring sira ... (page 10a, ab). (answers hyang bhatari giriputri, to ... ). (12) a. “.....”, mangka ling sira hyang gururéka (page 9a, ab). (“....”, says hyang gurureka). b. “....”, mangka ling hyang gururéka (page 10a, ab). (“....”,says hyang gurureka). c. “.....”, mangka ling sira hyang gururéka (page 11a, ab). (“.....”,says paduka hyang gurureka). quote (11) indicates repetition of phrase sumahur hyang giriputri occurs in another event which involves hyang giriputri. the repetition indicates a situation where hyang giriputri responses the previous dialog. quote (12) indicates repetition of phrase mangka ling hyang gururéka. the repetition occurs in another occasion and shows hyang gurureka’s position as a speaker. this means that ab text indicates full repetition to clarify the meaning indicated in a dialog between important characters in a story. furthermore, it helps build a aesthetic dialog in a story. 3.2 metaphor aspect metaphor is comparing two thing which seems to be the same, but actually they don’t. in a metaphor, there are two important elements, that is, comparing element (vehiche) and compared element (tenor) (wiyatmi, 2006:65). metaphor is that when a symbol cannot be ‘translated’ literally as it might have a figurative expression (djojosuroto, 2006:17). based on the definition of metaphor, the ab text can be analyzed from two pint of views, grammatical and lexical metahphor. lexical metaphor is based on similarity on meaning of two different references. grammatical metaphor is based on the category change of a word or an expression compared, for example, a change from a noun to a verb. a. lexical metaphor it refers to an expression which has similar meaning to another one, as indicated below: (13) ..., kajamaha olih i pangangon lembu, ya tika ngawetwang kumatapkumitip, ing sayukti hyang bhatari, ... (page 5b, ab). (..., for having sexual intercourse with the shepherd, hyang bhatari was delivering an insect, ...). 8 (14) a. ..., ambeking dewa suci, tatwaning aji triyaparisudha, ...(page 6b, ab). (..., a god’s nature is holy, understand triyaparisudha well, ...). b. ... kunang, nga, ambek poraka, amati-mati, angacep-acep, anyetik, angracun, ...(page 6b, ab). (... it is similar to bad conduct, killing, black magic, poisoning, ...). lexical metaphor indicated in quote (13) showing compared meaning perceptually between god (hyang bhatari giriputri) as a human and function as tenor and the shepherd (i pengangon lembu) as a vehiche or comparative. explicitly both characters look similar, but implicitly they are totally different. the comparison provides an emotive similarity as both characters did sexual intercourse, something that is commonly done by the living being on earth, especially human being. quote (14) indicates an expression about good and bad. kindness and noble are called suci and bad characters, poraka. both of the opposite words refer to the similarity of human characters on earth. opposite words but have the same position; one as tenor, while the human characters on earth as vehiche. it can be concluded that between tenor and vehiche as in quote (14) refers to character similarity in human, the never ending opposite things on earth, called rwabhineda. explicitly lexical, metaphor cannot be seen in ab text, but if we observe deeply, it can be found implicitly, as it is not indicated clearly. b. grammatical metaphor it changes the category or expression of a comparative as indicated below: (15) “... yan mangkana ajar sangulun, tan sidya karepé sangulun, dé ulun yan piniyukti jar ulun, ...(page. 2a, ab). (“... if you say so, you will not be able to, i think, i would suggest you…., ...). (16) “..., manawa ana manusa, ingangon lembu, yan wus ana manusa adruwé lembu, yan wéh wang angangon lembu, ...” (page. 2a, ab). (“..., if there is a human being, tending cows, if there is a man, breeding cows, if you are given something by the shepherd,…...”). (17) “..., tan lén anaku, tenungin juga ibunta, caritaken pawarah bapanta, kéwala carita ring tenung, wariga gemet, ...(page 4a, ab). (“..., there is nothing else, my son, your mother’s fotune is being told, tell your father the result later, but must exactly as, wariga gemet tell, ...). quote (15) shows the change of word ulun (i) as the first pronoun and as a base word changed to modified word sangulun (you) as the second pronoun. quote (16) shows the verb ingangon in the phrase ingangon lembu (tencding cows changed to noun angangon in phrase angangon lembu (the cow shepherd). both words have the base form angon. quote (17) shows the word tenung (fortune 9 telling) as a noun changed to modified word tenungin (being told) as passive verb. hence, the changes on the words in ab text belong to grammatical metaphor aspect, and it helps build the aesthetic aspect of the story. the conclusion is that the language aspect in ab text can be analyzed from cohesion and metaphor aspects which shows reference, meaning, and selection of words; and the form and type of words help build the aesthetic aspect of a story. furthermore, it can give flexibility and meaning found in a story in relation to semiotic life of hindu followers. 4. conclusion based on analysis towards cohesion and metaphor aspects in ab text it can be concluded that the use of certain word in traditional literature stylistic emphasize on reference, meaning, the use of certain word and variation of words as well. therefore, cohesion and metaphor aspect can be used to explore aesthetic aspect of traditional literature work. what has been emphasized in cohesion and metaphor aspect is the semiotic phenomena which lead to development of meaning as it clearly brings the readers, from language point of view, to philosophy values indicated in ab text, which links to hindu’s way of life, śiwatattwa. 5. thank you first i must thank prof. dr. i nyoman weda kusuma, m.s. as my promotor, prof. dr. i nyoman suarka, m.hum. as co-promotor i, dr. ida bagus rai putra, m.hum. as co-promotor ii for their support, help guidance, and suggestion as well; i profess my undying gratitude. to all the professors; prof. dr. i nyoman kutha ratna, s.u., prof. dr. i made suastika, s.u., prof. dr. drs. ida bagus putra yadnya, m.a., prof. dr. i nyoman dharma putra, m.litt., and prof. dr. ida bagus gunadha, m.si. my heartfelt thanks for making this happen. bibliographies bleicher, josef. 2003. hermeneutika kontemporer. yogyakarta: fajar pustaka baru. bungin, burhan. 2001. metodologi penelitian sosial: format-format kuantitatif dan kualitatif. surabaya: airlangga university press. cook, guy. 1994. discourse and literature: the interplay of form and mind. new york: oxford university press. djajasudarma, fatimah. 1994. wacana pemahaman dan hubungan antarunsur. bandung: eresco. djojosuroto, kinayati. 2007. filsafat bahasa. yogyakarta: pustaka book publiser. 10 endraswara, suwardi. 2003. metode penelitian sastra. yogyakarta: pustaka widyatama. faruk. 1994. pengantar sosiologi sastra. yogyakarta: pustaka pelajar. halliday, and ruqaiya hasan. 1989. language, context, 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linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 367—377 https://doi.org/10.24843/e-jl.2019.v13.i02.p14 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 367 the ideational, interpersonal and textual meaning in jokowi dodo's inauguration speech samsudin, institute of social science and culture samawa rea-sumbawa *corresponding author : samsudinsyam18@yahoo.com received date: 10-05-2019 accepted date: 28-06=2019 published date: 31.-07-2019 abstrats—systemic functional linguistic offers a model of approach in analyzing discourse concerning to reveal how language is used to negotiated meaning. research paper, also known as research article presents jokowi dodo’s inauguration speech in terms of ideational, interpersonal and textual meaning. therefore, this study aimed to explain the realization of ideational, interpersonal and textual meaning in inauguration speech. descriptive qualitative research design was used in this study with one jokowi dodo’s text speech taken as the subject of analysis . the findings revealed that the meanings were realized by the president’s language choice. ideational meaning realized in research paper showed that the president presented his future dreams in state of doing through relational process and material process with help of other process types. however, interpersonal meaning realized in the research paper showed that the research paper was carrying the speech role as giving information. textual meaning was realized through the use of the speech opening and giving appreciate to participants who attended in inauguration speech and also hopes to all participants. the realization of the meaning also could give benefit to participant and researcher in having guideline when they are giving speech in public area. keyword: ideational, interpersonal, textual meaning, jokowi dodo’s inauguration speech text. 1. introduction public speeches are delivered orally, which are often well-prepared in writing and presented on formal occasions. based on the functions and contents, political speech is a kind of public speech given by authorities with political purposes that tries to influence a certain group of people. this paper uses the inauguration speech as selected president 2014-2019 after taking oath in front of parliament members in jakarta on october 20, 2014. functional grammar grew out of the work of j.f. firth and was mainly developed by m.a.k. halliday. it is a theory of language centered on the notion of function. halliday (2000) proposed that language has three meta-functions, the ideational, the interpersonal and the textual. bilal (2012) and kamilah (2014) attempted to identify three meanings in metafunction in literary works of thank you m’am and invictus. both studies revealed how metafunction mailto:samsudinsyam18@yahoo.com e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 367—377 https://doi.org/10.24843/e-jl.2019.v13.i02.p14 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 368 analysis reveals hidden characteristics and intention of the main role. furthermore, the studies also proposed benefit of metafunction analysis in efl learning concerning on how language can be used to achieve communicative goals in different context. this research aims to answer the question what is the interpersonal and textual meaning of the “ jokowi dodo’s inauguration speech” . this research is also different to the previous research where this research tries to explore the ideational, interpersonal and textual meaning contained in different text. 2. reseacrh methode this study was a qualitative study which the data were taken from jokowi dodo's inauguration speech. after the data collected in observation sheet, the writer continued to analyze the data. there are some steps namely identify, classifying, reducing, interpreting, and inferring. 3. result and discussion the ideational function is represented in text by transitivity. it is a basic semantic system, which construes the world of experience into a manageable set of process types. halliday divides these processes into six types: material process，mental process，relational process，behavioral process, verbal process and existential process. overview of process types process types core meaning participant material ‘doing’, ‘happening’ actor, goal mental ‘sensing’ sensor, phenomenon relational ‘being’ verbal ‘saying’ sayer, reciever, verbiage behavioral ‘behaving’ bahever existential ‘existing’ exiten material process material process is a process of “doing”. the process is usually indicated by a verb expressing an action, either concrete or abstract. there are usually two participants in the process: actor and goal. actor is comparable to the subject and goal is comparable to the object and both of them e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 367—377 https://doi.org/10.24843/e-jl.2019.v13.i02.p14 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 369 are usually realized by noun phrases. when the participants both exist, the clause can be either in active voice or in passive voice. material processes of transitivity realized in jokowi dodo’s inauguration speech halliday (1994: 110), states material processes express the notion that some entity physically does something which may be done to some other entity. example: actor process goal i, indonesia, thank, appreciate, want, keep, contribute, implore, urge, the attende of fellow state leaders and special delegates, on practicing nation and active foreign diplomacy, be present among other independent nations with dignity and pride, to build our own civilization, become a creative nation, a nation that contributes nobility to the worlds civilization, ,for the national interest, in creating a world order in accordacne with principles of freedom, eternal peaces, and social justice. you fellow countrymen, we, state institutions, i and vice presidesnt, have just taken, unite, continue, transform, share, do, written, work, build, done, need, protect, improve, contribute, thanks our oaths. out heart and hands. indonesia into a sovereign country polically, self-sufficient economically, and with a strong character culturally. this heavy task together with unity and working together and hard work. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 367—377 https://doi.org/10.24843/e-jl.2019.v13.i02.p14 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 370 their work according to the people’s mandate. in the constitution. to restoran indonesia as a maritime country. a country. by president and vice president and admnistration that i lead. a collection strength. indonesia as whole, to the world order in accordance with the principles of freedom, eternal peace and social justice,. presedent susilo bambang yudhoyono and prof. dr. boediono who lead the govermnet over the past 5 years. from the table of mental process above, it indicated the speaker used the process of doing something physically, bodily, and materially. relational processes realized in jokowi dodo’s inauguration speech relational process is a process of being. it can be divided into two modes: attributive relation and identifying relation. the first means what properties an object possesses or what category it can be put into. and the other means that an entity and another is uniform. it is used widely in describing people and objects. example: carrier attributive: possesive attribute that oath, it, i, gotong royong, the nation, this, work, has, is, am, become, be a deep spiritual meaning, time, a prerequisite, certain, certain with hard work and working togerher,a big nation, a stronger, the historic moment e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 367—377 https://doi.org/10.24843/e-jl.2019.v13.i02.p14 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 371 for us all to move together and to work, to restore everything, the priority, we, the oceans/the seas/th bays/and the straits, the next 5 years, become, be, are, have, a big nation, truly free without hard work, the future of our civilization, far too long turned our back on the seas/the oceans/the straits/and the bays, a momentum to show our freedom as a nation, the word “that oath, it, i, gotong royong, the nation, this, work, we” as carrier, and “has, is, am, become, be” as attributive (possessive), and “a deep spiritual meaning, time, a prerequisite, certain” as attribute, it indicated the speaker used expressing, possession, equivalence and attributes. mental process realized in jokowi dodo’s inauguration speech mental process is a process of feeling, thinking and seeing. actor is not the real subject of doing, but the feeling. it represents inner experience, such as “perception”, “reaction” and “cognition”. we call the two participants are senser and phenomenon. example: senser mental phenomenon my administration, every person, i, ensure, feels, presence of their goverment, the word “my administration, every person, i” as senser, “ensure, feels,” as mental processes, “presence of their government” as phenomenon, it indicated the speaker uses process of sensing. behavioral process realized in jokowi dodo’s inauguration speech behavioral process is process of physiological and psychological behavioral, like breathing , dreaming, snoring, smilling, hiccuping, looking, watching, listening, and pandering. there is one e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 367—377 https://doi.org/10.24843/e-jl.2019.v13.i02.p14 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 372 obligatory participant: the behaver. like a senser, the behaver is a conscious being. but the process is one of doing. however, in this text there is no behavioral process contained within it because the writer did not analyze the spoken text so that it is impossible to analyze the behavioral process. in this case the writer only analyzed the written text taken from internet. verbal process realized in jokowi dodo’s inauguration speech perception of verbs refers to “seeing”, and “feeling”. it processes of saying, and symbolically signalling. there are two distinct clauses, the projecting clause encodes a signal source “sayer” , signalling “verbal process” and the other “projected clauses. the participants are sayer, target, receiver, and verbiage. sayer is the signal source, target is the one acted upon verbally, receiver is the one to whom the verbalization is addressed, and verbiage is a name for the verbalization. example: i implore you fellow countrymen to remember one thing as said by the first president of the republic of indonesia, bung karno. the sentence “i implore you fellow countrymen to remember one thing” as receiver, “said” as verbal processes, “the first president of the republic of indonesia, bung karno” as sayer, it indicated that the speaker used processes of communication. existential process realized in jokowi dodo’s inauguration speech existential processes are processes represent something exist or happened; it can be said processes about the existence. the processes are expressed by verbs of existing, such as be, exist, arise and it is signalled by “there‟. the participant of this process called existent. based on the analysis of result that this text does not contain existential process. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 367—377 https://doi.org/10.24843/e-jl.2019.v13.i02.p14 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 373 interpersonal meaning hu zhuanglin (1988) points out: “the interpersonal function embodies all uses of language to express social and personal relations. and modality and mood are often used to express the interpersonal function. mood shows what role the speaker selects in the speech situation and what role he assigns to the addressee. whereas modality refers to the intermediate ranges between the extreme positive and the extreme negative. it is one of the most important systems in social communication. on the one hand, it can objectively express the speaker‟s judgment toward the topic. modality analysis modality refers to a speaker‟s attitudes towards or opinion about the truth of a proposition expressed by a sentence. it also extends to their attitude towards the situation or event described by a sentence. example: modal auxiliary can (1) will (11) should have to modality inclination/futurity ability/possibility obligation obligation frequently 1 11 0 0 from tabel above, we can see the frequency of modal that jokowi dodo used when he red the oath during his swearing-in ceremony as new indonesia president in front of parlement member. there are some modal that jokowi used, namely, 1 (8,3%) modal ‘can’, 3 (37,5%) modal ‘have to and ‘need to’, 11 (92%) modal ‘will’, and 1 (8,3%) modal ‘can’t’. the using of modality auxiliary indicates that the speaker is sure and able to make indonesia to be developed country. his conviction can only be achieved through work together and work hard either with his administration or citizen. the using of modality auxiliary also show that all his saying is the future dreams. tense shift tense is the time of a clause. halliday (1994) points out that primary tense means past, present or future at the moment of speaking; it is the time relative to “now”. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 367—377 https://doi.org/10.24843/e-jl.2019.v13.i02.p14 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 374 no. total number present simple past simple future simple perfect no 48 27 3 3 15 % 56,2 6,2 6,2 31,2 from tabel above, we can see that the most frequently of tense is present in which present (56,2%), perfect (6,2%), simpel past (6,2%), and the last is simple future (31,2%). in this case the speaker used simple present and future much more to indicate that the speaker are saying the present moment and future dream. because every people who are given the new position must give speech current condition and what have to do in the future. thus, based on the such explanation jokowi dodo, the new president, used simple present and future much more. however, he did not ignore the old condition. in this case, he certainly used simple past to describe the condition happened in past time. to be a best leader, the new president mush use the past condition as reference to design the gold planning to do in future. personal pronouns personal pronoun frequency first person i (me) 10 we (us) 17 second person you (you) 3 third person he (him) 0 she (her) 0 it (it) 2 they (them) 0 possessive pronoun my (mine) 0 our (ours) 3 your (yours) 0 his (his) 0 her (hers) 0 its (its) 1 their (theirs) 0 as we all know, personal pronouns have a variety of functions in political speech, which can be interpreted from the aspect of social and political roles. they can achieve different interactive e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 367—377 https://doi.org/10.24843/e-jl.2019.v13.i02.p14 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 375 effects and reflect the speaker’s perception of the relationship between the listener and himself. for table above, we can notice that “we” is the most frequently used personal pronoun, together with “i”. “we” can be used to refer to the group excluding the listener or the group including the listener. for example, “we” in sentence 4 and 5 refers to all indonesian citizen to work together because based on jokowi dodo’s explanation that the heavy task can not be done by the single president, but it can be done by work together. to get the truly freedom the selected president, jokowi dodo, invites all citizen to work hard. then, “we” in sentence 9, 11, 12, 14 emphasize that indonesia is one of the maritime country with the big sea. using the first pronoun “we” is also to shorten the distance between the speaker and the audience, regardless of their disparity in age, social status and professions etc. it may include both the speaker and the listener into the same arena, and thus make the audience feel close to the speaker and his points. meanwhile, the first pronoun “i” is stated in sentence 4, 7, 8, 17 shows that he believes if all people work together and work hard all problems can be solved and indonesia will achieve the truly freedom. in last statement the selected president, jokowi dodo, thanks to the old president susilo bambang yudhoyon and vice president doctor boediono who led the government over the past 5 years. mood analysis when we interact with people, we use language clearly to convey the unlimited purposes: we may want to order, apologize, confirm, invite, reject, describe and so on. according to halliday, most of the fundamental purposes in any exchange are giving (and taking) or demanding (and being given) a commodity of some kind (halliday, 2000). halliday (2000) classified two kinds of commodity, which he termed as “information” and “goods-service” and then four speech roles can be identified in table 1. commodity role good-servis information giving offer statement demanding command question e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 367—377 https://doi.org/10.24843/e-jl.2019.v13.i02.p14 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 376 generally speaking, statements are most naturally expressed by declarative clauses, questions by interrogative clauses and commands by imperative. there also exist exceptions in certain context. for example, some interrogative sentences can also be used to give command with different intonation. in functional grammar, the subject and finite make up the mood and the subject-finite positioning in a clause realizes different speech functions, which plays a vital role in carrying out the interpersonal meaning of the clause as exchange and serves a reflection of social role and identity (eggins & slade, 1997). in jokowi dodo’s speech, all of clause adopt declarative mood. there are some considerations why he choses to use declarative mood. first of all, he is the information-giver and he needs to state out his opinions explicitly and express his ideas clearly. as the speech was given after taking oath in front of the parliament members in jakarta on october 20, 2014. he stated that to get the truly freedom the citizen mush work together and work hard. jokowi dodo also used the terms of “gotong royong” or work together repeatedly to emphasize that work hard is very important to build a developing country to be developed country because he believes that the president itself can not do alone without other people. he also cites the slogan “jalesveva jayamahe” (in the sea we will triumph) as encouragement to all citizen. secondly, from the declarative mood, the relation between jokowi dodo and the listeners is marked and his authority, status and administration are well established. declarative sentences not only function as describing, explaining, confirming, but also as advising, suggesting and encouraging. as a president, he has the authority to make comments and analysis of current issues. c. textual analysis the textual meaning refers to the fact that language has mechanisms to make any stretch of spoken or written discourse into a coherent and unified text and make a living passage different from a random list of sentences. 1. salutation 2. the expression of gratitude and honor. 3. hopes to be a prosperous and peaceful and creative notion in the future 4. resort to god for helping and blessing. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 367—377 https://doi.org/10.24843/e-jl.2019.v13.i02.p14 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 377 5. conclusion from the research findings and discussion, the researcher concluded that the jokowi dodo’s position himself as the information giver. he introduced to the reader the relationship between the president role, administration and citizen. the data analysis showed the president maintains the consistency on the speech related to the topic of their research. therefore, the conclusion of pedagogical implication showing the benefit of meanings realization to the researchers are the language choices and configuration can help the researchers in making research paper. by realizing the three strands of meanings, the other researchers are given guide on how they should organize their language choice properly to create meaning and achieve communicative purpose of the research paper. references: bilal, h. (2012). analysis of thank you m'am: halliday's metafunctions. academic research international, 2(1), 726-732. halliday, m. a. k.( 1979). linguistic function and literary style: an inquiry into the language of william golding‟s the inheritors. in linguistic studies of text and discourse. ed. jonathan j.webster. 88-125. peking: peking university press. kamilah, f. (2014). analysis of invictus: halliday's metafunctions. bandung: indonesia university of education http://www.rappler.com/world/regions/asia-pacific/indonesia/72529-text-jokowi inauguration-speech http://www.rappler.com/world/regions/asia-pacific/indonesia/72529-text-jokowi%20inauguration-speech http://www.rappler.com/world/regions/asia-pacific/indonesia/72529-text-jokowi%20inauguration-speech e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 10. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 149-164 149 aplicative construction in lamalera dialect of lamaholot language 1 yosef demon, 2 wayan pastika, 3 ketut artawa, 4 i nyoman udayana 1. yosefdemon_bataona@yahoo.com fakultas keguruan dan ilmu pendidikan universitas flores 2. wayanpastika@unud.ac.id faculty of arts, udayana university 3. artawa56@yahoo.com faculty of arts, udayana university 4. udayana@yahoo.com faculty of arts, udayana university abstract—the applicative construction is limited as (i) the creation of a new argument of inner objects and (ii) the advancement of a peripheral constituent (locative, instrumental, benefactive, and source) occupying the position of the core argument (object). thus, applicative constructs include the creation of new objects and the advancement of peripheral arguments occupying the core argument. each language has a strategy in getting around the applicative construction. agglutinative languages for example, deal with morphological applicative construction. unlike lamalera dialect of lamaholot language(ldll) which is not an agglutinative language. lamalera dialect of lamaholot language has a morphophonogical strategy such as sound alternation or internal modification and syntactic strategy of word order. both ldll applicative construction strategies will be presented in this article. keywords: applicative, locative, instrumental, benefactive, vocal alternation, internal modification 1. preliminary applicative construction is a universal linguistic phenomenon. almost every language in the world has an applicative construction. applicative construction is very diverse and unique. the reason is that every language has specificity in getting around the formation of applicative construction. applicative construction is a phenomenon of the creation of a new argument that previously occupied the argument (constituency) rather than the core of the argument. the applicative construction can also be stated to be the advance of a constituent that used to be a peripheral constituent to the core cluster constituent (payne, 1997: 186, erawati, 2015: 73-78). mailto:yosefdemon_bataona@yahoo.com mailto:wayanpastika@unud.ac.id mailto:artawa56@yahoo.com mailto:udayana@yahoo.com e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 10. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 149-164 150 the impact of forwarding (progressing) or creating arguments (constituents) instead of the core into this core is the occurrence of syntactic change and semantic change. agglutinative languages deal with apapplicative morphological constructs (affixation process), whereas isolative and fusion languages have different strategies. the lamalera dialect of lamaholot language (abbreviated toldll) is not included in all three languages. how does ldll's strategy deal with applicative construction? this paper discusses the strategy. 2. discussion 2.1 cross-language applied building it is a derivational process that emphasizes the improvement of the number of arguments, and / or the addition of a new argument to the basic verbs (katamba 1993: 270; bresnan and moshi 1988: 3; shibatani in: shibatani and thompson 1996: 159 -160). trask also states that applicative construction is the process of creating new objects, namely the object (inner) is not direct (underlying indirect object) (trask, 1993: 18-19; spencer, 1991: 287). in addition, haspelmath also stated that applicative is the creation of a new object in the functional structure of a verb or a shift from non-object into an object function (haspelmath, 2002: 216). based on the opinion of the linguists it can be said that there is really no difference of opinion between applicability and applicative construction. applicative (applicative construction) is a process of raising or adding the valence of a verb with the strategy (a) the creation of a new argument, the underlying indirect object, or (2) the promotion or preposition of a peripheral argument into a core argument. this new argument is created or put forward, or raised from the peripheral element into the function of the object through the applying mechanism. the aplication does not only refer to the increase of verb or argument addition only, but embodies the transfer or action trace of grammatical functions (agent to patient). the existence of verbs as predicators of clauses becomes very important because verbs are the core (heading) clauses that have the capability of requiring the presence of arguments in a semantic clause. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 10. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 149-164 151 increased verbal valence in agglutinative languages occurs through morphological (affixation) processes. the increase of verb valence through morphological processes can be observed in the following indonesian clause example. (1a) ibu menyeberang di jalan (1b) ibu menyeberangi jalan the crossed verb predator in clause (1a) requires one core argument. the only core argument in the intransitive clause serves as a subject and acts as an agent. in contrast to clause (1a), clause (1b) has a cross-verb predator requiring the presence of two core arguments, ie the mother functioning as a subject, acting as an agent, and as an object, acting as a theme. the fn path in clause (1b) is the object, while the fn in the path of clause (1b) actually serves as an adjunct and a locative role. in this case, it can be noted that the constituents in the previous path are ajung or non-core arguments raised through the morphological process into core arguments. this improvement is in tune with the addition of the affix (meng-)-i to the cross-verb predicator. the presence of the suffix -i demands the presence of a new argument. the presence of this new argument is a logical consequence of verb valence. validation of a peripheral argument into a core argument requires a revaluation of either structure, syntactic or semantic structure. this is closely related to the concept of the object, both direct object and indirect object. both concepts of objects in applicative construction need to be reinforced. syntactically, the concept of direct objects and indirect objects is different, as well as in the semantic aspect. shibatani (shibatani and thompson, 1996: 158-159) state that the term indirect object (io) proposed by chuck (1977) implies the meaning of the user (beneficiery). nevertheless, there needs to be a clear distinction between do and io with respect to applicative construction. applicative construction is an encoding of locations, instruments, and other peripheral elements as do. comrie (1983: 60-61) reveals that do and io should be semantically defined. do is what is directly affected by the action (revealed in the verb), and io is what is indirectly affected. since do and io are semantically defined, the constituent position in the clause becomes uncertain. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 10. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 149-164 152 the consent of mary in clause (2), for example, either in the position of following the verb directly as in (2a) and in the final position (2b) is still called io. similarly, the book constituents, both in (2a) and (2b), remain do. 1) semantic definition (2a) jhon gave mary a book io do (2b) jhon gave a book to mary do io if do and io are syntactically limited then do is a constituent that directly follows a verb (transitive), and io is a constituent that indirectly follows a verb (transitive). in view of this syntax, do at (2c) is mary's constituent, whereas io is a book. in clause (2d) the do constituent is a book, whereas the io constituent is mery. 2) the province is syntactically (2c) jhon gave mary a book do io (2d) jhon gave a book to mary do io if in linguistics the terms io and do are used then the intended is always semantic understanding, as in (2a-2b). however, the syntactic do treatment is not outstanding but in transformational analysis it is often used. the rules laid out by traditional linguists are related to the terms do and io as in the rules of passivity. passive rules as in clauses (3b) and (3c) state that io (mary) and do (a book) in clause (2a-2b) both have the potential to be subject to passive sentences. (3a) jhon gave mary a book otl ol (3b) mery was given a book by jhon (3c) a book was given to mary by jhon easier understanding of the use of both concepts then this paper is more likely to use the concept of objects semantically. in addition to providing a firm assurance about the position of objects in a clause, the concept of applicative and benefactive constructions are also necessarily considered into account. both these constructs are part of the verb valence enhancement, but need to be explained so that the two constructions are clear. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 10. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 149-164 153 applicative and benefactive constructions tend to be used to refer to specific grammatical elements such as verbal affixes. these verbal affixes have a tendency to raise the verb valence in the previous case and the noun forms expressing the beneficiary in the next case. the applicative construction is used to refer to the grammatical construction as seen in example (a) quoted from shibatani (sibhatani and thompson, 1996: 159-160). applicative 1) indonesia language (5a) saya menduduk-i kursi (5b) saya duduk di kursi 2) ainulanguage: (6a) poro cise e-horari besar rumah apltinggal „dia meninggali rumah besar‟ (6b)poro cise ta horary besar rumah ditinggal „dia tinggal di rumah besar‟ 3) chichewa language (alsina dan mchombo, 1990) (7a) anyani a-na-yend-er-a ndodo 2-baboon 2spast-jalan-apl-fv 9-tongkat „baboon-baboon menjalani tongkat‟ (7b) anyani a-na-yend-a ndi ndodo 2-baboon 2spast-jalan-fv dengan 9-tongkat „baboon-baboon berjalan dengan tongkat‟ benefaktif 4) english : (8a) john bought mary a book john beli mery art buku „john membelikan meri buku‟ (8b) john bought a book for mary john beli art buku untuk meri „john membeli buku untuk meri‟ 5) indonesia language (9a) dia membuatkan saya kursi itu (9b) dia membuat kursi itu untuk saya 6) jepanglanguage (10a) boku wa hanako ni kon ko kat-t yat-ta 1tg top-hanako dat-buku aku-beli-kon beripast „saya membelikan hanako sebuah buku‟ (10b) boku wa hanako no tame ni kon o kat-t-yat-ta 1tg top-hanako gen demi dat-buku aku-beli-kon beri-past „saya membeli buku untuk hanako‟ shibatani (1976) states that benefactive construction is a construction in which the user (beneficiary or beneficiary) is interpreted as an argument. this separation looks like in clause e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 10. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 149-164 154 (5a-7a), in the adjacent as in clause (5b-7b). thus, clause (5a-70a) is an example of applicative construction, whereas clause (8-10) is an example of benefactive construction. shibatani concludes that the applicative construction and benefactive constructions are slightly different constructions although the two constructs are (a) widened from the diathesis, and (b) defined as the nominal status with respect to core / peripheral or argument differences. nevertheless, baker (in shibtani and thompson, 1996: 160) argues that both constructs are generally the same. both are collectively called applicative constructs. artawa (1998: 45) also argues that the benefactive is included in the applicative. artawa mentions that applicative construction can be a locative, instrumental, benefactive, source, and recipient. shibatani states, although different, some languages such as chichewa use the same verbal affix for applicative construction and benefactive construction. the important difference between the two constructs is that applicative constructs generally permit intransitive construction, whereas benefactive constructions rarely permit intransitive base construction. based on observations, applicative constructs on an intransitive basis are more acceptable than benefactive constructs on an intransitive basis (rarely acceptable in one language across languages). the following sample data is quoted from shibatani (shibatani and thompson, 1996: 160-161): 1) applicative with basic intransitive (11a) otto we-wohut ein altes haus (jerman language) otto apl-tiggal art tua rumah „otto meninggali rumah tua‟ (11b) saya menjatuh-i kucing (indonesian language) (11c) paropei kotan e-arpa (ainu language) kampung apl-pergi „dia pergi ke kampung horobtesu‟ (11d) msodzi a-ku-phik-ir-a nthiko (chichewa language) 1-nelayan 1s-pres masak-apl-fv 3sendok „nelayan itu memasak dengan sendok‟ (alsina dan mchombo, 1990) 2) benefactive with basic intransitive (12a) * otto ging karin auf den marktplatz (jerman language) otto pergi karin ke art-pasar „oto pergi ke pasar untuk karin‟ (12b) * saya datang-kan ana ke pasar (indonesian language) (12c) * i went maryy to the market (english) 1tg pergi mary art-pasar „saya pergi ke pasar untuk mery‟ (12d)*msodzi a ku-phik-ir-a ana (chichewa language) 1-nelayan is –pres-masak-ben-fv 2-anak e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 10. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 149-164 155 „nelayan memasak untuk anak itu‟ clause (12a-12d) is a non-grammatical clause. although the morphosyntactic behavior of applicative constructions / benefactive constructs varies across languages, benefactive constructions on an intransitive basis are not grammatical in multiple languages. english and german, for example, do not have a benefactive affix for verbs, while indonesian and chichewa languages have benefactive markers. beneficiaries (users / beneficiaries) are manifested as the main objects of double object construction (english, indonesia, chichewa) or as io (german). in addition, formal considerations, such as cognitively, illustrate that in addition to similarities in applicative verb forms or benefactive verbs, it is also determined by lexical information. the following indonesian examples show acceptable and unacceptable applicative construction or at least questionable. (13a) saya meninggal-i rumahnya (13b) *saya meninggal-i jakarta (shibatani dalam sihibatani dan thompson, 1996 : 163) applicative constructions are often used to refer to a derivational process that includes raising valence in bantu languages (artawa, 1998: 43; 2004: 66). the chichewa language (alsina and mchombo in artawa, 1998: 44; 2004: 68-69) has a syntactic process. applicative construction in chichewa language has two distinct characteristics, namely (a) new thematic role incorporated into the structure of the argument, (b) verbs undergoing a morphological modification, ie suffix with applicative morphemes as object creation. in the syntactic process the basic io (object oblik) is raised as a real object (the object is born). verbs in an applicative construction contain a distinctive inflection that expresses the semantic relation of the birth object. the following instrumental constructions are quoted from trask (in artawa, 1998:44,2004: 67). (14a) nuru ø-tilanzile: nama ka: chisu nuru sub-potong daging dengan pisau „nuru memotong daging dengan pisau‟ (14b) nuru ø-tilangile: nama ka: chisu nuru sub-potong-apl daging dengan pisau „nuru memotong daging dengan pisau‟ clause (14b) shows the instrument oblique ka: chisu appears as do and is marked on a verb with a tick-infix, an instrumental memorable morpheme. the object is promoted as the e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 10. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 149-164 156 subject of a passive clause in that language. the basic assumption is that applicative construction is the process of object creation can be maintained in the accusative language. unlike the case with the languages which are syntactically ergative language, the balinese language, for example, is an analytic ergative language so that the term applicative construction is referred to as subject creation (artawa, 1998: 44). other linguists, such as austin (1993) used the term as an alternative form of transitational alternation in australian languages. according to austin, intransitive verbs in australian languages can be transcribed through ordinary lexical processes. the two transcendental patterns known in australian languages are causative construction and applicative construction. austin concludes that the derivational process of transitive verbs of intransitive root verbs is enhanced by adding a suffix to the verb. seen from the affective aspects of causative and applicative suffix affixes, the australian languages are grouped into (a) languages having two or more suffixes, and (b) languages having one suffix. the first group languages have a tendency to use one suffix to non-volitional verbs to form the causative constructs and the other suffix to form applicative constructs. languages that have only one suffix, suffixes can be used to construct causative constructions or applicable constructs depending on their basic form. if the suffix is added to the basic verbs the volitional will form an applicative verb and if added to the non-volitional base verb it will produce the causative verb (artawa 1998: 44, 2004: 6). unlike the australian languages that have clear categories of word categories, the balinese language, for example, has many verbs derived from pre-categorical forms. the derived verbs of this pre-cursory form can be intransitive or transitive. applicative verbs in balinese can be formed from pre-categorical forms, intransitive verbs and transitive verbs. the affix used to derive the applicative verbs in balinese is the suffix -in and -ang. the suffix -ang is used only to derive applicative verbs from transitive verbs (artawa, 1998: 44). here is an example of a balinese applicative verb derived from a pre-categorical, intransitive and transitive verb (artawa, 1998: 44-45). (15) applicative verb bb pre-categorical applicative verba tegak ‘sit‟ tegak-in ‘be sat‟ eling ‘cry‟ eling-in ‘be cried‟ e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 10. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 149-164 157 kecos ‘jump‟ kecon-in ‘be jumped‟ intransitif teka ‘come‟ teka-in ‘be come‟ demen ‘like‟ deme-in ‘be liked‟ ulung ‘fall‟ ulung-in ‘be fallen‟ transitif silih ‘lend‟ silih-in ‘be lent‟ jemak ‘take‟ jemak-in ‘be taken‟ tagih ‘get‟ tagih-in ‘be gotten‟ applicative verbs are dominated by the suffix -in. the suffix -ang used to derive transitive verbs from pre-cratic forms or intrasnitical verbs would result in causative verbs, not applicative verbs. quantitatively, the number of causative verbs formed from transitive verbs is very limited in balinese (artawa, 1998: 45; 2004: 69). 2.2 ldll applicative construction lamalera dialect of lamaholot language is not an isolative language. lamalera dialect of lamaholot language has a number of affixes (prefix, infix, and suffix) to form categories of words other than verbs. thus, ldll does not have verbal affixes as a key requirement in dealing with the formation of applicative constructs. applicative construction is the creation of new objects and / or peripheral argumentation (peripherals such as locative, instrument, source, receiver, and benefactive) into object arguments. lamalera dialect of lamaholot language has applicative constructions such as applicative locative, benefactive and recipient. other peripheral arguments such as instrumental and source cannot be formed into constructs. the prepositioning of the peripheral argument indicates an unusual feature, that is, it can float in any consecutive position in the clause. the applicative construction in the ldll is tackled with syntactic and morphological strategies. the implementation of the two strategies will be presented below. 2.2.1 locative applicative construction predisposing of the locative peripheral argument in the ldll may indicate applicative construction but does not characterize the applicative construction. predisposing of the peripheral peripheral argument may characterize (i) advanced attachment, (ii) preposition of peripheral arguments occupying the position of the object argument, and (iii) the creation of a new object e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 10. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 149-164 158 argument. the phenomenon of preparing the ldll locative peripheral argument can be observed in the following description. 1) locative preference locative preoccupation in this case is an adjunct in all successive positions in a clause as an unusual feature. (16a) kame heru rae lali ole 1jink jumpa 3j di.bawah kebun „kami bertemu mereka di kebun‟ (16a 1 ) lali ole kame heru rae di.bawah kebun 1jink jumpa 3j „di kebun kami berjumpa mereka‟ (16b) ema=k r=ai me veli levotala ibu-poss1tg 3j=pergi kebun di.sana levotala „ibuku pergi ke kebun di lewotala‟ (16b 1 ) veli levotala ema=k r=ai me di sana levotala ibu-poss1tg 3j=pergi kebun „di lewotala ibuku pergi ke kebun‟ clause (16a-16b) is an intransitive verbal clause with free basic verbs indicator, that is,heru 'meet ', and r = ai 'go'. both these verbs are equipped with lali ole 'in the garden', and the complement me veli levotala 'garden in lelata'. clause (16a-16b) indicates that the forward attachment occupies the initial position of the clause. this forward preposition does not cause the syntactic structure to change nor does it cause the semantic structure to change. the proposed locative is a pragmatic phenomenon (the speaker wants to suppress or intensify it). 2) locative prepositioning becomes the core argument this phenomenon suggests that the attribution of locative peripheral arguments occupies the position of the object. this phenomenon can be observed in the following example. (16c) tata=k tobo di kdera nepen (demon,2006) kakak=poss1tg duduk di kursi tadi „kakakku duduk di kursi tadi‟ (16c 1 ) tata=k tobu kdera nepen kakak-poss1tg duduk kursi tadi „kakakku menduduki kursi tadi‟ in contrast to clause (16a1-16b1), clause (16c1) shows the sound change /o/ into sound /u/. this sound change is a morpholigic strategy with vowel alternatison or internal modification (ramchands, 2008: 155; haspelmath, 2002: 183). it is stated that there is a choice or there is a change in the vowel sound / o / which shows that the intransitive trait turns into a sound / u / which e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 10. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 149-164 159 exhibits a transitive feature. the locative placement in the cadre 'in the seat' (16c) becomes the core contiuent (object) clause (16c1). 3) creation of new objects this phenomenon states that there is the creation of objects in an intransitive clause, as observed in the following example. (16d) bele=k hebo di vate(demon,2006) nenek=poss1tg mandi di pantai „nenekku mandi di pantai‟ (16d 1 ) bele=k hebu ari=k di vate nenek=ku mandi adik-poss1tg di pantai „nenekku memandikan adikku di pantai‟ clause (16d1) is an example of the creation of a new object through a morphological process with a vocal alternation technique or an internal modification. the change or choice of the sound /o/ is the feature of intransitive verbs transformed into the sound /u/ as the feature of transitive verbs. internal alternatives or modifications (vowels) occur in tandem with the creation of a new object of 'sister' as the object of the clause. 4) racing and replacement of roles this phenomenon suggests that there is a tendency to put forward the peripheral argument locative occupying the position of the object, the object of the base clause is shifted to a locative. the following will be an example. (16e) mio livo vai di botel 2j isi air di botol „kamu mengisi air di botol‟ (16e 1 ) mio livu botel na vai 2j isi botol dengan air „kamu mengisi botol dengan air‟ the locative adjunctive livo di botel 'in the bottle' shifts the position of the base clause object to oblique. the alternation or internal modification (vowel) sound /o/ is changed into sound /u/. there is no verbal valence change, only replacement of positions and roles. clause term (16e) positions clause object (16e1). the basic clause object (16e) vai 'water' shifts and occupies a locative position. clauses (16e) and (16e1) exemplify an applicative construction phenomenon and the replacement of positions and roles. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 10. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 149-164 160 2.2.2 benefactive applicative construction beneficial construction implies the creation of a new object by raising the peripheral-related argument occupying the position of the core constituent. beneficial applications in bldl can be observed in the following clauses. (17a) nae lulu oe nei goe 3tg gulung tikar untuk 1tg „dia menggulung tikar untuk saya‟ (17a 1 ) nae lulu goe oe 3tg gulung 1tg tikar „dia menggulung tikar untuk saya‟ (17b) bapa=k gambar koteklema nei ari=k bapak=poss.1tg gambar ikan paus untuk adik=poss.1tg „bapakku menggambar ikan paus untuk adikku‟ (17b 1 ) bapa=k gambar ari=k koteklema bapak=poss1tg gambar adik=poss1tg ikan paus „bapakku menggambarkan adik ikan paus‟ clause transitive verb (17a) is lulu 'curl' and the drawing image 17b requires two core constituents. the constituents nae 'dia' and bapa'k'my father 'in clauses (17a-17b) as subjects serve as agents and constituents oe' mat 'and koteklema 'whale'as a direct object acting as a theme, and a peripheral constituent neigoe'for me'and neiari= k'for my younger brother'as oblique. oblique or oblique raising in each clause occupying the direct object position does not result in morphological changes in the verb. the verbslulu 'curl' and gambar'drawing' image show the addition of argument (applicative) with a zero internal modification strategy, syntactically referred to as a word order strategy. oblique objects will occupy the position of the indirect object, acting as benefactive, and positioned following the verb predator while the direct object remains as the direct object, acting as the theme, but its position follows the indirect object. the following clause examplifies a reinforcement of the above exposure. (18a) rae mula bunga nei ema=ri 3j tanam bunga untuk ibu=poss3j „mereka menanam bunga untuk ibu mereka‟ (18a 1 ) rae mula ema=ri bunga 3j tanam ibu=poss3j bunga „mereka menanam bunga untuk ibu mereka‟ (18b) goe baca sura nei ema=k 1tg baca surat untuk ibu=poss1tg „saya membaca surat untuk ibu‟ (18b 1 ) goe baca ema=k sura e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 10. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 149-164 161 1tg baca ibu=poss1tg surat „saya membacakan ibuku surat‟ clause (18a-18b) predicts a transitive-free base verb and is a basic clause. the clause verb predictor (18a-18b) is mula 'planting' and baca 'reading' requires the presence of two core constituents, rae 'they' and goe 'i' as the subject of clauses, positioned before verbs (praverba), acting as agents and constituents bunga ‘flowers‟, and sura 'letters' as objects, positioned after verbs (postverba) serve as themes, and a peripheral constituent is nei ema = ri 'for their mother' and nei ema = k 'for my mother' role as oblique. the obstituent preposition of the oblique object becomes the core constituent as an indirect object, positioned after the verb (posverba) and acts as a benefactive, shifting the position of the direct object that previously positions following the verbs to follow the indirect object and still functions as a direct object and acts as the theme. the strategy of zero internal modification or word order becomes the cornerstone of verbal valence change. (19a) nae kantar lagu tou nei guru=ree 3tg nyanyi lagu satu untuk guru=poss3j „dia menyanyi satu lagu untuk guru mereka‟ (19a 1 ) nae kantar guru=ree lagu tou 3tg nyanyi guru=poss3j lagu satu „dia menyanyikan guru mereka satu lagu‟ (20a) ema=k bei vai nei bapa=k ibu=poss1tg tuang air untuk bapak=poss1tg „ibuku menuang air untuk ayahku‟ (20b 1 ) ema=k bei bapa=k vai ibu=poss1tg tuang bapak=poss1tg air „ibu menuangkan bapak air/ clause (19a-20a) is a basic clause predicated on a transitive verb. as for the predicators of each verb, the clauseskantar 'singing' and bei 'pouring' require two obligatory constituents present. the two compulsory constituents are nae 'h/she' and ema = k 'my mother' as the subject, positioned before the verb (praverba), acting as an agent and lagu tou 'one song' and vai 'water' as objects, positioned after the verb ( postverba), acting as a theme and a peripheral constituency, that is, nei guru ree 'for their teacher', and bapa=k 'for my father'. the improvement or promotion of the peripheral constituents of the nei guru ree 'foro their teacher' and bapa= k 'for my father' who previously served as an adjunct, ending clause, and acted as oblique objects became the core constituents, ie functioning as objects, as beneftively does not cause verb to change, but leads to verbal valence changes, syntactic changes and semantic changes. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 10. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 149-164 162 from the analysis of peripheral constituent enhancement which occupies the position of the core constituent of the clause it can be said that there is no inherent change of verb (zero internal modification). nevertheless, there is a change of verb valence from two places to three places, syntactic structure changes such as the increment of peripheral constituents into direct objects shifting the position of the object directly to the basic clauses following or after the direct object and semantic changes ie the increment of the oblique object into the direct object and acting as benefactive. empty internal changes (zero internal modification) and word order in the clause become the verb valence determinant. 2.2.3 acceptor's applicative construction oblique of the receiving oblique object as the clause core constituent can also occur in the bldl clause. this can be observed in the following example. (21a) kame nei/soro doi di ana n=aw(p)e 1jeks beri/kasih uang di anak 3tg=itu „kami memberi uang di anak itu‟ (21a 1 ) kame soro/nei ana n=aw(p)e doi 1jeks beri/kasih anak 3tg=itu uang „kami memberi anak itu uang‟ (21b) moe tutu koda tou nei/soro rae 2tg cerita dongeng satu beri/kasih 3j „engkau menceritakan sebuah dongeng untuk mereka‟ (21b 1 ) moe tutu rae koda tou 2tg cerita 3j dongeng satu „engkau menceritakan mereka dongeng‟ the verb clause predicate (21a-21b) is nei / soro 'give' and tutu 'tell' requires two core constituents. the two constituents are tite 'us' and moe 'engkau' as subjects, positioned before verbs (praverba) and act as agents, doi 'money' and koda 'fairy tales' as objects of position after verbs (posverba) play a theme with a peripheral constituency in ana n=aw(p)e 'in the child' and nei / soro rae 'give for them'. the peripheral constituents will be put forward after the position of verbs (posverba), functioning as the direct object, acting as the receiver not causing a change of verb (zero internal modification), but causing verbal valence to change, syntactic and semantic structures to change. the direct object of the previous clause will shift the position following the indirect object, while its function still remains as a direct object. improvements can also be observed in the following examples. (21c) goe gnato sura nei/soro ema=k e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 10. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 149-164 163 1tg kirim surat beri/kasih ibu=poss1tg „saya mengirim surat untuk ibuku‟ (21c 1 ) goe gnatu ema=k sura 1tg kirim ibu=poss1tg surat „saya mengirimkan ibuku surat‟ preaching the oblique object in the base clause (21c)causes the verb to change through the morphophonemic process or changes in vowel alternation or internal modification sound /o/ into sound /u/. the change raises the valence of the ascending verb from two to three, the syntactic structure changes, the oblique object becomes the direct object, positions after verb (posverba) or follows the verb, shifts the position of the direct object. the position of the direct object of the previous clause is after or following the verb after the direct object or following the direct object. likewise, oblique objects will act as benefactive while the direct object remains the theme. 3. conclution the applicable constructs in the ldll can be interpreted as (i) preparing the peripheral argument occupying the position of the object argument, (ii) the creation of a new object of the intransitive clause. suggestion and creation of new arguments in a clause are usually marked by changes in verb predators. this is not found in the example constructions in the ldll. nevertheless,ldll has a particularity in expressing applicative constructs with (i) morphophonemic strategies with vowel alternation techniques or internal modification and (ii) syntactic strategies with word order techniques. the internal alternation or modification strategy states that there is a change of vowel /o/ into /u/. syntactic strategy with word order technique states that no morphological changes in verb or predators are called zero internal modification. no apparent morphological changes but sequential order changes into an applicative construction indicator. locative applicative construction is characterized by a vocal alternation strategy or internal modification whereas the benafactive and recipient applicative constructions are characterized by syntactic strategy with a technique of sequential order or an empty internal modification. references alsina dan mcombo,s.a. 1988. lexical mapping in the chichewa applicative construction. ms : standford university. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 10. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 149-164 164 artawa, i. k. 2004. balinese language a typological description. denpasar : bali cv bali media adhikarsa. artawa, i. k. “ergativity and balinese syntax. 1998. linguistic studies of indonesian and another languages in indonesia” part ,ii ,iii. vol. 42 ,43 dan 44. jakarta : badan penyelenggara seri nusa universitas katolik atma jaya. austin,p. 1993. transitivity alternation in australian aboriginal languages. ms : la trobe university. bresnan, j dan l. moshi. applicative in kivungo (chaga) : implications for argument structure and syntax. california : system sciences laboratory palo alto reserch centre. comrie, b. 1983, 1989. language universal and linguistic typology. oxford: basil blackwell. demon, y. 2006. “tipologi sintaksis bahasa lamaholot dialek lamalera”. (tesis). denpasar : universitas udayana erawati, n. k. r. 2015. memahami klausa dan kalimat teks bahsa jawa kuna. (disertasi). denpasar : dharma pura. jln. ida bagus oka, gang clurit 2. haspelmath, m. 2002. understanding morphology. london: arnold. katamba,f. 1993. morphology. london : mcmillan pres ltd. payne, t. e. 1997, 2002. describing morphosyntac: a guide for field linguists. cambridge : cambridge university press. ramchand, g.c. 2008. verb meaning and the lexicon. a first phase syntax. cambridge : cambridge university press shibatani, m., ed. 1976. syntax and semantic: the grammar of causative construction. new york : academic press. shibatani, m. 1996. applicative and benefactives. a cognitive acount. dalam shibatani, m dan thompson, s. a., ed. grammatical construcstion: their form and meaning. oxford: clarendon press. hlmn. 157-194 spencer, a. 1991. morphological theory. cambridge : cambridge university press trask, r. l. 1993. a dictionary of grammatical terms in linguistics. london : routledge. microsoft word ev krisna_edited 1 kaba gombang patuanan: an oral literary work of minangkabau pesisir selatan regency, west sumatra eva krisna1 i nyoman kuta ratna2, i wayan cika2, i nyoman weda kusuma2, 1postgraduate program udayana university 2indonesian department, faculty of letters, udayana university email: evakrisna bbp@yahoo.co.id abstract kaba gombang patuana (abbreviated to kgp) is a minang literary genre which is orally presented in the form of songs. therefore, it is known as an intonational prose. as a piece of oral literary work, kgp needs a medium of presentation. the medium needed is in the form of a performance known as pertunjukan kak oai (pko), which exists at kenagarian air haji, pesisir selatan regency, west sumatra. kaba gambang patuanan tells about the socio cultural life of the community of pesisir selatan regency using the local variety of minangkabau language. the availability of the texts of kgp, the performance of pko, and the collective community possessing such a literary work shows that the phenomenon of what is written and spoken about oral literary work is different from the phenomenon of what is written and spoken about written literary work. oral literary work cannot be approached from literary discipline only, but linguistic approach and anthropological approach are also needed. the morphology of kgp is made up of stem of the story ‘batang curito’, branch of the story ‘dahan curito’ , and twig of the story ‘rantiang curito’. the batang curito (the stem of the story) is the text of gpp as a whole. the ‘dahan curito’ (the branch of the story) serves as the episodes of the story and the ranting curito serves as the parts of the episode. the functions performed by kgp are: (1) as a medium for conveying what is expected from a king; (2) as a medium for conveying minang tradition; (3) as a medium for conveying oceanic knowledge; (4) as a medium for conveying nation-loving enthusiasm ‘chauvinism’ ; (5) as a medium for conveying henotheism towards ancestors. keywords: literary genre, literary work, and local variety. 2 1. background and problem kaba gombang patuanan (kgp) refers to a minang literary genre having the pasir selatan socio culture as the background. it is conveyed in minang language in the form of an intonational prose. as an oral literary work, it is performed in three variants of performance. they are bataram, rabab, and the performance of kak oai. the object of this study is the kgp, which is performed as kak oai performance (pko = pertunjukan kak oai) at kenagarian air haji, pesisir selatan regency. in the past, kgp was so popular that it was not only well known all over pesisir selatan regency but also in malaysia. the main character of kgp has become the legendary character to the community of pesisir selatan due to his hyperbolic intensity, patriotism, and his being example. although it lives peacefully with the other kabas such as kaba gadih basanai, kaba puti nilam, and kaba puti mambang lauik, it differs from them. kgp is considered sacred by the community of pesisir selatan. the factors that have contributed to its being sacred are the relatedness of the origins of several names in pesisir selatan regency and the origins of traditions, the belief that the story was real in the past, and the belief that its characters still exist in the form of souls that directly influence the community’s life. it is believed that the souls of the characters have supernatural power, occupy high places, and will come any time when the community members need them. they will come when called through ritual ceremonies when kgp is performed and practices of native healing are carried out. the sacredness of kgp is shown by the prohibitions that such performances cannot be performed where the community members like and without any ritual ceremonies. if such prohibitions are broken, the characters will get angry and this will badly affect their lives. as a sacred oral literary work, the existence of kgp is supported by various things such as performance, socio cultural background of the supporting community, its form as an intonational prose, its narrative elements, the messages conveyed, and the functions performed as folklore. those are all what form the background of this study and make it important to conduct. based on the background described above, this study covers five main things. they are: 3 (1) what forms the background of the creation of kgp? (2) what is the formal structure of kgp as an intonational prose? (3) what is the narrative and morphological structure of kgp? (4) how the ideologies conveyed by kgp are formed? (5) what are the functions of kgp to the supporting community? in particular, this study aims at (1) describing pko, the minang socio cultural background, and the socio cultural background of pesisir selatan and west sumatra; (2) analyzing the formal structure of kgp; (3) analyzing the narrative structure, and the morphology of kgp; (4) analyzing and revealing the ideologies of kgp; and (5) analyzing and finding out the functions of kgp. theoretically, this study is expected to: (1) contribute to and develop the theory of oral literary work, especially that of kaba; and (2) to give contribution in the form of knowledge to further researches, on both kgp and the other kabas , and on the forms of literary works. practically, this study is expected to: (1) motivate the researchers on the other minang literary works to direct their attention to the minang literary works existing in the coastal areas; and (2) make the community occupying pesisir selatan regency proud of expressing their self-identity as an oceanic community. 2. discussion 2.1 background of creation of kgp socio cultural aspects of minang, pesisir selatan and west sumatra form the background of the creation of kgp. the socio cultural aspect of minang includes system of traditional minang government, the course of history, the religions to which the minang people used to adhere, and the europeans who used to visit minang. the socio cultural aspects of pesisir selatan and west sumatra include their geographical locations, their system of kinship, languages and arts, and religions. the socio aspects of minang, pesisir selatan and west sumatra, which form the background of kgp are reflected on its texts. pesisir selatan (the southern areas) includes the southern part of the western coastal areas of indian ocean, to which the minang culture has extended. the culture in this region, or the region where minang 4 culture is derived from, is called luak nan tigo, which is considered highly valued, while the culture to which the community of pesisir selatan adheres is considered descendant. the forms of kaba are also considered descendants as well. kgp reflects the cultural specification of the sub ethnic group occupying pesisir selatan regency, which shows its differences from and similarities to the sub ethnic group of luak nan tigo. the oral performance, which has led to the creation of kgp is pko. a single performer called tukang kak oai, who also plays the role as a composer, performs it. it is performed in front of the onlookers called khalayak (audience). khalayak, in this case, refers to the perceivers, lovers, onlookers, and listeners to the kaba. the khalayak consumes the kaba because it is interested in the content of the story with which it has usually been long familiar, it is interested in the style the kaba is narrated which is always new in every performance, and it is interested in the intonational language and the sounds going with the kaba. the khalayak can interact in the process of the performance without disturbing and determines the course of the story. the performance supporting tools, the time when it is performed, the place where it is performed, and the situation in which it is performed is all the supporting factors of the realization of pko. 2.2 formal structure the formal structure of kgp as an intonational prose is that there is an integration of prose and poetic elements in the text. those elements are diction, homology, euphony and cacophony, image, terms of addresses, time aspects, repetition of words, syllabification and repetition of words, reduction and insertion of words, karmina (a two-lined traditional poetry), pantun (a traditional poetry , each verse of which consists of two couplets), talibun (old poetry with a distinctive rhyme pattern), narration, and dialogues. the formal structure of an intonational prose refers to the exploration of all the creational abilities in arranging a story by a poet with beautiful spoken language. if the text of kgp is in its original form, that is, oral, it can be seen that kgp is a rhetorical matter, that is, the emphasis is on the sound aspects and its influence on the audience. when the text of kgp is already written, then it is a stylistic matter related to the language use in literary works, in which the aspects of beauty are considered. kutha 5 ratna (2007:233-276) states that rhetoric belongs to the old stylistic studies, which is different from the modern stylistic studies that concentrate on the textual uniqueness. the most dominant element in the modern stylistic is figure of speech. the figure of speech is defined as all the descriptions that are related to types of metaphors, parables, and similarities (kutha ratna, 2007:233). the most dominant figures of speech in poetic studies are metaphors and metonymies. the more dominant figure in the text of kgp is metaphor. thus, the structural formal of kgp belongs to stylistic studies. 2.3 narrative and morphological structure of kgp the analysis of the narrative structure of kgp includes the background, characterization, theme and message. gunung ledang, nagari lunang, taluak kualo banda mua, taluak kualo aia batu, and taluak sinjalai tambangan papan form the background of kgp. gunung ledang is the only cosmologic background, which refers to the place where the souls of the ancestors and non gombang’s relatives reside after they died. nagari lunang, taluak kualo banda mua, taluak kualo aia batu, and taluak sinjalai tambangan papan form the geographical background, where common people live. the protagonist characters of kgp are nan bombang with his younger sister, fourth wife, and his children. they are faced with the antagonist characters that are made up of four foreigners, who physically look like giants, behave wickedly, and have bad habits. the messages conveyed by kgp are that everyone is supposed to maintain his/her personal and collective self esteem. through the discourses of nobleness, the protagonist characters are shown to build self-esteem with the superpower and braveness they have. through the discourses of nativity, they are shown to reject the foreigners who come there bringing bad effects on them. the morphology of kgp is made up of batang curito ‘stem of the story’, dahan curito ‘branch of the story’ and rantiang curito ‘twig of the story. batang curito is the text of kgp as a whole. dahan curito ‘branch of the story’ serves as the episodes of the story. ranting curito is employed for selecting the focus of the story at one performance. if, at one performance, it is decided to tell about the batang curito, the narration is only focused on the guidelines only. if, at another performance, it is decided to tell about the dahan curito, the narration is focused on one episode only that is 6 usually relatively more intact. if rantiang curityo is chosen, the narration is limited to one part of one episode considered interesting. rantiang curito is usually narrated on a one short performance that does not take a whole night. commonly, one performance of kgp chooses the narration of dahan curito. such a choice is based on the agreement between the audience and the performers. dahan curito is made up of the episodes of kgp including (1) greeting; (2) introdution to the story, (3) nan gombang is tempted by andam dewi through a dream, (4) nan gombang visits andam dewi’s world, (5) nan gombang defeats unggeh layang’s message, (6) nan gombang is defeated by unggeh layang, (7) sutan pengaduan is defeated by rajo si patoka, (9) nan gombang’s relatives eradicate wickedness, and (1) the closing. ten dahan curito are a combination of the functions binding thirteen rantian curito or fuctions. the ten rantiang curito of kgp are (1) ado sutan-1, (2) ado mukasuik-1, (3) ado caro-1, (4) mukasuik sampai-1, (5) datang bala-1, (6) sutan cilako-1, (7) ado sutan-2, (8) ado mukasuik-2, (9) ado-caro-2, (10) mukasuik sampai2, (11) datang bala-2, (12) sutan cilako-2, and (13) sutan manang. the thirteen rantian curito are the functions referred to as ‘the function of dramatis personae’ by proff (1975:93-95). they mean the same deeds and roles or the repeated actions done by one or two figures. the character of father (nang gombang or sutan sabirullah) and the character of son (sutan pangaduan) play the functions of kgp. 2.4 ideologies of kgp the ideologies of kgp are revealed through the analysis of rantiang curito ‘ranting cerita’. such ideologies are (1) the ideology of leadership, (2) the ideology of matriarchal, (3) the ideology of phalocentric, (4) the ideology of equality in social status, (5) the ideology of super powerness, the ideology of sacredness ‘mana’, (7) the ideology of pasatian, (8) the ideology of patuanan, (9) the ideology of henotheism, and (10) the ideology of anti colonials. the ideology of leadership indicates that a king must be handsome, has super powerness and sacred things that can overcome all the difficulties encountered, and must 7 be able to build sovereignty. the ideology of nobleness is intended to give the leadership concept of a king based on the thought of the traditional minang community. the ideology of matriarchy indicates that the line of kinship based on the mothers is ideal to the minang community. the mothers are believed to have mercy on their offspring. the ideology of falosentris is the realization of patriarchy in the minang community, which adheres to matriarchal kinship. this ideology is also shown at the habit of wandering and the practice of polygamy that marginalizes the females’ position in a social life. the ideology of henotheism (a belief in one god without neglecting that there are other gods and supernatural creatures) indicates that the minang community believes in magi (something or a particular way that can results in supernatural power and therefore can control the surrounding nature including the way of thinking and behavior of human beings) which is adjusted to islam. the ancestors’ belief in supernatural creatures has been the religious principle to the community. islam, as the only accepted religion, is a package of practices of the belief in magi. the ideology of anti colonials expresses that colonialists are refused. an ethnic group, which is not native or ‘out group’ who comes to colonize should be refused considering its ‘strangeness’ and the dangers it brings. the belief that native people are more superior to the colonialists should be implanted to develop enthusiasm of ethnicity or maintenance of the nation’s identity. 2.5 functions of kgp in its functions as the reflection of the notions of the collective community of pesisir selatan in the past, kgp conveys the expectation that the leader should be handsome, have supernatural power, and have sacred things and animals that will support his charisma. this folklore also conveys the expectation that the region of pesisir selatan is free from the foreign colonialists who used to occupy it. the community views that the charismatic leaders who had been able to expel foreigners were their powerful ancestors. the charismatic leaders at the same time serve as the metaphor of superiority of the sub ethnic group residing at pesisir selatan as an oceanic community. 8 as the medium for socializing the minang tradition, kgp shows the act of giving priority as the base of kinship, the concept of mamak (avunculate), the figures of fathers, the concept of affinal kin or kinship resulting from marriages of kin group, and the kinship which is oriented toward the ancestors (ancestor oriented kin group). as the medium for maintaining oceanic knowledge, kgp inherits knowledge of various types and names of fish, various parts of ships and all sorts of ropes vital to traditional ships. inheritance in the form of the knowledge of ocean is very essential at the time when the community feels that such knowledge is strange resulting from the era development. as the medium for conveying nation-loving enthusiasm, kgp intends to implant proudness as an indigenous ethnic group, which is expected to develop nationloving sense. it is intended to make the young generation aware of the danger following from the arrivals of the colonialists in pesisir selatan, which is rich. in this case, kgp implants so excessive nation-loving enthusiasm that other ethnic groups are considered inferior known as chauvinism. kaba gombang patuanan , in its function as the medium for compelling and controlling the community’s norms, conveys the belief in one god known as monotheism without neglecting the existence of the other gods or supernatural creatures known as henotheism. the belief in one god is based on islam as the acknowledgement of the religion to which the community adheres, while the belief in supernatural creatures refers to the ancestor worshipping practices known as patuanan. through kgp, it is shown that henotheism actually refers to the belief to which the traditional minang community or even a group of people has adhered so far. 3. novelties there are seven novelties of the research. they are: 3.1 social, cultural, and historical aspects of minang form the background of the creation of kgp; all those aspects are implicitly included in the text. 3.2 as an oral literary work, kgp is realized through various performances, one of which is the performance of kak oai (pertunjukan kak oai = pko). 9 3.3 the narrative structure of kgp is similar to that of the common literary works, that is, it consists of background, characterization, theme and message. 3.4 the morphological structure of kgp is as follows: batang curito ‘stem of the story’ dahan curito “branch of the story’, and rantiang curito ‘twig of the story’. 3.5 the formal structure of kgp, as an intonational prose, consists of : diction, homology, ejambement, euphony, cacophony, image, terms of addresses, aspect of time, reduction and insertion of words, charmina, pantun (traditional poetry), talibun (old poetry with a distinctive pattern), narration, dialogues, and figure of speech. 3.6 the ideologies presented through kgp are the ideology of leadership, the ideology of matrilineal kinship, the ideology of falosentris , the ideology of equality in social status, the ideology of sacredness ‘mana’, the ideology of pasatian , the ideology of henotheism, and the ideology of anti colonialists. 3.7 the functions of kgp are as the medium for conveying an expectation of ideal leaders, the medium for socializing the minang tradition, the medium for maintaining knowledge of oceanography, the medium for conveying nation-loving enthusiasm, and as the medium for conveying the belief in henotheism. 4. conclusion the social, cultural and historical aspects of minang and pesisir selatan regency form the background of the creation of the kgp. therefore, they all both explicitly and implicitly emerge in kgp. they are all realized through the performance of pko and the text, which are made up of the narrative structure, the morphological structure, and the formal structure. the text of kgp is full of messages and values, which are referred to as the ideologies of its audience. the values contained are those that are related to leadership, tradition, belief, and the state-loving value. such ideologies have various functions such as the medium for conveying the collective community’s notions, the medium for legalizing regulations and cultural institutions, the medium for educating children, and the medium for enforcing and controlling the norms applicable in the community. 10 based on the functions of kgp and its ideologies, it has been found out that kgp belongs to transition influenced old indonesian literary work with the characteristics as described by fang (1982: 102). in the text of kgp the influences of old belief and islam have been found, such as (1) the role of sacred things like pedang jenawi (a long sword), rantai sakilan (a kind of chain) , jalo panjang tujuh, kaca cermin terus (a kind of mirror), lidi jaga-jagai, and air tawar (tasteless water); (2) the characters of four giants who are brothers and capture a princess; (3) a giant bird that kills the nation; (4) people who are dead but revive (sutan pangaduan and sutan tembak tuah); (5) the names of the figures are taken from those in islam, such as sutan sabirulah, tuanku malin dewa, and tuanku rambun jatia; (6) addition of islam to the story such as sevenlayer long flowing robe worn by puti lipat cota and puti sari makah when praying, the implementation of ijab kabul (consent given by the bride’s family at a wedding ceremony) marking that nan gombang and puti andam dewi are legally married, disgust expressed by puti andam dewi over what is stated by rajo unggeh layang, who will have a ceremony with a party with the food made of bacon, the refusal of puti andam dewi to have puti reno lautik as her daughter-in-law with the reason that she does not belong to the same religion; and (7) the emergence of islamic words and sentences, such as the reply to a greeting “assalamualaikuum”, which is uttered by magek sama di lautiktan to nan gombang and the whispering of syahadat sentence (the profession of faith) by puti andam dewi on the ears of nan gombang, who is seriously sick. kgp can also be classified as a literary work containing history. nan gombang and his friends serve as the metaphor of the whole community of pesisir selatan. they were ever visited by foreigners who were interested in the abundant agricultural products produced there. they were deceived, colonized, and suffered because they were badly treated by foreign countries in their home country. they were also ever successful in expelling foreigners. according to dhamaris (1993:12 and 6370), the old literary work containing history is called history containing literary work. such a work is merely a fiction but it contains historical elements. that is what is called the background of the creation of kgp. 11 5. acknowledgement i thank allah swt for all his blessings. i would also like to thank my parents, husband and children for their prayer for me. i am also greatly indebted to head of the balai bahasa padang , head of the center of languages, and my colleagues at balai bahasa padang and the jakarta center of languages. i would also like to express my appreciation to prof. dr. i nyoman kutha ratna, s.u., the promotor; prof. dr. i wayan cika, m.s., as copromotor i; prof. dr. i nyoman weda kusuma, m.s., as copromotor ii, and dr. edwar djamaris, a.p.u, for their invaluable guidance in the completion of this study. for the opportunity provided to me to study at the doctorate program of linguistics of udayana university and for every facility obtained, i would also to extend my appreciation to all the professors, head of the literature concentration, head of the postgraduate program of linguistics, head of the doctorate program of udayana university, and rector of udayana univesity. i apologize that there are many parties and names who are not mentioned here. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 14, no. 1, january 2020, pages: 57-70 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i01.p07 57 cross-gender inovativeness of using code switching in indonesan tv talk show 1 luh putu laksminy denpasar, indonesia putu_laksminy@unud.ac.id article info abstract* received date: nov 06, 2019 accepted date: nov 09, 2019 published date: jan 31, 2020 keywords:* implication, speaker, television programs. speakers will usually choose the appropriate code (certain languages, dialects, or variations of the same language) when communicating. the use of code switching by inserting english words, phrases, sentences, or clauses into indonesian utterances is the implication of a bilingual speaker. this paper aims at analyzing the types and factors of using code switching by male participants and female participants in indonesian tv talk shows. data in this study is taken from a corpus of transcribed spoken text (82.270 words in total) from total 17 episodes from two talk shows aired on two different television programs. the results show that female and male participants in their roles as hosts, guests, and co-host switch codes in their speech. they can be said to be creative and innovative speakers 1. introduction language is related to the way people communicate with one another in every day interaction. in studying a language, we are much concerned with people or society in which the language is used. the study of language and society is known as sociolinguistics. holmes (2001) defines sociolinguistics as the study of the relationship between a language and society. the way people use a language related to social factors, such as participants including social distant and status, the setting (formality scale), the topic and the function of using the language. some additional aspects of these factors are differences in regional and social dialect, gender differences, and bilingualism. according to wardough (2006:101), in multilingual society, there are few single-code speakers as an impact of language contact. the bilingual speakers are usually required to select a particular codedialect, style or register whenever they choose to speak, and also decide to switch from one code to another or mixing codes even within sometimes very short utterances. a code is a system used for communication between two or more parties. in addition, wardough said that creating a new code in a process of using a language known as cs. code switching (hereafter cs) is an important aspect of bilingualism. cs (also called code-mixing) can occur in conversation between speakers’ turns or within a single speaker’s turn. in the latter case it can occur between sentences (inter-sentential) or within a single sentence (intra-sentential). broadly defined, cs is the ability on the part of bilinguals to alternate effortlessly between their two 58 languages. hornberger& mckay (2010) defined cs as a phenomenon when there are two or more languages exist in a community and it makes speakers frequently switch from one language to another language (wardough, 2006:101; bullock &toribio, 2009:2). poplack (1980) classified code-switching into: (1) tag-switching; (2) inter-sentential switching; and (3) intra-sentential switching. tag-switching involves the insertion of a tag in one language into an utterance which is otherwise entirely in other language. inter-sentential switching involves a switch at a clause or sentence boundary, where each clause or sentence is in one language or another. intra-sentential code switching occurs when the alternation of language used is below sentential boundaries. meanwhile, myer-scotton (1989) proposed intra-word code switching, which occur within word boundary. she proposed matrix language frame (hereafter mlf). in intra-word cs there is a dominant language at work. thus, one language is assigned in the status of ‘matrix language’ (hereafter ml). the ml supplies the grammatical frame of the constituent, while morpheme is supplied by both languages. the content morpheme is from another language, and the embedded language (el) may appear in this grammatical frame as well as matrix language (ml) and content morpheme. the example given is si ku-come, si pronoun, first person singular. ku tense marker denoting the past and denoting negation. come verb, english. it should be noted that the system morpheme (tense marker, negation marker) are all in swahili, while content morpheme (verb) is in english. therefore, the ml is swahili while english is the el. according to myerscotton (1989), there is always ml in bilingual communities. code differences based on gender are mostly related to opportunities for mobility into dominant culture, social role of the speaker and the structure of labor market. they are not influenced by their status being a man or a woman. their language behavior in using different code and even adopted variation of dominant group is a kind of innovative tendencies (smith, 1979: 120—122, chamber, 2003: 138, coates, 2004: 6). according to folk linguistics, gender differences in language are mostly related to their social status being men or women. such claim raised many protests. gillieron, a famous dialectologist, stated that women easily receive and use new words than men do. the use of new word is an indicator of innovative and creative speaker in using a language (pop, 1950:195; coates, 1986: 42; coates, 2004: 11, 35). holmes (2001) stated that women or men are sometimes the innovator and leading to language change. women in charmay, small village in switzerland used new variants. in norwich, women are leading changes towards rp in different vowel, while men in belfast are introducing new vernacular variants. clonard women are introducing into their community a speech feature of the more prestigious ballymacarrett community. the generalization about women leading change towards the standard dialect applies only where women play some role in public social life (holmes, 2001: 209—212). the women and men from two immigrant communities in the uk, the greek cypriots and the punyabi reported by gardner-chloros (1992) that there were no significant differences in using cs by them. thus, the result does not support the hypothesis that women substantially use cs less than men. the previous study relevant to this paper is conducted by yuliana, rosa and sarwendah (2015). they investigated the types of code switching and code mixing employed by indonesian celebrities. their study consists of two groups. the celebrities of native speaker’s parents are classified in group i, and those who are capable of speaking two or more languages are put in group ii. the result shows that the celebrities in group ii use more code-mixing and code 59 switching with a different frequency and speak foreign language more actively. my study is different in that their analysis is not related to gender differences. the various choices of code will have different social meaning. gal (1988, p. 247) says, ‘cs is a conversational strategy used to establish, cross or destroy group boundaries; to create, evoke or change interpersonal relations with their rights and obligation’. there are some reason of doing cs proposed by grosjean, such as: fulfill linguistic need for lexical item, set phrase, discourse marker, or sentence filler; continue the last language; quote someone; specify addressee; qualify message (emphasize); specify speaker involvement (personalize message); mark and emphasize group identity (solidarity); convey confidentiality, anger, or annoyance; exclude someone from conversation, change role of speaker (raise status, add authority, and show expertise (grosjean, 1982: 152) the present study focused on the type and factor of using cs by male and female participants in indonesian tv talk shows. the types of cs are said to be linguistic variables that are employed differently by different gender. the result will be qualitatively and quantitatively analyzed based on gender perspective. 2. research methods the data in this study is taken from a corpus of transcribed text (82.270 words in total), comprising of total 17 episodes from two talk shows aired on two different television programs. the corpus data is thus a transcribed spoken text produced by participants in both talk shows. all episodes are broadcasted between 2011 –2013. the first talk show is just alvin (henceforth t ja), which has a male host (abbreviated as mh). the second talk show is so imah show (henceforth t sis), which has a female host (abbreviated as fh). all the invited guests in these talk shows are celebrities; they rarely meet each other guest. the total guests invited in both talk shows are 73 persons which consists of 34 female guests (abbreviated to fg) and 39 male guests (abbreviated to mg). the participants in both talk shows are those from public personae and all of them play social role as artists. all of them use indonesian as their language background. in the conversation they switch their language into english, since english as their second language. the data are analyzed qualitatively and quantitatively to compare the use of cs by male participants (mp) and female participants (fp) in both talk shows. mp involves male host (abbreviated to mh), mg and male co-host (abbreviated to m co-h). fp involves female host (abbreviated to fh), fg and female co-host (abbreviated to f co-h). 3. discussions based on the analysis, the results show that all types of cs are employed by mp and fp in both t ja and t sis. the types are tag-switching, inter-sentential switching, intra-sentential switching, and intra-word switching as displayed in figure 1. 60 figure 1. the percentage of code-switching type by mp and fp figure 1 shows that intra-ss is mostly employed by mp and fp. they are different in that both mp and fp employed intra-ss in different percentage. mp employ intra-ss in 71.8% while fp in 47%. in the following discussion, each of cs types employed in t ja and t sis will be presented. the first type discussed is intra-ws since it is rarely put in the researcher’s consideration. 3.1 intra-word switching intra-ws found in my study support myer-scotton’s finding that there is always intraws in bilingual community. the occurrence of intra-ws is 79 times. fp employed intra-ws (10,7%) higher than mp does, who employed it in 1,5% as shown in figure 1. myer-scotton (1989) proposed intra-word code switching, which occur within word boundary. she proposes matrix language frame (mlf) that consists of matrix language (ml) and embedded language (el) in analyzing intra-word switching (hereafter intra-ws). in my study, the ml in mlf is in indonesian, such as cji suffix –in and prefix me, men-, and n-. they are verbs forming affixes that are attached to (i) verb phrase (back-up-in ‘to give back-up’) (see example (1)), (ii) verb (me-launching ‘to launch’, me-release ‘to release’, meng-operate ‘to operate’, (iii) noun (nge-fans ‘to be a fans (of someone)’, nge-gym ‘to go to gym’, nge-date ‘to have romantic date’, and nge-match ‘to adjust’. in these examples, the english words back up, launching, operate, release, gym, date, fan, and match are the embedded language (el). passive prefix dias the ml can also attach to english el, such as di-cancel ‘to be cancelled’ and di-share ‘to be shared’. the dipassive prefix attached to el corresponds to cji passive prefix ke(see (2)). (1) mh: … kalo nggak ada ya siapa back up-in ya? (ja m 2, 151) if not exist yes who back-up-caus yes ‘if there is none who would do the back up? (2) f: ... jadi mungkin aku kayak ke-built seperti itu, ... (ja f 6, 275) … so probably i be.like pass-build that way … ‘so probably, i was like being built/nurtured that way’ 61 indonesian prefix –nya as ml is generally attached to verb in (3), to vp in (4) to adjective in (5), and to noun in (6) as el category in the frame and function as nominalizer. (3) fg: tapi by the way suka yah set-nya ungu. (ja f 8, 348) but by the way like yes set-nml purple ‘but by the way, i really like the setting in purple.’ (4) mh: ok. terus hari ini bisa di-bilang comeback-nya reza (ja f5, 176) ok. then day this can pass-sat comeback-nml name ‘ok. then, today, it can be said as the comeback of reza.’ (5) mg: mature paling penting. itu mature-nya. (ja f 6, 370) mature most important. that mature-nml ‘being mature is the most important. that is the mature.’ (6) mh: pribadi (…) seperti robert pattinson itu ya. look-nya, style-nya... (ja f 6, 364) persona like name that yes. look-nml, style-nml ‘the persona like robert pattinson. the appearance, the style…’ mlf, such as prefix se-, ter-, particle –lah shown in examples (7) to (10) below, function as emphasizer. the el of the example given are adjective (simple) (7), verb (update, declare) ((8) and (9)), and phrasal verb (make sense) (10). (7) mh: mungkin keliatannya simple ya? tapi nggak se-simple itu mungkin ya? (ja m 2, 323) maybe appear simple yes but not as-simple that maybe yes ‘it appears simple, right? but it is probably not as simple as that, right?’ (8) mh: ... kabar ter-update dari seorang ahmad dhani dan keluarga… (ja m 1, 322) news most-update from quant name and family ‘the most updated news from ahmad dhani dan (his) family…’ (9) fg: ahahaha. declare-lah declare (ja f 9, 235) laughter. declare-emph declare ‘hahahaha. let’s declare, you know declare’ (10) fg: jadi kalo sekarang aku langsing normal, maksudnya make sense-lah gitu kan so if now i slim normal, the.meaning make sense-emp, like.that tag karena jarak melahirkannya juga sudah jauh… (si f 10, 328) because distance give.birth also already far ‘so, if i am now slim, i mean it makes sense, isn’t it, because it has been a while since i delivered (a baby)…’ in example (11) to (13) below, the ml suffix –nya corresponds to definiteness marker ‘the’. it can attach to the els noun phrases namely sound system (11), image (12), and host (13): (11) fg: ... kayaknya gila gitu sound system-nya... (ja f 6) it.seems crazy like.that sound system-def the sound system seems so crazy/awesome… 62 (12) fg: … jadi kayaknya image-nya cuman itu-itu aja yah? (ja f 8, 432) so it.seems image-def only that-red just yes ‘so the image does never change… right?’ (13) hm: … ok, jadi yang agnes lakukan jadi host-nya …? (ja f 6. 407) ok so rel name ov.do become host-def ‘ok, so what you, agnes, did was to be the host? the suffix -nya functions as ligature or linker before possessive noun as in (14) and linker before pronoun, usually first person as in (15). (14) mh: tapi performance-nya maia gimana? dev? ( ja f 9, 145) but performance-lig name how name ‘how is maia’s performance? dev?’ (15) fg: karena 'jagoan' image-nya aku kan? ( ja f 8, 288) because ‘hero’ image-lig i tag? ‘because ‘hero’ is my image, isn’t it?’ the usage of intra-ws is influenced by the factor to fulfill the linguistic items that are framed in ml and el. the ml function as nominalizer, verbalizer, definiteness marker, and linker/ligature to emphasize the message. 3.2 tag switching data in figure 1 shows that most of the tags are employed by fp (10.7%), while mp only used 1.5%. tag switching (hereafter tag-s) involves the insertion of one language into an utterance which is otherwise entirely in the other language, such as you know, i mean,i wish you know, no way, …didn’t they, etc. tags are subject to minimal syntactic restriction; they may be easily inserted at a number of points in a monolingual utterance. tag-s is used to mark injection or to serve as sentence fillers (romaine, 1995: 121--122, 162). the universal tags are yeeah, right, well (online cambridge dictionary). in this study, tag-s found in the forms of words involves well, right, actually, okay, so, then, and take the forms of phrasal items (the terms proposed by o’keeffe (2006)) such as you understand, no problem, by the way, all right, i mean, it's ok, but it doesn’t mean, why not, i know, right, i don't mind, oh my god, my god, that's why, actually, to be honest, as long, you know, oh my goodness, so basically, like that and so far. they help to fulfill the linguistic need for discourse markers or sentence filler. well in (16) below is used to introduce new topic. in (17), discourse marker right is used as rhetorical statement to invite the listener’s agreement and response to the speaker’s utterance. (16) fg: … dan mereka wawancara aku soal nike gitu. (jaf8, 49) and they interview me about name like.that well, aaa dan aku punya banyak cerita sih waktu jaman-jaman waktu dulu well name and i have many story when period-red time past ‘… and they interviewed me about nike. well, aaa and i have many old stories in the past’ 63 (17) fg: tapi ya juga i’m not the one who got divorce ya [alvin eemm] right? (jaf5, 108) but yes also i’m not the one who got divorce yes [hm: eemm] right ‘but yeah, also, i’m not the one who got divorce, right’ tags such as you understand (18), i was thinking, i mean (19), and you know (20) are classified as sentence filler. they serve as discourse marker used to emphasize the statement in which it is inserted. (18) fh: satu nih cewek yang crewetnya minta ampun juga. you understand? (sif10,403) one this woman rel poss.chatty excl also you understand ‘…this one woman who is also, oh my god, very chatty. you understand?’ (19) fg : … kita pingin denger nava untuk bawain semua lagu nike... (ja f8, 58) we want hear name for bring all song name.poss and then, i was thinking, i mean, yaah, nggak masalah juga sih. and then i was thinking i mean, ok not problem also part ‘…we want to listen to nava singing all nike’s songs… and then, i was thinking, i mean, it is not a problem indeed.’ (20) fg : ... cuman pada akhirnya aku misalnya aku ngeliat karakternya but at end.def i for.instance i see character.def nggak nggak you know nggak he's not the right person ya aku pikir (jaf6, 382) not not you know not he’s not the right person yes i think ‘…but at the end i noticed the characters, you know, i think it is a “no” from me, he is not the right person i think’ my god and my goodness are categorized as exclamation. these tags are used to express the speaker’s feeling of being surprised (see (21) and (22)). (21) fg: … lihat gerry di tv pasti sih my god.. pingin punya cowok kayak gerry see name loc tv surely my god want have man like name ‘… (i have been) seeing gerry on tv and i’m clearly like my god… i want to have a boyfriend like gerry’ (22) fg: bukan seseorang yang oh my god benar-benar yang bisa menghargai nuri not someone rel oh my god truly rel can appreciate name ‘… not somebody that oh my god can truly appreciate nuri’ (ja f7,305) actually, so, to be honest, as long, then actually, so far, like that, but it does not mean, and why not are discourse markers to emphasize and qualify the message being uttered. some of the usages are given in examples (23) until (25): (23) fg: actually bukan aku yang menyampaikan gitu, ... (ja f7, 39) actually not i rel say like.that ‘actually it was not me who said like that’ 64 (24) fg: to be honest, mmm... begitu pulang ke jakarta setelah pulang umroh, to be hones soon go.home to jakarta after go.home umroh sakitnya tuh udah nggak ada ya,... (ja f7, 38) sick.nml that already not exist yes ‘to be honest, mmm… soon after arriving in jakarta after umrah, i did not feel pain anymore…’ (25) fg : as long...ya sampe aku ketemu ama the right one. aku nggak mau... (ja f 6, 392) as long well until i meet with the right one i not want ‘as long as…well until i meet the right one. i do not want…’ 3.3 inter-sentential switching inter-ss occur at a clause or sentence boundaries, where each clause or sentence is in one language or another in single speaker’s turn. sometimes, it occurs between speaker turn. in interss greater fluency is required in both languages (romaine, 1995: 122). in this study, fp uses inter-ss (32.9%) among the other types, whereas mp employed 15.8% among cs types they applied (cf. figure 1). example (26) shows inter-ss between the parties. while example (27) shows inter-ss in single speaker’s utterance. (26) fg: kira-kira apa sih tips yang membuat kalian menjadi duda keren approximately what part tips rel make you.pl become (male) widower cool ‘what would be the tips to make you guys be cool (male) divorcee/widower…’ mg: enjoy the life aja. (si m 15, 581) enjoy the life just ‘just enjoy the life’ (27) mh: waktunya tidak begitu lama ya, kelihatanya ya?? (jaf5, 109-110) time.def not too long yes it.appears yes ‘the time is not too long, apparently, right? fg : tidak pacaran, jadi baru kenal langsung dilamar …. this is a true story not dating so just know directly pass.propose this is a true story ‘we were not dating; so once we met, he proposed me directly. this is a true story.’ 3.4 intra-sentential switching intra-sentential switching (hereafter intra-ss), involves the greatest syntactic risk. it is generally employed by the most fluent bilinguals. it occurs within a clause or sentence boundary. it is considered that intra-ss include mixing between word boundaries (e.g. english word with punjabi inflectional morphology (romaine, 1995: 123). in this study, intra-ss is the most frequent type among other types of cs (see figure 1). mp employed it in 71.8% of the cases, while fp used it for 46.9%. english words repackage in (28), then cleansing, smoothing, balancing, and spooring in (29), as well as the phrase hot mama in (30), are employed to fulfill the linguistic item that can qualify the message. 65 (28) fg: ....bawain semua lagu nike untuk repackage lagi… (ja f 8,58) bringing all song name.poss for repackage again ‘…singing all nike’s songs for repackaging again…’ (29) mg : perawatannya ganti-ganti, gue rajin yang namanya treatment.def change-red i diligent rel name.def kayak cleansing, smoothing, balancing, spooring. (sim 15, 591) like cleansing smoothing balancing spooring ‘the treatments keep changing, i often do cleansing, smoothing, balancing, spooring’ (30) fcoh: berarti ini udah hitungannya bukan hot mama lagi. (sif10, 347) it.means this already counting not hot mama again ‘it means this is not counted as hot mama anymore.’ welcome back given in (31) express solidarity while everything, whatever, what happen in (32) express confidentiality, that is not to convey the message explicitly. (31) mh : welcome back haha,,haha,, apa kabar bro… (ja m 1. 4) welcome back laughter how.are.you brother ‘wecome back haha,,haha,, how are you, bro…’ (32) mh: apa sih arti family buat agnes? (ja m 6, 96) what part meaning family make name ‘what is the meaning of “family” for you, agnes?’ fg : everything, karena memang aku dibesarkan di keluarga yang sangat menjunjung tinggi everything since indeed i pass.raise in family rel very hold high masalah itu, gitu. jadi, kayak itu, kayak keluarga mafia aja gitu ha,ha problem that like.that so like that like family mafia just like.that laughter whatever, what happens in the families stays in the family.. (ja m 6, 98) whatever, what happens in the families stays in the family ‘everything, i indeed was raised in a family that praise those matters. so, it seems like a mafia family hahahaha, whatever, what happens in the families stays in the family...’ 3.5 reason of using code switching the most dominant factor in employing all types of cs is to fulfill the linguistic need for words, phrases, sentence, clause, discourse marker, sentence filler. the employment of intra-ws in the form of mls (e.g., indonesian prefixes, suffixes, cji inand ke-, and discourse particle – nya) that are attached to the els (i.e. english words and phrasal verbs) are influenced by the factor to fulfill the linguistic items in both indonesian and english as forming noun, verb/vp, definiteness, and linker/ligature to emphasize the message. the reason of using tag-s is to fulfill the linguistic items for discourse marker and sentence filler. tags in the forms of exclamation, words, chunk of words in tag-s serve as discourse marker to emphasize and qualify the statement being uttered by the speaker as well as to express speaker’s feeling and emotion. the linguistic items found as inter-ss are mostly influenced by the reason to fulfill linguistic need that could not only express what the speakers want to convey, but also raise the speaker status as bilingual person. 66 in intra-ss, the words and phrases inserted in speaker’s utterance vary in the form to qualify the intentional message being uttered. they can also help to express confidentiality—not to convey the message explicitly as given in example (32). in addition, cs serve expressive function, that is to convey the speaker’s feeling and emotion through tag switching and intra-word switching, express the speaker’s expertise being able to convey their feeling by inserting english words, phrases, sentence, or clause in their utterance. cs also express social relation between the parties, supposed that they have close relation. since media interaction is classified as formal context that the use of cs in both tv talk shows -t ja and t sis considered as conversational strategy to establish intimacy, especially pseudo-intimacy. it means that both mp and fp use cs to express social meaning (gal, 1988: 247; o’keffee, 2006:5). 3.6 cross-gender innovativeness of using cs in t ja and t sis figure 1 illustrates the use of cs by mp and fp as host and guest and cohost. as figure 1 shows, there are slight differences in the usage of intra-ws by both gender. however, fp shows greater preference of using inter-ss (32.8%) and ts (10.7%) compared to mp. on the contrary, mp show greater preference of using intra-ss (71.8%) and intra-ws (10.9) compared to fp. thus, the evidence from this study suggests that both mp and fp in t ja and t sis employed the same type of cs but in fifferent frequency. figure 2 presents the cummulative percentage of cs. in this figure, the types of cs is collapsed into the use of cs from different gender—mp ‘male participants’ (mg+mh+mco-h) and fp ‘female participants’(fg+fh+fco-h). figure 2. percentage of using cs by mp and fp in t ja and t sis as presented in figure 2, it could be stated that both mp and fp employed all types of cs. fp shows greater preference of using cs (53.7%), compared to mp (46.3%). by using cs in the various forms of english linguistic items (english words, phrases, sentences, and clause in their utterances), both mp and fp in t ja and t sis are creative and innovative speakers in using a language. the use of cs is considered as linguistic strategy that raise the speaker’s (i.e. mp and fp’s) status of being able to switch their code into english in their utterances (expressive function). the most interesting result in my study is their innovativeness in employing intra-ws. they are quite creative in using indonesian prefix, suffix, and particles as mlf and choose english words and phrases as el. for this reason, the result of my study support gillieron and pop (1950) on the one hand, because fp is not only as creative speakers, but they are also 67 innovative speakers. on the contrary, my study is contradictory to gillieron’s claim in that mp employs cs in their utterances even though in lower percentage than the fp does (cf. figure 2). 4. novelties this study takes, and contributes to, the growing trend in usage-based, functional linguistics in adopting corpus-based, quantitative method to study language use and variation in sociolinguistics (cf., e.g., delbecque et al., 2005). in particular, this study demonstrates how relative frequency data (i.e. percentages) reveals the relative prominence of the types of codeswitching in actual, non-elicited language use (i.e. in the context of media interaction, namely tv show) (cf. de klerk, 2006). moreover, the inclusion of sociolinguistic variable such as gender enriches the characterization for (i) how these code-switching types vary with respect to gender, and (ii) what these usage variations reveal regarding discoursal, conversational strategy of the talk show participants (e.g., to establish [pseudo-]intimacy, to demonstrate creativity of the speakers, to fill language gap in the expression of certain intentions). 5. conclusion based on the result, all types of cs (tag-s, inter-ss, and intra-ss) proposed by poplack (1980) and intra-ws proposed by myer-scotton (1989) are found in t ja and t sis that are broadcasted in indonesian tv talk show. the linguistic items employed as cs is mostly influenced by the reason to fulfill linguistic need that could not only express what the spea kers want to convey, but also raise the speaker status as bilingual person. since media interaction is classified as formal context that the use of cs in both tv talk shows -t ja and t sis to be considered as conversational strategy to establish intimacy, especially pseudo-intimacy. it means that both mp and fp use cs to express social meaning (gal, 1988: 247; 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(eds). social markers in speech.p 109—134). 1 st edition. great britain: cambridge university press. stockwell, p. (2002). sociolinguistics: a resource book for students. london: routledge. norwich.language in society , (1) , 179 95. #1#, #8#. trudgill, p. (1974). sociolinguistics: an introduction to language and society (fourth). england: penguin books. wardhaugh, r. 2006. an introduction to sociolinguistics. oxford: blackwell. yuliana, n; luziana, a,r, sarwendah, p. 2015.code mixing and code switching of indonesian celebrities. a comparative study. in jurnal lingua cultura vol.9 no.1 may 2015 70 biography of author dra. luh putu laksminy, m.hum a doctoral candidate in linguistics, and lecturer at the english department, faculty of arts, udayana university, indonesia. e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 14, no. 1, january 2020, pages: 71-76 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i01.p08 71 the meaning difference of lexicon “sakit” in bimanese: a semantic perspective umar 1 stkip paracendekia n w sumbawa, sumbawa besar, indonesia umar@stkipparacendekianw.ac.id article info abstract* received date: 02 december 2019 accepted date: published date: 12 december 2019 key words: * lexicon “sakit”, mbojo ethnic group, and bimanese the current study attempts to describe the lexicon “sakit” in bimanese used by mbojo ethnic group in daily communication and analyze the meaning difference from the semantic perspective. the research applied descriptive qualitative method of analysis and the data were collected by using fishbowl, recording, and note taking technique. based on the data analysis the findings reveal that thirteen lexicons “sakit“ are used by mbojo ethnic group in daily communication including supu [supu], hengge [hengge], sari’i [sari’i], rambo [rambo], mbalo [mbalo], mancoro [mancoro], kantero [kantero], duha [duha], pili [pili], ngelu [ngelu], ncara oi [ncara ᴐwi], mbowi [mb ᴐwi] and winte [winte]. 1. introduction language is one of the tools used by human beings as a means of verbal communication. this is in line with novita & widayati (2018) stating that language is basically a medium used by human beings to interact with one another. it is similar to ahmadi (2018) states that language is one of the significant elements that affects international communication activities. fang (2017) states that language is an important component of identity and culture for many groups. furthermore, akello & timmerman (2017) states that language is a crucial factor in teaching and learning and that language could be mother tongue (mt) or foreign or local language. in addition, language is also a medium that provides information related to activities or stories in the past. this is conforming to taembo, dhanawaty, mbete, & putra (2018) stating that language is one of very crucial community signs because it constitutes a tool to know the changing and gives description on the activity in the past. furthermore, scarino & liddicoat (2009) states that language is more than just the code: it also involves social practices of interpreting and making meanings. as one of the regional languages, bimanese is used by its speakers to communicate every day across the generation as indonesian citizens in all regions of the unitary state of the republic of indonesia. regional languages serve as a cultural heritage of indonesia that live and develop up to now and must be preserved so that they are not lost by the rapid development through electronic media. the lexicon was used by local people as a daily communication, so those items were categorized in accurate by local people. it is line with winer (2005) states that the lexical items in the corpus are then described and categorized by sociocultural domains. in the indonesian archipelago, so many local languages exist including in west nusa tenggara, especially mbojo 72 ethnic group. bima language recognizes various types of lexicon. one of them is the lexicon “sakit”. regarding the environment, bima language (bl) has a lot of lexicons related to illness. the various meanings shared by a language or a lexicon affected by culture and the environment make it difficult to understand the inherent meaning. as stated by setiawan, beratha, & ni wayan sukarini (2019) that the complexity of meaning shared in a language can be influenced by the presence of cultural and environmental features leading to difficulty in understanding the inherent meaning. today most languages, in particular certain lexicon associated with verbs, are unknown or unused by some local people in the sense that they are extinct. babaci-wilhite (2013) states that if local languages were harmonized, this would help to protect traditions through stories, myths, and songs. furthermore, faridy & syaodih (2017) states that moreover the use of local languages contains norms that make up the speaker most of the lexicons that are the richest language in the region are no longer used in every day communication. this happens because some communities and especially new generations do not make efforts to know, learn, understand and find out the lexicon used by mbojo ethnic group in everyday life. societies no longer attempt to learn and find out a distinctive language, but turn to lexicons as well as common terms generally used by the local people especially the foreign language terms. in fact, the typical languages give the potential for the richness of language and keep them in order that they may not disappear and switch to a new language. in general semantics can be defined as meaning studies in language of which the meaning of can be studied in many ways, for example a philosopher will examine the meaning of language in terms of the word relationship with objects or events in the universe. this is in line with bast & buchhold (2016, p.120) states that semantics is the study of meaning. likewise, other experts will study the meaning of language in terms of their respective knowledge so that they will be able to interpret every word according to the context. the meaning of language occurs at all levels of language including the level of words, phrases, idioms or sentences. bimanese also undergo the same phenomena. there were some previous studies related to the semantics; hussain & sajid (2015, p. 39) states that linguistic semantics is the conventional meaning conveyed by the use of words, phrases and sentences of a language. evelyn hatch and cheryl brown (2001) states that the term semantics refers to the study of meaning and the systematic ways those meanings are expressed in language. cruze (1986), states that meaning is related to form for which the intended form in this case is the language. in reality the process of communication across languages often finds several obstacles. this indicates that each language has its own uniqueness in different forms that have no equivalent meaning for certain forms. based on the background above, the issues can be formulated as follows: what kinds of lexicon sharing the meaning “sakit” in mbojo ethnic group in daily communication? the study aims to describe the lexicons “sakit” used by the mbojo ethnic group in daily communication. 2. research methods the research used qualitative descriptive method. the sense of describing in detail and clearly the phenomenon of language related to the meaning and the environment in particular the lexicon “sakit” used in everyday life by the mbojo ethnic group. the data in this study were collected from an oral speech through three stages, namely (a) data collection used fishbowl, recording, and note-taking technique. (b) data analysis, and (c) presentation of the data analysis results. at the stage of providing data, two methods were used, namely listening and asking 73 methods. the researchers interviewed directly the main source of data or informants. this is in line with mahsun (2012) stating that the method of providing data by a capable method is due to the way taken in collecting the data in the form of an interview between the researcher and the informant. meanwhile, the data analysis stage used the equivalent method and the method of apportion. the equivalent method used in analyzing the data in the current study was the referential equivalent method with the basic technique determining the element technique. furthermore, the distributional method used the technique to obtain direct elements as the basic technique. presenting the results of the data analysis used the formal and informal methods. 3. discussions based on the data analyzed above, the findings show that lexicons “sakit” were used by mbojo ethnic group in daily bmanese communication in the following categories. 1) supu [supu] lexicon supu means pain that takes a long time and has been through medical and non-medical treatment, for example petani aka ntoi ra supu na. [that farmer has got pain for a long time]. 2) hengge [hengge] lexicon hengge means pain that is not too long, sometimes can be cured only by taking medicine without medical treatment, for examples; ina nahu wunga hengge na. [my mother is ill now]. 3) sar’i [sar’i] lexicon sar’i means pain by the symptoms of a cold or feverish body as the phase of going to get sick, for example nahu wunga sari’i ade ku. [i am a little bit unwell now]. 4) rambo [rambo] lexicon rambo means pain by the symptoms of feeling the body a little warm as the phase of going to get sick, for example, nahu wunga rambo ku. [i am a little bit unwell now]. 5) mbalo [mbalo] lexicon mbalo means pain with high temperature just like fever. for example, nahu wunga mbalo ade ku. [i am little bit unwell now]. 6) mancoro [mancoro] lexicon mancoro means pain with nasal congestion leading to colds, for example, ama nahu wunga mancoro na. [my father has got pain now]. 7) kantero [kantero] lexicon kantero means pai caused by the effects of wounding infections lasting too long and the pain exceeds "duha", for example edi nahu wunga kantero na. [my foot hurts now]. 8) duha [duha] 74 lexicon duha means pain caused by infection that has been taking too long, for example ina nahu wunga duha tuta na. [my mother is pain now]. 9) pili [pili] lexicon pili means pain followed by feeling painful from the inside affected by external factors such as wrong eating style leading to stomachache; lack of sleep will cause headaches, get hit with hard objects will cause pain in the body subjected to these objects, for example rima ana nahu wunga pili na. [my son’s hand is painful]. 10) ngelu [ngelu] lexicon ngelu means pai followed by bodily pain to a sprain got in one of the limbs for example, wisi nahu wunga ngelu na. [i’ve got pain in my calf now]. 11) ncara oi [ncara ᴐwi] lexicon ncara oimeans pain followed by feeling hot and cold in the body as experienced by the baby, for example, ana siwe nahu wunga ncara oi na. [my daughter has got pain]. 12) mbowi [mb ᴐwi] lexicon mbowi means pain followed by the swollen body and sometimes feeling painful, for example dou mone aka mbowi sara’a sarumbu na. [that man has got pain all over his body]. 13) winte [winte] lexicon winte means pain followed by the swollen body and sometimes feeling painful, for example; sia winte cihu na. [he has got pain in his elbow]. 4. novelties articles have originality and have new contributions to important scientific contributions to be published. for this reason, there needs to be a statement of novelty from scientific studies. the novelty statement is strengthened by literature review and the data is categorized as a novelty because it is sourced from oral data that has never been transcribed into writing form. 5. conclusion having analyzed the data, it can be concluded that bimanese is one of the local languages in indonesia. the analysis is related to the semantic perspectives of the phenomenon shared by the lexicon "sakit" associated with the eco-language. the findings show that thirteen lexicons “sakit“ are used by mbojo ethnic group in daily communication. the lexicons of “sakit”include supu [supu], hengge [hengge], sari’i [sari’i], rambo [rambo], mbalo [mbalo], mancoro [mancoro], kantero [kantero], duha [duha], pili [pili], ngelu [ngelu], ncara oi [ncara ᴐwi], mbowi [mb ᴐwi], and winte [winte]. it is hoped that the current study would be worthwhile to add richness and diversity of language from the semantic perspective particularly bimanese. 75 6. acknowledgements the author wishes to thank all those who have given valuable contributions to this research so that the results can be disseminated through publication, especially to the informant: supriadin, s.pd., m.pd, and syamsuddin, s.pd., m.pd, for their help in gained the data and suggestions for the improvement of this paper. references: ahmadi, m. r. (2018). the use of technology in english language learning: a literature review. international journal of research in english education, 3(2), 117-125. doi:10.29252/ijree.3.2.115 akello, l. d., & timmerman, m. c. (2017). local language a medium of instruction: challenges and way forward. educational action research, 1-19. doi:10.1080/09650792.2017.1319287 babaci-wilhite, z. (2013). local languages of instruction as a right in education for sustainable development in africa. sustainability, 5, 1995-2017. doi::10.3390/su5051994 bast, h., & buchhold, b. (2016). semantic search on text and knowledge bases. foundations and trends in information retrieval, 10(2-3), 119-271. doi:10.1561/1500000032 cruze, d.a. 1986. lexical semantics. cambridge: cambridge university press fang, t. (2017). how to maintain a minority language through education. chinese studies, 6, 111. doi:10.4236/chnstd.2017.61001 faridy, f., & syaodih, e. (2017). analysis on the importance of mother tongue in early childhood. 3rd international conference on early childhood education (icece-16). 58, pp. 193-196. bandung: atlantis press. hatch, e., & brown, c. (2001). vocabulary, semantics and language education. beijing, china: foreign language teaching and research press. hussain, s., & sajid, s. (2015). semantics in efl classroom: a brief review. iosr journal of humanities and social science (iosr-jhss), 20(9), 39-43. doi:10.9790/0837-20933943 mahsun. 2012. metode penelitian bahasa. depok: kharisma putra utama offset novita, s., & widayati, d. (2018). kekerabatan kosa kata bahasa karo, bahasa nias, dan bahasa simalungun di kota medan: kajian linguistik historis komparatif. linguistika, 26(2), 109-125 setiawan, l. g., beratha, l. s., & ni wayan sukarini. (2019). meaning of phrasal verb ‘pick up’ subtype do/happen: a natural semantic metalanguage approach. e-journal of linguistics, 13(2), 357-366. doi:10.24843/e-jl.2019.v13.i02.p13 76 scarino, a., & liddicoat, a. j. (2009). teaching and learning languages: a guide. australia: geon impact printing pty ltd. taembo, m., dhanawaty, n. m., mbete, a. m., & putra, a. a. (2018). a geography dialect of wakatobi language in southeast sulawesi. e-journal of linguistics, 12(2), 88-98. doi:10.24843/ejl.2018.v12.i02.p.02 winer, l. (2005). indic lexicon in the english/creole of trinidad. new west indian guide, 79(1 & 2), 7-30. biography of authors umar, s.pd., m.pd. was born in bajo on july 22 nd , 1973. he is a lecturer in stkip paracendekia nw sumbawa, at the english department, sumbawa, indonesia, ph. +6282342632363. he graduated his bachelor degree in the english department of stkip hamzan wadi selong in 2010. he finished his master degree in the postgraduate program, english education program, undiksha singaraja university in 2013. he currently is completing his dissertation at udayana university. email: umarstkip@gmail.com / umar@stkipparacendekianw.ic.id mailto:umarstkip@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) junuary 2019 vol. 13. no. 1 p: 174—188 doi.10.24843/ejl.2019.v13.i02.p15 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 174 the textual structure of the jessica-mirna judicial text: an forensic linguistic approach 1 nidya fitri, nidya.fitri85@gmail.com, stitnu dharmasraya 2 ketut artawa, ketut_artawa@unud.ac.id, udayana university, 3 made sri satyawati, madestrisatyawati@yahoo.co.id, udayana university, 4 sawirman, drssarwirman@gmail.com, andalas university *corresponding author: nidya.fitri85@gmail.com received date: feb 29, 2019 accepted date: feb 29, 2019 published date: 04-07-2019 abstract— this current study, in which the forensic linguistic approach and the theory of textual generic structure were applied, focuses on the judicial text in which jessica was the defendant and mirna was the victim. the judicial text, in which jessica was the defendant and mirna was the victim, is a dialogical conversation containing the textual procedure referring to structure. the textual structure of the judicial text, in which jessica was the defendant and mirna was the victim, is made up of three main phases; they are the textual structure of the opening, the textual structure of the content and the textual structure of the closing. each phase is made up of subphases. the qualitative descriptive method was employed in the study. the data were collected through observation and recording, and were obtained from 17 audio-visual recordings, which were then transcribed into indonesian. the findings of the study show that (1) the opening phase was made up of the criminal trial phase, the interrogation phase of the defendant’s identity, the indictment reading phase by the general prosecutor ; (2) the content phase was made up of the question phase as to objection from the defendant (exception), the interrogation phase of the witnesses and expert, namely their (a) identities, (b) oath taking, and (c) the testimony of the witnesses and expert and the interrogation phase of the defendant; (3) the textual structure of the closing was made up of the indictment reading phase by the prosecutor, the verdict reading phase, and the trial closing phase. the finding of the study shows the representation of the textual structure as the textual procedural standard based on the judicial text used in the current study. keywords: textual structure, the judicial text in which jessica was the defendant and mirna was the victim 1. introduction the structure of a text cannot be separated from the structure itself as a whole, which is then referred to as the whole massage structure (halliday and hasan, 1992: 71-72). in this current study what is meant by the textual generic structure is the one used in justice. the textual structure is an implication of the generic structure of a genre. it is the unity of form and meaning mailto:nidya.fitri85@gmail.com mailto:ketut_artawa@unud.ac.id mailto:madestrisatyawati@yahoo.co.id mailto:drssarwirman@gmail.com mailto:nidya.fitri85@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) junuary 2019 vol. 13. no. 1 p: 174—188 doi.10.24843/ejl.2019.v13.i02.p15 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 175 which shows that there is an organism within the judicial text. according to sutama, in so far as the ritual text of the balinese traditional ritual wedding is concerned, the structure of a text is different from its context. based on the result of the study he conducted, there are four types of the textual structure; they are the cultural formal structure, the cultural general structure, the macro cultural structure, and the cassowary cultural structure (2010: 4). dian (2019) developed translation procedures in the text of health. she also discussed the textual structure; however, the context of the text she analyzed is different. she developed translation procedures with detailed elaboration. from what was described, the current study adopts what was done by sutama (2010) and dian (2019). their ideas were modified using the existing theory of textual structure proposed by cotteril and purnanto. cotteril stated that there were three phases of the textual structure; however, purnanti stated that there were nine phases of the textual structure. based on what they did, in the current study their theories are modified and combined; in other words, the textual structure is mainly divided into three, each has its sub-phases, based on the fact found in the judicial text in which jessica as the defendant and mirna as the victim, as displayed in the following table. table 1.1 the textual structure of the court trial text cotterill (2003: 94) purnanto (2011: 69-77) the textual structure of the closing the opening of criminal proceedings the textual structure of the content the interrogation of the defendant’s identity the textual structure of the closing the indictment reading by the general prosecutor the question as to objection from the defendant (exception) the interrogation of the witnesses: (a) their identities; (b) oath taking, and (c) testimony of the witnesses the testimony of the defendant the indictment reading by the general prosecutor the verdict reading the trial closing table 1.1 shows that, according to coterril (2003), the textual structure is made up of three phases, and that, according to purnanto (2011), the textual structure is made up of nine phases. e-journal of linguistics doaj indexed (since 15 sep 2015) junuary 2019 vol. 13. no. 1 p: 174—188 doi.10.24843/ejl.2019.v13.i02.p15 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 176 purnanto explained in detail the sub-divisions of each phase as the textual procedure in the court hearing. nobody has explained in detail the sub-divisions of each phase as the textual procedure. therefore, in this current study the procedure of the textual structure proposed by cotterill and purnanto needs to be further explained. the study is intended to determine and define the textual structure based on the procedure of the structure of the judicial text in which jessica was the defendant and mirna was the victim. based on what is needed in the study, the researcher adopts the textual structure proposed by cotterill and purnanto. in the text used in the study, the procedure is divided into three main phases, and each has its own sub-phases. (1) the structure of the opening is made up of the textual structure of the opening of the criminal proceeding, the interrogation of the defendant’s identity, the indictment reading by the general prosecutor; (2) the textual structure of the content is made up of the question phase as to objection from the defendant (exception), the interrogation phase of the witnesses and expert with its sub-phases as follows: (a) their identities, (b) the oath taking, and (c) the information they gave, and the interrogation of the defendant; (3) the textual structure of the closing is made up of the indictment reading phase by the prosecutor , the verdict reading phase, and the trial closing phase. the following chart illustrates the model textual structure adopted from cotteril (2003) and purnanto (2011). e-journal of linguistics doaj indexed (since 15 sep 2015) junuary 2019 vol. 13. no. 1 p: 174—188 doi.10.24843/ejl.2019.v13.i02.p15 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 177 functional systemic linguistics textual structure the generic textual structure the textual structure of the opening phase the textual structure of the content phase the textual structure of the closing phase the textual structure of the opening phase the interrogation phase of the defendant’s identity the indictment reading phase by the general prosecutor the question phase as to objection from the defendant the interrogation phase of the witnesses and expert the interrogation phase of the defendant the indictment reading phase by the prosecutor the verdict reading phase the closing phase e-journal of linguistics doaj indexed (since 15 sep 2015) junuary 2019 vol. 13. no. 1 p: 174—188 doi.10.24843/ejl.2019.v13.i02.p15 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 178 judicial process-based meaning source: cotteril, 2003 and purnanto, 2011; modified by the researcher 2. research method this current study is a qualitative one in which the textual structural procedure was used. according to cotteril ((2003) and purnanto (2011), the textual structural procedure consists of several phases and sub-phases. the study was intended to investigate the three main phases of the judicial text; they are the textual structure of the opening, the textual structure of the content, and the textual structure of the closing. the data were collected by observing 17 audio-visual conversational dialogues of the court hearing in which jessica was the defendant and mirna was the victim, which were downloaded from youtobe and transcribed into indonesian language orthographically. the dialogues in each session, which could be identified as the textual structure, were extracted using the note taking technique. 3. results and discussion 3.1 the realization of the textual structure of the opening phase the opening phase is made up of several sub-phases; they are the opening phase of the criminal trial, the interrogation phase of the defendant’s identity, the indictment reading phase by the general prosecutor; each sub-phase is explained as follows. 3.1.1 the opening phase of the trial of the criminal court case data 1 “sidang perkara pidana atas nama jessica kumala alias jessica kumala wongso alias jess no. 777/pitb/2016/pn jakarta pusat dibuka dan dinyatakan terbuka untuk umum” [the criminal court hearing for jessica kumala, who is otherwise called jessica kumala wongso or jess no. 777/ptib/2016/central jakarta district court, is opened and declared to be opened to the public”] based on data 1 above, it can be seen that the panel of judges opened the court case in which jessica was the defendant at the district court of central jakarta. the court case was opened and declared to be opened to the public by the panel of judges. in other words, the court case could be witnessed not only by those who were present at the trial, namely the panel of judges, the general prosecutor, the defendant, the legal advisor, those who visited the trial, but also by the indonesian society who witnessed it. e-journal of linguistics doaj indexed (since 15 sep 2015) junuary 2019 vol. 13. no. 1 p: 174—188 doi.10.24843/ejl.2019.v13.i02.p15 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 179 3.1.2 the interrogation phase of the defendant’s identity in this sub-phase, the panel of judges asked and confirmed the defendant’s full name, nationality, place and date of birth, and occupation before the trial started. the defendant had to pay attention to everything she heard and saw in the judicial process. the interrogation of the defendant’s identity by the judge as explained above was intended to make sure that the judge would not wrongly indict someone. 3.1.3 the indictment reading phase by the general prosecutor in this phase, the indictment letter addressed to the defendant by the panel of judges contained (1) the type of indictment, (2) the time when and the place where the defendant carried out the criminal act, (3) the way in which the defendant carried out the criminal act, and (4) the article based on which the indictment was made. 3.2 the realization phase of the textual structure of the content the textual structure of the content is made up of several sub-phases containing question as to objection from the defendant (exception) and the interrogation phase of the witnesses and expert, covering: (a) their identities, (b) the oath taking, and (c) the information given by the witnesses and expert, and the interrogation phase of the defendant, as explained as follows. 3.2.1 the question as to objection from the defendant (exception) in this sub-phase the question as to objection from the defendant was asked by the legal advisor accompanying the defendant, and was addressed to the general prosecutor during the judicial process. such a question constituted a legal attempt made by the legal advisor for the defendant and was intended to alleviate the judicial decision later. the following example illustrates the question as to objection from the expert invited by the general prosecutor to be present at the trial. data 2 …//yang mulia karena yang bersangkutan telah bertindak sebagai penyidik atau paling tidak membantu penyidik terhadap terdakwa ini, maka tentunya dia tidak bisa lagi menjadi ahli tentunya tidak independen lagi. dia memeriksa terdakwa ini berjam-jam sedangkan seorang ahli haruslah independen. jadi, dia berada dalam posisi penyidik e-journal of linguistics doaj indexed (since 15 sep 2015) junuary 2019 vol. 13. no. 1 p: 174—188 doi.10.24843/ejl.2019.v13.i02.p15 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 180 karena dia membantu penyidik memeriksa tersangka dan kami belum menemukan berita acaranya pemeriksaannya itu di sini …// […//your excellency, as the man concerned has acted as the investigator or at least as the assistant to the investigator of the defendant, he may not be appointed the expert any longer; the reason is that he is not independent any longer. he has investigated the defendant for hours; as an expert he should be independent. thus, he has functioned as an investigator as he has helped the investigator interrogate the defendant, and the report on it has not been found yet …//] based on data 2 above, the legal advisor showed his objection to the presence of the expert invited by the general prosecutor at the trial. he was a clinical psychologist from indonesia university and her name was drs. antonia ratih, m.m. 3.2.2 the interrogation phase of the witnesses and expert: (a) their identities, (b) the oath taking for them, and (c) the information from the witnesses and expert in this phase, the witnesses and expert, based on the criminal law, were legal instruments. therefore, before they were interrogated, they should explain their identities, take oath and give the information needed to complete the evidence. the information given by one of the witnesses and experts who were made to be present at the trial is illustrated as follows. the information given by the witness dr. primayuda : jessica ngaku sesak. waktu datang saya tanya ngaku punya riwayat apa. jessica mengaku punya sakit asma riwayat dari ibunya saya suruh baring saya kasih oksigen saya periksa kalau tanda-tanda asma kan jelas ada mengi [jessica says that she can hardly breathe. when i come i ask her to explain what disease she has been suffering from. she tells that she has been suffering from asthma, a disease transmitted from her mother; i ask her to lie down and give her oxygen; i examine her to see whether she wheezes or not]. the general prosecutor: seperti apa [what is it like?] dr. primayuda : mengi seperti apa ya ngit-ngit [how she wheezes and easily gets cranky] the general prosecutor : asma seperti itu e-journal of linguistics doaj indexed (since 15 sep 2015) junuary 2019 vol. 13. no. 1 p: 174—188 doi.10.24843/ejl.2019.v13.i02.p15 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 181 [is the asthma she is suffering from like that] dr. primayuda : asma khasnya seperti itu specifically, asthma is like that the general prosecutor : saudara lakukan pengecekan terhadap terdakwa [you have examined the defendant] dr. primayuda : akhirnya saya suruh jessica baring saja. saya berpikir karena kawannya meninggal ada faktor psikologis shock jadinya biar tenang dulu itu saja [finally, i ask jessica to lie down. i think that a psychological factor caused her friend to become shocked and die; i want her to be quiet; that’s all what should be firstly done] the general prosecutor : akhirnya ada tanda-tanda mengi itu [finally, the indicators indicating that she wheezes can be identified] dr. primayuda : tidak ada lagi [nothing else] data 3 above shows the information given by dr. primayuda as the witness. he was one of the medical doctors from abdi waluyo hospital who gave the first aid to mirna, the victim, after drinking the cold vietnamese coffee at olivier café. datum 4 the judge : ini menarik ya. jadi saudara kalau begitu berseberangan pendapat dengan ahli-ahli toksikologi forensic sebelumnya dengan jawaban saudara tadi yang ditanyakan oleh penasehat hukum [that’s interesting, isn’t it? your answer to the question asked by the legal advisor is different from that of the forensic toxicologist] dr. budisampurna : tidak berseberangan pak. sejalan sebetulnya. hanya yang satu lebih pasti. mereka lebih mengatakan pasti kearah situ saya mengatakan searah pak dari rangkaianrangkaian dari awal sampai akhir. [actually, the answer i gave to the question asked by the legal advisor is similar to that of the forensic e-journal of linguistics doaj indexed (since 15 sep 2015) junuary 2019 vol. 13. no. 1 p: 174—188 doi.10.24843/ejl.2019.v13.i02.p15 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 182 toxicologist; they are not different. however, one is more accurate than the other. the forensic toxicologist’s answer certainly goes to that direction and mine does too from the beginning to the end. the general prosecutor : satu lagi terminologi atau kalimat yang ahli sampaikan sesuai dengan gejala sianida. keracunan sianida apakah dengan kalimat tersebut ahli bisa menyimpulkan tidak ada lagi suatu gejala lain atau suatu dugaan penyebab lain selain yang sesuai oleh gejala sianida [one more term or sentence uttered by the expert related to the cyanide phenomenon. can a conclusion be drawn from the utterance uttered by the expert that there is no other phenomenon or there is another thing suspected of being responsible for the cyanide poisoning which can also be claimed to be cyanide phenomenon. dr. budisampurna : penyebab lain itu mungkin ada tetapi sangat jauh dalam hukum. [another thing leading to such a poisoning is possible but it seems irrelevant from the legal domain point of view]. the general prosecutor : artinya yang paling memungkinkan tersingkirkan. [what is meant is that what is most possible becomes overshadowed] dr. budisampurna : kausa yang dekat itulah kita cari bukan kausa yang jauh. mungkin ngga orang itu mati karena ca otak mungkin 0.0 sekian persen kenapa kita pikirkan gitu lho kita-kira dalam kasus ini apa saja yang ada penyakit dalam kepada orang tadi mungkin ngga atau diparu-paru mungkin ngga semua bisa bertanya itu tetapi itu tidak akan tentukan apa-apa karena itu jauh sekali kemungkinannya yang adalah gejala itu menunjukkan itu racun sn. selesai [what we are looking for is the most possible cause instead of the less possible one. it was impossible that e-journal of linguistics doaj indexed (since 15 sep 2015) junuary 2019 vol. 13. no. 1 p: 174—188 doi.10.24843/ejl.2019.v13.i02.p15 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 183 the ca in the brain could cause the victim to die; therefore, it is useless to think about it. everybody may ask whether the disease in her head or lung was possibly responsible for her death. however, it was inaccurate. what is important is that the phenomenon shows the sn. poisoning. full stop]. the general persecutor : that’s enough. as illustrated in data 5 above that the expert was one of the experts from the forensic medical department of indonesia university who was also experienced in handling the death of munir of the arsenic poison. 3.2.3 the interrogation of the defendant after all the witnesses gave information, the defendant was interrogated using question and answer strategy. what was done by the panel of judges to make the defendant answer every question raised by the general prosecutor and legal advisor was as follows. …//”jika terdakwa tidak mau menjawab atau menolak untuk menjawab, pertanyaan yang diajukan kepadanya, hakim ketua siding menganjurkan untuk menjawab dan setelah itu pemeriksaan dilanjutkan”…// […//” if the defendant does not want to answer any question addressed to her, the presiding judge suggests that she should answer the question before the interrogation is continued”…//] the statement above was the one addressed to the defendant to make the judicial process go smoothly. 3.3 the realization of the textual structure of the closing phase the textual structure of the closing phase is made up of the indictment reading by the prosecutor, the verdict reading, the closing of the trial, and their elaboration as follows. 3.3.1 the indictment reading phase by the prosecutor based on the information given by the witnesses and expert, jessica was sentenced to twenty years in prison. this sentence was commutated from the indictment proposed and read by the general prosecutor. what is stated in article 340 of the criminal act concerning the premeditated murder, which was addressed to the defendant, is as follows. e-journal of linguistics doaj indexed (since 15 sep 2015) junuary 2019 vol. 13. no. 1 p: 174—188 doi.10.24843/ejl.2019.v13.i02.p15 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 184 ….//”barang siapa sengaja dan dengan rencana lebih dahulu merampas nyawa orang lain, diancam dengan pidana mati atau pidana penjara seumur hidup atau selama waktu tertentu paling lama 20 tahun’. lebih lanjut pembunuhan berencana adalah kejahatan merampas nyawa manusia lain, yang membunuh, setelah dilakukan perencanaan mengenai suatu metode, dengan tujuan memastikan keberhasilan pembunuhan atau untuk penangkapan”…// […//” anyone who intentionally plans to kill another is threatened either a death sentence, a life sentence or to be sentenced to maximum 25 years in prison’. in addition, premeditated murder is the crime of taking another’s life, after the method of doing it is planned to make it successfully executed”…//] what is stated in the article above shows that penalties are categorized based on the extent to which a crime is done. 3.3.2 the verdict reading phase in this phase, the panel of judges read the verdict based on the information given by the witnesses and expert, including the general persecutor and the defendant’s legal advisor, who were invited to be present at the trial, which was then followed by the verdict made by the panel of judges addressed to the defendant. the name, sex and address of the defendant, the nine extensions of the trial in which 14 legal advisors chaired by otto hasibuan appointed by the panel of judges were present, and the verdict was read on 8 june 2016. the verdict was that jessica, based on the statement made by the expert of offence aforementioned, proved to plan the murder. based on article 340 of the criminal procedural law, she was legally proved to plan to commit the murder. as she was guilty and was made into a criminal case, and, based on article 244, the length of time of detention was subtracted by the length of time of punishment, and based on article 22 (1), the case fee was charged to the defendant. the things that implicated the defendant were as follows. 1. wayan mirna salihin, the victim, was dead. 2. what was done by the defendant was contemptible and sadistic. 3. the defendant never felt guilty and did not acknowledge what she had done e-journal of linguistics doaj indexed (since 15 sep 2015) junuary 2019 vol. 13. no. 1 p: 174—188 doi.10.24843/ejl.2019.v13.i02.p15 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 185 the thing that commutated the sentence was that the defendant was young enough to improve herself. the verdict, which was made based on what is stated in article 340 of the criminal procedural law, was as follows. 1. jessica kumala alias jessica kumala wongso alias jess was proven legally committing a crime with premeditated murder. 2. with a 20-year imprisonment. 3. subtracted by all penalties imposed upon 4. remaining detained 5. the evidences were confiscated to be destroyed and attached to the case file before they were returned to the witness, arif sumarko, the victim’s husband, and the witness sent by the olivier restaurant. 6. being supposed to pay for the court fee on monday, 24 th oktober 2016 by the presiding judge, kisworo. partahi tulus hutapea and binsar gultom were the member judges. the trial was held on 27 october 2016 and was open to the public. they were accompanied by the judges subardi and mufid talib, clerk of the central jakarta court, and were assisted by ardito and friends, the defendant accompanied by her legal advisors. 3.3.3 the closing phase of the trial based on the verdict made by the court, jessica’s legal advisor showed his objection and submitted an exception appeal to the supreme court as the panel of judges did not take evidence b4 into consideration, namely the atopic result of mirna’s physical organ. 4. novelties the textual structure proposed by cotterill is made up of three main phases; they are the textual structure of the opening, the textual structure of the content, and the textual structure of the closing. purnanto divides the text into nine phases; they are: 1. the opening phase of the criminal trial forensically 2. the interrogation phase of the defendant’s identity 3. the accusation reading phase by the general prosecutor 4. the question phase as to objection from the defendant (exception) e-journal of linguistics doaj indexed (since 15 sep 2015) junuary 2019 vol. 13. no. 1 p: 174—188 doi.10.24843/ejl.2019.v13.i02.p15 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 186 5. the interrogation phase of the witnesses for (a) their identities, (b) oath taking, and (c) information 6. the interrogation phase of the defendant 7. the indictment reading phase by the prosecutor 8. the reading phase of the verdict, and 9. the trial closing phase out of the nine phases proposed by purnanto, the researcher developed the theory by adopting what was proposed by cotterill and purnanto based on the linguistic facts which the trial text contained in which jessica was the defendant and mirna was the victim. the information given the expert was added as the fifth phase containing the interrogation of the witnesses. in this phase, not only the witnesses that were interrogated but also the expert as the information given by the expert also strengthened the legal evidences as regulated in the criminal procedural law. the generic structure proposed by cotterill and purnanto is developed as follows. 1. the textual structure of the opening. it is made up of three phases as follows: a. the opening phase of the trial b. the interrogation phase of the defendant’s identity c. the opening phase of the indictment made by the general prosecutor 2. the textual structure of the content, which is made up of several sub-phases, is as follows: a. the question phase as to objection from the defendant (exception) b. the interrogation phase of the witnesses and expert: (a) their identities, (b) their oath taking, and (c) the information given by the witnesses and expert c. the interrogation phase of the defendant 3. the textual structure of the closing a. the indictment reading phase by the general prosecutor b. the reading phase of the verdict c. the closing phase of the trial 5. conclusion the realization of the textual structure as the textual procedure, as far as the judicial text in which jessica was the defendant and mirna was the victim is concerned, was adopted from a formal situation. all the witnesses and expert invited by the general prosecutor and legal advisor to be present at the trial had already been evaluated and considered by the panel of judges. they e-journal of linguistics doaj indexed (since 15 sep 2015) junuary 2019 vol. 13. no. 1 p: 174—188 doi.10.24843/ejl.2019.v13.i02.p15 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 187 had all declared under oath that the information given would be truthful and justified. all the processes had been undergone; therefore, the defendant should accept the verdict made by the panel of judges. 6. acknowledgements the researcher would like to thanks: prof. dr. aron meko mbete, prof. dr. nengah sudipa, m.a., prof. dr. i wayan simpen, m.hum., drs. nyoman udayana, m.a., ph.d., and dr. sukarini, m.hum. for their support and advice during the completion of this study. references: cotteril. janet. 2003. language and power in court: a linguistic analysis of the o.j. simpson trial. new york: palgrave macmillan. dian susanti, et al. 2019. the procedures of translating abbreviations in english medical text into indonesian. e-journal of linguistics. vol. 13, no.1. denpasar: udayana university. hal: 1-12. halliday, m.a.k. & hasan, r. 1992. bahasa, konteks, dan teks: aspek-aspek bahasa dalam pandangan semiotik sosial.terjemahan oleh barori tou. yogyakarta: gajah mada university press. purnanto, dwi. 2011. struktur wacana persidangan pidana. jurnal kajian linguistik dan sastra. vol.23. no. 1. surakarta: universitas sebelas maret. hal: 66-78. sutama, putu, et al. 2010. marriage ritual text of balinese traditional community: an analysis of functional systemic linguistics. e-journal of linguistics. vol.4 no.2. denpasar: udayana university. hal: 1-12. sudaryanto. 1993. metode dan aneka teknik analisis bahasa. jakarta: duta wacana university press. sudaryanto. 2015. metode dan aneka teknik analisis bahasa: pengantar penelitian wahana kebudayaan secara linguistik. yogyakarta: sanata dharma university press. www.youtube.com http://www.youtube.com/ e-journal of linguistics doaj indexed (since 15 sep 2015) junuary 2019 vol. 13. no. 1 p: 174—188 doi.10.24843/ejl.2019.v13.i02.p15 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 188 biography of author nidya fitri is one of lecturer in stitnu sakinah dharmasraya, padang west sumatera. in stitnu sakinah, she teaches english for general. the subjects have also been her interest in conducting research. her researches have been published in several reputable international journals as well as presented international conferences. currently, she is studying at doctoral program of linguistics at universitas udayana, denpasar – indonesia. her dissertation that is being written entitled ‘jessica-mirna judicial text: forensic linguistics perspective’. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 2, july 2023, pages: 158--166 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i02.p04 158 an analysis of particularized iplicature in to all the boys i loved always and forever: pragmatics approach 1 valeryan salsabilla maurarochelle putera batam university, batam, indonesia, pb191210050@upbatam.ac.id 2 ambalegin, putera batam university, batam, indonesia, ambalegin@puterabatam.ac.id article info abstract* received date: 18 september 2022 accepted date:1 nopember 2022 published date: 31 july 2023 keywords:* flouting, implicature, maxim, particularized, pragmatic the aimed of this research is to examine the part of the particularized conversational implicature and flouting of maxim found in a netflix movie, named to all the boys i loved : always and forever. the researcher used the particularized conversational implicature theory by yule (1996) to identify the utterances and the flouting of maxim by grice (1976) to categorize the type. the design of this research is descriptive qualitative research. the researcher used the interview method by sudaryanto to collect data, the pragmatic identity method by sudaryanto to analyze the data, and used the informal method by sudaryanto to present the research result. the researcher collected twenty one data that contain particularized conversational implicature, and eight of the data categorized as flouting of maxim quality, four data categorized as flouting of maxim quantity, five data categorized as flouting of maxim relevant and four data categorized as flouting of maxim manner.the result concludes that out of the twenty one analyzed data, flouting of the maxim relevant in the particularized conversational implicature is the most used apply in the movie. 1. introduction implicature is a phenomenon in linguistics where the intended meaning of the speaker is assumed rather than expressed in the utterances. the phenomenon can be discovered in daily speech, movies, interviews, discussion shows, and any form of utterances. as said by grice (1975), in conversations, statements with an inferred meaning are frequently encountered, refers to as implicature (carston, 2004). the phenomenon entails inferring it from specific information from speaker and hearer regarding the meaning of the stated sentence and the context in which it was uttered. subsequently, implied meaning happened between the speaker and hearer. implicature is a side consequence, a sort of mental automatism, a propensity to draw the most inferences with the least amount of cerebral effort .the researchers discovered the phenomenon in the youtube content of the late late show with james corden in a title “olivia rodrigo used her driver's license to visit a british pub” published on march, 22 nd 2022. it carried by james as the host and olivia the guest star. the particularized implicature shows in this utterances. 159 james corden (host) : “i know this means a tremendous amount to you. where were you? what happened when you found out? olivia rodrigo (guest) : “the grammy has always been such a huge thing in my head, grammy usually happened in february when it’s not covid time. and i always say when i was growing up that february is my favorite months, first is because of the grammy and second because it’s my birthday i’ve been so obsessed with it forever. so the night before the nominations came out it felt like christmas eve, i was so stoked.” above is data samples with particularized conversational implicature components of speech. the speaker asked where and how did she feel after receiving many awards. the listener responds by implicating. she said that her awards occurred on february when it’s not covid time. however, there she added the specific information that the grammys happened on her birthday. and she expressed her feeling of surprised. olivia responded by describing the situation of the day she got the awards to the host as a speaker. according to grice (as cited in betti & khalaf, 2021) that the communication activity should run smoothly and without hiccups. particularized implicature phenomenon was also discovered on the movie to all the boys always and forever 2021. the phenomenon was discovered when jean fell asleep on her boyfriend’s chest. since it was getting late it was time for peter to go home. and he made the remarks jokingly. peter : “what if i didn’t?” jean : “then my dad would kill you” peter : “no, he wouldn’t” jean : “but he’d give you his disappointed face, which somehow is much worse.” the particularized phenomenon was discovered between peter and lara jean in 1.42.24 – 1.42.35 minutes. it was occurred in lara jean’s house at night. in jean utterance started with implied sentence “ then my dad would kill you”. certainly, jean’s dad will not kill her boyfriend. she also made an effort to provide detailed information about how his father would react, first with a disappointed expression and then worse. as a result of mentioning the suggested meaning and adding information in a specific context, this speech has a few conversational implicatures. according to levinson (1983), the idea of implicature makes a contribution since it offers a clear explanation of how it could imply (in a broad sense) more than what is actually "spoken”. based on what the conversational sense of spoken language terms literally express. akmal & yana (2020) analyzed types of the numerous kinds of conversational implicature and its nonobservance maxim prominently throughout the script for used in kingdom of heaven movie. based on the hypothesis that conversational implicatures are not caused by what is said, but solely by speaking what is stated, this research was conducted,g, or by ‘putting it way’ grice (1975, p 58). the result shows that movie script has two types of conversational implicature, generalized and particularized implicature, as defined by grice theory. the quantity of these categories was found to be significantly unbalanced, with particularized implicature occurring more frequently than generic implicature. the researcher has also been done by lasnumanda (2020) to acknowledge the many problems and cases that arise in the conversational implicatures in the episode. the source of the research was a “the wendy williams show” selected episodes. the data was accumulated from a talk show in a form of utterances. the result of the research occurred particularized implicature was the most common types of conversational implicature in the wendy williams show. grice's idea that what is expressed is 160 frequently different from what is intended, oral talk frequently has an implicit meaning that needs context, is accompanied by a particularized conversational implicature. previous research has shown that particularized conversational implicatures are used in a variety of areas. grice separated the two types of implicature: conversational and conventional implicature. examples of implicature can be catch in a variety of media, as well as in everyday life. the purpose of rer select to all the boys always and forever is because the dialogue between jean and peter contains a lot of implied sentences. generally, romantic movie makes the audience curious about the love story wrapped in dialogue full of implied meanings. the similarity between this study and the previous study is this research also uses theory from grice, (1975). the novelty of this research is the data source will be from the movie between peter and lara jean. the researchers will analyze the particularized implicature from the dialogue. the goal of this research is to define the causes and ways of pragmatics, based on the identification of implicature. this particularized conversational implicature research is named “particularized conversational implicature in to all the boys always and forever movie”. according to previous research above, the theory was used to the data source to analyze the characteristic of particularized conversational implicature. because this study used the "to all the boys always and forever" movie, the inconsistencies were in the data source. as a result, the goal of this study was to identify the causes and ways of particularized conversational implicature in “to all the boys always and forever” movie. pragmatics linguistics is the study of language, and pragmatics is a subset of linguistics. yule & austin (as cited in rizqy & ardi, 2020) stated that pragmatics is the study of the meaning that is communicated by the speaker or writer and understood by the reader. the base topics of linguistic pragmatics are those aspects of meaning which are contingent on context, conversational implicature is the focus of pragmatic. this is used to describe meanings that a speaker tries to convey but does not express directly (cruse, 2006). in addition, pragmatics tended to be treated as a rag-bag into which recalcitrant data could be conveniently stuffed, and where it could be equally conveniently forgotten (leech, 1983). pragmatics helps language learners comprehend the ways in which language can be used in different contexts and is crucial in the development of communicatively proficient speakers. conversational implicature conversational implicature is investigates the underlying meaning of speech (grice, 1975). the contribution to the meaning of the utterance is not truth-conditional, which is one of its distinguishing characteristics : the statement's veracity would not be impacted if it proved out that the implicature was false (birner, 2013). according to grice (as cited in agsa & ambalegin, 2022), conversational implicature is a concept created from a general principle of conversation combined with a set of maxims. it is a crucial aspect of communication, but they have no effect on actual meaning. this is because they are not technically speaking a part of what is uttered. particularized conversational implicature as claimed by kaloeti (as cited in akmal & yana, 2020), to understand the given particularized implicature, a specific context was necessary. gravedigger: “show me the logic. bapa..” priest : “what?” “what would you know about of logic?” gravedigger : “i have ears, bapa. though one is notched because i love justice.” 161 flouting of maxim when a maxim is flouted, the intended meaning of the statement is altered, and the maxim is the reverse of the cooperative principle's maxim (yule, 1996). flouting maxim offers context-specific terms that allow it to be understood in sentences that include implicature. there are four types of maxims; maxim of quantity, maxim of quality, maxim of relevance, and maxim of manner. 2. research methods the current research was a descriptive qualitative research. according to creswell & creswell (2018) explained that in contrast to traditional quantitative methodologies, qualitative data collection, analysis, interpretation, and report writing are often used as a lens for inquiry in qualitative research or may even develop throughout the course of the study. the researchers gathered the data using observational methods by sudaryanto (2015). the observational method was executed by watching the movie entitled “to all the boys i loved: always and forever” movie. the researchers followed a three steps procedure for data collecting. this research applied non-participatory by sudaryanto (2015) that researchers in this study was not engage in conversation, discussion, or interactions, and thus were not a part of the individual discourse. regarding the data collection, the researchers used a three-step process. first, the research watched “to all the boys i loved: always and forever” movie. second, the dialogue from the film was transcribed into a script. lastly, in this research, the researcher began to correlate the data using grice theory. the data analysis were done through utilized the pragmatic identity by sudaryanto (2015). the researchers employed a technique called competency-equalizing approach to equalize the data. the data went through the steps of data analysis. first, it began by determining the context of the indicated remarks. second, the theory was used to examine the various types of particularized conversational implicature of grice (1975). finally, the result revealed the types of particularized conversational implicature performed in the movie "to all the boys i loved: always and forever”. table 1 to all the boys i loved: always and forever no. flouting of maxim in particularized conversational implicature frequency 1 maxim of quality 8 2 maxim of quantity 4 3 maxim of relation 5 4 maxim of manner 4 total 21 162 3. discussions (bold 12) it was discovered that characters in the to all the boys i loved: always and forever movie uttered 21 data of the flouting of maxim in particularized conversational implicature. there are separate categories for those maxim. flouting of maxim of quality (8), maxim of quantity (4), maxim of manner (4), maxim of relation (5). the 22 data were discussed in relation to the total number of data discovered. flouting maxim of quality data 1 jean : finger crossed, i get into stanford, and we have to be this far apart again. i love you, peter. always and forever. kitty : like a lingering fart. or nay, a bruise that never heals. (1:53:47–1:53:36) according to the dialogue above, it included the utterances used in the direct communication in real life. the dialog above happened when the speaker was writing a letter and her little sister saw it. then, there were two statements that referred to particularized conversational implicature that uttered by the hearer ‘kitty’ in the conversation. while having the conversation, the interlocutor replied with an implied meaning. kitty has been flouting maxim of quality where he didn't provide a response to jean's query. kind of metaphor in giving answers to jean is one of the strategies in flouting maxim of quality. data 2 dae : i’m dae. kitty : i’m katherine. that was weird, that’s not my name. kitty. well, katherine’s kind of my name, but people don’t call me that. (1:48:14-1:48-10) according to the dialogue above, it happened when the speaker as a stranger wanted to make a relation with kitty, jean’s little sister. then, kitty replied with a specific information about her name. it reflected how particularized implicature applies in conversation. kitty has been flouting maxim of quality where she provides answers too much. kitty’s response in giving answers to the stranger is one of the strategies in flouting maxim of quality. data 3 jean : i wish we had a meet-cute. peter : well, you jumped my bones at the high school track. that was pretty cute. (1:44:29-1:44:22) according to the dialogue above, it happened when the speaker ask about kitty’s friend name. then, kitty replied with a specific information about her friend’s name. kitty has been flouting maxim of quality where she utters answers too much. kitty’s response in giving answers to the stranger is one of the strategies in flouting maxim of quality. flouting maxim of quantity data 1 peter : what is his name? kitty : dae. and this is the first time i’m contacting him. according to the dialogue above, it happened when the speaker ask about kitty’s friend name. then, kitty replied with a specific information about her friend’s name. kitty has been flouting maxim of quality where she utters answers too much. kitty’s response in giving answers to the stranger is one of the strategies in flouting maxim of quality. 163 data 2 tri : you sure you don’t wanna do it? jean : i can’t. i’m a bad luck. (1:27:09-1:27:04) according to the dialogue above, it happened when the speaker, tri as jean’s step mom gave jean a chance to open the university information. jean replied with an implied meaning and specific information that she thought that she is a bad luck. jean has been flouting maxim of quantity where she uttered with too short answer. her response in giving answers to tri is one of the strategies in flouting maxim of quantity. data 3 a person : i totally get it. i had someone i wanted to go to college with too. jean : uh, what happened? a person : i visited nyu, fell in love with this city. i just felt like this was where i was supposed to be. we figured out what was best for us. (1:10:43-1:10:19) according to the dialogue above, it happened when the speaker empathized with jean. that person did not answer according to jean's question, he should have explained how the state of his relationship was, but he explained in detail from how he visited new york to making decisions with his girlfriend. this person reflects how particularized implicature is used. this person has been flouting maxim of quantity where she uttered with too short answer. her response in giving answers to jean is one of the strategies in flouting maxim of quantity. flouting maxim of manner data 1 jean : this girl, she came up to me speaking korean and it’s like, they see me and they think i understand and then i don’t, and it’s like i don’t belong. i don’t know. i guess i just wish that my mom was here to teach me. peter : well, i bet stanford offers korean classes. we could take ‘em together. according to the dialogue above, it included the utterances used in the indirect communication via cellphone. the dialog above happened when the speaker ‘peter’ was calling her girlfriend ‘jean’ to have a short conversation. first, the speaker met korean girl and that incident made her remember his mom. while having the conversation, the interlocutor replied with an implied meaning and his utterances contained particularized conversational implicature. he tried to encourage his girlfriend she still had another opportunity by taking a language class at stanford. then he add a specific information that they can learn it together. peter has been flouting maxim of manner where he did not provide answers related to what jean asked. peter’s irrelevance in giving answers to jean is one of the strategies in flouting maxim of manner. (yule, 1996). data 2 peter : did you get the photos i sent you? jean : i did. uh… but i didn’t open them. (1:52:361:52:34) according to the dialogue above, it included the utterances used in the indirect communication via cellphone. the dialog above happened when the speaker ‘peter’ was calling her girlfriend ‘jean’ to have a short conversation. first, the speaker asked her girlfriend about the photos he sent. then the hearer answered and add a specific information that she didn’t open them. jean has 164 been flouting maxim of manner where he did not provide answers related to what jean asked. jean’s ambiguous in giving answers to peter is one of the strategies in flouting maxim of manner. data 3 peter : so you think i should go? jean : i think that if i had a chance to spend one more night with my mom, i would take it. (1:01:18-1:01:06) according to the dialogue above, it happened when the speaker ‘peter’ was confused about his meeting with his family. then the hearer ‘jean’ answered and add a specific information by hallucinating herself. jean has been flouting maxim of manner where he did not provide answers related to what peter asked. jean’s ambiguous in giving answers to peter is one of the strategies in flouting maxim of manner. flouting maxim of relevant data 1 margot : it doesn’t feel like it right now, but this could be a really good thing for you, you know? to force you to see the world. jean : well, i’m not like you, margot. i don’t wanna be far away from my family. (1:36:03-1:35:55) according to the dialogue above, it happened when the speaker, margot as jean’s older sister gave her an advice about her future university. jean replied with an implied meaning and specific information that she doesn’t want to be far away from her family. jean has been flouting maxim of rev where she uttered with an irrelevant answer. her response in giving answers to margot is one of the strategies in flouting maxim of relevant. data 2 peter : am i hallucinating? are they getting along? jean : careful. they spook easily. (1:08:22-1:08:18) according to the dialogue above, it happened when the speaker, peter asked about the intimacy between chris and her cousin. jean replied with an implied meaning and special information by comment on their behavior. jean has been flouting maxim of relevant where she uttered with an irrelevant answer. her response in giving answers to peter is one of the strategies in flouting maxim of relevant. data 3 jean’s dad : hey, you still not sleeping? jean : figured i might as well practice the wedding cake. mint chocolate for you. vanilla buttercream for tri. (53:40-53-29) according to the dialogue above, it happened when the speaker, jean’s asked about jean’s sleep time. jean replied with an implied meaning and special information is part of particularized conversational implicature. jean has been flouting maxim of relevant where she uttered with an irrelevant answer. her response in giving answers to her dad is one of the strategies in flouting maxim of relevant. 165 4. novelties the similarity between this study and the previous study is this research also uses theory from grice, (1975). the novelty of this research is the data source will be from the movie between lara jean and all characters in the movie. the researchers will analyze the particularized implicature from the dialogue. 5. conclusion the particularized conversational implicature phenomenon in the to all the boys i loved : always and forever was examined using yule (1996) theory. the study fpunf several flouting of maxims in particularized conversational implicature in to all the boys i loved: always and forever movie. four flouting of maxims were discovered to be necessary for particularized implicature in conversation. they were flouting maxim of quality, maxim of quantity, maxim of manner and maxim of relevant. the flouting of maxim of quality, which was based on 8 data, was used most frequently. it was clear than the characters produced as much information as was needed when communicating. however, this research can offer further knowledge and awareness of how to avoid misconceptions in order to accomplish good communication by analyzing and researching specific conversational implicatures. references agsa, j., & ambalegin, a. (2022). conversational implicature in “central intelligence” movie. idebahasa, 4(1), 15–24. https://doi.org/10.37296/idebahasa.v4i1.80 akmal, s., & yana, d. u. (2020). conversational implicature analysis in “kingdom of heaven” movie script by william monahan. buletin al-turas, 26(2), 335–350. https://doi.org/10.15408/bat.v26i2.15356 betti, m. j., & khalaf, n. s. (2021). a pragma-stylistic study of implicature in shakespeare’s hamlet and twelfth night. international linguistics research, 4(3), p12. https://doi.org/10.30560/ilr.v4n3p12 birner, b. j. (2013). introduction to pragmatics. carston, r. (2004). presumptive meanings: the theory of generalized conversational implicature. in journal of linguistics (vol. 40, issue 1). creswell, w. j., & creswell, j. d. (2018). research design: qualitative, quantitative and mixed methods approaches. in journal of chemical information and modeling (fifth edit, vol. 53, issue 9). https://doi.org/https://doi.org/10.1002/nha3.20258 cruse, a. (2006). a glossary of semantics and pragmatics. edinburgh university press, 205. https://doi.org/https://doi.org/10.4000/lexis.1525 grice, p. (1975). grice logic. in the modern language journal (vol. 60, issue 5/6, p. 301). https://doi.org/10.2307/324613 lasnumanda, e. s., tarigan, f. n., malang, u. n., pembinaan, u., & indonesia, m. (2020). lexeme : journal of linguistics and applied linguistics. 2(1), 113–122. leech, g. n. (1983). principles of pragmatics. in computation of language (p. 134). longman group limited. https://doi.org/10.1007/978-3-642-74564-5_12 levinson, s. c. (1983). pragmatics. cambridge university press. rizqy, h. a., & ardi, h. (2020). a pragmatic analysis of politeness strategies of directive expression reflected in ‘inglorious basterds’ movie. english language and literature, 9(4). https://doi.org/10.24036/ell.v9i4.110342 166 sudaryanto. (2015). metode dan aneka teknik analisis bahasa. universitas sanata dharma anggotas appti. yule, g. (1996). pragmatics. in oxford university press (pp. 463–486). https://doi.org/10.4324/9780429424465-5 biography of authors valeryan salsabilla maurarochlle is an undergraduate seventh-semester student. she took english literature at putera batam university as she fascinated in studying linguistics and literary criticism. email: pb191210050@upbatam.ac.id ambalegin, s.pd., m.pd. is an active lecturer at putera batam university. he also contributes frequently in conducting research. his interest of research ranges from pragmatics, phonetics, morphosyntax, applied linguistics, language maintenance and english language teaching. he earned his bachelor degree of english language education in universitas negeri medan and his master degree of english language education in ust yogyakarta. email: ambalegin@puterabatam.ac.id mailto:pb191210050@upbatam.ac.id mailto:ambalegin@puterabatam.ac.id microsoft word adijaya_e-journal_ei_edited.doc the use of code by the moslem speech community of pegayaman: a sociolinguistic study i nyoman adi jaya putra abstract the research conducted in pegayaman is a sociolinguistic study with a natural approach. through this research, the code choice done by the moslem speech community of pegayaman was intended to be uncovered. the subjects of the study under investigation reside in pegayaman village of sukasada sub-district, buleleng, bali. the problems are formulated as follows: 1) what code(s) are found in this community, and which is the most dominant one to be chosen for use in the seven language domains being studied?; 2) how is the most dominantly chosen code used in their daily verbal interaction?; 3) what do they think of and say about the choice of the code, and its inheritance to the following generation?; and 4) why do they insist on maintaining to behave verbally as such, as is indicated by the answers to questions (1), (2), and (3)? the results of the data analysis empirically show the followings: (1) balinese language (bl), indonesian language (il), and arabic are three main codes which are used, and among them bl is the code that is dominantly chosen and used to communicate verbally; (2) there is a diglossic language situation in this speech community, especially when they are interacting verbally using bl; (3) there is a kind of code mixing phenomenon; (4) a number of terms of address and terms of reference found which are exclusively pegayaman in nature; among them are dané, tuan and guru; (5) some particles like hee, see, and laa are found and mostly used by women of older age which, sociolinguistically speaking, function as the markers of their social group identity. with regard to the use of bahasa bali as well as with the teaching or the passing down of the language to the following generation, it is found out that the moslem speech community of pegayaman has a positive point of view. such a view has been exemplified by the penglingsirs and also by the other informal and formal leaders of the village in appreciating and using the language. another determining factor is the support given by the local government. the most important factor among these, however, is that because the people of this moslem speech community identify themselves as being balinese. the dominant use of bl in verbal interaction can be explained as an attitude that indicates an adherence of this moslem speech community to bl. it can be concluded that the ultimate causation of their verbal behavior (starting from choosing bl, using it in verbal interaction, until passing it down) is to maximize their fitness—to maintain their ‘balinese’ existence. by using bl, they want to show their identity (either social or ethnic), and their typical balinese moslem culture of pegayaman. individually or communally, this kind of identity is realized as an important factor to maintain their existence among the communities of nonmoslem balinese. key words: code, moslem speech community of pegayaman, sociolinguistics 2 1. introduction sociolinguistic researches dealing with code use with different setting, methods, theories and concepts have been done by different scholars throughout the world. however, such a research which is conducted in minority speech communities, in bali especially, is still rare. through this research, the code choice done by the moslem speech community of pegayaman was intended to be uncovered. the subjects of the study under investigation reside in pegayaman village of sukasada sub-district, buleleng, bali. there are a number of reasons of choosing the topic, namely: their historical background, their religious, their culture, the geographical location of the village, and the language situation when the research is conducted. pegayaman as one of the biggest moslem villages in buleleng is unique, in terms of politics, religious, as well as culture, including its language. in the regional context, in bali especially, pegayaman society consider themselves to be a minority moslem community. however, in the national context, they identify themselves as a part of majority of the indonesian moslem community. for pegayaman society, moslem as a religious that is inherited from their ancestors is not only a system of belief that has an abstract value, but also becomes an attribute or cultural symbol which makes this moslem speech community different from the other moslem communities outside pegayaman. as a moslem community that have resided in bali for hundreds of years, pegayaman people identify themselves as nak bali selam which means balinese people who are moslem (budiwanti in bahar and tangdililing, 1996). on the contrary, some balinese hindus still consider that they are javanese migrants to bali, and some others call them as their nyama selam or moslem brothers/sisters (setia, 1986). this last mentioned situation can influence the effort this community members in seeking their identity. this all has implications in social aspects, culture, or in the use of language both for internal communication within pegayaman community itself and for the external use, i.e., when communicating to the balinese hindu communities living around pegayaman. through a preliminary observation, it is known that bahasa bali or balinese language (bl) is used by the moslem speech community of pegayaman to communicate verbally (putra, 2001). it has been widely known that bl has speech levels which are socially and traditionally associated with the difference between triwangsa and jaba groups, especially in balinese hindu community. meanwhile, there is no such difference in the moslem community in pegayaman. therefore, some interesting language phenomena are suspected to appear that can be discovered through a sociolinguistic study. 2. findings and discussion there are three main languages as the codes that are used by the subjects of the research when they are communicating verbally. the codes are balinese language (bl), indonesian language (il), and arabic. among the codes that they use and master well, bl is the language that is dominantly used in the intimate domains such as family domain, neighborhood domain, and friendship domain. it is also used in transactional, educational, and governmental domains. and even it is 3 used much in religious domain. this finding is different from what had been found in loloan by sumarsono (1990), and is also different from the result of an observation conducted by the researcher recently in the moslem community of nyuling, saren jawa, and kampong sindu in karangasem (2008). in these moslem communities, bl is not used much in the religious domain. in loloan, bl is not used because the people of this moslem speech community associate bl with hinduism. in using balinese language, the moslem speech community of pegayaman are able to use the speech levels of the language known as anggah-ungguhing basa which can be categorized into refined, medium, and coarse ones. the existence of such speech level differentiation indicates that there is a diglossic language situation in this speech community. the analysis of their speech level differentiation is referring jendra, et al., and the bl conference as is quoted in suastra (1998). in analyzing balinese speech levels, two things are worth considering, that is the aspects of paradigmatic and syntagmatic relationships of the words used in the utterances. when analyzing paradigmatic relationship, the possibility of word alternants or lexical items is analyzed. through the analysis of syntagmatic relationship, how words are combined to construct utterances is studied. in analyzing the verbal data of the research subjects in pegayaman , the paradigmatic aspect is more emphasized. the ability of the subjects to master and use some codes has resulted in a number of interesting language phenomena, such as: a diglossic language situation, code-mixing, and the use of a number of lexemes. diglossia is theoretically interrelated with bilingualism. there are four types of community which can be formed based on such an interrelation, namely: (1) a community with diglossia and bilingualism, (2) a bilingual community without diglossia, (3) a community with diglossia but without bilingualism, and (4) a community neither with bilingualism nor diglossia. based on the definition of bilingualism and diglossia as well as their interaction, the moslem speech community of pegayaman can be categorized into the community of the first type that is a bilingual community with diglossia. the conclusion is drawn based on two things, that is based on the result of the analysis of non-verbal and the analysis of verbal data. through the questionnaires the subjects admitted that they used bl to communicate verbally. their self-report is proven to be true since the result of the verbal data recording show that they truly use bl (inclusive its speech levels) when they communicate verbally. the code mixing that is used by the research subjects in doing verbal interaction is dominated by balinese words and terms. the code mixing in religious domain, which has the highest percentage (76.87%), 46.57% among them is code mixing that is dominated by balinese language with its speech levels; either the refined or medium level. this number is also the highest percentage of balinese code mixing among the other domains. the percentage of the other four domains varies from 21% to 44%, that can be categorized as a relatively high number. the characteristics of code mixing found in the data corpus can be summarized as follows. code mixing is not demanded by a situation where the verbal interaction takes place—whether it is formal or informal, code mixing can occur. in other 4 words, formality of the setting does not affect the occurrence of code mixing (cf. jendra, 2002). the other characteristic is that code mixing generally occurs in word level. in a certain situation, however, when a speaker finds difficulty in looking for appropriate terms or equivalent of one language to other languages, code mixing can occur in clause level; but such kind of clauses do not generally have a long structure. the major reason of the pegayaman people’s doing code mixing is because of their loyalty to the language that they know and master well, in this case the balinese language. the research finding also shows that some terms of address and terms of reference used by this speech community are different from those of the balinese people in general. some of the examples are: cening ‘child’ wayah ‘grandfather’ tuan ‘hajji’ mémék tuan ‘a mother who has made a pilgrimage to mecca’ guru ‘a male person who is a parent, and at the same time as a teacher and an expert in religious’ kasian ‘friend’ demenan ‘boy/girlfriend’ gélan ‘spouse’ arowah ‘someone who has passed away’ dané ‘his almighty’ example: dané allah subhanahu wata’ala dané rasullullah in addressing, the balinese terms of address like nyoman (man), ketut (tut) are still used, even though the addressees do not have mixed names between balinese and moslem names. there are particles that are used especially by the elderly women. those particles are laa, hee, and see. the particles are quite extensively used especially in doing informal verbal interaction, either it is in family domain, neighborhood, or in friendship domain. sociolinguistically speaking, it can be concluded that these particles function as the markers of group identity of this speech community, i.e., of the old women group. the moslem speech community of pegayaman have a positive opinion, both about the use of balinese language (as a code used dominantly in the seven language domains under study) and also about its inheritance to the following generation of pegayaman. this positive opinion is supported by the adherence showed by the penglingsirs, the elderly people, and other informal figures to bl. they highly appreciate and use bl. through the implementation of sociobiological theory and concepts in the data analysis, it is found out that their using bl in any verbal interaction is intended to maintain their existence. it is realized that there are choices that should be faced and resolved wisely, so that this speech community can maximize the 5 maintenance and the quality of their life; and one of the choices is to maximize their ‘balineseness’ i.e., using bl. by making their effort to be integrative and adaptive, they want to live comfortably and peacefully among the communities having different religiouss and faith. 3. conclusion and suggestion 3.1 conclusion based on the observation and the recording of the data corpus it is apparent that there is a number of interactions involved during any verbal interaction done by the subjects under investigation. such interactions are verbal interaction, social interaction, and cultural interaction as well, which are mediated by bl as a dominant code being used. the dominant use of bl in verbal interaction and its inheritance to pegayaman`s following generation can be explained as an attitude that indicates an adherence of this moslem speech society to bl. it can be concluded that the ultimate causation of their verbal behavior (starting from choosing bl, using it in verbal interaction, until inheriting it) is to maximize their fitness—to maintain their ‘balinese’ existence. by using bl, they want to show their identity (either social or ethnic) and their typical balinese moslem culture of pegayaman. whether individually or as a community, this kind of identity is considered to be an important factor to maintain in order to enhance their existence among the communities of non-moslem balinese. 3.2 suggestion through an observation, there are also found a number of moslem speech communities in bali which have a similar historical background and language situation to that of pegayaman. some of them live in nyuling (tegallinggah), kampong sindu (sidemen), dan saren jawa (budakeling) in karangasem regency. some others live in serangan (badung), kepaon (denpasar), pengambengan and loloan in jembrana. the research findings of the study in pegayaman are expected to be able to inspire other researchers to conduct similar or new studies in these places. the research which has been conducted in pegayaman is a synchronic research, in the sense that all of the data being referred to are the ones that are found at the time the research being conducted. therefore, to obtain a holistic picture about all aspects of language use of this moslem speech community, it is recommended that a diachronic research be done which is aimed at eaxamining thoroughly and objectively the changes of code use during the historical development of this speech community. 4. references campbell, n. a., reece, j. b., dan mitchell, l. g. 1999. biology. fifth edition. menlo park, california: benjamin/cummings, an imprint of addison wesley longman, inc. 6 dawkins, m. d. 1995. unravelling animal behaviour: a thoughtful, succint analysis of modern behavioral concepts. essex, u.k.: longman scientific. gal, s. 1979. language shift: social determinants of linguistic change in bilingual austria. new york: academic press. giles, h. dan smith, p. 1979. accomodation theory: optimal levels of convergence. dalam giles, h. dan st. clair, r. n. (eds). language and social psychology. baltimore: university park press. hal. 45-65. greenfield, l. 1972. situational measures of normative language views in relation to person, place, and topic among puerto rican bilinguals. dalam j. a. fishman (ed). advances in the sociology of language, vol. 2. the hague: mouton. hal 17-35. hobart, m. 2000. after culture: anthropology as radical metaphysical critique. yogyakarta: duta wacana university press. holmes, j. 1997. an introduction to sociolinguistics. addison wesley longman inc., new york: longman group uk limited. kartawinata, h. 1990. language choice in a peranakan chinese community: a sociolinguistic study (disertasi). canberra: the australian national university. koesoebjono, s. 2000. towards a new javaneseness. a working paper presented on the 12th workshop of the european social science java network/essjn in amsterdam, 20-22 january 2000. [cited 19 march 2003]. available from http://javanen.myweb.nl/ vertellingen/koesoebjono/suri-javanese.htm. lepage, r. b. dan tabouret-keller, a. 1985. acts of identity: creole-based approaches to language and ethnicity. cambridge: cambridge university press. lukman. 2002. pemertahanan bahasa warga transmigran jawa di wonomulyo polmas. dalam buku panduan kongres linguistik nasional x 2002. denpasar: masyarakat linguistik indonesia, pusat bahasa, dan fakultas sastra universitas udayana. mcfarland, d. 1985. animal behaviour. great britain: longman scientific & technical. 7 mukherjee, d. 2003. role of women in language maintenance and language shift: focus on the bengali community in malaysia. in the international journal of the sociology of language 2003. (issue editor) maya david. www.ntu.edu.sg suastra, i m. 1998. speech levels and social change: a sociolinguistic study in the urban balinese setting (dissertation). melbourne: la trobe university, bundoora, victoria 3083. sumarsono. 1993. pemertahanan bahasa melayu loloan di bali. jakarta: proyek penelitian dan pembinaan bahasa dan sastra indonesia dan daerah jakarta. widen, k. 2001. the impact of globalization on dayak identity: a case study of the maanyan of central kalimantan, indonesia (disertasi). australia: la trobe university, bundoora, school of human communication sciences, faculty of health sciences. wilson, e. o. 1999. sociobiology. cambridge: harvard university press. 5. acknowledgement the writer would like to express his sincere gratitude to prof. dr. i wayan jendra, s.u. as promotor, prof. drs. i made suastra, ph.d., as co-promotor i, and prof. dr. i gusti made sutjaja, m.a. as co-promotor ii for their critical thoughts, guidance, motivation, and patience while supervising. i thank you very much. 8 penggunaan kode oleh masyarakat tutur muslim pegayaman: kajian sosiolinguistik i nyoman adi jaya putra abstrak penelitian ini menggunakan ancangan sosiolinguistik dengan pendekatan naturalistik. melalui penelitian ini, penggunaan kode yang dilakukan oleh masyarakat tutur muslim pegayaman diteliti. masyarakat tutur yang diteliti berdomisili di desa pegayaman, kecamatan sukasada, buleleng, bali. masalahmasalah penelitian dirumuskan sebagai berikut: 1) kode-kode apa saja yang dijumpai di masyarakat tutur muslim pegayaman, dan kode apa yang dominan dipilih untuk digunakan pada tujuh ranah kebahasaan yang diteliti?; 2) bagaimanakah kode yang dominan dipilih tersebut digunakan dalam berinteraksi verbal?; 3) bagaimanakah pendapat masyarakat tutur muslim pegayaman tentang pemilihan kode yang dominan tersebut, dan tentang pewarisannya kepada generasi penerus pegayaman?; dan 4) mengapa mereka mempertahankan semua perilaku verbal ini? secara empiris, ditemukan hal-hal sebagai berikut: (1) kode-kode yang dipilih dan digunakan secara garis besar ada tiga, yaitu: bahasa bali (bb), bahasa indonesia (bi), dan bahasa lain (bl—dalam hal ini bahasa arab), dan di antaranya, bahasa bali (bb) adalah kode yang dominan dipilih dan digunakan dalam berkomunikasi verbal; (2) terdapat situasi kebahasaan yang bersifat diglosik tatkala mereka berinteraksi verbal menggunakan bb; (3) ada fenomena campur kode (ck); (4) ada sejumlah istilah untuk menyapa dan istilah untuk menyebut yang khas pegayaman, seperti dané, tuan dan guru; dan (5) ditemukan pula sejumlah partikel, seperti: hee, see, dan laa yang ekstensif digunakan oleh kaum ibu-ibu yang secara sosiolinguistik berfungsi sebagai pemarkah identitas kelompok. masyarakat tutur muslim pegayaman memiliki pendapat yang positif tentang pemilihan bahasa bali, dan tentang pewarisannya kepada generasi penerus pegayaman. pendapat yang positif ini didukung oleh adanya pola anutan yang ditunjukkan oleh para penglingsir, tetua adat, dan tokoh informal lainnya dalam mengapresiasi dan menggunakan bb. dukungan institusi pemerintah pun turut berperan. namun, hal terpenting yang mendasari pendapat positif ini adalah karena masyarakat tutur muslim pegayaman mengidentifikasi diri mereka sebagai orang bali. penggunaan bb secara dominan dalam berinteraksi verbal dan pewarisannya dapat dimaknai sebagai perilaku yang mengindikasikan adanya kesetiaan masyarakat tutur ini kepada bb. disimpulkan bahwa kausasi ultimat (ultimate causation) dari semua perilaku kebahasaan masyarakat tutur muslim pegayaman, (mulai dari memilih bahasa bali, menggunakannya dalam berinteraksi verbal, hingga mewariskannya), adalah untuk memaksimalkan fitness— mempertahankan eksistensi ”kebalian” mereka. dengan berbahasa bali, mereka pun ingin menunjukkan identitas kelompok (sosial atau etnis) mereka, dan juga identitas budaya mereka yang khas sebagai orang muslim pegayaman yang bali. 9 kata kunci: kode, sosiolinguistik, masyarakat tutur muslim pegayaman 1. pendahuluan penelitian sosiolinguistik tentang penggunaan (dan atau pilihan) kode sudah banyak dilakukan. seting penelitian, metode, dan teori-teori beserta konsep yang digunakanpun beragam. akan tetapi penelitian tentang penggunaan kode pada masyarakat tutur minoritas, terutama di bali, masih langka. melalui penelitian ini, penggunaan kode yang dilakukan oleh masyarakat tutur muslim pegayaman diteliti. masyarakat tutur yang diteliti berdomisili di desa pegayaman, kecamatan sukasada, buleleng, bali. terdapat sejumlah alasan yang digunakan sebagai dasar untuk memilih topik penelitian ini, seperti misalnya latar belakang sejarah mereka, agama yang mereka anut, kebudayaan yang mereka miliki, letak geografis desa, dan situasi kebahasaan yang ada pada saat penelitian ini dilaksanakan. kedudukan pegayaman sebagai salah satu desa islam terbesar di buleleng tergolong unik, baik dari segi politik, agama, maupun budaya termasuk bahasanya. dalam konteks regional, masyarakat muslim pegayaman menganggap diri mereka sebagai kelompok minoritas di bali khususnya. akan tetapi, dalam konteks nasional, mereka mengidentifikasi diri mereka sebagai bagian dari mayoritas masyarakat muslim indonesia. bagi masyarakat pegayaman, islam sebagai agama yang diwariskan oleh nenek moyang mereka bukan hanya merupakan sistem kepercayaan yang mempunyai nilai abstrak, tetapi juga menjadi atribut atau simbol kultural yang membedakan masyarakat islam pegayaman dengan masyarakat islam lainnya di luar pegayaman, apalagi dengan masyarakat hindu bali yang berada di sekeliling daerah permukiman mereka. sebagai masyarakat islam yang tinggal di bali selama ratusan tahun, orang-orang pegayaman sering mengidentifikasi diri mereka sebagai nak bali selam yang berarti orang bali yang beragama islam (budiwanti dalam bahar dan tangdililing, 1996). sebaliknya, sebagian orang bali yang hindu masih menganggap mereka sebagai pendatang dari jawa, dan sebagian lagi menyebut mereka nyama selam ’saudara muslim’ (setia, 1986). situasi yang disebutkan terakhir ini dapat mempengaruhi upaya masyarakat tutur ini untuk mengidentifikasi kelompok mereka dalam menemukan jati dirinya. ini berimplikasi terhadap aspek-aspek sosial, budaya, sekaligus juga penggunaan bahasa, baik untuk keperluan komunikasi internal dalam guyup pegayaman sendiri maupun untuk kebutuhan eksternal, baik untuk warga muslim yang ada di luar pegayaman maupun untuk warga bali nonmuslim yang ada di sekitar pegayaman. melalui observasi awal, diketahui bahwa bahasa bali (bb) digunakan oleh masyarakat tutur muslim pegayaman dalam berkomunikasi (putra, 2001). telah dikenal bahwa bb memiliki aras tutur yang sebagian penggunaannya ditentukan oleh adanya perbedaan antara golongan triwangsa dan jaba, terutama pada masyarakat hindu bali. sedangkan, pada masyarakat muslim pegayaman tidak dikenal adanya pembedaan golongan ini. oleh karenanya ditengarai ada fenomena kebahasaan yang menarik yang dapat diungkap melalui sebuah kajian sosiolinguistik. 2. temuan dan pembahasan 10 secara garis besar ada tiga kode yang dipilih dan digunakan oleh subjek penelitian. kode-kode yang dimaksud meliputi bahasa bali (bb), bahasa indonesia (bi), dan bahasa lain (bl—dalam hal ini bahasa arab). dari sejumlah kode yang dikuasai oleh masyarakat tutur ini, bb merupakan kode yang dominan dipilih dan digunakan terutama pada ranah-ranah keakraban seperti ranah keluarga, ranah ketetanggaan, dan ranah kekariban. pada ranah transaksi, ranah pendidikan, dan ranah pemerintahan, bb juga banyak digunakan. dan bahkan penggunaan bb telah merambah kepada ranah keagamaan. temuan ini berbeda dengan temuan penelitian yang dilakukan sumarsono (1990) di masyarakat muslim loloan, dan berbeda pula dengan hasil observasi yang peneliti lakukan di masyarakat muslim nyuling, saren jawa, dan kampung sindu di karangasem. pada masyarakat muslim yang disebutkan ini bb tidak banyak digunakan pada ranah keagamaan. penelitian yang mendalam perlu dilakukan di masyarakat-masyarakat tutur ini. bagi masyarakat muslim loloan khususnya, bb diasosiasikan dengan hindu dan karenanya bb tidak banyak digunakan. dalam menggunakan bb, masyarakat tutur ini mengenal pembedaan aras tutur bb yang dikenal dengan anggah-ungguhing basa. aras tutur yang dimaksud terdiri dari aras tutur halus, madya, dan kasar. tingkatan aras tutur bb yang diacu untuk analisis data kebahasaan masyarakat tutur muslim pegayaman adalah pembagian yang dilakukan jendra, dkk., dan hasil konferensi bb yang meliputi tiga pembagian, yaitu aras tutur alus, madya, dan kasar (cf. suastra, 1998:56). pencermatan penggunaan aras tutur bb oleh masyarakat tutur muslim pegayaman ini dilakukan dengan mempertimbangkan dua aspek, yaitu aspek hubungan paradigmatik dan sintagmatik. melalui hubungan paradigmatik, dianalisis adanya kemungkinan variasi alternatif kata-kata (word alternants) atau item-item leksikal yang digunakan partisipan dalam kalimat-kalimat bb yang berarastutur. sebaliknya melalui hubungan sintagmatik, gabungan atau kombinasi kata-kata yang digunakan untuk membuat kalimat dicermati untuk dianalisis. untuk konteks masyarakat tutur muslim pegayaman ini, analisis pada aspek paradigmatik lebih banyak ditekankan, yakni mencermati variasi alternatif dari kata-kata atau itemitem leksikal yang digunakan partisipan dalam berinteraksi verbal. kemampuan para subjek penelitian dalam menguasai dan menggunakan lebih dari satu kode memunculkan sejumlah fenomena kebahasaan yang menarik, seperti adanya situasi kebahasaaan yang bersifat diglosik, campur kode, dan penggunaan kosakata tertentu yang khas yang hanya digunakan oleh masyarakat tutur ini. diglosia secara teoretis dikaitkan dengan kedwibahasaan atau bilingualitas. keterkaitan diglosia dan bilingualitas dapat menghasilkan empat tipe masyarakat, yaitu (1) masyarakat dwibahasawan dengan diglosia, (2) masyarakat dwibahasawan tanpa diglosia, (3) masyarakat dengan diglosia tanpa kedwibahasaan, dan (4) masyarakat tanpa diglosia dan tanpa kedwibahasaan. berdasarkan batasan kedwibahasaan beserta diglosia dan interaksi dari keduanya, masyarakat tutur muslim pegayaman dapat digolongkan ke dalam masyarakat tipe pertama, yaitu masyarakat dengan kedwibahasaan dan diglosia. kesimpulan ini didasarkan atas hasil analisis data nonverbal yang berupa self-report para subjek penelitian, dan hasil analisis data lainnya yang berupa penggunaan kode yang sesungguhnya dalam 11 interaksi verbal. melalui kuesioner, masyarakat tutur muslim pegayaman mengakui memilih dan juga menggunakan bb yang berarastutur dalam melakukan interaksi verbal. pengakuan mereka ini ternyata memang terbukti melalui rekaman terhadap percakapan-percakapan dan aktivitas sosial lainnya yang melibatkan interaksi verbal. fenomena kebahasaan, seperti campur kode (ck) yang digunakan oleh para subjek penelitian dalam melakukan interaksi verbal didominasi oleh kata-kata atau istilah-istilah bb. ck pada ranah agama, yang persentasenya tertinggi (76,87%), 46,57% di antaranya adalah ck yang didominasi kata-kata bb dengan variasi aras tuturnya, baik yang halus, maupun madya. jumlah ini merupakan persentase ck bb yang tertinggi di antara ranah-ranah kebahasaan lainnya. persentase ck bb pada keempat ranah lainnya berkisar antara 21% sampai 44%. ciri-ciri dari ck yang ada menurut data kebahasaan di pegayaman ini dapat diringkas sebagai berikut. ck tidak dituntut oleh situasi di mana interaksi verbal terjadi—apakah situasinya formal atau tidak formal, ck dapat saja terjadi. dengan cara lain dapat dikatakan bahwa formalitas seting tidak berpengaruh terhadap adanya ck (cf. jendra, 2002). ciri lainnya adalah ck umumnya terjadi pada lingkup kata. namun dalam situasi tertentu, ketika penutur menemukan kesulitan untuk mencari istilah atau padanan yang tepat dari suatu bahasa ke dalam bahasa lainnya, ck dapat terjadi sampai pada tataran klausa; namun klausa-klausa semacam ini umumnya tidak panjang strukturnya. faktor dominan penyebab dilakukannya ck adalah karena adanya kesetiaan penutur pada bahasa yang telah dikenal dan dikuasainya dengan baik—dalam hal ini bb. hasil analisis data juga menunjukkan bahwa istilah-istilah untuk menyapa (terms of address) dan istilah-istilah untuk menyebut (terms of reference) yang dimiliki oleh masyarakat tutur ini sebagian berbeda dengan yang digunakan oleh orang bali kebanyakan. beberapa contoh istilah untuk menyebut yang digunakan, seperti: cening ‘anak’ wayah ‘kakek’ tuan ‘haji/hajah’ guru ‘gabungan antara orangtua, guru, dan ahli agama’ kasian ‘teman/sahabat’ demenan ‘pacar’ gélan ‘suami/istri’ arowah ‘almarhum’ dané ‘dia/beliau’ contoh: dané allah subhanahu wata’ala dané rasullullah. dalam hal menyapa, nama-nama panggilan bali seperti nyoman (man), ketut (tut) masih sering digunakan, meskipun yang disapa tidak menggunakan nama campuran bali dan nama khas muslim. ada sejumlah partikel yang hanya digunakan oleh kaum perempuan usia dewasa (tua). partikel-partikel yang dimaksud adalah laa, hee, dan see. partikel 12 partikel ini relatif ekstensif digunakan terutama ketika mereka melakukan interaksi verbal yang bersifat informal, baik dalam ranah keluarga, ketetanggaan, maupun dalam ranah kekariban. fungsi dari partikel-partikel ini adalah sebagai pemarkah identitas kelompok dari masyarakat tutur pegayaman, yaitu kelompok golongan perempuan tua. masyarakat tutur muslim pegayaman memiliki pendapat yang positif, baik tentang penggunaan bb (sebagai kode yang dominan digunakan pada tujuh ranah kebahasaan yang diteliti) maupun tentang pewarisannya kepada generasi muda pegayaman. pendapat yang positif ini didukung oleh adanya pola anutan yang ditunjukkan oleh para penglingsir, tetua adat, dan tokoh informal lainnya dalam mengapresiasi dan menggunakan bb. faktor lain yang turut mendukung adalah adanya apresiasi dan sikap bahasa mereka yang baik terhadap bb. melalui implementasi teori dan konsep-konsep sosiobiologi dalam mentriangulasi hasil analisis data, diketahui bahwa penggunaan bb ditujukan untuk mempertahankan eksistensi mereka. disadari bahwa ada pilihan-pilihan yang harus dihadapi dan dicarikan jalan pemecahannya dengan cara yang bijak agar masyarakat tutur ini dapat memaksimalkan kebertahanan dan kualitas hidup mereka; dan salah satu di antara pilihan yang dimaksud adalah dengan memilih dan menggunakan bb. melalui usaha mereka yang integratif dan adaptif, mereka ingin eksistensi mereka diakui dan diterima sehingga dapat hidup dengan nyaman di tengah-tengah komunitas yang memiliki keyakinan atau keimanan yang berbeda (orang hindu bali), dan dengan demikian mereka dapat menjalankan keyakinan dan keimanan mereka, serta mempraktekkan dan mewariskan kebudayaan mereka dengan baik. 3. simpulan dan saran 3.1 simpulan dalam interaksi verbal yang dilakukan para subjek penelitian, terlibat pula interaksi sosial dan interaksi budaya dengan menggunakan bb sebagai alat mediasinya. penggunaan bb secara dominan dalam berinteraksi verbal dan pewarisannya kepada generasi penerus pegayaman dapat dimaknai sebagai suatu perilaku yang mengindikasikan adanya kesetiaan masyarakat tutur ini kepada bb. disimpulkan bahwa kausasi ultimat dari semua perilaku kebahasaan masyarakat tutur muslim pegayaman, (mulai dari memilih bahasa bali, menggunakannya dalam berinteraksi verbal, hingga mewariskannya), adalah untuk memaksimalkan fitness—mempertahankan eksistensi ”kebalian” mereka. dengan berbahasa bali, mereka pun ingin menunjukkan identitas kelompok (sosial atau etnis) mereka, dan juga identitas budaya mereka yang khas sebagai orang muslim pegayaman yang bali. baik sebagai individu maupun sebagai suatu komunitas, identitas semacam ini disadari sangat diperlukan untuk mempertahankan eksistensi mereka di tengahtengah komunitas bali nonmuslim. 3.2 saran melalui observasi, selain pegayaman, di daerah lain di bali ditemukan pula masyarakat tutur muslim serupa, namun mempunyai latar belakang sejarah dan situasi kebahasaan yang berbeda dengan masyarakat tutur muslim pegayaman. 13 beberapa di antaranya adalah masyarakat tutur muslim yang tinggal di dusun nyuling (tegallinggah), kampung sindu (sidemen), dan dusun saren jawa (budakeling) di kabupaten karangasem. ada juga yang tinggal di serangan (badung), di kepaon (denpasar), di pengambengan, dan loloan di kabupaten jembrana. temuan-temuan yang didapat di pegayaman diharapkan dapat memberikan inspirasi kepada para peneliti yang tertarik dengan kajian sosiolinguistik untuk melakukan penelitian serupa atau penelitian lanjutan di tempat-tempat yang dimaksud atau di tempat lainnya. penelitian yang dilakukan di pegayaman ini merupakan penelitian yang bersifat sinkronis, dalam artian bahwa semua data yang diacu adalah data yang ada pada saat penelitian ini dilakukan. jadi untuk mendapatkan gambaran yang utuh dan menyeluruh tentang aspek-aspek kebahasaan masyarakat tutur pegayaman ini, disarankan dilakukan suatu penelitian lanjutan yang sifatnya diakronis yang ditujukan untuk meneliti serta mencermati dengan seksama dan objektif perubahan penggunaan kode selama sejarah perkembangan masyarakat tutur muslim pegayaman ini. 4. referensi campbell, n. a., reece, j. b., dan mitchell, l. g. 1999. biology. fifth edition. menlo park, california: benjamin/cummings, an imprint of addison wesley longman, inc. dawkins, m. d. 1995. unravelling animal behaviour: a thoughtful, succint analysis of modern behavioral concepts. essex, u.k.: longman scientific. gal, s. 1979. language shift: social determinants of linguistic change in bilingual austria. new york: academic press. giles, h. dan smith, p. 1979. accomodation theory: optimal levels of convergence. dalam giles, h. dan st. clair, r. n. 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(issue editor) maya david. www.ntu.edu.sg suastra, i m. 1998. speech levels and social change: a sociolinguistic study in the urban balinese setting (dissertation). melbourne: la trobe university, bundoora, victoria 3083. sumarsono. 1993. pemertahanan bahasa melayu loloan di bali. jakarta: proyek penelitian dan pembinaan bahasa dan sastra indonesia dan daerah jakarta. widen, k. 2001. the impact of globalization on dayak identity: a case study of the maanyan of central kalimantan, indonesia (disertasi). australia: la trobe university, bundoora, school of human communication sciences, faculty of health sciences. wilson, e. o. 1999. sociobiology. cambridge: harvard university press. 5. ucapan terima kasih dengan segala ketulusan dan kerendahan hati, penulis ingin mengucapkan penghargaan yang setinggi-tingginya dan ucapan terima kasih terutama kepada prof. dr. i wayan jendra, s.u. selaku promotor, prof. drs. i made suastra, ph.d., 15 selaku kopromotor i, dan prof. dr. i gusti made sutjaja, m.a. selaku kopromotor ii atas buah pikiran, bimbingan, motivasi, ketulusan, dan kesabarannya dalam menuntun penulis untuk menyelesaikan disertasi ini. ucapan terima kasih juga penulis sampaikan kepada semua pihak yang telah memberikan motivasi dan doa, semoga tuhan yang maha pengasih memberikan yang terbaik, sebagai balasannya. impression in “i wandered lonely as a cloud” e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1 january 2017 issn: 2442-7586 (print) page: 18--27 accreditation:- 18 e-journal of linguistics readability of the translation of figure of speech in srimad bahagavatam from english into indonesian ni ketut dewi yulianti e-mail: dewiyulianti@isi-dps.ac.id institut seni indonesia denpasar ida bagus putra yadnya i wayan pastika e-mail: wayanpastika59@yahoo.com study program of linguistics, school of postgraduate studies, udayana university ketut artawa e-mail: artawa56@yahoo.com study program of linguistics, school of postgraduate studies, udayana university ida bagus putra yadnya e-mail: putrayadnya@yahoo.com study program of linguistics, school of postgraduate studies, udayana university abstract the research is a descriptive translation study focusing on the methods and ideology of translation offigure of speech used in the text of srimad bhagavatam into indonesian. it departed from atranslation paradigm that considered srimad bhagavatam as a product, and the impact of the methods and ideology applied to the readability level of figure of speech translation contained in srimad bhagavatam from english to indonesian. thisis a library study and the method used in collecting the data is observation, by reading the studied text carefully on the sentences that contain figure of speech. data collection technique used is a qualitative one, namely by determining and explaining the methods and ideology embraced by the translator in translating the figure of speech. to view the translation readability level, three informants are involved to complete a questionnaire containing about the readability level of translation. this study shows that the ideology held by the translator is domestication by applying acommunicative method of translation on most sentences with figure of speech. overall, all mailto:dewiyulianti@isi-dps.ac.id e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1 january 2017 issn: 2442-7586 (print) page: 18--27 accreditation:- 19 translation methods used by the translatorhas a positive impact on the readability level of figure of speech translation from english into indonesian. keywords: readability, figure of speech, translation, srimad bhagavatam 1. introcduction nida (1982: 12) says that in the process of translation, content and style of the source language text (sl) should be maintained as closely as possible in the target language text (tl). nida’s explanation above illustrates that the translation must prioritize content and stylistic equivalence. referring to the definition, the language style is very significant to be studied in a translation. in the study of this translation, the language style is a figure of speech in question contained in the sl text and its translation into tl. this study takes the translation work of srimad bhagavatam as an object of study. the question of the methods and ideology becomes a central issue in this study in addition to the effect on the target audience. the text is a religious text that uses different types of figure of speech, which makethe text filled with various aesthetic values, so it deserves to be studied. there are two main problems that are solved in this study, namely: (1) what methods and ideology of translation are applied in the translation of figure of speech contained in the text of srimad bhagavatam from english to indonesian and (2) how is the impact of the methods and ideology applied to translation readability level. 2. theoretical framework this study uses eclectic theories combining the theory of style (keraf, 2002), the theory of translation (nida, 1982), the translation method (newmark, 1998), and the ideology of translation (hatem, 2001). keraf (2002: 41) says that style is a language use employing a variety of language style that can be identified through the use of language that deviates from the use of everyday language. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1 january 2017 issn: 2442-7586 (print) page: 18--27 accreditation:- 20 nida (1982: 12) gives a definition of the importance of style in translation: “translation consists in reproducing in the receptor language the closest natural equivalent of the source language message, first in terms of meaning and secondly in terms of style.” the above definition implies that in the process of translation, content and style of the sl text should be maintained as closely as possible in the tl text. in other words, the above definition illustrates that the translation must prioritize content and stylistic equivalence. based on the orientation, hatim and munday (2004: 229-230) divide translation ideology into two, namely (a) foreignising translation: an ideology of translation in which the translator retains elements of the source language text or predisposed toward the source language (sl emphasis), and (b) domesticating translation: translation manner by adjusting the elements present in the source language text with the condition of the target language (tl emphasis). newmark (l998: 45) proposes eight methods of translating into a diagram, which he describes as v lettered diagram, as adapted below. (1) v letter diagram of translation method (newmark, 1998: 45) the above diagram shows that, like the ideology of translation, translation methods also have two polars. the left pole gives emphasis on the sl, while the pole to the right emphasis on tl. 3. research methods communicative translation idiomatic translation free translation adaptation orientation on tl semantic translation faithful translation literal translation word-for-word translation orientation on sl e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1 january 2017 issn: 2442-7586 (print) page: 18--27 accreditation:- 21 this research method follows the logic of phenomenological perspective (moleong, 1995). one of the characteristics of phenomenological approach is to observe the studied subject carefully. it emphasizes more on the activities of collecting and describing qualitative data in the form of figure of speech contained in the text of srimad bhagavatam.the second type is secondary data in the form of figure of speech translation contained in indonesian version of srimad bhagavatam. other secondary data are in the form of statements from informants in relation to the readability level of figure of speech translation. srimad bhagavatanis selected as the data source due to the fact that it is rich with figure of speech. instruments used in the data collection is in the form of a tape recorder to record interviews with informants. the questionnaire used in this study contain sentences with figure of speech in english and its translation into indonesian. in collecting the data for this study, observation and recording method, backed up by the method of questionnaires and interviews are applied. readability assessment instrument (readability rating instrument) used in this study is detailed in the following table. readability measurement scale of translation (adapted from larson (1988), nababan (1999) and silalahi (2009) s cale definition conclusion 1 the translation is elusive, there are terms that are not understood by the reader. meaning can not be understood because the sentence is not logical. difficult 2 the translation is understandable andits meaning could be understood, but there are some terms that are poorly understood by the moderate e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1 january 2017 issn: 2442-7586 (print) page: 18--27 accreditation:- 22 readers. meaning is less understandable because there are some less logical sentences. 3 the translation is easy to understand and uses terms that can be understood. meaning can be understood due to logical and easily legible sentences. easy questionnaires used to collect data about the readability level of translation contain alterntive questions for the informants to select one of three alternative answers provided, namely (1) easy, (2) moderate, and (3) difficult. the informants involved to complete a questionnaire in this study are three groups of people from the general public who have read the translated work ofsrimad bhagavatam in indonesian. 4. discussion from the analysis of the seventy data in the forms of sentences containingfigure of speech in the text of skanda srimad bhagavatam4 chapter 26, four translation methods have been applied in their translation into indonesian. the translation methods in question are (1) literal, (2) adaptation, (3) free translation, and (4) communicative translation.followings are some examples themeanings of which analyzes its meaning in line with the theme of the text as a motivating force (cf. yulianti, 2005: 37). the theme of srimadbhagavatam text skanda 4 chapter 26 is about the characteristics of a soul living in the material world. the sentences containing the figure of speech are translated by communicative method, a translation method to divert the contextual meaning of sl text accurately into tl text tomake the translation acceptable and easily understood by the target audience. (1) bs : the living entity is driven by one chariot driver. bt : makhluk hidup dikendalikan oleh satu kusir kereta. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1 january 2017 issn: 2442-7586 (print) page: 18--27 accreditation:- 23 metaphor with the image 'chariot driver' in slis communicatively translated into tlinto 'a chariot driver’. the chariot driver here is the epitome of intelligence. intelligence in question is paramatma that is in the body of living creatures. without the charioteer, then the chariot will not be able to move, so does the body of a living being, in the absence of the paramatma, then the body will not be able to act, even if the soul is still in the body. (2) bs : the body is given by material nature, and the driver of that body is paramätmä, the supersoul. bt : badan diberikan oleh alam material, dan kusir badan itu adalah paramätmä, roh yang utama. metaphor in the slis translated by a communicative translation method into tl. the phrase 'the driver of that body' is translated as 'coachman's body'. laws of material nature regulate a person's life by giving the body according to his past karma. every living creature will get a body with different qualities, depending on the more dominant nature that shape it. whereas the paramatma present in every body is to give permission to the body to act. (3) bs : the living entity is seated within the chariot. bt : makhluk hidup duduk di atas kereta. the metaphor in the sl with an image of 'within the chariot' is translated by communicative translation method into tl being 'on a chariot'. individual spirit in the body is a passenger on the chariot (the body). because the spirit is just sitting on the chariot, and it is controlled by paramatma denoted as a chariot driver. (4) bs : king puranjana's going to the forest to kill animals is symbolic of the living entity's being driven by the mode of ignorance and thus engaging in different activities for sense gratification. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1 january 2017 issn: 2442-7586 (print) page: 18--27 accreditation:- 24 bt : kepergian raja puranjana ke hutan untuk memburu binatang adalah simbolisasi dari kenyataan bahwa makhluk hidup dikendalikan oleh sifat kebodohan dan dengan demikian sibuk dalam berbagai kegiatan untuk kepuasan indera. cynicism that describes the nature of ignorance in slis communicatively translated into tl. this can be explained as follows. activities that are not based on the rules of the scriptures which are only concerned with the satisfaction of the senses material put someone in the dark, so unable to see anything right that leads them to into a situation where they can not get out of the material bonds. (5) bs : the chariot is driven by five horses, which represent the five sense organs— namely the eyes, ears, nose, skin and tongue. bt : kereta ditarik oleh lima kuda, yang melambangkan lima organ indera— yakni mata, telinga, hidung, kulit dan lidah. the metaphor in the sl is translated using communicative method into tl. the chariot symbolizes the material body pulled by five horses that symbolize the five senses to acquire knowledge, which has the meaning that the body is already influenced by the properties of the material nature and will tend to be attracted by material sense objects. (6) bs : consequently, the horses are described as moving swiftly. bt : karena itu, dijelaskan bahwa kuda-kudanya berlari kencang. the metaphor that describes the 'horse' as 'senses' in the sl is translated using communicative method into tl. the above sentence implies that people who are not in the self-realization tend to be affected by the control of the properties of materials world, so that the senses are uncontrolled. (7) bs : a conditioned soul is never satisfied with one wife. bt : roh yang terikat tidak pernah puas dengan satu istri. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1 january 2017 issn: 2442-7586 (print) page: 18--27 accreditation:- 25 cynicism in slis translated by applying communicative translation method into tl. the meaning of sentence in sl about the current state of the soul who thinks that he is the controller and the owner of the material world, so develops a desire to enjoy more than one woman could be translated into tl accurately. followings are presentation of translation seen from the implementation of translation method. translation methods total of figurative speech (n= 70) easy to understand difficult to understand word for word 0 0 literal 1 1 faithful 0 0 semantic 0 0 adaptation 4 4 free translation 1 1 idiomatic translation 0 0 communicat ive 64 64 the results of data analysis showed that all translation methods used by the translator have positive impact on the readability level of figure of speech translation from english into indonesian. the tendency to apply communicative translation methods and ideology of domestication, such as those identified in this study, has a positive impact on the level of readability. the choice of domestication ideology in translating english figure of speech into indonesian automatically makes the translation close and acceptable for the target audience, so it can be concluded that the level of readability of thetranslation of figure of speech in srimad bhagavatam text from english into indonesian is very high. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1 january 2017 issn: 2442-7586 (print) page: 18--27 accreditation:- 26 the assessment that is aimed at determining the level of readability of translated text should be left entirely to the readers. results of the tl text readers’ assessment determines whether the translation they read is easy, moderate or difficult for them. in the assessment of the level of readability more than one appraiser need to be specified to maintain the objectivity of the assessment results. here are the results of the assessment of tl text readers of srimad bhagavatam translation. table of readability level inform ant low % moderate % high % a _ 2 3 68 9 7 b _ 3 4 67 9 6 c _ 1 2 70 9 8 5. conclusion four identified translation methods are applied in translating english figure of speech into indonesian contained in the text ofsrimadbhagavatam. fourth translation methods in question are (1) literal, (2) adaptation, (3) free translation, and (4) communicative translation. of the seventy-data, only one data is translated using a literal translation method in favor of the sl, while the remaining sixty-nine are translated by the method in favor of tl; 1 data with free translation method, 4 data by the method of adaptation, and 64 data with the communicative method. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1 january 2017 issn: 2442-7586 (print) page: 18--27 accreditation:- 27 from the tendency of using translation method that indicates a moreoriented to tl, it can be concluded that the ideology of translation applied is domestication, namely tl oriented ideology of translation which affects very high readability level. references hatim, b. and j.munday. 2004. translation: an advanced resource book. london & new york: routledge hatim, b and mason, i. 1990. discourse and the translator. new york: longman, inc. keraf, gorys. 2002. diksi dan gaya bahasa. jakarta: pt. gramedia pustaka utama larson, m.l. 1998. meaning-based translation.a guide to cross-language equivalence.second edition. lanham: university press. miles, m.b. dan huberman a.m. 1994.analisis data kualitatif: buku sumber tentang metode-metode baru.(terjemahan tjetjep rohandi rohidi). jakarta: ui-press. moleong,l.j. 1995. metodologi penelitian kualitatif. bandung: remaja rosdakarya nababan, m. 2004. ”translation processes, products, and practises of professional indonesian translators”.unpublished ph.d. thesis.wellington: victoria university of weeington newmark,p. 1998. a textbook of translation.new york: prentice-hall international nida, e.a. and taber. 1982. the theory and practice of translation. leiden: e.j. brill. yulianti, n.k. dewi 2005. “translation of figurative expressions with reference to the translation of the poem “percakapan” into “conversation. tesis.denpasar: program studi linguistik, program pasca sarjana, universitas udayana. source of data prabhupada, a.c. bhaktivedanta swami. 1987. srimad bhagavatam. (english). los angeles: the bhaktivedanta book trust. prabhupada, a.c. bhaktivedanta swami. 2011. srimad bhagavatam. (translation in indonesian: translationteam). jakarta: hanuman sakti di bawah lisensi the bhaktivedanta book trust e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1 january 2017 issn: 2442-7586 (print) page: 18--27 accreditation:- 28 microsoft word sugiarti_e-journal energy of novels saman, nayla, and petir in literary publishing industry sugiarti1, i nyoman kutha ratna2, i nyoman weda kusuma2, ayu sutarto3 1postgraduate program, udayana university 2department of linguistics, faculty of letters, udayana university 3department of englilsh literature, faculty of letters, jember university email: atika_umm@yahoo.co.id abstract the research was based on the notion that novels saman, nayla, and petir have uniqueness in the exploration of ideas, narration style, and such typical techniques that created new esthetics. besides, the literary works were written by three creative, innovative and knowledgeable young women who, in expressing their ideas and thoughts, were able to totally frame story and give energy to the novels saman, nayla, and petir. in the history of indonesian contemporary literary works, they (ayu utami, djenar maesa ayu, and dewi lestari) were known to have produce monumental works, which in turn received good responses in indonesian literature publishing industry. this research is aimed at describing (a) thematic aspect and energy of the novels saman, nayla and petir, which encourages literature publishing industry to publish; (b) readers’ reception of the themes novels saman, nayla, and petir in social and cultural change and publishing industry; (c) relevance of cultural industry and economic praxis of readers, book market and publishing industry of literary history. the research method used was descriptive with qualitative and hermeneutic approaches. meanwhile, the data was deeply analyzed in the understanding, content, and context. the analysis was conducted in cyclic and counter balanced ways to gain deep understanding of writers’ thoughts, readers’ responses to the literary works, and the role of publishing industry with available market prospect. the research was based on theory of post structuralism, reception, intertext, and cultural industry in literature. the research results showed that (1) thematic aspects and energy of the novels saman, nayla, and petir as a context described women’s concern about social and cultural structure, patriarchy culture, and conflicts between traditional and modern structures. there were vulgar and jumping expressions, contrasting dictions, fantasy and symbolic language, the use of natural style, free narrative, surprising and scientific techniques. the narative strength, characteristic, and uniqueness of the novel saman, nayla, and petir have motivated the publishing industry to publish them ; (2) readers’ reception to the themes of the novels saman, nayla, and petir in relation to social and cultural change, and literature publishing industries in indonesia, could be categorized into two parties, pro and contra. the socio and cultural change has caused the literary values not to be bound by time and space. such values keep growing and changing ; (3) relevance of cultural industry and economic practice of readers’ book market and publishing industry of literary history, it could be seen that model became collective, business and ideological oriented instead of other more important things. indonesian literary history has experienced reduction as a result of the development of cultural industry, regardless the fact that it was still based on esthetic standard. key words: energy of novel, public responses, cultural industry, publishing industry 1. background and problem ayu utami, djenar maesa ayu and dewi lestari are the young writers who are very creative, innovative, and wide minded in exploring their ideas or thoughts. these are shown through the novels saman, nayla, and petir. their tallent and skill in picturing related events of the stories could attract publishers to print the novel repeatedly based the demand of the market. ayu utami puts the cultural stigma on the role and position of the women and women’s hidden desire to break social tradition. djenar maesa ayu focusses on sexual problems to expose bad behaviors which cause many victims. and dewi lestari offers a new mainstream in the map of indonesian novel by making scientific description as integral part of story. this research is aimed at describing (a) thematic aspect and energy of the novels saman, nayla and petir, which encourages literature publishing industry to publish; (b) readers reception of the themes novels saman, nayla, and petir in social and cultural change and publishing industry; (c) relevance of cultural industry and economic praxis of readers, book market, and publishing industry of literary history. in general, this study aims at giving the overall picture of the novels saman, nayla and petir and the responses given by the reader and the literary publishing industry. theoretically, the results of this study has significant contribution as they can be used to (1) enrich the information on the themes of literary sociological study and literary discourse, (2) enrich and widen the application of the theory of post structuralism and cultural analysis especially of the modern and contemporary indonesian literary discourse, (3) find out the concepts which can be useful to the historical and socio economic development of the contemporary indonesian literature, (4) develop the critical analysis concept of the contemporary novels which are represented through literary discourse (5) apply the style of the language used covering words, stylization, the writer’s narration style as an important strength if related to the socio and cultural change and the publishing industry of indonesian literature; in practice, the results of this study can give meaningful contribution as they can be used to (1) apply the reception of the community of readers of the contemporary indonesian literature; (2) be one of the references for motivating the literary researchers who so far have always focused on the intrinsic research, can be the influential alternative model of the extrinsic literary study and be the approach when conducting further research with different focuses; (3) be useful to the writers when creating their next works; and (4) motivate the female young generation of writers to write. 2. material and discussion the method used in this study is descriptive method with qualitative and hermeneutic. the reason using the approaches is that the problems of the study are related to texts and field study. this study is conducted in jakarta, bandung and bogor (the cities where the writers and the publishers reside). the data used were primary data (the data which were obtained through interviews) and the secondary data (the data in the form of texts). the data were collected from library research, interviews and discussions. to obtain the data in the field, the informants were purposively chosen (purposive sampling) and based on several criteria instead of arbitrary. to comprehend the deep meaning, the content and the context were analyzed. reciprocal and circling analysis was made to comprehend the deep meaning of the writers’ thought, the responses given by the readers to the literary work and the role of the publishing industry with the available market opportunity. the results of the analysis were formally and informally presented. the formal form includes tables of figures and words or verbal phrases. the informal form is in the form of narration. to answer the problem of this study several theory are used such as post structuralism theory, reception, inter textual and cultural industry in literature. post structuralism is the positive development of structuralism. furthermore, post structuralism is developed because lives also developed so fast, and post structuralism is employed to comprehend the universal cultural phenomenon. therefore, other knowledge is needed to comprehend it due to the structural roles that form it. luxemburg et al (1984) and rimon kenan (1983) state that the discourse structure and the narrative text are all discourse of the texts which contain the sets of events that can be classified into fiction narrative structure and non fiction narrative structure. post structuralism is employed to analyze the novels as the texts based on the structure that form them based on the coherence of events in the novels saman, nayla and petir. in addition, post structuralism is also employed to analyze reveal the verbal aspects related to the use of the signified and the signifier in the form of language in the novels. literary text deal with two different parties; they are writers and the readers. the readers’ reception plays an important role. this is based on the opinion that literary work is created to be read. literary works constitute an effective means of communication between writers and readers. reception was employed to explore the responses given by the reader to the themes of the novels saman, nayla and petir in their relation to the problem of social and cultural changes and the literary publishing industry in indonesia. a text does not have a single meaning that is determined by any single context. a text is determined by various frameworks and contexts that makes it have some meanings. the inter textual aspect is the context which is employed to read a change within the text continuously. meanwhile, the texts try to put themselves in such a way to control the interpretation given by the readers by creating proper frameworks (chambers, 1984). the power of ideology in cultural industry becomes so wide that conformity replaces consciousness. the worse toward conformity cannot tolerate any form of deviation or any contrast form, nor with any alternative vision in the structure of the society. so, it can be said that cultural industry has nullified the social values already standardized. thematic aspect and the energy of the novels saman, nayla and petir and the worse what has motivated the literary publishing industry to publish them can be revealed as follows. the novel of saman written by ayu utami has produced meanings which can explain what the female characters are concerned about. they wished to break the restrictions created by traditions, social norms and religion related to sexuality (physicality, virginity, sexual intercourse, sexual desire, marriage, sexual betrayal, and rape). the style of expressing the story tends to be innocent, although sometime using symbolism, and unlinear events. the novel of nayla written by djenar maesa ayu has the meanings to faith against patriarchal culture. the language used tends to be innocen. and the problem of sexuality is considered as “deviation”, such as sexual intercourse without marriage, masturbation, sadomasochism and free sex. the use of contrastive words; the expressing style is rich of symbolism and fantasy. the novel of petir written by dewi lestari clearly reflects spiritual journeys portrayed through the characters. the questions about to god is existence, the meaning of life, and the like. the events presented show the ability of the writer to integrate the themes and dictions properly, to connect the plots using polite language, to arrange conflicts with pleasant explosion, to use stylization mixed with nature, and to reveal science and philosophy. the motivation of publishing industry to publish novels saman, nayla and petir is the power of narration, characteristics, and uniqueness of the novels. the reception of the readers of the themes of the novels saman, nayla and petir concerning the problem of social and cultural changes and the literary publishing industry in indonesia can be categorized into two parties. they are the pro and the contra parties both sides described as follows. according to the reception which is pro toward the existence of the three woman writers and their works. the three writers use composition technique which is not conventional the stile of the expression is open and tends to be innocent (ayu utami and djenar maesa ayu) but that is the victory after being handcuffed by politeness for a long times. the unlimited space and time, introvert and extrovert dialogues complex in fact, parallel with the content of the story, location and cultural of the era. in addition, they also reveal the contemptible politics known as development and socio tragedy, philosophy of life, theological interpretation, conflicts and the felling of longing. poetic language features and rich the contemporary indonesian stories. viewed from the content point of view, which used to be in doubt, turns out that the content is amazing. narration, essay and poem are composed in such a way that they attract attention. in addition, they also contain contemporary ideas, pay much attention to the marginalized groups and contain criticism and auto critics. to the party which disagrees, the works written by ayu utami and djenar maesa ayu symbolize gerakan syawat merdeka (freedom syawat movement), which plays a significant role in degrading the morality of the indonesian nation. the sexual themes they talk about prove that they are free people. the works written by them serve as the flavoring spice, expose genitals freely, esthetically less educative and may negatively affect students as psychologically they are not stable. the socio cultural changes taking place cause the literary values not to be bound with time and space. such values keep on growing and changing. the relationship among cultural industry with the practice of economy of novel market, the readers and the publishing industry in the level of the history of indonesian literature can be described as follows. the image has become the collective orientation, business and even ideology instead of the other things considered nobler so far. in indonesian literature, the appearance of the female writers has made the writing tradition more colorful. nowadays the publishing industry is economically for capitalism. this is particularly applied to the works which have promising prospect. viewed from the substantial point of view, their works offer new things which used to be relatively taboo to expose. in addition, modern culture gives the freedom of imagination offered by the era, and at the same time prepares empty space wished by the community of readers. in this way, the readers find what they really wish. 3. research novelties (1) the novels of saman, nayla and petir have the power to present existed characters in the space and setting constructed through narration and elastic and dynamic dramatization. all the events are presented through such empirical and spiritual experiences with brilliant language is produced. (2) the female writers have sensitive intuition in responding the spirit of the era that create pop cultural construction. the esthetic matters offered by the female writers do not only have anything to do with the finding of good and alternative pronunciation but also the braveness to experience something which offers different impressions. (3) the popularity of literary work in contemporary community is not only autonomously made by its quality but also by the energy outside it, that is, the publishing industry. the relationship among the writers (as the cultural workers), the market (the community), and the publisher (the capital owner) cannot be hindered as they are simultaneously and complementarily related. (4) saman, nayla and petir are narrated by using postmodern style and by breaking puritanism; however, the narration is not beyond heterosexuality. the responses are made by adding fresh inspiration that motivate us to take part and act the uniqueness of the global culture itself. (5) ayu utami, djenar maesa ayu, and dewi lestari, in revealing the ideas of the stories, tend to show the characters from the marginalized groups, multicultural culture and metropolis life. the exclusiveness and uniqueness of their works meaningfully contribute to the development of the history of indonesian literature. 4. conclusions the conclusions which can be made are as follows (1) the thematic aspect and the energy of saman, nayla and petir and what has motivated the literary publishing industry can explain how the female characters are concerned about breaking the social norms and tradition and about opposing the patriarchal culture. they can also explain the spiritual journeys made by the characters in the stories. the expressing style is vulgar and irregular and is rich in fantasy, symbolism, science and philosophy. the contrastive words and stylization mixed with nature are used. the narrative strength, characteristics, and uniqueness of the novels saman, nayla and petir have motivated the publishing industry to publish them. (2) the reception of the readers an novels saman, nayla and petir in relation to the socio and cultural change, and the literary publishing industry in indonesia can be classified into two. they are the party which agrees and the party which disagrees. the socio and cultural change has caused the literary values not to be bound by time and space. such values keep growing and changing. (3) the relevance of the popular cultural industry to the practice of the economy of novel market, the reader and the publishing industry in the level of the history of indonesian literature, can be stated that the image has become collective orientation, business and even ideology instead of the others so far considered nobler. from the substantial point of view, the works written by ayu utami, djenar maesa ayu and dewi lestari offer new things which used to be relatively taboo to reveal, and the modern culture including freedom of imagination offered is in accordance with what is expected by the era and offers empty space intended by the community of readers. 5. acknowledgement praise to god that that blesses the writer good health to finish the dissertation entitled “energy of the novels saman, nayla and petir in the literary publishing industry”, as one of the requirements to complete the doctoral program in linguistics, literary concentration of the postgraduate program of udayana university can be completed. the writer owes many parties for the completion of this dissertation. therefore, in this opportunity the writer would like to thank the rector of the university of muhammadiyah malang (umm), his vice-rector i, ii and iii who have motivated and provided the writer with facilities for this study. the writer would also like to extend her thanks to the dean of the faculty of teaching and education and his assistants i, ii and iii and to all the teaching staff of the faculty of teaching and education the university of muhammadiyah malang (umm) the writer would also like to give her high appreciation to the institution which has provided the writer with scholarship through bpps (p2t) of udayana university, and to the rector of udayana university, the director of the postgraduate program and his staff, head and secretary of the doctorate program of linguistics, and head of the literary concentration of udayana university and his staff. in all sincerity, the writer would like to extend her thanks to prof. dr. i nyoman kutha ratna, s.u., as the promoter, prof. dr. i nyoman weda kusuma, m.s., as copromoter i, and prof. dr. ayu sutarto, m.a., as co-promoter ii who have attentively, patiently and thoroughly motivated and supervised the writer from the beginning to the final stage of completing of this dissertation. in this good opportunity, the writer would also like to be thankful to the team of the dissertation examiners such as prof. dr. i nyoman kutha ratna, s.u., prof. dr. i nyoman weda kusuma, m.s., prof. dr. ayu sutarto, m.a., prof. dr. i made suastika, s.u., prof. dr. i wayan cika, m.s., prof. dr. aron meko mbete, prof. dr. drs. ida bagus putra yadnya, m.a., and dr. i nyoman suarka, m.hum. who have provided the writer with meaningful criticism, suggestions and input to make this dissertation better. finally, the writer would also like to thank all the parties who have supported the completion of the writer’s study at the doctoral program, postgraduate program of udayana university, whom cannot be mentioned one by one. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 290—302 https://doi.org/10.24843/e-jl.2019.v13.i02.p08 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 290 improving dayaknese-speaking learners’ english pronunciation 1 ristati, palangka raya university 2 i nyoman suparwa, suparwa_nym@yahoo.co.id, udayana university 3 i nengah sudipa, nengahsudipa@yahoo.co.id, udayana university 4 ni made dhanawaty, md_dhanawaty@unud.ac.id, udayana university *corresponding author: ristati.tati@yahoo.com received date: 10-01-2019 accepted date: 28-02-2019 published date: 31.-07-2019 abstract— the l1 influence causes difficulties for dayaknese-speaking leaners (hereinafter referred to as learners) of english in producing english sounds. in english, pronunciation plays important role to understand the communication. the purposes of learning english pronunciation for learners are (1) able to communicate in english clearly and intelligibly, (2) able to get the meaning of information conveyed in real life situations, (3) able to improve self-confidence while communicating oral english, and (4) able to monitor the use of english (able to listen, understand, and produce). the teaching of english subject in indonesian schools includes four skills, namely listening, speaking, reading, and writing. while linguistic elements, such as vocabulary, grammar, pronunciation, and cultural patterns of discourse are the supporters of these four skills. this current research aimed to describe the implementation of behaviorism learning method and communicative approach as an attempt to improve english pronunciation for learners. this current research was conducted by means of research and development (r & d) design, employing the stages as follows: analysis, design, development, implementation, and evaluation. testing was done with experiment, which compares the effectiveness between the old (conventional) learning method and the new method (behaviorism learning method with a communicative approach). the indicators of the effectiveness of new method were the speed of the learners’ understanding, the learners’ creativity, and the learners’ learning outcomes. experiment was carried out by comparing with previous condition and after using a new learning method (before-after) or also called one group pretest-posttest. based on statistical count, t count = -34.37 and t table = 1.67, the value of t count falls on ha acceptance area (new learning method was more effective than conventional learning method) or ha was accepted and ho was rejected. keywords: improving, dayaknese-speaking learners, pronunciation of english 1. introduction language learning is essentially an attempt to acquire oral communication skill with an emphasis on acquiring speaking skill and habituation in using language to communicate. only by mailto:suparwa_nym@yahoo.co.id mailto:nengahsudipa@yahoo.co.id mailto:md_dhanawaty@unud.ac.id mailto:ristati.tati@yahoo.com e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 290—302 https://doi.org/10.24843/e-jl.2019.v13.i02.p08 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 291 having good communication skill, speakers can express themselves and learn to follow the prevailing social and cultural rules (kayi, 2006). relation to language discussion as a tool for communication,there are two methods for mastering the language. both methods are (1) language acquisition and (2) language learning. language acquisition is related to the naturalistic type and occurs in the child's subconsciousness, whereas language learning is related to the formal type or the learning process in the classroom (krashen, 2009; odisho et al, 2008; fernandez et al, 2011). learning process that takes place in the classroom deals with components such as curriculum, syllabus, teachers, students, materials, and media, and learning resources that are prepared. referring to the explanation above, the discussion in this article is to master the language through teaching-learning in the formal classroom. the language learning chosen is english pronunciation. some related studies, elmaksoud (2013) explained that communicative approach is the effective way for developing efl learners’ pronunciation of english. fraser (2001), communicative approach is the appropriate way for teacher and trainer in increasing efl learners’ pronunciation of english. therefore, this current research formulated the following statement of the problem: “how is the effectiveness of learning method as an attempt to improve the english pronunciation for learners?” the purpose of this study offers a solution to the problem that occurs in english pronunciation learning using linguistic theories combined with language learning method and technique. practically, the result of this study can be used by english teachers to address problems in english pronunciation. 2. theoretical basis pronunciation language study is a way to expressing various language phenomena based on macrolinguistics and micro-linguistics point of view. the study of macro-linguistics aspects focuses on language relating to other disciplines. on the contrary, micro-linguistics study focuses on language structure, such as phonology, morphology, syntax, and semantics (masreng, 2019:32). pronunciation is a way of producing sound, which includes sounds, words, phrases, sentences, and paragraphs (dialog) (fraser, 2001; richards & schmidt, 2008). study of pronunciation is e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 290—302 https://doi.org/10.24843/e-jl.2019.v13.i02.p08 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 292 included into two fields. they are phonetics and phonology (ladefoged, 2011; kelly, 2006). phonetics refers to the study of speech sounds produced by human speech organ and phonology refers to the system and pattern of the sounds which exist in particular language (kelly, 2006; davenport & hannahs, 2005; roach, 2008; rugg, 2010). the teaching of english subject in indonesian schools includes four skills, namely listening, speaking, reading, and writing. while linguistic elements, such as vocabulary, grammar, pronunciation, and cultural patterns of discourse are the supporters of these four skills (kirkpatrick, 2007). in english, pronunciation plays important role to understand communication (carson, 2012; nelson, 2010). behaviorism learning method and communicative approach teaching english as a foreign language in indonesia requires an intensive attention to make learners euphoric and excited to learn and must be fully oriented to maintain their english mastery (sabilah, 2018:5). in line with sabilah’s idea, the strategy used to improve the mastery of pronunciation is behaviorism learning method and communicative approach. in behaviorism learning theory, learning is a result of the interaction between stimulus and response, learner is able to show changes in behavior. behaviorism learning theory explains that input in the form of stimulus and output in the form of response. what is meant by stimulus is everything that the teacher gives to the learner, while the response is in the form of a reaction or learner's response to the stimulus given by the teacher. in addition to stimulus and response, other important factors in the flow of behaviorism are reinforcement and punishment factors. strengthening is a consequence that increases the probability that a behavior will occur. conversely, punishment is a consequence that decreases the probability of a behavior occurring (els et al (1991:26). to overcome and reduce the level of difficulty of the students in learning english, teachers should really pay attention and apply the appropriate approach in teaching english pronunciation (abreu, ortage, and flores, 2013). the communicative approach emphasizes the use of target language (english) in communicating during the learning process takes place and helps learners not only practice the pronunciation but also understand the meaning of the information conveyed (celce-murcia, 2008: 7). e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 290—302 https://doi.org/10.24843/e-jl.2019.v13.i02.p08 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 293 the purpose of communicative approach is to improve the students’ ability to master second language or foreign language not only the structure but also be able to use the language to communicate in real-life situations and contextually (richards, 2006). techniques in learning with communicative approach are game, role play, simulation, drama, storytelling, songs, dictation, tongue twisters, listening discrimination sounds, minimal pairs, and problem solving. there are several points to consider in applying communicative approach: (1) classroom learning is emphasized in real communication and focuses on target language learning, (2) teachers as facilitators and provide many opportunities for learners to make experiment or try out to what they know, (3) tolerance with mistakes made by learners during the teaching-learning process in the classroom, because learners can learn from mistakes to get the truth, (4) provide opportunities for learners to develop accuracy and accurately in communicating using the target language, (5) the skills of both productive and receptive language are interrelated and learners are able to apply in real life, and (6) the rules of the target language are obtained directly through communication (brown, 2010; richards, 2011: larsen-freeman, 2008). 3. research methods this study uses the research and development (r & d) method with the design of exploratory mixed method. the exploratory mixed method design aims to examine phenomena, identify english segemental sounds and supra-segmental features that are difficult for learners to pronounce, design instrument, and test the instrument (creswell, 2009: 211). the exploratory mixed method qual quan model is chosen because this study uses a combination of two types of data, namely qualitative (qual) and quantitative (quan) data. qualitative data are collected and analyzed first as the main data while quantitative data are collected and analyzed later as supporting data ((dӧrnyei, 2007: 171). the research method used follows the addie model (branch and dousay, 2015) which includes five stages, namely analysis, design, development, implementation, and evaluation. to know the effectiveness of the new method, there are three indicators, namely (1) the speed of learners’ understanding, (2) learners’ creativity, and (3) learners’ learning outcomes. the way used to determine the effectiveness of the new method is to compare the results of the e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 290—302 https://doi.org/10.24843/e-jl.2019.v13.i02.p08 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 294 pre-test and post-test of the xi grade learners of sma pgri and sman-3 palangka raya, which are then analyzed using the t-test formula. the main instrument in this study is the researcher herself and then assisted by other supporting instruments, such as observation sheet, interview sheet, test, validation sheet, cambridge advanced learner's dictionary 3rd edition electronic dictionary, recording device, documentation result, scoring sheet, speech analyzer, and audio-visual aid. data collection methods and techniques are the methods used are observation methods with recording, see and note techniques. in the analysis phase, qualitative data is carried out by the intra-lingual equivalent method and the extra-lingual equivalent method with the comparative connection technique equates to the same data, differentiates for different data and excludes other group of data that are similar but not the same (mahsun, 2007: 117-121). specifically data relating to interference uses the intra-lingual equivalent method. while the extra-lingual equivalent method is used to analyze the sounds that are pronounced by learners with articulation tools. the sounds of spoken language associated with acoustics are analyzed by a speech analyzer (suparwa, putra, and malini, 2015). speech analyzer is a tool that is able to provide accurate calculations on the frequency, intensity, and duration and is able to accurately describe the final intonation pattern (up, down, partially down) at the sentence level. supra-segmental features that accompany segmental sounds are analyzed using a speech analyzer. quantitative data analysis from the results of the pre-test, post-test, and questionnaire are carried out by percentage formula. 4. discussion the research method used follows the addie model which includes five stages, namely analysis design, development, implementation, and evaluation. the procedures followed addie model which were simplified based on the needs of this research. the performed procedures consisting of the followings: 1) analysis phase the first stage of the study carried out contrastive analysis between the dayak ngaju language, indonesian, and english to collect data on the same sounds (positive transfer) and e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 290—302 https://doi.org/10.24843/e-jl.2019.v13.i02.p08 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 295 different sounds (negative transfer / interference). based on the hypothesis in contrastive analysis, the cause of the difficulty of learners in learning the target language is interference. at this stage a pre-test was given to measure learners' initial knowledge of english pronunciation. 2) design phase the second stage was the design stage carried out with the research library which was a study of syllabus and teaching material to be adjusted to learning needs. 3) development phase the third stage was the stage for developing the learning method design based on the results of validation and revision and suggestions from expert judges. 4) implementation phase the fourth stage was the implementation of learning method that had been developed in the previous stage at the research location. the selection of samples in qualitative research was more precisely done intentionally (purposive sampling). 5) evaluation phase the fifth stage was the stage of measuring the effectiveness of the new learning method after it had been applied to class xi students, amounting to 50 learners at the study site. the way used to determine the effectiveness of the new method was to compare the results of the students’ pre-test and post-test, which were then analyzed using the t-test formula. the following is the value explanation of the comparison between pre-test and post-test. after obtaining the pre-test (o1) results of 49% and post-test (o2) of 85.5%, the next step was to test the new method using the t-test formula. the calculation was done using the spss program. testing with a correlated t-test used the right-hand test because the alternative hypothesis read "better". if the value of t falls in the ha acceptance area, ha which states that "the effectiveness of the behaviorism learning method with the communicative approach is better than the old method (conventional)." based on statistical calculation, the value of t count was 34, 37 and t table was 1.67, then ha was accepted and ho was rejected. 5. novelties the first novelty is the learning model, called the behaviorism learning method with a communicative approach. the second one is methodology, namely the analysis of acoustic phonetic data using a tool called a speech analyzer. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 290—302 https://doi.org/10.24843/e-jl.2019.v13.i02.p08 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 296 figure 1 the design of learning model the design of the learning method can be explained briefly as follows. contrative analysis that produces positive transfer theory and negative transfer (interference) becomes the background for the creation of a learning model design. the chosen approach is a communicative approach that is equipped with aspects (1) language theory, (2) learning theory (behaviorism theory), (3) learning objectives, (4) syllabus, (5) types of activities, (6) the role of teachers, (7) the role of students, and (8) the role of teaching materials. the learning method chosen is a method of variation, namely lecture, discussion, demonstration, drill & practice, simulation etc. the procedures applied are communicative learning method which consists of five stages described below. 1) explanation and demonstration at this stage the teacher gives an explanation both verbal and written ways about how the sounds of language produced by human speech organ when communicating verbally. the contrastive analysis positive transfer & negative transfer (interference) clt approach language theory learning theory learning objectives syllabus type of activities the role of teachers the role of students the role of materials variation method (lecture, discussion, demonstration, drill & practice etc) procedure 1. explanation and demonstration 2. listening practice to distinguish similar sounds 3. controlled practice 4. guided practice 5. communicative practice 5. latihan komunikatif e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 290—302 https://doi.org/10.24843/e-jl.2019.v13.i02.p08 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 297 teacher demonstrates how to pronounce segmental sounds and supra-segmental features using his/her own voice and mouth as a model. in order for the learning process to run smoothly and the material to be easily remembered by learners, the teacher has to use media such as video and visual symbols (phonetic symbols). the use of phonetic symbols is adjusted to the age of learners. in this study phonetic symbols had to be presented in each learning process considering the xi-class learners were in the ages ranging from 15-22 years. in starting the learning process, the teacher can use deductive or inductive techniques. in deductive techniques the teacher can start an explanation and be followed by an example. while inductive techniques, the teacher can begin learning by giving examples of variations in accordance with the rules and patterns in the explanation given. in the pronunciation learning process, the teacher should teach sound gradually, because the pronunciation learning process requires a lot of time to practice. the training model can be done with the explanation-practice-explanation-practice pattern. 2) listening practice at this stage students practice distinguishing similar segmental sounds. learners have difficulty in distinguishing similar sounds, examples of distinguishing fricative +voiced [ð] and plosive +voiced [d]; distinguish the fricative -voiceless [θ] and plosive –voiceless [t]; distinguish fricative sound +voiced [ð] and the sound of the fricative sound [θ]. exercises can be given in minimal pairs and "same or different": learners listen to two words and explain whether the two words are the same or different. example: the sound [ð] in the words “they” and the plosive sound +voiced [d] in the word “day”. exercises in other forms are matching words that are pronounced with words written or pictures (matching words to written words or pictures). example: long vowel sound [i:] in “sheep” and short vowel [ɪ] in “ship”. students listen to the words pronounced by the teacher or friend and then match the available writing or image. at this stage, learners practice not only on segmental sounds but also on suprasegmental features, such as pressure and intonation. 3) controlled practice controlled practice is a structured exercise. at this stage, the teacher gives time for students to train the organ of speech in reciting segmental sounds and supra-segmental features that are taught in the form of sentences and short dialogues prepared by the teacher. exercise e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 290—302 https://doi.org/10.24843/e-jl.2019.v13.i02.p08 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 298 models can be done by doing short conversations (short conversations), listen and repeat, minimal pairs in words and sentences. another example, pronunciation of english consonant clusters that are on the onset position, is an example of the word “strength” [streɳθ], “modern” [ɒmɒdn], and “standard” [ʹstændǝd] in the coda position. the pronunciation of ‘strength” and “modern” without insertion of neutral vowel sounds [ə]. whereas the pronunciation “standard” without pronouncing the plosive +voiced [-d]. to help learners in improving pronunciation of consonant clusters, the teacher explains the patterns of the english syllable structure and provides varied examples, such as pronunciation of suffixes -s [-s, -z, -ɪz, -t, -d, -ɪd]. 4) guided practice guided practice is structured exercises. teacher provides training in a higher level form than controlled exercise. for example, the teacher asks learners to practice reciting the consonant sounds of fricative -voiced [θ]. training techniques can be in the form of conversations, story telling, reading aloud, dictation, and games. 5) communicative practice at this level, practice has already included into speaking skill. teacher only provides a framework. learners are expected to be able to improve their creative thinking skill in developing what is given by the teacher and be able to determine their own training techniques to be used. students are expected to be able to communicate using english with pronunciation that is intelligibility. training techniques can be drama, role play, storytelling, song, game, poem, and conversation. the second novelty is methodological analysis of acoustic phonetic data by using tool named speech analyzer. this tool is able to accurately measure the frequency, intensity, and duration of supra-segmental features pronounced by learners. in addition to providing accurate measurements, the speech analyzer is also able to accurately describe the final tone pattern of sentences, such as the final tone up, down, and partially down. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 290—302 https://doi.org/10.24843/e-jl.2019.v13.i02.p08 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 299 figure 2 pronunciation of sheep [ʃi:p] and ship [ʃɪp] in the pronunciation of “sheep” [ʃi:p] there is a long vowel sound [i:] with a duration of 0.02 ms, while in “ship” [ʃɪp] there is a lax vowel sound [ɪ] with a shorter duration, that is 0.01ms. 6. conclusions and recommendations in an effort to improve english pronunciation learning abilities, this study designed a learning model called behaviorism learning method with a communicative approach. this learning model was developed based on the related aspects, namely language theory, learning theory (behaviorism and clt), learning objectives (identifying and reciting segmental sounds and suprasegmental english features, english syllabus (even semester xi syllabus ), types of activities (listen and repeat, phonetic training, minimal pairs drill, games, tongue twisters, contextualized reading aloud, role play, and song), the role of the teacher, the role of students, and the role of teaching material. by looking at the advantages of the new method, it is recommended for english teacher to apply this learning method in teaching english pronunciation. here are some advantages of the new learning model. 1) the behaviorism learning model with a communicative approach is very suitable to be applied in english pronunciation learning which emphasizes drill & practice. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 290—302 https://doi.org/10.24843/e-jl.2019.v13.i02.p08 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 300 2) the behaviorism learning model with a communicative approach implements learning activities that are in accordance with minister of national education regulation no. 41 in 2007 year concerning standard processes, namely the existence of preliminary activities, core activities, and closing activities. 3) the behaviorism learning method with a communicative approach implements learning steps based on communicative approaches, namely (1) explanation and demonstration, (2) listening practice to distinguish similar sounds, (3) controlled practice (exercises in examples are simple), (4) guided practice, and (5) communicative practice. 4) the behaviorism learning method with a communicative approach applying a tool. it is named speech analyzer. this tool used to analyze supra-segmental features. 5) the behaviorism learning model with a communicative approach provides assessment rubrics in the form of performance criteria that can help teachers assess the level of learners’ understanding, learners’ creativity, and learners’ learning outcomes in large classes. 7. references abreu, mercedez cabrera, ortega, and flores. 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(2006). communicative languageteaching (clt). cambridge: cambridge university press. richards, jack c. & schmidt. (2008). longman dictionary of language teaching and applied linguistics. uk: longman group. richards, jack c. (2011). competence and performance in language teaching. cambridge: cambridge university press. roach, p. (2000). english phonetics and phonology. cambridge: cambridge university press. rugg, n.m. (2010). comprehensive articulatory phonetics. new york: audacity, gmp. sabilah, fardini. 2018. designing the intercultural teaching using “dialogic reading” strategies for the english students at primary schools, e-journal of linguistics. doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 1-14 suparwa, i nyoman, putra, dan malini. 2005. adaptasi kosakata bahasa bali dalam bahasa melayu loloan bali. litera: jurnal penelitian bahasa sastra dan pengajarannya, vol.14, no.1. diunduh tanggal 12 desember 2017 dari http://journal.org.ac.id. 8. acknowledgements this research is supported by the researcher’s for his correction and comments and thanks to those who have given me hight motivation to finish this work on manuscript as well as provides some literatures to complete this research. http://journal.org.ac.id/ sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 14, no. 2, july 2020, pages: 290-299 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i02.p12 290 kindergarten learners’ mastery of english dental fricatives by using audiovisual media in bali star academy 1 ni kadek arik sintya dewi denpasar, indonesia ariksintya23@gmail.com ²i nyoman udayana udayana university, denpasar, bali, indonesia nyoman_udayana@unud.ac.id article info abstract* received date: nov 06, 2019 accepted date: nov 09, 2019 published date: jan 31, 2020 keywords:* pronunciation, audio-visual media, kindergarten learners this research aims to 1) identify and describe the ability of kindergarten learners in producing english dental fricatives and 2) identify and describe the effect of audio-visual media for kindergarten learners’ ability in producing english dental fricatives. this research used experimental approach with intact group comparison design. the subject of this research was kindergarten learners in bali star academy. the data of this research was collected through documentation method and was analyzed by using qualitative description. the result showed that control group had higher result compared to experiment group during the pre-test with 60.71% average score for the control group and 17.71% average score for the experiment group. after the audio-visual media applied for the experiment group, the result changed into 76.28% average score for the experiment group and 67.85% for the control group. 1. introduction language is one of important aspects for human in order to communicate in their social life. according to halliday in tompkins and hoskisson (1995), language’s functions are to express opinion, thought, attitude, affect people’s attitude or opinion, make contact, maintain social relationship, give information, fulfill and conduct aesthetic taste, gain information, and to express desire. based on those functions, language has to be learned formally or informally in education in order to achieve the communication’s goals. in this globalization era and the development of science and technology, bahasa indonesia is not the only language that can be learned or taught in indonesia’s education environment. one of the biggest foreign languages as learning and teaching subject in indonesia is english. english in education in indonesia has been learned and taught since the lowest level (kindergarten) until highest level (university). in early childhood education, children will absorb many sounds, words, and grammar in their environment. the children will learn all those things consciously (montessori edited by gutek, 2004:227). 291 using english especially for non-native speakers has given some difficulties. some factors that affect the pronunciation are the native language, the age factor, the amount of the language exposure, phonetic ability, attitude and identity, and motivation (kenworthy, 1987:4-8). one of the factors stated before is pronouncing or producing the correct sound of the language related to the influence of mother language. for example, some indonesians are likely to pronounce the sound [θ] in the word thank as tank without producing the correct sound of [θ] because the sound of [θ] is rarely used by indonesian. however, there are many developments of teaching methods used by the teacher to help the learners to fix the problem. the method applied was mostly related to technology such as audiovisual media. this media is related to sounds and pictures, and the learners will learn through hearing and creating the meaning through visualization. this research was conducted based on two problems; how the ability of kindergarten learners at bali star academy is characterized in producing english dental fricatives and what the effect brought by the use of audiovisual media in kindergarten learners at bali star academy in producing english dental fricatives is. generally, this research aims to gain knowledge or information directly about a learning process which relates with linguistic study, the proper method used in learning process, and the kindergarten learners’ ability in english. specifically, this research aims to know the ability of kindergarten learners in producing english dental fricatives and to know the effect of audiovisual media for kindergarten learners’ ability. theoretically, this research will give contribution to the development of linguistic theory and practically it will give some information about the use of audiovisual media for kindergarten learners’. 2. research methods this study used experimental approach with intact group comparison design. in this method, one class was divided into two groups; one group as experiment group (treatment given) and the other as control group (treatment is not given). the data in this study was collected through documentation method. the instruments used were tape recorder, earphone, laptop, and journal for note-taking. the recording was focused on learners’ skill in producing english dental fricatives and the effect of audio-visual media towards learners’ ability during the post-test. the subject of this research was 14 kindergarten learners in bali star academy and the learners were divided into two groups with 7 learners in each. the collected data was analyzed by using qualitative description. this method gave detail description about the childhood learners’ ability in producing english dental fricatives and the effect of audio-visual media applied in the class. kindergarten learners’ skill in producing english dental fricatives was analyzed based on the phonological system theory and supported by the use of speech analyzer to provide the physical form of learners’ ability before and after the treatment. the effect of the audiovisual media was used as the supporting statement in creating a good teaching and learning process for early childhood learners 3. discussions 3.1 english dental fricative pronunciation ability of kindergarten learners at bali star academy there were six words of voiceless dental fricative [θ] and six words of voiced dental fricative [ð] had to be pronounced correctly by 14 learners. 292 no. word standard pronunciation 1. path [pa:θ] 2. math [maθ] 3. mouth [maʊθ] 4. thank [θæŋk] 5. thumb [θʌm] 6. birthday [ˈbɜːθdeɪ] 7. that [ðæt] 8. this [ðɪs] 9. the [ðǝ:] or [ðiː] 10. father [ˈfɑːðə(r)] 11. mother [ˈmʌðə(r)] 12. together [təˈɡeðə(r)] table 3.1.1: list of dental fricatives words these 14 learners were labeled as l1-l14. during the pre-test, most of the learners were unable to produce the dental fricatives sound correctly. the result was listed below. [θ] word standard pronunciation incorrect pronunciation total of learners path [pa:θ] [pat] 4 math [mæθ] [mat] 6 mouth [maʊθ] [maʊt] 7 thank [θæŋk] [tæŋk] 6 thumb [θʌm] [tʌmb] 10 birthday [ˈbɜːθdeɪ] [bз:deɪ] 8 table 3.1.2: list of total learners’ (θ) incorrect pronunciation [ð] word standard pronunciation incorrect pronunciation total of learners that [ðæt] [dæt] 9 this [ðɪs] [dɪs] 9 the [ðǝ:] or [ðiː] [diː] 12 father [ˈfɑːðə(r)] [ˈfɑːdə(r)] 9 mother [ˈmʌðə(r)] [ˈmʌdə(r)] 9 together [təˈɡeðə(r)] [təˈɡedə(r)] 9 table 3.1.3: list of total learners’ (ð) incorrect pronunciation to support the pre-test result above, the sounds of the learners and the native speaker were analyzed by using speech analyzer as well. the spectrogram was closely related to acoustic phonetic that are focusing on the sounds waves produced during the speaking activities. the sound could be differed based on its pitch, loudness, and quality. the pitch on the spectrogram was showed by the hz (hertz) which related to frequency. on each spectrogram, the arrow showed the resonances of the vocal tract called as formants. each spectrogram has 3 formants labeled with f1, f2, and f3. 293 spectrogram 3.1.1: the sound (θ) by the learner the spectrogram above represents the word [θʌm]. the [θ] sound in the word [θʌm] was produced by the learner as [tʌm]. the sound [t] on the word [tʌm] had a burst of air. the burst of [t] in the beginning had a higher frequency range. at the beginning of the word [tʌm], the first formant goes up, the second moves very little, and the third moves slightly down. if a word started with the third formant fall and the second format only had small movement, it showed the sound [t] (ladefoged, 2001:50-51). spectrogram 3.1.2: the sound (ð) by the learner the spectrogram above represents the word [ðæt]. furthermore, the [ð] sound in the word [ðæt] was produced by the learner as [dæt]. the formants were being produced while the stop closure was being formed or was opening. similar to the sound [t], the first formant goes up, the second moves very little, and the third moves slightly down on the sound [d]. the movement of the second and the third formant were the distinguishing characteristic of the [d] sound. [d] is a stop consonant and it was marked by the movement of the first formant. the frequency of the first formant was increasing at the beginning of the syllable and falls at the end. if the second formant had small movement and the third formant fell, it showed [d] sound (ladefoged, 2001:49-50). the result of english dental fricatives sound production of each learner was used as the pre-test result. thus, seven learners; l1-l7 were included as control group and another seven f1 f2 f3 f1 f2 f3 294 learners l8-l14 were included as experiment group. the pre-test result was counted based on the average score. the score for each group was listed below. code words correct incorrect total % total % 1. l1 12 11 92% 1 8% 2. l2 12 5 42% 7 58% 3. l3 12 9 75% 3 25% 4. l4 12 4 33% 8 67% 5. l5 12 9 75% 3 25% 6. l6 12 7 58% 5 42% 7. l7 12 6 50% 6 50% total: 425% 275% mean: 60.71% 39.28% table 3.1.4: control group pre-test result code words correct incorrect total % total % 1. l8 12 3 25% 9 75% 2. l9 12 1 8% 11 92% 3. l10 12 5 42% 7 58% 4. l11 12 1 8% 11 92% 5. l12 12 1 8% 11 92% 6. l13 12 3 25% 9 75% 7. l14 12 1 8% 11 92% total: 124% 576% mean: 17.71% 82.28% table 3.1.5: experiment group pre-test result 3.2 the effect of audio-visual media on kindergarten learners’ ability in producing english dental fricatives the treatment for the experiment group was using audio-visual media and supported by contextual learning. the result of producing english dental fricatives by the experiment group after the eight times treatment was listed based on the amount of correct pronunciation during pre-test and post-test to compare the result before and after the treatment given. [θ] word correct pronunciation total of learners in experiment group pre-test post-test path [pa:θ] 2 5 math [mæθ] 3 5 mouth [maʊθ] 2 4 thank [θæŋk] 4 7 thumb [θʌm] 2 7 birthday [ˈbɜːθdeɪ] 3 4 table 3.2.1: voiceless dental fricatives result pre-test & post-test [ð] word correct pronunciation total of learners in experiment group pre-test post-test 295 table 3.2.2: voiced dental fricatives result pre-test & post-test in table 3.2.1 and 3.2.2, there was an improvement of the learners’ ability of the experiment group in producing voiceless dental fricatives [θ] sound correctly compared to the pre-test. the post-test resulted by the learners in experiment group was also being compared to the dental fricatives sound produced by native speaker through speech analyzer. spectrogram 3.2.1: the sound [θ] by the learner the spectrogram represented the word [θæŋk]. the voiceless dental fricative [θ] sound had no vibration produced by the vocal folds. the noise of [θ] was produced by the friction and the resistance to the air as it rushes through a narrow gap. the voiceless dental fricative sound had energy over a wide range of higher frequency and usually in the beginning of the word; the second formant was fairly at 1.250hz. the [θ] sound is less loud than the other fricative sound; therefore, the darker mark in the upper frequency range on the spectrogram was unclear. the learner’s spectrogram showed the characteristic of [θ] sound and it can be concluded that the [θ] sound was produced correctly by the learner. that [ðæt] 1 7 this [ðɪs] 1 7 the [ðǝ:] or [ðiː] 0 5 father [ˈfɑːðə(r)] 1 4 mother [ˈmʌðə(r)] 2 5 together [təˈɡeðə(r)] 1 4 f1 f2 f3 296 spectrogram 3.2.2: the sound [ð] by the learner the spectrogram 3.2.1 and 3.2.2 represented the word [ðɪs]. voiced dental fricatives were produced by pulses from the vocal folds and more random energy produced by forcing air through a narrow gap (ladefoged, 2001:58). the [ð] sound had very faint formant on the initial position and little random energy on the higher frequencies. the learner’s spectrogram showed the characteristic of [ð] sound and it can be concluded that the [ð] sound was produced correctly by the learner. after eight times of treatment for the experiment group, the post-test was done for control group and experiment group, thus the result was analyzed. the post-test result of the control group and the experiment group was also listed below. code words correct incorrect total % total % 1. l1 12 12 100% 0 0% 2. l2 12 6 50% 6 50% 3. l3 12 9 75% 3 25% 4. l4 12 6 50% 6 50% 5. l5 12 9 75% 3 25% 6. l6 12 8 67% 4 33% 7. l7 12 7 58% 5 42% total: 475% 225% mean: 67.85% 32.14% table 3.2.3: control group post-test result code words correct incorrect total % total % 1. l8 12 9 75% 3 25% 2. l9 12 10 83% 2 17% 3. l10 12 8 67% 4 33% 4. l11 12 9 75% 3 25% 5. l12 12 11 92% 1 8% 6. l13 12 11 92% 1 8% 7. l14 12 6 50% 6 50% f1 f2 f3 297 total: 534% 166% mean: 76.28% 23.71% table 3.2.4: experiment group post-test result table 3.2.3 showed the post-test results of the control group (l1-l7). during the pre-test, the control group result in producing dental fricatives sound correctly was 60.71% as the average score. however, there was 11% improvement during the post-test and the result changed into 67.85% as the average score. the 11% improvement for the control group was not expected due to the fact that no treatment was given for the control group during the research. on the other hand, table 3.2.4 showed the post-test results of the experiment group (l8-l14). during the pretest, the experiment group’s result in producing dental fricatives sound correctly was only 17.71% as the average score. however, there was 77% improvement during the post-test and the result changed into 76.28% as the average score. during the eight times of treatment for the experiment group, the researcher was using some audiovisual media such as videos and songs, and supported by lcd and laptop in the class. the media applied for the experiment group were mostly taken from children songs or kids phonics theory in youtube with colorful pictures or animations. these songs are listed below. title of the song source 1. please and thank you the singing walrus channel (https://www.youtube.com/watch?v=zxixdocrc84) 2. happy birthday the kiboomers – kids music channel (https://www.youtube.com/watch?v=90w2reggf9w) 3. my eyes nose mouth ears muffin songs channel (https://www.youtube.com/watch?v=lvinkmh0bua) 4. i love math grace daley & ramona lewis (https://www.youtube.com/watch?v=-co8gdlsatm) 5. where is thumbkin pinkfong! kids’ song and stories channel (https://www.youtube.com/watch?v=zenf-ymzgr0) 6. the more we get together the learning station channel (https://www.youtube.com/watch?v=lldmkrjxq-e&t=58s) 7. voiceless and voiced digraph /th/ sound – phonics turtlediary channel table 3.2.5: list of songs the songs listed above were chosen based on its context with learners’ daily life. the songs were mostly related to learners’ activity and behavior in their daily life. this is one of the educational process aimed to help the students in seeing the meaning of their academic subjects with the context of their personal, social, and culture (johnson, 2002:25) for example, the song please and thank you was in fact about teaching kids to say please and thank you in every situation, the song i love math was closely related to one of the subject at school, and etc. on the other word, this learning and teaching concept helped the teacher to associate the learning material with the life knowledge and to encourage the learners to create relationship between their knowledge and its application in their life contexts. in this research, 12 words contained english dental fricatives were given to the learners during the pre-test to be pronounced without any additional words or sentences that helped them to undertand the word. meanwhile, during the eight times of treatment by using audiovisual media, there were some additional information, sentences, practices, songs, and motions that https://www.youtube.com/watch?v=zxixdocrc84 https://www.youtube.com/watch?v=90w2reggf9w https://www.youtube.com/watch?v=lvinkmh0bua https://www.youtube.com/watch?v=-co8gdlsatm https://www.youtube.com/watch?v=zenf-ymzgr0 https://www.youtube.com/watch?v=lldmkrjxq-e&t=58s 298 related to the 12 english dental frictives words. each word had its own sentences, questions, and additional informations to encourage and help the learners to associate the words with their life contexts. therefore, the learners was able to create sharp memory about the learning materials. for example, the learners were stimulated to remember the science lesson about body parts to learn (θ) sound in the word /mouth/ and /thumb/. 4. novelties based on the result, kindergarten students around the age of 4-6 are capable to produce the uncommon sounds in their native language. dental fricatives are sound that never being used in communication especially for indonesian. moreover, due to the development of technology these days, the learning and teaching process are supported by many technologies to make the process easier and understandable for the students. one of the examples is the use of audio-visual media in the classroom for the learning process. the object of this research is kindergarten students and the learning approaches have to be compatible with their age. the audio-visual media used in this research is videos taken from an online video-sharing platform. these videos contain of colourful animations, sounds, and text. consequently, the kindergartens students are improving their ability in producing english dental fricatives after 8 times drilling treatment by using audio-visual media. 5. conclusion based on the results of the research, the control group had higher results compared to the experiment one during the pre-test. the control group had 60.71% average score, meanwhile the experiment group had only 17.71% average score. however, the result was changed during the post-test especially for the experiment group due to the use of audiovisual media as the treatment in the class. as a result, the experiment group had 76.28% average score on the post-test. it was improved 77% compared to the pre-test result. meanwhile, the control group was showing 11% improvement with 67.85% average score on the post-test without any treatment given to the control group. the improvement of the experiment group was above 50% and it can be concluded that the audiovisual media used during the learning process had given an effect or influences toward the learners’ ability in producing the unfamiliar sounds in their language system, especially the english dental fricatives [θ] and [ð] sound. 6. acknowledgements i would like to express my sincere gratitude to my first supervisor, drs. i nyoman udayana, m.litt., ph.d., and to my second supervisor, dr. ni luh ketut mas indrawati, tefl.,m.a., who have given me many contributions, advices, supports, and knowledge related to my research. references armawan, i ketut. suyasa, made dharma susena. 2015. kajian akustik bunyi frikatif mahasiswa semester ii jurusan bahasa inggris diploma iii. singaraja: universitas pendidikan ganesha. brown, h. douglas. 2000. principles of language learning and teaching, fourth edition. san francisco state university. 299 brown, h. douglas. 2006. principles of language learning and teaching, fifth edition. pearson education. dewi, dian utami. ali, muhammad. sutarmanto. 2013. penggunaan media audio visual untuk meningkatkan perolehan kosakata bahasa indonesia anak. pontianak: fkip untan gerald, kelly. 2000. how to teach pronunciation. longman. gutek, gerald lee. 2004. the montessori method. usa: rowman and littlefield publishers. handbook of the international phonetic association: a guide to the use of the international phonetic alphabet. cambridge university press. johnson, elaine b. 2002. contextual teaching and learning: what it is and why it's here to stay. california: corwin press. kenworthy, joanne. 1987. teaching english pronunciation. london: longman. krashen, stephen d. 1982. principles and practices in second language acquisition. university of south california. ladefoged, peter. 2001. vowel and consonants: an introduction to the sounds of languages. los angeles: university of california. marsono. 1999. fonetik. yogyakarta: gadjahmada university press roach, peter. 1991. english phonetics and phonology: a practical course. cambridge univeristy press. stern, h.h. 1983. fundamental concepts of language teaching. oxford university press. tompkins, g.e. dan hoskisson, k. (1995). language arts: content and teaching strategies. ohio: prentice hall. biography of authors ni kadek arik sintya dewi obtained her bachelor degree in the faculty of arts, udayana university in 2015. email: ariksintya23@gmail.com i nyoman udayana, ph.d is a senior lecturer in linguistics and the english department, faculty of arts, udayana university. email: nyoman_udayana@unud.ac.id mailto:ariksintya23@gmail.com klausa bahasa rongga: sebuah analisis perilaku penjangka kambang dalam bahasa rongga oleh jeladu kosmas e-mail: k_jeladu@yahoo.com.au. prof.drs.ketut artawa, m.a., ph.d (kopromotor) prof. dr. i wayan pastika., m.s. (kopromotor) abstrak penjangka kambang merupakan salah satu alat tes kesubjekan lintas bahasa, selain pengetesan melalui perelatifan, penaikan, dan penyisipan adverbial. akan tetapi, br memperlihatkan perilaku penjangka kambang yang unik. penjangka kambang pada bahasa ini tidak bisa dijadikan sebagai alat pembuktian subj. meskipun terjadi pengambangan, acuannya tidak hanya kepada subj, tetapi juga kepada obj dan fungsi gramatikal lainnya. selain itu, setiap terjadi pengambangan, selalu direalisasikan berbeda karena penjangka pada br selalu terikat posisi. kata kunci: properti subjek, penjangka kambang, posisi kanonis, perelativan, kontrol, penaikan, penyisipan adverbial pengantar bahasa rongga (br) merupakan bahasa minoritas yang terdapat di bagian barat pulau flores. secara morfologis, br tergolong bahasa isolasi karena tidak memiliki pemarkah morfologis, terutama afiksasi. karena tidak memiliki pemarkah morfologis, maka sulit dibedakan konstruksi aktif dan pasif apabila pemarkahan morfologis dipakai sebagai parameter pembeda. efek lebih lanjut terhadap pemetaan adalah sulit menentukan arah pemetaan konstruksi aktif dan pemetaan konstruksi pasif karena tidak ada perbedaan morfologis antara verba aktif dan verba pasif. contohnya seperti pada (1) dan (2) berikut ini. (1) a. kazhi pongga ana ndau (aktif) 3tg pukul orang itu ‘dia memukul orang itu’ b. ana ndau ongga ne kazhi (konstruksi pasif). orang itu pukul oleh 3tg ‘orang itu dipukulnya/dipukul oleh dia’ (2)a. bhate ata ndai ko muzhi rebha. pj orang ingin/rindu pob hidup baik 1 ‘semua orang menginginkan hidup layak/baik’ b. muzhi rebha ndai ne bhate ata. hidup baik ingin/rindu oleh pj orang ‘hidup layak diinginkan/dirindukan semua orang’ verba pongga ‘pukul’ pada konstruksi aktif (1a) dengan pongga pada konstruksi pasif (1b) tidak ada perbedaan morfologis. demikian juga verba ngai ‘ingin, rindu’ pada konstruksi aktif (2a) dengan verba ndai pada konstruksi pasif (2b), tidak ada perbedaan morfologis. konsep fungsi gramatikal subjek (fg-subj), yang berdasarkan konsepsi tata bahasa leksikal-fungsional (tlf) merupakan fungsi gramatikal tertinggi di dalam hierarki fungsi gramatikal (lihat bresnan, 1998:122; 2001:96; dalrymple, 2001:13; falk, 2001:58; arka, 2003:42-43), memiliki sejumlah alat tes. satu di antaranya adalah pengetesan berupa penjangka kambang (quantifier float) (lihat siewierska, 1991:33-35; kroeger, 1993:22-23; dalrymple, 2001:17; arka, 2003a:43, 69). disebut “penjangka kambang” karena dapat menduduki lebih dari satu posisi di dalam kalimat, tanpa mengubah makna (purwo, 1989:469 -470). dalam hubungannya dengan pengetesan subj, penjangka kambang dapat menentukan apakah sebuah fn dapat dikategorikan sebagai subj atau tidak, dengan strategi pengambangan penjangka. apabila pengambangan penjangka tersebut tetap mengacu pada fn yang sama, terutama yang diasumsikan sebagai subj, maka fn tersebut adalah subj. sebaliknya, kalau pengambangan penjangka tersebut tidak mengacu kepada fn subj, maka fn tersebut bukan subj. temuan temuan baru berkaitan dengan keunikan perilaku penjangka kambang dalam br, diuraikan seperti berikut ini. penjangka kambang dalam kluasa intransitif penjangka dalam br direalisasikan dalam beberapa bentuk yang berbeda, yakni bhate, mara, mbeja, lepa, kana ‘semua’. penjangka bhate kemunculannya lebih bebas, tanpa kecuali jenis kategori pengisi fungsi predikat klausa. artinya, bhate bisa muncul pada posisi kiri atau di depan predikat verbal maupun nonverbal. akan tetapi, bhate tidak bisa muncul pada posisi kanan predikat, baik verbal maupun nonverbal. sementara itu, penjangka mara hanya bisa muncul pada posisi kiri predikat verbal. penjaangka lainnya, yakni mbeja dan kana hanya bisa muncul pada posisi kanan predikat verbal atau pada posisi akhir klausa. perhatikan contoh (3) dan (4) berikut ini. (3)a. bhate ana ito rita pj anak kecil menangis ‘semua anak kecil menangis’ 2 b. ana ito mara rita anak kecil pj menangis ‘anak kecil semua menagis’ c. ana ito rita mbeja anak kecil menangis pj ‘anak kecil menangis semua’ (4)a. bhate ko ata tani were pj part orang tani keluh ‘semua petani mengeluh’ b. ata tani mara were orang tani pj keluh ‘petani semua mengeluh’ c. ata tani were mbejakana orang tani keluh pj pj ‘petani mengeluh semua’ pada klausa (3) dan (4) di atas terlihat bahwa ada tiga penjangka yang muncul pada posisi yang berbeda. penjangka bhate selalu muncul pada awal klausa, seperti pada (3a) dan (4a). penjangka mara muncul di tengah klausa, pada posisi kiri verba rita ‘menangis’ (3b) dan verba were ‘mengeluh’ (4b). sementara penjangka mbeja dan kana, muncul pada akhir klausa atau pada posisi kanan verba rita (3c) dan verba were (4c). semua penjangka pada (3) dan (4) di atas sesungguhnya mengalami pengambangan, tetapi pengambangan tersebut selalu terikat dengan posisi konstituen lain di sekitarnnya. penjangka mana yang harus muncul, sangat tergantung pada posisi yang hendak diisi. penjangka apa pun yang muncul dalam pengambagan tersebut, semuanya tetap mengacu kepada fn subj, yakni ana ito ‘anak kecil’ pada (3a, b, c) dan ata tani ‘orang tani/petani’ pada (4a, b, c). penjangka kambang dalam klausa transitif perilaku penjangka kambang pada klausa transitif, dapat diperlihatkan pada contoh (5) dan (6) berikut ini. (5)a. bhate ata ndau weli lambu pj orang itu beli baju ‘semua orang itu membeli baju’ b. weli lambu mbeja ata ndau beli baju pj orang itu ‘membeli baju semua orang itu’ 3 c. ata ndau weli lambu mbeja orang itu beli baju pj ‘orang-orang itu membeli baju semua’ d. ata ndau mara weli lambu orang itu pj beli baju ‘orang itu semua membeli baju’ (6)a. bhate ata tani mula kopi pj orang tani tanam kopi ‘semua petani menanam kopi’ b. ata tani mula mbeja kopi orang tani tanam pj kopo ‘petani menanam semua kopi’ c. ata tani mula kopi mbeja/lepa orang tani tanam kopi pj ‘petani menanam kopi semua’ d. ata tani mara mula kopi orang tani pj tanam kopi ‘petani semua menanam kopi’ perilaku penjangka pada klausa transitif (5) dan (6), tidak berbeda dengan perilaku penjangka pada klausa intransitif pada (3) dan (4) dalam hal posisi yang diisi. akan tetapi, dalam hal argumen yang diacu atau dijelaskan oleh penjangka kambang, klausa (5) dan (6) memperlihatkan fakta yang berbeda dengan perilaku penjangka pada klausa intransitif. pada klausa intransif, penjangka yang mengalami pengambangan selalu mengacu atau memberi penjelasan terhadap subj. hal ini bisa dipahami karena satu-satunya argumen predikat intransitif adalah subj. pada klausa transitif, seperti pada (5) dan (6), penjangka tidak hanya memberi penjelasan terhadap ag, tetapi juga terhadap argumen ps, seperti (5b, c). penjangka mbeja pada (5b,c), tidak hanya mengacu kepada fn subj ata ndau ‘orang itu’ tetapi juga mengacu kepada obj lambu ‘baju’. demikian juga penjangka mbeja pada (6b, c), tidak hanya mengacu kepada fn subj ata tani ‘petani’, tetapi juga bisa mengacu kepada obj kopi. simpulan peristiwa pengambangan penjangka br yang direalisasikan dalam bentuk yang bervariasi, selalu terikat posisi. meskipun terjadi pengambangan penjangka, pengambagan penjangka tersebut tidak selalu mengacu kepada fg-subj, tetapi bisa juga mengacu kepada fungsi obj. kerena itu, perilaku penjangka kambang yang demian tidak bisa dijadikan sebagai parameter penentu subj dalam br. daftar pustaka 4 alsina, alex. 1996. the role of argument structure in grammar: evidence from romance. stanford, california: csli publications. arka, i wayan. 2003. balinese morphosyntax: a lexical-functional approach. canberra, australia: pasific linguistics research school of pasific and asian studies the australian national university. bresnan, joan. 1998. lexical-functional syntax part iii: inflectional morphology and phrase structure variation. stanford: stanford university. bresnan, joan. 2001. lexical-functional syntax. oxford: blackwell publishers. comrie, bernard. 1989. language universals and linguistic typology. second edition. chicago: the university of chicago press. culicover, peter w. 1997. principles and parameters: an intrroduction to syntactic theory. oxford: oxford university press. dalrymple, mary; ronald m.kaplan; john t.maxwell iii; annie, zaenen (ed.). 1995. formal issues in lexical functional grammar. stanfor, california: csli. dalrymple, mary. 2001. lexical-functional grammar: syntax and semantics. san diego: academic press. falk, yehuda n. 2001. lexical functional grammar. stanford, california: csli. himmelmann, nikolaus p. dan eva f.schultze-berndt. (ed.). 2005. secondary predication and adverbial modification. oxford: oxford universiti press. kaplan, ronald m. dan joan bresnan.1982. lexical-functional grammar: a formal system for grammatical representation. dalam joan bresnan (ed.). the mental representation of grammatical relations: 173 – 281. cambridge: mit press. keenan, edward l. 1976.towards a universal definition of subject. dalam charles n.li (ed.). subject and topic: 303 – 334. new york: academic press. kroeger, paul 1993. phrase structure and grammatical relation in tagalog. stanford, california: csli kroeger, paul r. 2004. analyzing syntax: a lexical – functional approach. cambridge: cambridge university press. li, charles n dan sandra a.thompson. 1976. subject and topic: a new typology of language. dalam charles n.li (ed.) subject and topic. new york: academic press. 5 napoli, dona jo. 1993. syntax: theory and problems. oxford: oxford university press. palmer, f.r. 1994. grammatical roles and relations. cambridge: cambridge university press. siewierska, anna. 1991. functional grammar. london: routledge. sneddon, james neil. 1996. indonesian reference grammar. brisbane, australia: allen & unwin. 6 the syntax of the floating quantifier in rongga byjeladu kosmas e-mail: k_jeladu@yahoo.com.au. prof.drs.ketut artawa, m.a., ph.d (copromotor) prof. dr. i wayan pastika., m.s. (copromotor) abstract floating quantifier is one test for subjechood cross-lingustically, in addition to other tests, such as relativization, raising, and advervial insertion. however, rongga shows that the so-called quantifier float cannot be always used for characterizing grammatical subject as in other languages. this quantifier can be used to characterize other grammatical functions as well. this is a unique behaviour of the quantifier in this language in that it can be bound to the closet grammatical function. keywords: subject, object, floating quantifier introduction ronggal language (rl) is one of minorities languages in flores island. typologically this language can be referred to as an isolating language in that this language has no morphological marking, particularly affixation. since therei no marking it is difficult to differenciate between the active and passive construction. it is also difficult to determine the mapping directions between the active and passive construction. please consider the examples (1) and (2) below. (2) a. kazhi pongga ana ndau (active) 3sg hit man that ‘s/he hit that man’ b. ana ndau pongga ne kazhi (passive). man that hit by 3sg ‘that man was hit by him’ (2)a. bhate ata ndai ko muzhi rebha. fq man want pob alive good ‘all people want to have a good life’ b. muzhi rebha ndai ne bhate ata. life good want by fq man ‘a good life is wanted by all people’ 7 the verb pongga ‘hit’ in the active construction (1a) and pongga in the passive construction (1b) do not show any differences in term of the morphology. the same is also true with the verb ndai ‘want, mis’ in the active sentence in (2a) in its passive counterpart in (2b), there is no morphologial marking that differentiate the two forms. concept in lexical-funtional grammar, the grammatical function subject (gf-subj) is the gighest grammatical function in the grammatical hierarchy of the theory (seebresnan, 1998:122; 2001:96; dalrymple, 2001:13; falk, 2001:58; arka, 2003:42-43). there are a numbe of tests for subjecthood, one of them is the use of floating quantifier (fq) (see siewierska, 1991:33-35; kroeger, 1993:22-23; dalrymple, 2001:17; arka, 2003a:43, 69). it is called foating quantifier because it can be placed in different positions without changing the meaning (purwo, 1989:469 -470). in relation to which grammatical function is the grammatical subject of the sentence, the floating quantifier test can be applied to a given np in order to determine whether that np is a subjet or not by placing floating quantifier in different position in the sentene and then if this floating quantifier always quantify the np being tested, then this np can be determided as a grammatical subject. if the opposite characteristica are shown by the test, this np is not a grammatical subject. findings the new finding in relation to the uniqueness of the syntax of the floating quantifier in rongga can be described as follows. floating qantifier in intransitive clause the linguistic forms that can be considered as floating quantifier are bhate mara mbeja lepa, kana ‘all’. the floating quantifier bhate can occur more freely, not depending on the category of the phase functioning as the predicate. but it can only precede the verbal and non verbal predicate. whereas the floating quantifier, mara can can only precede vebal predicates. and the other forms like mbeja and kana can only follow the verbal predicate or in the final postion in the clause. this is shown in (3) and (4) below. (3)a. bhate ana ito rita fq child small cry ‘all children cried’ b. ana ito mara rita child small fq cry ‘the children all cried’ 8 c. ana ito rita mbeja child small cry fq ‘children cied all’ (4)a. bhate ko ata tani were fq part person farmer complain ‘all famers are complaining’ b. ata tani mara were person farmer fq complain ‘famers all are complaining’ c. ata tani were mbejakana person famer compalin fq ‘famers are complaining all’ the examples (3) and (4) above show that there three floating quantiers occuring in different positions. the floating quantifier bhate always occur in initial positions as in (3a) and (4a). the quantifier mara ocurs in the middle of the clause, preceding the verb, rita ‘cry’ in (3b) and were ‘complain’ in (4b). while the quantifiers mbeja and kana, are in the final position or follow the verb rita (3c) and verb were (4c). all the floating quantifers in (3) dan (4) above shows th foating position, but they are always bound to the nearest constituents. which quantifier is used depends on the position that is going to be filled. each quantifier being used alaways quantify the grammatical subject as in (3a, b, c) and in (4a, b, c). floating quantifier in transitive clauses the bhaviou of floaning quantifier in transitive clause can be shown in the following examples. (5)a. bhate ata ndau weli lambu fq person that buy shirt ‘all the people bought shirts b. weli lambu mbeja ata ndau buy shirt fq person that ‘all the people bought shirts’ c. ata ndau weli lambu mbeja person that buy shirt fq ‘all the people bought shirts’ d. ata ndau mara weli lambu person that fq buy shirt ‘all the people bought shirts’ 9 (6)a. bhate ata tani mula kopi fq person farmer plant coffee ‘all farmers are planting coffee’ b. ata tani mula mbeja kopi person farmer plant fq coffee ‘all farmers are planting coffee’ c. ata tani mula kopi mbeja/lepa person farmer plant coffee fq ‘all farmers are planting coffee’ d. ata tani mara mula kopi person farmer fq plant coffee ‘all farmers are planting coffee’ in terms of the position that can be filled by floating quantifiers, there is not difference between the intransitve clauses and transitive ones as shown in the examples above. however in terms of the grammatical function being quantified, the examples in (5) and (6) shows that they are different from behavior of the ones in intransitive clauses. in the intransitive clauses, the floating quantifier is always quantified the grammatical subject. this is easy to find the reason for this behaviour because there is no other nps. in the transitive clauses as in (5) and (6), the floating quantifier does not only quantifier the agent argument of the clause, but also to the patient argument of the clauseas in (5b, c). the form mbeja in (5b,c), does not only relate to the grammatical subjet ata ndau ‘that man’ but also to the grammatical object lambu ‘shirt’. the same phenomenon is also shown by the quantifier mbeja in (6b, c) which refers not only to the grammatical subject ata tani ‘farmer’, but also to the grammatical object kopi ‘coffee’. conclusion the floating quantifiers in rongga are realized by different form and are bound to different position, in intransitive caluses these floating quantifiers always refer to the grammatical subject. how ever in transitive clauses, these floating quantifiers can quantity the grammatical subject or objects depending on their position in the clause. thus floating quantifier can not be used at all times to determine the subjecthoo of the argument of the clause.. bibliography alsina, alex. 1996. the role of argument structure in grammar: evidence from romance. stanford, california: csli publications. arka, i wayan. 2003. balinese morphosyntax: a lexical-functional approach. canberra, australia: pasific linguistics research school of pasific and asian studies the australian national university. 10 bresnan, joan. 1998. lexical-functional syntax part iii: inflectional morphology and phrase structure variation. stanford: stanford university. bresnan, joan. 2001. lexical-functional syntax. oxford: blackwell publishers. comrie, bernard. 1989. language universals and linguistic typology. second edition. chicago: the university of chicago press. culicover, peter w. 1997. principles and parameters: an intrroduction to syntactic theory. oxford: oxford university press. dalrymple, mary; ronald m.kaplan; john t.maxwell iii; annie, zaenen (ed.). 1995. formal issues in lexical functional grammar. stanfor, california: csli. dalrymple, mary. 2001. lexical-functional grammar: syntax and semantics. san diego: academic press. falk, yehuda n. 2001. lexical functional grammar. stanford, california: csli. himmelmann, nikolaus p. dan eva f.schultze-berndt. (ed.). 2005. secondary predication and adverbial modification. oxford: oxford universiti press. kaplan, ronald m. dan joan bresnan.1982. lexical-functional grammar: a formal system for grammatical representation. dalam joan bresnan (ed.). the mental representation of grammatical relations: 173 – 281. cambridge: mit press. keenan, edward l. 1976.towards a universal definition of subject. dalam charles n.li (ed.). subject and topic: 303 – 334. new york: academic press. kroeger, paul 1993. phrase structure and grammatical relation in tagalog. stanford, california: csli kroeger, paul r. 2004. analyzing syntax: a lexical – functional approach. cambridge: cambridge university press. li, charles n dan sandra a.thompson. 1976. subject and topic: a new typology of language. dalam charles n.li (ed.) subject and topic. new york: academic press. napoli, dona jo. 1993. syntax: theory and problems. oxford: oxford university press. palmer, f.r. 1994. grammatical roles and relations. cambridge: cambridge university press. 11 siewierska, anna. 1991. functional grammar. london: routledge. sneddon, james neil. 1996. indonesian reference grammar. brisbane, australia: allen & unwin. 12 e-journal of linguistic promotion of non-subject noun phrase to subject in clause of sabu language, sabu raijua regency, east nusa tenggara province i nyoman sukendra teacher training faculty university of dwijendra denpasar ketut artawa doctorate program of linguistics, faculty of letters, udayana university aron meko mbete doctorate program of linguistics, faculty of letters udayana university i nyoman kardana faculty of letters, warmadewa university abstract this study is a descriptive-qualitative one exploring the relation of non subject that was promoted to the slot of subject. from the syntactic point of view, two informants were considered adequate in the present study. the reason was that the sabu language ‘bahasa sabu (hereinafter referred to as bs), as a langue, was homogenous in nature. the data needed were collected through observation and interview. the words, phrases, clauses and sentences focused on the topic of the study were note taken. in addition, the data were also collected by recording the speeches made by the bs speakers and the informants using a tape recorder and an electronic recorder. in this manner, it was possible to obtain as many data as possible. from the analysis, it was found that the clausal construction in bs could promote the non subject np to the subject as the original subject could not be deleted. the other finding was that the promotion of the non-subject np could be promoted to the slot of subject in the transitive and intransitive clauses. the clausal construction which could allow the promotion of the non-subject np to the clausal construction was the clausal construction which had semantic roles as the motion, affect, and corporeal verbs. the clausal construction which could not allow the non-subject np to be promoted to the subject was the instrumental clausal construction whose verb was realized by the verb hernabi ‘tutup’ [close]. key words: semantic role, promotion of non subject np, slot of subject, transitive, intransitive. i. introduction dixon (2011: 451) states that the semantic role which is mostly relevant to make an activity successful is the syntactic subject relation. this can be illustrated by the word mary in mary sells sports cars ‘mary menjual mobil balap’, mary cut the veal with the new knife ‘mary memotong daging dengan pisau baru’, mary poured the custard (onto the pie) with the new jug ‘mary menuangkan podeng dengan kendi baru’. if the adverbials such as quickly, easily, properly or well are added to the sentences above, they will be used to indicate how the subject does the activities – mary certainly sells sports cars quickly, mary cut the veal easily with the new knife, mary didn’t pour the custard properly (onto the pie) with the new jug (but split some on the cloth). furthermore, (dixon, 2011) states that in some cases the success is not caused by the subject but by several roles in the non-subject relation. in such cases, the role can be promoted to the slot of subject and the original subject is deleted from the clause. as some illustrations, sports cars sell quickly (this reflects that the essence is attached to the car and therefore someone wants to buy it); the veal cuts easily (this means that the meat is not hard); the new knife cuts veal easily (the knife is good and sharp); the custard doesn’t pour properly (there are too many clumps in it). there are two reasons why the o np is promoted to the subject in sports cars sell quickly. the first reason is that the promotion to the subject is available for several o nps (as can be seen in sports cars sell quickly; the veal cuts easily; the custard won’t pour properly); however, this is also made to be possible by the peripheral np (as can be seen in the new knife cuts the veal easily; the new jug doesn’t pour custard properly). the second reason is that the promotion to the subject does not change the transitivity of the sentence; if np, apart from the object, is promoted to the subject, then the subject will still remain after the verb. the o np or the peripheral np of the transitive clause is promoted to the a relation. if the role of non-subject is promoted to the subject, the original subject then will be deleted. this cannot be classified as a peripheral constituent. the role of non-subject which is not promoted to the subject remains in its original position, that is, after the verb. in addition, no verbal marker is added to the construction where the promotion to the subject takes place. almost all the promotions to the subject involve transitive clauses; however, some also involves intransitive clauses. consider john jumped with the pogo stick ‘john loncat dengan tongkat togo’. the result can be good as john is very good at that. as an illustration, john jumped well with the pogo stick ‘john melompat dengan baik dengan tongkat pogo’, or it is possible that the stick pogo has a good jump in that event. as another illustration, that pogo stick jumps well ‘tongkat pogo itu meloncati dengan baik’. the examples show that the non subject np of the transitive clause or intransitive clause can be promoted to the slot of subject; the transitivity of the clause is not affected. there are several clear differences between the promotion to the subject and the passive construction. the differences are that the prepositional object can only be the subject in the passive construction if there is no direct object; that the preposition leaves it object after the clause, and that the original transitive subject can be left in the by phrase. as an example, this knife has been cut with by john ‘pisau itu telah dipotongkan oleh john’. the prepositional phrase can be promoted to the subject if there is direct object (which can be deleted), the preposition can be deleted, and the original subject can be deleted as well, as exemplified by this knife cuts (veal) easily. based on what was described above, the focus of analysis in the present study is how the role of non-subject is promoted to the subject in bs. 2. research method the present study was conducted in sabu island, sabu rijua regency, east nusa tenggara province from march 2011 to march 2012. the oral data were obtained from several informants and the written data were obtained from the documents of bs. the instruments used to collect the data were the researcher, syntactic questionnaire, and a tape recorder. the method used to collect the data were observation (field linguistics), which included (1) direct elicitation, (2) recording, and elicitation checking method (mithun, 2001). in field linguistic research, the direct elicitation method is the main method used. in the present study, this method was used to collect the language data which was initiated by preparing the list of questions or questionnaire related to words, phrases, and clauses/sentences. the questionnaire was made in indonesian so that it could be easily understood by both the researcher and the informants/speakers. the second method used in the present study was the recording method. it was used to record the speeches in bs made by the informants. this method was supported by a tape recorder and an electronic recorder so that various daily conversations could be recorded. the third method used in the present study was the elicitation checking method. it was used to check constituents if there were several clausal structures which were not clear. in this case, the researcher made several clauses to check whether the clauses produced by the speakers were grammatical or not, and whether there were other clauses which could be used to give the same information. the third methods were supported by observation and interview methods. further note taking technique was used to record the data obtained from the direct elicitation, recording and elicitation technique. the observation method was used to observe how the language was used (sudaryanto, 1988). the interview method in the present study involved the contact between the researcher and the speakers (sudaryanto, 1993: 137). the collected data were analyzed using direct division of elements technique. it was used to identify the basic clauses in order to identify the functions and roles of the constituents as the direct elements forming the clauses. using this technique, (1) the intransitive clauses, that is, the clauses which were made up of the subject and predicate, and (2) the transitive clauses which were made up of the subject, predicate and object, could be identified. 2. discussion and results based on what was described above, the promotion of non np subject in bs could be realized in the motion, affect, giving, and corporeal verbal constructions; however, the promotion of non np subject in bs could not be realized in the instrumental construction. 11. the role of motion verb which could be promoted to subject the non-subject in bs could be put in front of the clause using the motion verbs such as mage ‘tuang’ [pour], dede ‘angkat’ [lift], kepa ‘tangkap’ [catch], tebe ‘jinjing’ [carry] as illustrated in the following examples. (1a) ya’a do mage kowi ‘itg perf tuang kopi’ saya (sudah) menuangkan kopi’ [i have poured the coffee] (1b) ya’a do mage kowi nga heweka ‘itg perf ruang kopi dengan cepat’ ‘saya (sudah) menuangkan kopi dengan segera’ [i have poured the coffee quickly] (1c) kowi do mage nga heweka kopi perf tuang dengan cepat ‘kopi tertuang dengan cepat’ [the coffee was quickly poured] (2a) ro d’ede meja la kama 3jm angkat meja prep kamar ‘meja angkat ke kamar dengan cepat’ [move the table to the room quickly] (2c) la kama d’ede meja nga heweka prep kamar pindah meja dengan cepat ‘ke kamar pindah meja dengan cepat’ [to the room move the table quickly] (3a) ya’a ta kepe bola wowiu saya imper tangkap bola baru ‘saya mau tangkap bola baru’ [i want to catch the new ball] (3b) ya’a ta kepe bola wowiu nga woie itg imper tangkap bola baru baik ‘saya mau tangkap bola baru dengan baik’ [i want to catch the new ball well] (3c) bola wowiu ta kepe nga woie bola baru imper tangkap dengan baik ‘bola baru tertangkap dengan baik’ [the new ball is well caught] (4a) ya’a nab’e kelewa itg lempar kelewang ‘saya melempar kelewang’ [i throw the sword] (4b) ya’a nab’e kelewa nga heweka itg lempar kelewang dengan mudah ‘saya melempar kelewang dengan mudah’ [i throw the sword easily] (4c) kelewa nab’e nga heweka kelewang lempar dengan mudah ‘kelewang terlempar dengan mudah’ [the sword is easily thrown] clauses 1a, 2a, 3a, and 4a are basic clauses, and clauses 2b, 3b, and 3b are clauses with adjuncts/adverbials such as nga heweka ‘dengan cepat’ [quickly] in clauses 1b, 2b, and 4 b, and nga woie ‘dengan baik’ [well] in clause 3b. semantically, the adverbials added to clauses 1b, 2b, 3b, and 4b are used to explain how the subjects present their activities. the role played by the non-subject or o np kowi ‘kopi’ [kopi] in clause 1b can be promoted as the subject; as a result, the original subject (ya’a) in that clause can be deleted without adding any marker to the verb in clause 1b, and the clause becomes clause 1c kowi ta mage nga heweka ‘kopi tertuang dengan mudah’ [the coffee is easily poured]. that fact shows that the transitivity in clause 1c does not change. the same explanation applies to clauses 3b and 4b. unlike clause (2 ), clause (2a) is a clause which is completed with non-subject locative, namely, la kama ‘ke kamar’ [to the room]. the role of the non-subject locative la kama ‘ke kamar’ can be promoted to the subject as clause (2c) in which la kama d’ede meja nga heweka ‘ke kamar terngakat meja dengan cepat’ [to the room the table is quickly lifted]. it is identified in that clause that the role of non verbal (direct object) which is promoted to the subject meja ‘meja’ (table) remains after the verb (2c), in which the verb is not marked,, and the original subject ro ‘mereka’ is deleted after the promotion to the subject (2b and 2c) takes place. that fact shows that the direct object (table) remains after the verb (2c) when the non-subject np is promoted to the subject showing that construction (2c) is still a transitive clause. 3.2 role of affect verb which can be promoted to the subject the affect verbs in bs are the verb pare ‘potong’ [cut] which causes manip to appear, and the verb pemou ‘clean’ which causes target to appear which then can be promoted to the subject. this takes place in bs. the following is the manip (tool) which is promoted to the subject as presented by the following examples. (5a) ro pare aj’u nga woie ri ketaka nani 3jm potong kayu dengan baik prep kapak pen ‘mereka motong kayu dengan kapak itu’ [they cut the wood with the ax] (5b) ketaka nani pare aj’u nga woie ‘kapak itu memotong kayu dengan baik’ [the ax cut the wood well] clause (5a) is completed with the argument ro as the subject which at the same time also functions as the agent (dixon, 1994: 7; artawa, 1998: 13; arka, 1998: 17; verhaar, 1996: 183-185), aj’u as the object and kataka ‘kapak’ [ax] is the manip. in clause (5b) ketaka ‘kapak’ [the ax] is promoted as the subject and the original subject ro ‘mereka’[they] is deleted. the direct object aj’u remains after the verb, indicating that the construction is still a transitive clause in which the verb is not marked. the promotion to the subject can also be found in the role played by the target as presented in the following examples. (6a) ya’a ta pemou worai nga woie ri kehapu na’de itg imper bersih lantai dengan baik prep sapu ini ‘saya mau membersihkan lantai dengan baik dengan sapu ini’ [i want to clean the floor with this broom well] (6b) kehapu na’de ta pemouworai nga wole sapu pen imper bersih lantai dengan baik ‘sapu ini memberikan lantai dengan baik’ [this broom cleans the floor well] the verb used in this clause is pemou ‘bersih’ [clean], in which kehapu na’de ‘sapu ini’ [this broom] (6a) as the non-subject np can be promoted to the subject as seen in clause (6b). the non-subject np worai ‘lantai’ [the floor] which functions as the direct object remains after the verb, indicating that the clause is a transitive one. 3.3 role of giving verb which can be promoted to subject the role of the giving verb, that is, gift np can be promoted to the subject. the verbs used in this clause are the verb pewie ‘jual’ [sell], and the verb pija ‘pijam’ [borrow] as shown in the following example. (7a) no ta pewie oto nani nga heweka 3tg imper jual mobil pen dengan segera ‘dia mau menjual mobil itu dengan segera’ [he wants to sell the car quickly] (7b) oto nani ta pewie nga heweka mobil pen imper jual dengan cepat ‘mobil itu terjual dengan cepat’ [the car is quickly sold] (8a) ana hekola pija buku li jawa egi heweka murid pinjam buku bahasa indonesia agak cepat ‘murid meminjam buku bahasa indonesia agak cepat’ [the student borrows indonesian book rather quickly] (8b) buku li jawa pija egi heweka buku bahasa indonesia pinjam agak cepat ‘buku bahasa indonesian terpinjamkan agak cepat’ [the indonesian book is borrowed rather quickly] in clause (7a) oto nani ‘mobil itu’ [the car] is the gift argument which can be promoted to the subject; as a result, clause (7b) oto nanai ta pewie nga heweka ‘mobil itu terjual dengan cepat’ [the car is quickly sold] is produced. the car is quickly sold means that, due to its quality, many people want to buy it. in clause (8a) the non-subject np buku li jawa ‘buku bahasa indonesia’ [the indonesian book] is promoted to the subject as clause (8b) in which the subject is deleted. the clause means that, as acknowledged by the librarian, many buku li jawa [indonesian books] are borrowed. 3.4 role of corporeal verb which can be promoted to subject the substantial role of the verb can be promoted to the subject. the verb is realized by the verbs dele ‘telan’ [swallow] and nyame ‘kunyah’ [chew], as presented in the following examples. (9a) ya’a dele pe nga heweka itg telan pil dengan mudah ‘saya menelan pil dengan mudah’ [i swallow the tablet easily] (9b) pil dele nga heweka pil telan dengan mudah ‘pil tertelah dengan mudah’ [the tablet is easily swallowed] (10a) ya’a nyame hed’ai egi gapa itg kunyah daging agak gampang ‘saya kunyah daging agak gampang’ [i chew the meat rather easily] (10b) hed’ai nyame egi gapa daging kunyah agak gampang ‘daging terkunyah agak gampang’ [the meat is rather easily chewed] pe ‘pil’ [tablet] in clause (9a) is the argument non-subject np which can be promoted to the subject in clause (9b), in which the original subject ya’a ‘saya’ [i] is deleted. similarly, hed’ai ‘daging’ [meat] in clause (10a) is the argument non-subject np which can be promoted to the subject (10b) in which the original subject ya’a ‘saya’ [i] is deleted. 3.6 promotion to subject in bs instrumental construction the instrumental construction with the verb henabi ‘tutup’, the argument nonsubject np cannot be promoted to the subject. this can be observed in the following example. (11a) walu henab’i j’enela ri b’alla nama tutup j’enela prep kain ‘walu menutup jendela dengan kain’ [walu closed the window with cloth] (11b) j’enela walu henab’i ri b’alla j’enela nama tutup prep kain ‘jenela walu tutup dengan kain’ [the walu’s window is closed with cloth] (11c) *j’enela henab’i ri balla j’enela tutup prep kain [the window is closed with cloth] (11d) balla walau henab’i la j’nela kain nama tutup prep jenela ‘kain walu tutup ke jendela’ [walu’s cloth closes to the window] (11e) *balla henab’i la j’enela kain tutup prep jenela ‘kain tutup ke jendela’ [cloth closes to the window] walu functions as the subject of clause (11a). j’enela ‘jendela’ [window] is the non-subject np (direct object), balla is the non-subject np (oblique). if j’enela ‘jendela’ [window] as the non-subject np (direct object) is promoted to the subject, the original subject walu cannot be deleted (11b). similarly, if balla ‘kain’ [cloth] as the non-subject np (oblique) is promoted to the slot of subject, then the original subject walu cannot be deleted (11d). if the original subject is deleted (11c) and (11e), then the two clauses will not be acceptable. according to artawa (1998: 70), in construction (11b) the promotion of direct object to the slot of subject without any deletion, the original subject is referred to as topicalization, and the promotion of oblique to the slot of object without deleting the original subject is termed as fronting. 3.7 promotion to subject in intransitive clause dixon (2011: 448) states that most examples of promotion to the subject involve transitive clauses, only a few examples involve intransitive clauses. however, he further states that the non-subject nps which involve both transitive and intransitive clauses have the potential to be promoted to the slot of subject. what happens in bs? consider the following examples involving intransitive clauses in bs with the verb kewaji ‘loncat’ [jump]. (12a) neru kewaji nga aju kajji nani nama loncat dengan kayu tongkat pen ‘neru loncat dengan tongkat kayu itu’ [neru jumped using the wooden stick] (12b) neru kewajjji nga woie nga aju kajji nani nama loncat dengan baik dengan kayu tongkat pen ‘neru loncat dengan baik dengan tongkat kayu itu’ [neru jumped well with the wooden stick] (12c) ayu kaji nani kewajji nga woie kayu tongkat pen loncat dengan baik ‘tongkat kayu itu meloncati dengan baik’ [the wooden stick jumped well] clause (12a) shows that neru functions as the subject who does the jumping activity using aju kajji ‘tongkat kayu’ [tongkat kayu]. as the subject is highly good at jumping using the wooden stick as revealed by the adverbial nga woie ‘dengan baik’ [well], it is shown through clause (12b); or as aju kaiji ‘tongkat kayu’ [wooden stick] has a good jumping, the non-subject np (aju kajji ‘tongkat kayu’) is promoted to the slot of subject (12c). all the constructions are acceptable in bs. based on that fact, it can be identified that bs has the promotion of non-subject np in the intransitive clause. thus, what is stated by dixon (2011) that the non-subject np which involves the transitive and intransitive clauses has the potential to be promoted to the subject is acceptable in bs. 3.4 conclusions the semantic role is highly relevant to make the activity successful in syntactic subject relation. however, in certain cases, the success can result from several roles in non-subject relation. thus, the role of non-subject relation can be promoted to the slot of subject. if the non-subject role is promoted to the subject, then the original subject is deleted. it cannot put under category of peripheral constituent. the non-subject role which is not promoted to the subject remains in its original position after the verb. in addition, no marker is added to the verb in the construction of promotion to the subject. based on the analyses in 3.1, 3.2, 3.3, 3.4, and 3.5, three conclusions can be drawn; they are (1) in general, the promotion of non-subject np is found in bs. the promotion of non-subject to subject in bs is found in the construction using the motion verb, which is realized by the verbs mage ‘tuang’ [pour], dede ‘angkat’ [lift] in point (3.1); in the construction using the affect verb which is realized by the verbs pare ‘potong’ [cut] and pemou ‘bersih’ [clean] in point (3.2); in the construction using the giving verb which is realized by the verbs pewie ‘jual’ [sell] and pija ‘pinjam’ [borrow] in point (3.4); in the construction using the corporeal verb which is realized by the verb dele ‘telan’ [swallow] and the verb nyame ‘kunyah’ [chew]; (2) in the construction of the instrumental clause, point (3.5), the non-subject np cannot be promoted to the subject as in the process of promotion, the original subject, if identified, cannot be deleted; if the subject is deleted, the clause will not be acceptable; (3) based on what was analyzed in (3.6), it can be identified that the promotion to the subject in bs can be potentially done both in the transitive and intransitive clauses. references artawa, ketut. 1998. bahasa indonesia: sebuah kajian tipologi sintaksis. fakultas sastra universitas udayana. artawa, ketut. 1998. ergativity and balinese syntax. nusa linguistic studies of indonesiann and other language in indonesia volloma 44,1998. comrie, bernard. 1981. language universal and linguistic tipology. oxford: basil blackwell. dixon, r.m.w, 2010. basic linguistic theory. oxford university press. dixon, r.m.w, 2011. a semantic approach to english grammmar. united kingdom by the mpg books group ltd. mitun, marianne. 2001. “who shapes the record: the speaker and the linguist” in newman, paul and marta ratliff, editor. linguistics fieldwork. first edition. cambridge: cambridge university press. sudaryanto, 1993. metode dan teknik analisis bahasas: pengantar penelitian wahana kebbudayaan secara linguistik. yogyakarta: duta wacana university press. acknowledgements in this opportunity, i would like to thank prof. drs. ketut artawa, m.a., pd.d, as supervisor, prof. dr. aron meko mbete, as co-supervisor i, dr. i nyoman kardana, m.hum., as co-supervisor ii, and the board of examiners: prof. dr. i wayan pastika, m.s., prof. dr. drs. ida bagus putra yadnya, m.a., prof. dr. i ketut darma laksana, m.hum., dr. ni made dhanawaty, m.s., dr. a.a. putu putra,. m.hum., for their comments and suggestions. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 2, july 2023, pages: 220--229 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i02.p12 220 language style used by james corden in the late late show 1 aileen gracesela sanjaya email: aileengraceselaa@gmail.com universitas widya kartika, surabaya, indonesia 2 endar rachmawaty linuwih email: endarrachmawaty@widyakartika.ac.id universitas widya kartika, surabaya, indonsesias article info abstract* received date: 14 februari 2023 accepted date: 28 februari 2023 published date: 31 july 2023 keywords:* language style, talk show, sociolinguistics language is one of the important things to communicate with others. people use language to show their emotions. there are five different language styles, frozen style, formal style, consultative style, casual style, and intimate style, which people can use to interact with others. people with different social cultures, ages, statuses, and gender might use different language styles. this study investigates james cordon’s different language style while interviewing his guest stars, james lee curtis, dwayne johnson, and ed sheeran, on the late late show. the study results show that james corden used three different language styles: formal, casual, and consultative. as jamie is older than james, he prefers to use formal language during the show. however, while interviewing dwayne and ed sheeran, who are younger than james, he used different language styles, casual and consultative. the results of the study indicate that the age of the addressee considers the language style preference. 1. introduction people with different social cultures, ages, statuses, and gender might use different language styles. the same thing was also mentioned by indra & hamzah (2018), which based on the speakers' background, a speaker will speak differently accordingly to the situation and context they are facing, along with the choice of words, grammar, and the sentence structure itself. the language style is the choice among the other alternative in using language. each individual has their own language style, so each language individual has their own style to distinguish their mode of representation (mulyani et al., 2018) language style can be used to characterize a person's personality, thinking, or state of being (meyerhoff, 2007). additionally, the utterances produced can reflect the speaker's personal characteristics (rullyanti & nurdianto, 2019). in any case, language style might represent the user's educational background and age (silalahi et al., 2022). thus, language style refers to the manner in which someone expresses their views through language (aflahah, 2017). additionally, language style is a subset of the language that is defined by its degree of formality (joos, 1967). as a result, the degree of formality in language style is similarly affected by the degree of social variety (achmad & samidu, 2020). joos (1976) stated five language styles; frozen, formal, consultative, casual, and intimate to elaborate on language style. the frozen style is used in very formal settings, such as a speech of state ceremonies. in another formal setting, the formal style is usually used in an essential or serious conversation between the speakers, making scholars and lecturers use it daily. the consultative style is a style that is used in semi-formal communication situations, such as talking to a stranger. the words are chosen with care within this language style, but it is also the most open language style for giving and taking the everyday conversation. it is a semi-formal language style usually used in a business transaction or a doctor-patient interaction. casual styles can be used in conversations between friends or someone we have known well. we can use this language style in a conversation where we do not need to plan it and improvise it along the time. it goes well with a relaxed or everyday situation, which is shown through the rapid and often mailto:aileengraceselaa@gmail.com mailto:endarrachmawaty@widyakartika.ac.id 221 slurred words used within the conversation. in addition, the language style usually used between people who have a close relationship is called the intimate style. the speakers are free, and easy to participate in the conversation. as this language style was full of intimate language such as "darling and "honey", they were usually used among families, lovers, and the closest friends. the language style is used within a given context and purpose, which means that the speaker needs to use the appropriate language style based on the topic they discussed. in their study, putra and rosa (2019) concluded that on the ellen's shows talk show, there are different language styles used within the interview process, but there is one dominant language style used: the casual style. a talk show is a type of discussion used to share various topics. typically, a talk show program will feature a host and a guest speaker who will share their perspectives on various issues during their conversation (abbas & setiawan, 2020). thus, the host of a talk show will invite a variety of guests to see a variety of different language styles. setting can also influence one's speech style, demonstrating that language has a purpose other than communication (putra & rosa, 2019). in addition, astika (2018)also mentioned in her research on kick andy's talk show that the host rarely used frozen style and intimate style to speak to his guest and instead used consultative and casual style. in this current study, the researchers are interested in finding the data from the late late show's talk show from both previous studies. this show has been aired since 1995. now, the host of this show is james corden, who is younger than the host of ellen's show or kick andy. this builds the curiosity of the researchers on which language style are used by the host, james corden, on the late late show to interact with his guests. thus, based on the background of the study above, the problems of this research are formulated as follows: 1. what type of language styles are used by james cordon in the late late show talk show? 2. what type of language styles are dominantly used by james cordon in the late late show talk show? 2. research methods this research employs a qualitative approach. qualitative research is used to elicit information on the object's meaning, concept, definition, character, symbol, and description (lune & berg, 2017). the data of this research was collected from three different videos of james cordon interviewing three different guests who come to his television program, "the late late show". the researcher picked three guests of different ages, james lee curtis (44), dwayne johnson (50), ed sheeran (31). this research focuses on how the host, james kimberly corden (43), uses the language style while interviewing his guests. in collecting the data, the researcher needs to have the transcript of each video in order to get the precise dialogue between the host and the guests. therefore, the researcher used microsoft stream's help to create the transcript of each video. to begin the data analysis procedure, the researcher studied the object utterances in the talk show, led by language style theory; specifically, joos's types of language style theory (1967). if the statement or discussion exhibits some of the features of one of the types, it will be classified as one of the types. the researchers coded the utterances according to joos's (1967) classification of language styles, assigning a unique code to each kind. after labeling the data, the researcher classified it according to joos's (1967) notion of language styles. additionally, the researcher provided an interpretation of the meaning of utterances for each type of language style discovered 3. discussions language style used by james corden in the late late show the researchers have collected the data from each video and found that james uses three main language styles: formal, casual, and consultative language style. 222 each video has a different total utterance, as shown in the figure above. based on the figure, james corden showed more language style while he was interviewing jamie lee curtis. talking to someone older than him, james uses a formal style while giving questions or giving a response to her. also, he showed a lot of consultative style language to show jamie how he engaged with the topic that jamie told him. unlike jamie, james shows a minimal consultative style, about 4-5 times only, while interviewing with dwayne johnson and ed sheeran. another difference in the video is that james talked more while with dwayne johnson. in the utterance, there is only 22 times utterance while talking with dwayne, but each of his responses was a long response. while with jamie and ed sheeran, james gives time more to listen to the guests’ stories. unlike dwayne and ed, who are similar or younger than james by age, jamie, who is older than james, is treated differently. james was more careful, and based on his conversation, and it can be seen that james has been prepared the comment for jamie before the interview. while jamie, as the older one, talks casually, almost too intimate, while talking to james. interview 1: jamie lee curtis the researcher has watched the interviews with jamie lee curtis two times and collected the data. in this video, it can be seen that james kimberley mostly used casual and consultative language styles to communicate with his guest which much older than him. the example can be seen in the table below. table 1. first dialogue with jamie lee curtis based on the conversation above, james did not give a long answer or give another question towards jamie's answer. james merely gives a short answer, which can be understood as agreeing with jamie's opinion that receiving an award could make her feel alive and younger. this language style needs the listener's feedback and is usually produced in a semi-formal situation. jamie is older than james, making him respect her by listening to her story without interrupting. the short answer from james was one of his language styles of showing respect to an older guest on his show. jc : *talking about the venice award* does it mean a lot to you? jlc : you know what's fun? what's fun is being alive. life is for living like it's fun. it makes you feel a little old that they're giving you a lifetime achievement award. i feel like i'm 14. jc : yeah. note: jc (james corden), jlc (jamie lee curtis) figure 1. james corden's language style 0 5 10 15 20 jamie l ee curtis dwayne johnson ed sheeran frozen style formal style consultative style casual style intimate style figure 1. different language style used by james corden with his guests 223 in the other conversation between jamie lee curtis and james corden, james also uses another language style to make her feel more comfortable in this interview, such as follow. table 2. second dialogue with jamie lee curtis unlike the previous conversation, where james gives a short response, james shows more interest and even tries to tease jamie with how she wears nothing under her dress. even using the casual language styles with jamie in this conversation, jamie still respects her by not repeating her previous sentence of not wearing anything beneath her dress. james changes it by showing some gestures with his hands over his body. jamie also replies to this gesture by raising her eyebrow to show her agreement with james's thought. from the video, there are 33 times utterances from the host. within the 33 times, 51,51% or 17 times, the language style used by james corden while talking to jamie lee curtis is consultative. similar to the dialogue in table 1, most of the time, james corden actively gives a short response to jamie's story rather than giving a long answer or even interfering while jamie's was talking. a host needs to be a good listener, and to show that he is listening to jamie, he participates continuously by giving a short response such as "yeah", "hmm", and "that’s right”. figure 2. james’ language style in the interview with jamie lee curtis besides using the short answer while interviewing jamie lee curtis, james brings in the topic of discussion using a casual style. from figure 1, it can be seen that there are 12 times or about 36,36% that james corden use this language style more than the formal style, which is only four times out of the 33 times utterance. james preferred to listen more and use the consultative style to discuss with jamie, who is older than him. interview 2: dwayne johnson dwayne johnson has similar in age to james corden. holmes (2013) mentioned that each language has a pattern and this pattern usually shifts based on the speaker's age besides the jlc : it really is unbelievable. also, by the way, alex perry made this dress. i kind of like her shoulder. jc : yeah, we like her shoulder, but we're not completely. *make a gesture of having nothing underneath the dress* jlc : mommy like the shoulder. jc : i mean now… *laugh* jcl : *raising eyebrows, confirming what jamie thought* note: jc (james corden), jlc (jamie lee curtis) figure 2. james utterance in dialogue with jamie lee curtis 0 5 10 15 20 jamie l ee curtis frozen style formal style consultative style casual style intimate style 224 ethnicity or other social background. the researchers then try observing based on the dialogue collected to look at the language style james corden uses and if there is any shift of the language within it. dwayne re-appeared on the show a year ago in this episode. look at the first dialogue (table 3). jamie used a casual style to open the interview with dwayne johnson. as joos in hutauruk (2019) defines, the casual style is a language style used between friends where the speaker does not need to prepare what to say beforehand. table 3. first dialogue with dwayne johnson through this interview video between dwayne johnson and james corden, it can be seen that out of five dialogues collected, james dominantly uses the casual style to talk to dwayne. most of the conversations going between dwayne and james easily flowed. for another example, in table 4, the relation between both of them as a friend could be seen on how dwayne jokes about the feel of ripping a gate as something delicious. the language has swift into a slang word to show their excitement, using the word “delicious”. table 4. second dialogue with dwayne johnson this is an interview with a guest that have similar age to james. in this interview, it is jc : it’s like i hope nobody from cbs is watching how good bryan cranston is. dj : i called the cbs that night and was like listen, brian is actually better than jail. i’m kidding. jc : *show a sulking face* dj : no, i did not say that. no, i did not. i’m sorry. bad joke. jc : *laugh at it* both : *laugh at it together* note: jc (james corden), dj (dwayne johnson) jc : *telling another way to rip the gate* yeah, but different level of foresight. really. it’s different. dj : it’s different delicious. level of deliciousness. jc : *laugh at it* note: jc (james corden), dj (dwayne johnson) 0 5 10 15 20 dwayne johnson frozen style formal style consultative style casual style intimate style 225 interesting that james shows a very different response while talking to dwayne. james talks more and gives almost no short response while listening to dwayne’s story. james always talks using a casual style in this interview. this is in line with hutauruk (2019) said that the casual style is used as an interaction between friends and shows the intimacy between the speaker and the listener. this language style utterance gives the listener the impression of formality. in figure 3, there are 17 times, or about 77,27% of the total conversation by the host, james corden, was using the casual style. then the rest, 22,72%, used the consultative style. this consultative style only appeared in a very long story told by dwayne, which is about him ripping his gate and then uploading it on his instagram feed. other than the long story, it can be seen that james was not showing any short response, unlike while he was interviewing jamie lee curtis. james also showed more interest and was more relaxed while doing his interview with dwayne, who has similar age to him. image 3. james’ language style in the interview with dwayne johnson interview 3: ed sheeran the third guest is ed sheeran. ed is a lot younger than james. in this video, the late late show came up with a theme of “ed sheeran week” as a welcoming event for his return after hiatus of a couple of months. similar to how james greeted dwayne, james also welcomed ed sheeran using a casual language style (table 5). table 5. first dialogue with ed sheeran meanwhile, to compare ed sheeran with dwayne johnson, james tends to use a consultative style more while speaking with ed sheeran which can be interpreted as a distance between them. as the researcher mentioned before, age makes the language shift, then the age between them makes it harder for james to speak easily with ed sheeran even when he was younger than him. the example can be seen on the table below. table 6. second dialogue with ed sheeran similar to the interview between dwayne and james corden, the conversation between ed sheeran and james corden used a casual style. however, a slightly different can be seen inside the video where james was not as relaxed as when interviewing dwayne. inside the conversation with dwayne, james can easily cut in on the story that dwayne told him. meanwhile, with ed sheeran, he was not cutting in, and he also did not give short answers as a sign of him listening. there are 74,07% or about 20 times of james corden's utterances using casual style and only 25,93% of the consultative style jc : how are you well? welcome to ed sheeran week. ed : you know this is the first interview we’ve done on because i’ve only ever done carpool with you. jc : that’s right. this is it, we’re very happy and we’re thrilled that you are here. if you weren’t here, ed sheeran week would be weird for us. note: jc (james corden), ed (ed sheeran) es : that's really cool and then i was like, well, i wonder if i wonder if ipswich are in need of a sponsor. they were sponsored by a betting company, and you know a lot of the fans weren't like too keen on it. jc : sure. note: jc (james corden), ed (ed sheeran) 226 image 4. james’ language style in the interview with ed sheeran additionally, it can be shown that, of all the language styles identified in the data, the casual style was the most frequently utilized by the talk show presenter. according to the researcher's analysis of the data, the style was prevalent in the video due to the easygoing nature of the environment. a host should be able to read the situation and create an atmosphere conducive to the success of the talk show. each person interacts differently with others, most notably in terms of communication (gunawan et al., 2019). additionally, the usage of language types allows for determining the communication's goal (sakti & weda, 2020). 5. conclusion this research was conducted to determine which language style james corden, as a host for the late late show, would use while facing the different ages and gender of his guests. as a result, james corden used three formal language styles: casual style and consultative style. the formal language style was only used while james interviewed jamie, older than james. frozen and intimate styles do not appear because they do not match a talk show’s condition. meanwhile, the language style, which shows the relationship and is usually used between friends, casual style, appears so often within the interview no matter which age it is. the late late show was a talk show program. it needs to attract the viewers and need an interesting topic to talk to. based on the result, james uses these two-language styles because it is easier to bring another new topic to the guest and attract the viewers to watch the interview, but they still use the casual language style more often than the consultative language style. the researchers only did this to find the dominant language style of a famous host based on his guests’ age. for the next research, it could be better to compare a host with another host to see if the same dominant language style will be used or if another language style appears to be more dominant. this could be an exciting way to learn deeper about language style. looking directly at how the community uses the language style helps differentiate the difference between each language style. understanding the differences also helps people speak with proper language style based on who the addressee is and the situation while the conversation is going on. references achmad, s., & samidu, p. w. (2020). five language style analysis of the host in the tonight show talk show : a sociolinguistics analysis. english review : journal of english education, 9(1), 115–124. aflahah, a. (2017). language style of habiburrahman el-shirazy in the dwilogy of ayat-ayat cinta: a stylistic study. okara: jurnal bahasa dan sastra, 11(1), 85. https://doi.org/10.19105/ojbs.v11i1.1239 astika, s. (2018). the analysis of speech style used in kick andy talkshow. research in english and education (read), 3(2), 154–162. gunawan, f., mayasari. r., muna, w., & masruddin, m. (2019). lecturer’s language style and students’ academic self-efficacy in higher education of indonesia. arab world english journal, 10(2), 77-87. doi: http://dx.doi.org/10.24093/awej/vol10no2.7 holmes, j. (2013). an introduction to sociolinguistics (4th ed.). new york: routledge. 0 5 10 15 20 ed sheeran frozen style formal style consultative style casual style intimate style 227 indra, & hamzah. (2018). an analysis of language style of teenagers found in facebook status. e-journal of english language and literature, 7(1), 98–105. http://ejournal.unp.ac.id/index.php/jell joos, m. (1976). “the styles of the five clocks.” winthrop publisher, inc. lune, h. & berg, b. l. (2017). qualitative research methods for the social sciences (9th edition). ediinbrugh: pearson education limited. meyerhoff, m. (2006). introducing sociolinguistics. london and new york: routledge taylor and francis group. mulyani, r., hamzah, & rosa, r. n. (2018). e-journal of english language & literature. 7(4). rullyanti, m., & nurdianto, n. (2019). language style of humor on stand-up comedy video. joall (journal of applied linguistics & literature), 4(1), 60–68. https://doi.org/10.33369/joall.v4i1.6886 sakti, a. e. f., & weda, s. (2020). the kind of speech styles in allan plenderleith’s “the bunker (2017)” movie. els journal on interdisciplinary studies in humanities, 3(3), 376-392 doi: https://doi.org/10.34050/elsjish.v3i3.9858. silalahi, t. b., husein, r., & sumarsih. (2022). language style used in deddy corbuzier podcast youtube channel. proceedings of the 6th annual international seminar on transformative education and educational leadership (aisteel 2021), 591(aisteel), 202– 207. https://doi.org/10.2991/assehr.k.211110.083 wardaugh, r. (2002).an introduction to sociolinguistics. fourth edition: blackwell publishing ltd. biography of authors aileen gracesela sanjaya is a student of english department at widya kartika university, surabaya. indonesia email: aileengraceselaa@gmail.com endar rachmawaty linuwih, s.hum.,m.pd. is a lecturer at widya kartika university, faculty of letters, surabaya, indonesia. email: endarrachmawaty@widyakartika.ac.id mailto:aileengraceselaa@gmail.com mailto:endarrachmawaty@widyakartika.ac.id impression in “i wandered lonely as a cloud” e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. na. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 80--93 accreditation:- 80 e-journal of linguistics the bakayat spokentext tradition the articulation of religious value and social discourse of sasak community in lombok i made suyasa e-mail: kadeksuyasa@gmail.com muhammadiyah university of mataram i nyomanwedakusuma e-mail: wedakusuma@yahoo.com study program of linguistics, school of postgraduate studies, udayana university i nyomansuarka e-mail: tuarik4@yahoo.com study program of linguistics, school of postgraduate studies, udayana university i nyomandarma putra e-mail: idarmaputra@yahoo.com study program of linguistics, school of postgraduate studies, udayana university abstract this study explored the bakayat spoken-text tradition of the sasak people in lombok. the tradition was used as media for preaching on islamic day, customs and ceremonies, as well as appreciating the folk literature. malay literary texts that contained religious values were articulated continuously in various social discourses by the community that owned this tradition. the impact of the globalization and the inclusion of various islamic doctrines in lombok have threatened the existence of the bakayat tradition and now most sasak people especially the younger ones are not interested in this tradition. the background explained above has become the main reason why this study was conducted. moreover, there were still a few studies which had investigated the bakayat tradition in-depth. this present study was focused on the history, structure, function, meaning, and articulation of the religious values and social discourse of the bakayat tradition bysasak people. this research used the descriptive analytical method. the data were analyzed using the interpretive qualitative method. the theories used in this study were the theory narratology proposed by gerard e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. na. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 80--93 accreditation:- 81 genette (1986), the theory of articulation proposed by stuart hall (1986), the theory of functions, and the theory of semiotics. the results of this study showed that the historical development ofthe sasakbakayat tradition was characterized by the emergence of islam in lombok. it significantly contributed to the existence of bakayat. it was followed by the islamic malay literature which was used as the reading material in the bakayat tradition and the media for learning islam. the historical development of the bakayat sasak was explained in various aspects such as religious, cultural, political, and social aspects. the structure of the bakayat text was a form of the articulation in spoken style which involved the characteristics of the narrative structure, which was seen from the narrative, rhythmic, and storytelling style. the bakayat tradition had two functions, namelythe manifest function and latent function, and there was a shifting function. the manifest function of the sasak bakayat tradition was that it was used as the islamic preaching media, while the latent function was that it was used as the educational, social, economic, and customs media. the shifting function of the tradition was that it was used as an entertainment that described the function of social identity, local knowledge, and competition activity. based on the cultural and social context, the tradition implied that the bakayat tradition had historical, political, aesthetic, and social significances. the translation during the performance of the tradition was accompanied with the meaning interpretation or review conveyed in sasak language. each performance had new meaning interpretation of the text; the dominant meaning of the text was about the singleness of god, negotiation, ambiguity, and rejection. the articulation of the sasak bakayat text was a form of new meaning. the articulation of the religious value and social discourse of the bakayat text was about the story of prophet joseph made up of the spoken-text form using the typical sasak song. keywords: text, oral traditions, articulation, bakayat, sasak community. i. introduction bakayat is a tradition of sasak people in lombok in a form of reading the saga/poetry by singing (menembangkan), translating and interpreting the text in sasak language alternately by the singer (pemace) and interpreter (bujangge). this tradition has a long history. from the data, it could be identified that this tradition started approximately in 16th century or in early 17th century and it still continues today (jamaluddin, 2011: 63-88). the demand to perform this tradition was scarce;the demand was usually made by the e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. na. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 80--93 accreditation:- 82 parents living in rural areas as well as in the specific communities of urban areas, which still adhere to the past traditions and customs. bakayat was originally used as a medium for converting people to be islam by mubaliq that came to the lombok island. bakayat tradition was originally performed on the anniversary of islamic holidays (phbi) as the prophet's birthday and isra 'mi'raj to remind people of god almighty as well as to introduce the prophet’s contribution to the spread of islam. as time passed by, bakayatwas used in some of religiousrituals performed by the sasak people such as ngurisang (haircut baby), nyiwa (the 9th day of death celebration), marriage, beretes (7th month celebration of firstborn ), hajj celebration, and circumcision ritual. later on, this tradition continueddeveloping along with the dynamismof the community in various aspects of life. the bakayat spoken-text tradition in its development was used as the media for appreciatingthe sasak literature in the spoken-text form. the performer of the bakayat tradition articulated the text in various forms, from the delivery, the translation which was accompanied with interpretation, utilization, as well as the response to and the attitude towards bakayat. the phenomenon of bakayat is significant to be explored in order to describe its existence in the sasak community where the majority of the people are muslims. nowadays, the bakayat tradition as the spoken-text has not been studied in the form of research. today, the bakayat tradition of sasak faces the effect of globalization and the influence of the new ideology and doctrine (islam). such impacts decreased the support given by the community and the regeneration of the bakayatsasak tradition. the negative view from the islamic puritanical groups toward the bakayat was that tradition it was consideredbid’ah andkhurafat, causing the people who performed this tradition to decrease. according to ikram (1998: 7) art hikayat bakayat passing is less attractive to the young and no visible effort is made to preserve it. the condition is still going on and no rescue effort has been made by the stakeholders. such reasons made most of its community abandon the bakayat tradition. therefore, it was necessary to explore the attitude of the e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. na. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 80--93 accreditation:- 83 community in accordance with the ideology they hold of the existence of the bakayat tradition today. bakayat , as a cultural practice performed by the sasak people, is derived from malay literature, and can still be found to exist in spite of the decrease in the audience in the community of sasak muslim majority. nowadays, the islam religion learning has been replaced by other media; it has been learnedthrough the electronic media, as well as through the formal and non-formal educational institutions. therefore, before the bakayat sasak tradition loses its function and value, it was necessary to undertake research on this tradition. moreover, few studies have been conducted about this tradition. based on several reasons explained above, the problems in this study were about thebakayat historical development, the structure of the bakayat text, the function of bakayat, the meaning of bakayat, and the articulation of the religious value and social discourse in the bakayat tradition of the sasak people in lombok. the aim of this study was to analyze the spoken-text of bakayat in the form of performances performed by the sasak community in order to solve the problem and inspire the community to preserve and economically use this tradition to contribute to the reinforcement of the indonesian people’s character. ii. review of literature, concept and theoritical framework the bakayat tradition has been in existence since a long time ago, but the research related with this tradition was still limited. some studies have been conducted on this oraltext of bakayat tradition. there were three researchers who hadexplored this tradition. they are ikram (1989), sapiin (2010), and acim and ahyar (2011). however, there had been no specific study which investigated bakayat in the form of the oral-text. in addition, there are several studies and writings that discussed the development of the sasak written literature that can be used as references in this present study. such studies include some works done by suastika (1997), adrian vickers (2009), and jamaluddin (2011). although the results of thestudies which had been conducted on the oral-text tradition are not the same, there is a related study conducted by darma putra (2013). e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. na. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 80--93 accreditation:- 84 as there were stilla few studies which had been conducted to explore the bakayatspoken-text tradition and the dynamism of the bakayat tradition of the sasak people, the researcher was encouraged to conduct this present study. it is important to undertake this research as the data and information obtained were more comprehensive in various aspects of the bakayat sasak tradition development in lombok as the material of the study. the term spoken-text tradition should be distinguished from the term the oral literature. according tohutomo in sudikan (2001: 14) and sibarani (2012: 36), the spokentext tradition can be expressed as the oral tradition from oral literature if it contains aesthetic elements and is delivered with performances. based on the opinion above, it can be stated that the sasak bakayat tradition is an oral-text tradition. the word “bakayat” is derived from the word kayat with prefix bawhich means “to do”, the word kayat in-sasak language has the same meaning ashikayat (saga). bakayat means an activity of reading the saga. in addition, the other terms such as ngayat, kayat, nyaer, koran kayat are frequently used which is interpreted as reading the bible (the koran) by singing it. the word bakayat in sasak language was initially used in the eastern part of lombok in the beginning of its development. but in the other parts of lombok bakayat is pronounced bekayat. it is a combination of the morphemebeandthe morpheme –kayat. the morphemebelikely tended to change in the sasak language into the morpheme ng-; therefore, the term bakayat is also commonly pronounced as ngayat which means reading the saga (saharudin , 2012: 252). the term articulation has double meaning, 'articulate' means to say, speaking toward, speech, expression, and so on; while 'be articulated' means to connect the front (cab) with the rear end (trailer). the two parts are connected to each other, but through a special connection it can be disconnected. therefore, the articulation is a form of connection that can unite two different elements on certain circumstances. it is a relationship that does not need to be determined; it is not absolute and essential all the time (hall, 1986: 141). bakayat sasak, asa text, contains religious values; it cannot be denied that the text has divinity and spiritual values. the religious value of the text of bakayat was traced through its relation to the social discourse of the practice of the bakayatspoken-text tradition. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. na. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 80--93 accreditation:- 85 the terms 'discourse' and 'text' are often confusedly used. some people think that both terms are the same and are used interchangeably. discourse and text are used to refer two different orientations of the language. text is considered the application of some parts of the language which are concerned with the linguistic aspect without being concerned with the communicative situation. discourse refers to a language use which is analyzed from the perspective of communicative situation (nunan, 1992: 19). from that perspective, the text is oriented towards the language itself while discourse is concerned with spoken language. from the definition, it can be seen that there is implicit relationship between the writing and the text. if the work of writing is a spoken language (in written form), then the text willbe a discourse (oral) which is transformed into a text form as in bakayat. the word 'sasak' is a term for the original name of the tribe or ethnic group that inhabits the lombok island. the majority of sasak people are muslims. from the anthropological perspective, it is known that there are islam waktulima andislamwaktutelu. the difference is in the implementation of the shari'ah. the sasak people in this research are the community of islamwaktulima at mapakdasan village, west lombok andand belatungmataram. in research theories are needed as the requirement to solve some issues in the research. in this present study the theory of articulation, the theory of discourse, the theory of function, and the semiotic theory were used. these theories were used to analyze all the existing problems in the study. the theoryof articulation developed by stuart hall (1986) was used to reveal the form and meaning made bythe performer of bakayatwho interpreted the text that contain religious values and social discourse. the theory of discourse was used to examine the structure of the text as presented by gerard genette (1986: 47). there are five key points namely; order, duration, frequency, mode, and speech. the analysis in this study was focused on speech or the narrative sound. the text of bakayat tended to utilize several aspects beyond languages, such as: song and how it was translated which affected the storytelling. the function and change in function of thebakayat text were analyzed using the function theory developed by merton (in kaplan and manner 1999: 79), which states that there are manifest and latent functions. in addition, the theory of functions proposed by bascom was also used to analyze the latent function as well as to see a change in its function. to e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. na. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 80--93 accreditation:- 86 analyze the meaning of the bakayat text, the semiotic theory proposed by umberto eco (2009) was used. it is stated that aesthetics is related to non-semiotic aspects of art, such as: the psychology of artistic creativity, the relation between artistic and natural forms, definitions, physical-psychological of aesthetic satisfaction, analysis on the relationship between art and society (eco, 2009: 40-41 ). eco also explains that each code has elements which are not possibly used aesthetically. semiotics can be used to interpret several signs including thebakayatsasak as a cultural practice. iii research method this present study is a qualitative one, which is intended to understand the phenomenon of what is experienced by the research subject. this research was conducted at several locations in the island of lombok, especially atmapak village. the data source was the performance of bakayat by the performer of bakayat and sasak people. the data were in the form of audio recordings completed with photos, audio and interviews from the informants (actor) and the viewers / listeners. the data in this study were collected through participatory observation, in-depth interview, group discussion which was held before and after the performance as well as documentation. after the data were collected, the data were transcribed and translated into indonesian before being analyzed interpretatively and qualitatively. the main data included the text of bakayat discourse performed at the village and its relationship with the context as well as customary and religious rituals performed by the sasak community as a whole as a nonverbal environmentunderpinning the bakayat meaning. the data were analyzed inductively. the results of the analysis were presented formally and informally. iv results and discussion based on the analysis in this study, it can be described as follows. first, the historical development of bakayat sasak was characterized by the emergence of islam in lombok which contributed to the significant meaning of the bakayat existence. the development of islam in lombok was followed by the work of islamic literature such as e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. na. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 80--93 accreditation:- 87 javanese and malay literary works as the medium for learning islam in order to strengthen the people’s faith. bakayat as a spoken-text tradition was created by utilizing the islamic malay literature accepted in the sasak community. it spread through many aspects such as the religious, cultural, political, and social aspects. such aspectscould not be separated from the historical record of the sasak people in the time of the existence of bakayat spokentext tradition. the development of bakayat tradition contributed to the rise of the community fanaticism of the importance of islamic nuanced art. bakayat was not only used as a medium for learning islam and preaching in mosques or schools, but it was used as the ritual in some customs and religious of the sasak people. thebakayat tradition was not available in the forms of cassette tape, video cassette, vcd / dvd documented by the local government and was not commercially sold. there was no official group or organized group of performers of this tradition that had permanent members. they gathered before the performance began. the ideology which is intended to purify islam assumes that this tradition contains old belief and syncretism such as bid’ahand khurafat. the practice of bakayat tradition which was considered the spoken-text tradition was no longer relevant to the islamic teaching in kafahway. bakayat in its development had entered the realm beyond tradition; starting from when the local government held bakayat competition in the anniversary of a district or a particular national commemoration day. second, the structure of the bakayat text, as a spoken text, had a form of presentation and narrative structure. the form of the presentation of the bakayat text was classified based on the usage, reference, and communication channels. the bakayat text structure, as a narrative text, was the story, as shown by kny, which consisted of several episodes. in the story, the bakayat text was delivered orally in a narrative way as proposed by gerard genette (1988: 13-20). the rhythm of the narrative text of bakayat was delivered through typical song rhythmof bakayat and translated intosasakbypemace, followed by cerek and nyarup which described the mood of the performer or readers. the telling style of the story of bakayat text could be seen from the reader’s mood which was illustrated by the storytelling style as a form of the articulation of the bakayat text. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. na. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 80--93 accreditation:- 88 dateng dateng malaekat jibrail tipaq leq nabi allah yusuf terus iye bebase malaekat jibrail to leq nabi allah yusuf ee yusuf ni kudatengan kunyampeang salam deside allah ta’ala tipaq leq side iye unin malaekat jibrail saq to leq nabi allah yusuf. (come ... come the angel gabriel to meet prophet joseph, then gabriel talk to the prophet joseph, "o .. joseph my arrival is to convey the message of allah ta'ala to you," said the gabriel to the prophet joseph). iye unin firman deside allah ta’ala lalo bait sambut zuleha no bait ye jok bale iye ling pe ling malaekat jibrail saq matur tipaq leq nabi allah yusuf malaekat jabrail no. (allah ta'ala said, "take sitizulaeha and fetch zulaeha at home" said gabriel to the prophet yusuf). source: quoted from the text of 09.10, the performance of bakayat in mapak village, mataram. both the texts above explain that the figure represents the performer acting as the gabriel the angel who delivered the message of allah ta'ala. the reader of the story told prophet joseph that gabriel came to see him to speak the word of allah to order joseph to pick up siti zulaeha and marry her immediately because god had blessed them both in marriage in the sky. third, bakayat as one of the spoken-text traditions of the sasak people has several functions, both manifest and latent functions. the bakayat sasak manifest function is the function as the media for preaching islam, while the latent function is the function as educational media, social media, economic media, and as media for preserving the customs. such functions were decreasing lately. the change in function was caused by the emergence of new articulation in society towards the cultural practices such as the entertaining function that was related to the social identity, local knowledge, and competition. the change in function which is associated with the local knowledge is shown in the following text. two or three days after that na jari na iye saq te turut isiq ite saq jari te, pertame-tame te paran gawe dai, siq kedue gawe beleq siq ke telu rebaq jangkih sangkaq telu jelo pegawe nabi allah yusuf oleq gawe dai keriapan ling teparan gawe beleq jelon gawe ling teparna ne rebaq jangkeh pedaq abu ne base lauq na iye ntan nabi allah yusuf ampoq te turut isiq iye sebegawean te sampe dateng lengan gawe daiq gawe beleq terus jok rebaq jangkeh, semeno ntan nabi yusuf saq te turut isiq ita ne. (that is our tradition that we have inherited until now, firstly it is a small party (gawe dai), the second one is gawe beleq, the third one is perebaqjangkih. that’s e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. na. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 80--93 accreditation:- 89 why it is held in three days as prophet joseph did in the past. the initial procession is a small party followed with big parties then it is ended with rebaqjangkih; in south lombok language it is referred to as pedaqashes. that is the prophet joseph’s heritage. all of these traditions were inherited from prophet joseph when he held marriage). source: quoted from the text 27 and 28, bakayat performance in mapak village, mataram. the quoted text above articulates the saga text from the view of sasak culture and customs in order to maintain harmony and continuity of the marriage customs which are implemented by the sasak community. the story teller deliberately conveyed the text in order to makethe good habit in the community implemented continuously to preserve the indigenous culture as a form of local wisdom. fourth, referring to the function of bakayat in sasak people fromthe sociocultural context, it implies several meanings. they are religious meaning, social, historical, political, and aesthetic meaning. the religious meaning is concerned with the greatness of allah swt and as the supreme ruler of the universe and as the source of moral and spiritual strength to preserve the community’s life. the conceptualization of religious preaching in bakayat has developed into several meanings among thesasak people. all of these are described in the bakayat text of prophet joseph through the religious customs and behavior of the character. the character in the story taught social aspects, the history of prophet, how to become a leader from the political aspect, and aesthetic atmosphere when bakayat was delivered. fifth, the articulation of the religious values and social discourse in bakayat sasak was integrated into the story of prophet joseph which is told in various texts as in the qur'an, the old testament, takepan sasak, qissas al anbiya, and some books which contain different descriptions. in bakayat sasak, the source of the written text was created from qissas al anbiya book. this book is an adapted book. the verbalization of the bakayat text is the way of articulating the saga malay texts. in the verbalization of the bakayat text, the concepts used by the performer of bakayat in its presentation are the song, cerek, nyarup, translation and interpretation / review. the form of its delivery was formed as a unity with the meaning of the text. every performance gavenew meaning to the text e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. na. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 80--93 accreditation:- 90 presented, including the dominant meaning of the singleness of god, the meaning of the text bakayat negotiations, bakayat text ambiguity and the meaning of the bakayat text rejection. the existence of sasak bakayat led to some perspectives in society. it was claimed that the existence sasak religious rituals deviated from the quran and hadith. therefore, the tradition was stated to be bid’ah hasanah. if this opinion grows among the young generation without any attempt to find a solution to it from the stakeholders, sooner or later this bakayat tradition will get extinct. v conclusion, finding and suggestion based on the analysis of the historical development, structure, function, meaning, and text articulation of the bakayat sasak, it can be concluded that bakayat is the literary spoken-text tradition; it is delivered narratively and becomes the aesthetic media for articulating various social discourses. bakayat as a spoken-text tradition has a long history. in its development the tradition was influenced by the dynamic change taking place in society. the emergence of islam in lombok significantly contributed to the meaning for the existence of bakayat. bakayat sasakwas widely recognized by society, especially the muslims waktulima and was used in several traditional and religious rituals. however, the impact of globalization and new islamic ideologies caused bakayat to become a marginalized tradition and to get extinct in the future. bakayat text structures can be classified based on the usage, reference, communicative channels, and the narrative structure. bakayat text structure, as a narrative text, consisted of some episodes. the episodes were presented in accordance with the purposes of the implementation of bakayat. the structure of the text was seen from the written text of speech or the narrative voice. the storytelling style used a song followed with translation. the structure of the text form such as narrative, the rhythm of the storytelling, e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. na. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 80--93 accreditation:- 91 and storytelling style described the mood of the bakayat performer. the reader described the text through the rhythm of the song accompanied with cerek and nyarup, while the storyteller translated and interpreted the text with his style as a narrator and the character at the same time. in the bakayat sasak the text and characteristics of the sasak culture social context got mingled and had several functions. the functions included the function as media for religious preaching as manifest function and educational function including the projection system, social media, economic media, media for preserving traditions and customs as thelatent function. the development of the owner of the tradition and external influencescaused bakayat to be articulated. this led to change in the function of bakayat, such as the entertaining function which described the social identity, local knowledge, and competition. the function of bakayat sasak in the social and cultural context as well as the study of texts, cultural code, and aesthetics implied that the meaning of the text bakayatcannot be separated fromthe story of prophet joseph. this involved religious meaning, social, historical, political, and aesthetic meanings. the religious meaning revealed the greatness of allah, the almighty god with all his commandments. the conceptualization of the religious preaching in bakayat changed into social, historical, political and aesthetic meanings among the sasak people. the articulation of the religious value and social discourse of the bakayat text took place through the understanding of the text which was associated with the ritual performed and gave new meaning to the text. the text was interpreted by showing the dominant meaning of the singleness of god, the meaning of the text bakayat negotiations, the bakayat text ambiguity and the meaning of the text bakayat rejection. in addition, there were several pro and cons responses from the sasak people toward the bakayat tradition with different arguments. this study presents the findings which are formulated as follows. 1) there was change in the practice of reading bakayat in the last three decades. by using the articulation theory in the analysis, it was found that bakayat tradition was originally performed for religious preaching, and was used to articulate social problems. the socioe-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. na. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 80--93 accreditation:- 92 cultural aspects articulated in bakayat made this tradition more contextual with the religious life of the community. 2) the novelty ofbakayat function is that it focused more on the change in function that occurred as the articulation of the owner of this tradition. in this present study, it was found that the manifest function was no longer used. the latent function changed because there was rearticulation of the bakayat text. the function that changed resulted from the political aspect such as the emergence of entertaining function, competition, local knowledge, and social identity. the function was not based on the original function of this tradition as implied by bascom and alan dundes. therefore, the analysis on the functions in this study is more comprehensive. 3) empirically, it was found that the development of bakayat was not fully using the typical malay song. since the 1990s, the song began to use the sasak song and macapatan which was commonly used as a form of creativity in pepaosan by the bakayat performer. it made bakayat more creative, preserve the local song, closer to its community and young people. furthermore, bakayat was also performed in mosques but now the presentation can be found in various places, such as at the houses of sasak people and on the stage of competition. some suggestions related to the present study areas follows. first, the researcher and culture observer should help preserve the spoken-text tradition of sasak people through various studies. it is gettingextinct. it is expected thatthere is a solution to synchronizing the tradition with globalization and technologyin order to anticipate the extinction. second,educational institutions as one of the institutions should be responsible for maintaining the continuity of the several cultural practices of sasak people; they are expected to preserve it through teaching and learning activities at various levels of education. third, the government and society are expected to participate in preserving the bakayat sasak spoken-text tradition through the implementation of religious customs, competition and parade of spoken-text art. the government can periodically e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. na. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 80--93 accreditation:- 93 organizesome competitions and it is suggested that sasak people should preserve the traditional religious rituals by organizing bakayat as a complementary ritual. . impression in “i wandered lonely as a cloud” e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 73--85 accreditation:- 73 oral myth of badawangnala in the island of serangan, south denpasar novena ade fredyarini soedjiwo e-mail: novenaade@yahoo.com sekolah tinggi bahasa asing (stiba) mahasaraswati university, denpasar i nyoman suarka e-mail: nyomansuarka@yahoo.com study program of linguistics, school of postgraduate studies, udayana university i nyoman weda kusuma e-mail: weda_kusuma@yahoo.com study program of linguistics, school of postgraduate studies, udayana university ida bagus rai putra e-mail: ps_linguistik@yahoo.com study program of linguistics, school of postgraduate studies, udayana university abstract the myth of badawanganala believed by the people of bali is found on lontar adiparwa, but in serangan island it has its own version, adapted to the present context. with the global influence, the local culture is slowly eroding, as in serangan island, namely reclamation. reclamation occurred in 1994, causing changes in the life cycle both on land and sea; the marine life was damaged, due to the greed of rulers. badawangnala myth, constructed in pura batu api is believed to neutralize and reconstruct patterns of harmonious and prosperous behavior. the research objective is to understand the meaning and function of badawanganala oral myth in serangan island. the theory used in this research includes the narrative discourse theory, the theory of mythology, transformation theory, and the theory of semiotics. the research method is qualitative with qualitative and interpretative descriptive analysis techniques. the primary data are taken from informants purposively and the secondary data are from the study of documents. the collecting of data is done through observation, interviews and document study. e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 73--85 accreditation:- 74 the structural analysis of the text is started from the text of the bedawangnala myth of adiparwa then medang kemulan, and the text spoken by indigenous leaders, bendesa adat of serangan. the text is associated with linguistic intrinsic elements that build up the myth of badawangnala in serangan island particularly on its characterizations the research findings are strengthening of the cultural attitudes and behaviors of the serangan community to defend their rights, and the younger generations are able to promote solidarity through ritual, that is odalan (temple ceremony), and batu api temple is the implementation of strength and confidence in the ritual policy. keywords: bedawangnala myth, meaning, and function. 1. introduction oral tradition is an aspect of life that can affect the mindset, including a myth. a myth is considered to be a message delivered through speech or orally (barthes, 1983: 151). it is believed to be one way of reminding and forming human mind to behave better. roland barthes (1983: 49), stated that the mythical story develops through thoughts, ideas, and dreams that are believed and understood by the local community, by a group of people or followers through interests, power, and ideological unity and coherence that are very dependent on its function in society. likewise, according to levi-strauss (1993: 208) the myth is created irregularly, depending on the will of the narrator's heart. regularity in creating the myth is not recognized by the narrator, this regularity is often called structure serangan island which is known as turtle island experienced the impact of globalization in its civilization. global influence is slowly eroding local culture, such as the emergence of modern culture, consumerism and lifestyle. serangan island is located in south denpasar, bali. serangan island is 481 hectares wide. before reclaimed, serangan island area was 110 hectares, consisting of 6.456 ha residential land, 85 hectares of fields and plantations, and 19 hectares swamp or forest (profil kelurahan serangan. 2006). as a tourist area, btid made reclamation in 1994 at serangan island. reclamation caused changes in the life cycle of both on land and sea. the economy began to decline, slowly turning the local livelihoods, and damaged marine life. due to the greed of rulers, it brought about changes in the behavior patterns of serangan communityfollowed by lack of human e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 73--85 accreditation:- 75 knowledge, awareness to preserve and maintain nature and save the environment (kleden, 1987: 148). it is very influential for the community to address the balance of the natural environment in the community, in order to create harmony and conformity between man and the natural environment. community leaders make efforts to improve life on serangan island. those efforts are inspired by the myth of badawangnala to neutralize and reconstruct harmonious and prosperous patterns of behavior. this study aims to clarify the interpretation of the text of bedawangnala myth in its uniqueness, reveal the function and meaning of the myth in serangan island in the dynamics of cultural enlightenment of serangan community; and get a picture of the conservation and development of the myth as an oral tradition. theoretically, the findings of the study are expected to enrich the cultural knowledge on oral tradition as a system of symbols and contribution to the growing scientific community. the contribution can be taken as a policy of ritual model in the life of society in serangan island. practically, the research can legitimize the existence of badawangnala as a source of strength, and add confidence to welfare. 2. research methods this study uses a qualitative method that emphasizes the description, decomposed in the form of words or images, namely, a phenomenon that invites many interpretations (endaswara, 2002: 5). serangan island is taken as a research location with the consideration that, first, the reclamation resulted in the emergence of environmental problems and conflicts of society, and a decline in social and cultural values; second, the icon of serangan island is a turtle; and third, in serangan island there is batu api temple as a community force in serangan island, which is a new text to achieve harmony. the type of data includes qualitative and quantitative data. the primary data are obtained through observation and indepth interview about the mythical story of badawangnala. this myth is told and heard by the people of serangan island orally during the local community rituals and texts of e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 73--85 accreditation:- 76 badawangnala myth that were found in written form. while secondary data are obtained from the archives, customary documents, and the village monograph. determination of informants in the research was done purposively, based on experience and knowledge of badawangnala myths and rituals associated with the myth. the research instrument is the researcher herself since the data are collected through interviews (cross check) and observation. the data collection techniques are done on triangulation basis. during interview question and answer techniques are used. the data were qualitative and interpretative descriptively analyzed. 3. discussion serangan island is located in south denpasar, in the south part of bali island, known as turtle island that becomes a haven for nesting turtles. serangan island is a small island that is loaded with uniqueness, ranging from the sea, beautiful beaches, many temples, and attractions for tourists. many entrepreneurs are interested in investing in serangan island. investors, namely pt. btid expands the land by way of reclamation causing disrupted environment and marine life, thus affecting the cultural life of the community. sea currents change, coral reefs are damaged, the fishermen catch reduces such as fish, shrimp, seaweed and other marine products. as a result, the economy declined and human behavior slowly changed for the sake of subsistence. companies that carried out reclamation suffered losses. traditional village figure, named mudana, got the inspiration to improve the shattered lives. together with several other leaders, he built batu api temple, as a religious strengthening for hindus in serangan. the inspiration came from the mythical figure of badawangnala, an awatara of lord vishnu. lord vishnu is believed to be able to overcome the problems that occur in the world. balinese people know that badawangnala is a giant tortoise, an incarnation of lord vishnu that is written in adiparwa papyrus. adiparwa contained the following text. e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 73--85 accreditation:- 77 "once there was a turtle named akupa, kurmaraja turtle king, reportedly the incarnation of "god vishnu ". he was told to hold mount mandara as the base of the mountain inorder not to be sinking ". the figure of lord vishnu is believed to help people cope with the problems of human life. seeing the social living conditions in the serangan, mudana was inspired by the story of the collapse of watugunung contained in lontar medang kemulan. the myth of badawanganala in serangan tells about the collapse watugunung as follows "dewi sintakasih, mother of watugunung realized at the time of his ambition to marry his mother. dewi sintakasih reported her emotional son to lord indra, that his son wanted to marry his mother. lord indra asked lord vishnu to destroy watugunung. lord vishnu was given the task and then he was transformed into kurma awatara turtle that breathed fire, to perform physical fights with watugunung. watugunung was lost and was killed but given forgiveness, and was made alive again. that's when hindu people started to know about the new civilization "(interview with bendesa adat of serangan village, dated may 13, 2012). the myth tellsabout a child who marries his own mother. the incident makes lord indra angry and sent vishnu to combat him. finally the awatara of lord vishnu, namely kurmaraja or badawangnala kills watugunung. the storytelling consists of interwoven texts into sentences and form a discourse that produces new myths. oral and written speeches consist of a set of texts created according to the needs of the era and its ability to become a new framework of citations of the past by arranging scattered meanings, just like in the myth (barthes, 1981: 15) the story told that the ruler of serangan island was greedy, immoral, and wanted to master serangan island. the figure of lord vishnu transformed himself into badawangnala that is interpreted as the savior of the world. badawangnala that takes the form of giant tortoise is implemented into pura batu api. the architecture of pura batu api is pelinggih (shrine) flanked by two giant turtles, the statutes of be rumini, pelinggih (shrine) of god indra, well, and blocking monument or shrine of the temple guards. the two giant turtles e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 73--85 accreditation:- 78 are paired, male and female. the distinguishing device of the couple is a ribbon symbol tied around the neck of each giant tortoise. lanang wore black ribbons, while his wife wore a red ribbon. the giant turtles are big having green color and with the head lifted up and putting out fire. from the standpoint of etymology, the word nala is derived from the word anala which means fire while badawang means giant turtle. badawangnala means giant turtle that emits fire (sanjaya, 2001:7). lord vishnu is the manifestation of god almighty who maintains the universe and its contents, and gives life to everything (titib.2002: 220). lord vishnu has the ability to change form into what is called awatara. awatara vishnu came to address the destruction of the world, lawlessness, and crime. through awatara, he saves people to uphold virtue. the ceremony at pura batu api as the implementation of badawangnala myths, and ceremony is performed every six months, as reflection of a man devotion to sang hyang widi wasa. this is the inspiration of mudana, and pura batu api is believed to overcome the problems in the village serangan. the myths from various regions are interpreted by the public as something sacred and often contains messages or moral values that must be maintained and preserved by the community. the goal is to be able to control their actions and attitudes appropriate to the culture and morals. the myth of badawangnala is a past story about lord vishnu as the savior of the world who becomes badawangnala (kurmaraja) a giant turtle that emits fire. as stated by sibarani (2012. 198) the myth is a local cultural heritage, that the ancestors had thought about the welfare of the next life. this is reflected in the ideas and thoughts of the local culture through oral tradition based on the old and new texts, the myth of bedawangnala has a creation function, social function as a form of protest against arrogance, as the inspiration of the founding of pura batu api, and religious functions. creation function becomes an inspiration to the current context of the content and form of the badawangnala myth that orally told in pulau batu api. disclosure of local knowledge of the structure of badawangnala myth orally told e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 73--85 accreditation:- 79 in serangan island helps reveal the values and cultural norms contained in the oral tradition (sibarani. 2012: 309). discourse contained in the myth of badawanganala serves as the basic function of the creation of spoken text, which appears in the text orally told by the bendesa adat: "... kurma that breathes fire ...", and in adiparwa "... kurmaraja who breathes fire ..." while in medang kemulan, "... kurmaraja has long nails and sharp ..." the text indicates the rearrangement that combines traits or characteristics of badawangnala. the initial text of adiparwa i is a text which is used as a guide or reference in the process of inheritance. the text becomes the background of the creation of a new text (hypogram). the derivation and inheritance are based on the context of the local culture. it is then expected to organize social life into an ideology that plays a role and influences the community to think, act, and behave. the social function as a form of protest against arrogance appears in the myth of bedawangnala that is believed by serangan community, namely the collapse of watugunung. through this myth, they were convinced and believed to be able to revitalize and have a role in the process of continuous change, in line with the culture and civilization. it can improve all sectors of human life, namely norms, values, behavior patterns, and social institutions. then a shrine was made in the form of a giant turtle as it is spoken by the bendesa adat, that the only one that can combat the greed of watugunung is sharp-nailed badawangnala / kurmaraja. the text that showed that kurma has a sharp-nail is as follows, “it is narawisesa mawesa kurma alone with sharp nails that is able to beat me ". it is explained through the text that watugunung is a powerful person and can not be defeated by the gods. watugunung has a weakness, which can be defeated by kurmaraja. the people of serangan know kurmaraja as badawangnala. badawangnala is the incarnation of the god vishnu. serangan traditional leaders and community believe that the mythical message on watugunung story can be used as guidelines and implemented in the present life. then a shrine was made taking the form of a giant turtle that is believed by the bendesa adat to be the only one that can combat the greed of watugunung, the sharp-nailed e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 73--85 accreditation:- 80 badawangnala / kurmaraja. through the sharp nailed kurma is believed to be able to fight ruthlessness of watugunung. the attitude and behavior of watugunung exist in most villagers of serangan. the inspiration function of the establishment of pura batu api, is evidenced by the formation of a new holy building. badawangnala is believed to have a different and unique version. as stated by hutomo (1990: 63), the story could support a belief that is considered correct. the local leaders of serangan believe that the version of badawangnala orally told from the transformation of watugunung story. the story can be used as an inspiration, of awatara vishnu who killed watugunung. awatara of lord vishnu is a sharp-toed giant turtle known as kurmaraja or badawangnala. then to the traditional leaders, it is the description of this badawangnala that inspired the formation of the place of worship or temple for hindus in serangan island, namely pura batu api. the temple is believed to be used as a mediation between man and sang hyang widhi. the mediation is expected to improve the community life. religious function is associated with rituals that are sacred and considered to beliefs in gods and ancestral. rituals are performed in accordance with the place and time based on beliefs and traditions of the local culture. the function of the ritual as an act of devotion to sang hyang widi. rituals that are performed continuously and constantly make the next generation carry out based on hereditary. the ritual in pura batu api is held every wuku watugunung, on the buda urip. the selection of wuku watugunung in buda urip is based on the text contained in medang kemulan, the defeat of watugunung, namely: "the following day about 6 am, lord vishnu went to combat watugunung. at that time it was radite kliwon day / kliwon sunday. on the height of the war finally the watugunung was defeated. and he fell in the natural world. it is called watugunung collapse (radite kliwon). the time of death is called candungwatang. on the next day, bagawan lungmalang came tugging watugunung corpse. the day was called day of paidpaidan. at the time of weraspati or wage thursday, came bagawan waraspati became e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 73--85 accreditation:- 81 merciful, turned watugunung back to life again. he was alive when dauh 3. but was killed again on kliwon friday, and then lord shiva came to bring the watugunung to life again and lord vishnu came again to kill ..." lord vishnu managed to beat and killwatugunung by transforming into badawanganala as a giant tortoise. furthermore watugunung was revived and killed by the gods, and this happened repeatedly. so that the incidence of watugunung defeat is celebrated as piodalan in pura batu api on wuku watugunung, sasih buda urip according to the balinese calendar. the purpose of the ritual is to invoke the safety and harmony as their devotion over the blessing of life that they've got. hindu community in bali and the ceremony can not be separated from everyday life, the ancestors of hindus in bali taught to always maintain harmony, be it a relationship with the creator and with nature and the surrounding environment, all of it contained in the philosophy of tri hita karana representing the concept of harmony including the existence of a harmonious relationship between man and god, a harmonious relationship between man and man and a harmonious relationship between man and nature. the overall interpretation of the text of bedawangnala, serangan island version, results in meanings that have values and norms for serangan commnity. the meanings contained are as follows: first, the social meaning as strengthening cultural attitudes and behavior, is seen in the character of lord vishnu. lord vishnu is known by the people of bali as the savior of the world. lord vishnu incarnated as badawangnala (kurmaraja), i.e a giant turtle emitting fire. the text contained in adiparwa and medang kemulan describes vishnu awatara as badawangnala, namely the giant turtle. in the story of watugunung, badawangnala is believed to give strength to overcome the problems in the village of serangan. watugunung is a picture of the attitudes and behavior of serangan community after the reclamation. secondly, the meaning of resistance, the implied meaning of pura batu api is the fight against evils. the building architecture in the form of giant tortoise emitting fire, e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 73--85 accreditation:- 82 shows anger. the anger against the context of the present time, in which most people are now greedy and dissatisfied. the characters appear on the antagonist that is watugunung, in the mythical version of badawangnala in serangan island. the present context is the master and entrepreneur who control the land of serangan regardless of the environment. as a result, the environment and life cycle in serangan are disrupted, thus affecting the economy and changes in behavior patterns. third, the philosophical meaning, as people devoted to sang hyang widi, establish places of worship as a manifestation of a balanced and consistent attitude to life and serve others, and maintaining the natural environment. the cult serves to organize the social system as a forum of harmonious, dynamic, and productive life. it is expected to grow a balanced spiritual and material values to form qualified human resources. the text of badawangnala myth in serangan island is a strategy to improve the moral and environmental damage in the village of serangan. the myth of badawanganala in serangan island has the meaning of creation as a resistance to insolence of watugunung attitude. watugunung married his own mother. while the interpretation of the text in the figure of the god vishnu, philosophically hindus in bali believe that the gods provide protection and safety for human beings. fourth, the symbolic meaning, is apparent at the text of the myth of bedawangnala orally told in serangan island, that the awatara of lord vishnu as a symbol emitting all his might to help human beings. as stated by titib (2001: 71) lord vishnu fought against the destruction by transforming as kurmaraja. according to the theology of hinduism, lord vishnu implies the embodiment of the universe, which is the beginning of everything, and where the soul resides. meanwhile the symbolic meaning of pura batu api takes the form of a pair of giant tortoises, male and female. the shape of the building has a denotative meaning as a sign of a counterweight. distinguishing types of statues, are seen by the winding of the ribbon on the neck of each turtle, the male with a black ribbon and the female wrapped with a red ribbon. the ribbon winding is based on the perspective of beauty, e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 73--85 accreditation:- 83 universally wives or women prefer red than lanang or male. the apparent symbol is the turtle tongue, sticking out in red and shaped like a flame or flame burst. the fire bursts represent the turtle anger against insolence. turtles are believed to be sacred beings, able to cope with evils on earth. for hindus fire causes flame and emit light in all directions enlightening, guiding, helping in darkness or distress. on a giant turtle with a flame is understood that the fire may burn or scorch anything that is considered to eradicate disaster or evils. the finding of this research is that the text of bedawangnala myth in serangan island is the transformational text from the hipogram text of adiparwa via watugunung text. in the process of transformation, the character, badawangnala experienced development of meaning from the buffer of the earth moved into a killer of watugunung. finally badawangnala became a symbol of serangan villagers resistance against egoism of those who exploit the land of serangan. the text of bedawangnala gives meaning in strengthening cultural attitudes and behavior of serangan in defending rights as a communication of balinese society, especially against the natural environment. the establishment of pura batu api in serangan island, is the implementation of a policy of strength and confidence in the ritual as a reminder and devotion to sang hyang widi.the implementation of ceremony is every six months at the time of watugunung wuku. 4. conclusion results of the discussion show that bedawangnala is believed to be an incarnation of lord vishnu, and is known by the public of serangan as a savior of the world. badawangnala myth that orally told in serangan, is interpreted as a discourse that creates a character of savior for mankind so as to encourage and provide ideas to build a place of worship. the overall of badawangnala myth that is orally told in serangan island has four functions, namely, (1) the function of creation, seen in places of worship, pura batu api; (2) the social function as a form of protest against the arrogance of businessmen and investors e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 73--85 accreditation:- 84 of land, who wanted to control serangan; (3) the function of inspiration to the establishment of pura batu api, to curb the behavior of greedy rulers; (4) the function of religion, as an act of human devotion to sang hyang widi. the meaning of bedawangnala myth in pura batu api includes, (1) the social meaning, namely the strengthening of attitudes and cultural behaviors through the story of watugunung and becomes inspiration in providing power in order to fix the pattern of behavior towards living in harmony, which is implemented in pura batu api, and gives meaning of strength as a resistance in the fight against greed. (2) the meaning of resistance, shows resistance to greed in an effort to improve the behavior to be prosperous. (3) the philosophical meaning, the activities in an effort to improve behavior towards living in harmony through building a place of worship, pura batu api are expected to grow a balanced spiritual and material values to form qualified human and (4) the symbolic meaning, apparent in the reflection of badawangnala, the awatara of lord vishnu embodiment as the symbol of its existence with the universe, keep the world from destruction, enlighten, protection, and harmony. the findings of the analysis is that the text of bedawangnala gives meaning in strengthening cultural attitudes and behavior of serangans in defending her rights as a communication of balinese society, especially the natural environment. the myth of badawangnala shapes and directs the routine pattern in the activeness of young people do worship as a selfrestraint of egoism and selfish. the younger generation is able to promote togetherness in the family and becomes a harmonious life on his own consciousness through the rituals that are performed regularly. the establishment of pura batu api in serangan island, is the implementation of a policy of strength and confidence in the ritual as a reminder and devotion to sang hyang widi. the ceremony is done every six months at the time of wuku watugunung. e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 73--85 accreditation:- 85 bibliography barthes, r. 1981. elements of semiology. new york: hill and wang. barthes, r.. 1983. mythologies. new york: hill and wang. endaswara, s. 2002. metodologi penelitian sastra epistemologi, model, teori, dan aplikasi. yogyakarta: pt buku kita. kleden, i. 1987. “ sikap ilmiah dan kritik kebudayaan”. jakarta: lp3es. sanjaya, o. g. 2001. wisnu purana. surabaya: pt. paramita. sibarani, r. 2012. kearifan lokal hakikat, peran, dan metode tradisi lisan. jakarta selatan: asosiasi tradisi lisan (atl). levi-strauss, c. 1963. anthropology structural. jacobson dan b.c. schoef (terj). new york: pinguins books. levi-strauss, c. 1974. anthropology structural volume ii. m. layton.(terj). new york: pinguins books. titib, i made. 2001. teologi dan simbol-simbol dalam agama hindu. badan litbang parisada hindu dharma indonesia pusat. surabaya: pt paramita. profil kelurahan serangan, 2006. perkembangan kelurahan serangan kecamatan denpasar selatan kota denpasar propinsi bali. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 120-129 120 helong language in west kupang district, kupang regency east nusa tenggara is shifting towards death 1 gregorius sudaryano, 2 made budiarsa, 3 i made suastra, 4 simon sabon ola 1. greg.sudaryono@gmail.com stiba cakrawala nusantara kupang 2. made_budiarsa@yahoo.com faculty of arts, udayana university 3. madesuastra@yahoo.co.id faculty of arts, udayana university 4. sabon_ola@yahoo.com faculty of arts, udayana university abstract—research on language shift related to social factor is included in sociolinguistic research. this study is to examine the phenomenon of helong language (hl) shift in the district of west kupang, kupang regency, east nusa tenggara province. hl shift is a product of language contact and language competition which is characterized by the use of hl by its speakers that is getting lower and switch to another more prestigious one. therefore, the phenomenon of hl shift was analyzed based on the choice of hl language use in a domain that implies hl maintenance by its speakers among generations. in order to get the expected data, this study involved 100 respondents consisting groups of 40 parents, 29 adults, and 31 children. the data obtained through data collection techniques were analyzed by using quantitative and qualitative methods. it was conducted based on the attitude of language in the dimensions of language loyalty, language pride, and awareness of language norms in the domains of family, education, customs, neighborhood, government, and religion referring to the level of hl maintenance. the results showed that the phenomenon of hl shift in the district of west kupang, kupang regency, east nusa tenggara province reflected reducing number of intergenerational helong native speakers in using their own language. the presence of indonesian language (il) intervening the use of language in the domains of education, government, and religion influencing the use of languages in the domains of family and neighborhood. thus, hl is shifting towards death in the next generations. keywords: language maintenance, language shift, language death 1. introduction helong language (hl) is one of the austronesian languages consisting of three dialects, namely helong pulau, helong darat, and helong funai, spoken by about 1,800 members of speech community of helong who live in parts of the district of west kupang, kupang regency, east nusa tenggara province (sudaryono, 2011: 44). considering hl existed among indonesian language (il), dawan language (dl), and rote language (rl), then the phenomenon mailto:greg.sudaryono@gmail.com mailto:made_budiarsa@yahoo.com mailto:madesuastra@yahoo.co.id mailto:sabon_ola@yahoo.com e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 120-129 121 of language shift and death tends to happen. edwards (1985: 71-72), one of the phenomena leading to language shift is caused by decreasing number of young speakers to use their own language and switch to another more prestigious one. furthermore, crystal (2000: 1-2) stated that a language is considered to shift if there is no more native speakers. the statement implies that hl shifted since young generation of helong speech community switch to another more prestigious language instead of hl used in the domains of former language use. the phenomenon of language shift is due to the presence of more prestigious language (il), intermarriage, communication technology, and migration. the language situation could potentially shift hl towards its death in the future. therefore, this research focused on the language choice and use in domains of family, education, customs, neighborhood, government, and religion as well as levels of hl maintenance, shift, and death. 2. theoretical background language shift is a language that is not able to sustain itself because it is abandoned by its native speakers. language maintenance and shift are related to language planning implicate on language choice and use (eastman, 1983: 32, 142). the phenomenon of language maintenance and shift occur since there is language contact which implies competition among languages (grosjean 1982). language competition causes linguistic phenomenon including bilingualism, diglossia, code switching/code-mixing, interference, language shift and death. language maintenance is closely related to language death implemented in communicative interaction to encourage an effort of surviving a language. if it fails, then the shifting language will slowly lead to death (sumarsono, 1995: 173). language shift and death are caused by the power of majority speech community group against minority, religious and educational backgrounds, social class, intermarriage, policy of government politics on language and the influence of language use patterns (romaine: 1996). furthermore, grosjean (1982: 107) classifies factors of language shift and death into five, namely social, attitudes, language use, government policy, and others. 3. research methods e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 120-129 122 this study uses sociolinguistic approach referring to linguistic subject in a social context with the targeted study regarding behavior of speech community group. the study used quantitative and qualitative methods by applying phenomenological framework as its philosophical foundation. in accordance with its appropriate philosophical framework approach, the study was based on factual data found and presented in accordance with reality found when it was conducted (muhadjir, 1995). in order to get the expected data, the research involved 100 respondents consisting of 31 children, 29 adults, and 40 parents. the data were obtained through methods of observation, questionnaire, interview, focus group discussions, record, and documentation. to determine the level of language maintenance leading to hl shift and death, the analysis was conducted based on variables of attitudes in dimensions of language loyalty, language pride, and awareness on language norms in the domains of family, education, custom, neighborhood, government, and religion. 4. results the results of study showing the phenomenon of hl shift and death were obtained by the analysis of language choice and use in the domains of family, education, custom, neighborhood, government, and religion as follows. family domain table 4.1 the language use between adult and parents /grandparents/siblings/other tenants (n=29)) no. languages grand parents % parents % siblings % other tenants % 1 hl 18 62,07 9 31,03 2 6,90 6 20,69 2 il 4 13,79 16 55,17 22 75,86 17 58,62 3 hl and il 7 24,14 4 13,79 5 17,24 6 20,69 4 dl 0 0 0 0 0 0 0 0 5 rl 0 0 0 0 0 0 0 0 total 29 100 29 100 29 100 29 100 table 4.1 shows that in family domain, communicative interaction between the speakers of adult group and (1) grandparents used hl 62,07 %, il 13,79 %, hl-il 24,14 %, dl 0 %, and rl 0 %; (2) parents used hl 31,03 %, il 55,17 %, hl-il 13,79 %, dl 0 %, and rl 0 %; (3) e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 120-129 123 siblings used hl 6,90 %, il 75,86 %, hl-il 17,24 %, dl 0 %, and rl 0 %; and (4) other tenants used hl 20,69 %, il 58,62 %, hl-il 20,69 %, dl 0 %, and rl 0 %. the quantitative data in table 4.1 illustrates that the language choice and use of hl for interaction between the speakers of the adult group and interlocutors of grandparents is still dominant (62,07 %). on the other hand, the use of hl for communicative interaction between speakers of adult group and interlocutors of parents group, siblings, and other tenants is shifting that is marked by the speakers who switch to il in percentage between 55,17 % and 75,86 %. the use of dl and rl disappears (0 %) to describe that hl speakers still survive their language in competition among local languages (see eastman, 1983: 32, 142; grosjean, 1982). the language situation indicates a reduced number of speakers of adults and children groups of helong speech communicative to use and switch to il considered more prestigious one. table 4.2 the language use between children and parents/grandparents/siblings/other tenants (n=31)) no. languages grand parents % parents % siblings % other tenants % 1 hl 4 12,90 2 6,45 0 0 1 3,23 2 il 21 67,74 19 61,29 31 100 28 90,32 3 hl and il 6 19,35 10 32,26 0 0 2 6,45 4 dl 0 0 0 0 0 0 0 0 5 rl 0 0 0 0 0 0 0 0 total 31 100 31 100 31 100 31 100 data table 4.2 shows the reducing amount of helong children native speakers when compared with the amount of adult native speakers as shown in the percentages as follows. table 4.3 helong language situation in family domain interlocutors speakers difference adults % children % f % grandparents 18 62,07 4 12,90 14 49,17 parents 9 31,03 2 6,45 7 24,58 siblings 2 6,90 0 0 2 6,90 other tenants 6 20,69 1 3,23 5 17,46 data in table 4.3 shows the difference percentage of reducing number of helong native speakers using hl in the next generation with grandparents 49,17 %, parents 24,58 %, siblings 6,90 %, and other tenants 17,46 %. the reducing number of helong native speakers of next generation happens in all interlocutors in the domain of family. based on the above data analysis, the use of hl in family domain can be identified that helong adult group still use hl to e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 120-129 124 communicate with all interlocutors in family domain with: grandparents 62.07 %, parents 31,03 %, siblings 6,90 % and other tenants 20,69 %, and also children communicate in hl with grandparents 12,90 %, parents 6,45 %, siblings 0 % and other tenants 3,23 %. language situation as the result of transferring language from one generation to the next generation appearing in the table shows that the use hl in the domain of family is shifting. that is, older native speakers still use their language but the amount of native speakers using hl reduces from generation to generation. thus, hl will be possible to die in the future. education domain table 4.4 the language use between children (students) and schoolmates, teachers, and school officers (n=29+31= 60) languages schoolmates % teachers % school officers % hl 0 0 0 0 0 0 il 49 81,67 60 100 60 100 hl-il 11 18,33 0 0 0 0 dl 0 0 0 0 0 0 rl 0 0 0 0 0 0 total 60 100 60 100 60 100 table 4.4 describes the communicative interaction between students and interlocutors: schoolmates using hl 0 %, il 81,67 %, hl-il 18,33 %, dl 0 %, and rl 0 %; teachers using hl 0 %, il 100 %, hl-il 0 %, dl 0 %, and rl 0 %; school officers using hl 0 %, il100 %, hl-il 0 %, dl 0 %, and rl 0 %. overall, the data shows that hl is in shifting process which is characterized by helong native speakers switch to il to interact socially. neighborhood domain tabel 4.5 the language use between speakers of parents and the same age, older, and younger neighbors (n=40) languages the same age neighbors % older neighbors % younger neighbors % hl 34 85 34 85 27 67,50 il 0 0 0 0 3 7,50 hl-il 6 15 6 15 10 25 dl 0 0 0 0 0 0 rl 0 0 0 0 0 0 total 40 100 40 100 40 100 table 4.5 describes language situation in neighborhood domain involving helong parents and interlocutors: the same age neighbors using hl 85 %, il 0 %, hl-il 15 %, dl 0 %, and rl e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 120-129 125 0 %; older neighbors using hl 85 %, il 0 %, hl-il 15 %, dl 0 %, and rl 0 %; younger neighbors using hl 67 %, il 7,5 %, hl-il 25 %, dl 0 %, and rl 0 %. thus, it shows that the language situation of helong parents still maintain hl well in neighborhood domain. table 4.6 the language use between adults and the same age, older, and younger neighbors (n=29) languages the same age neighbors % older neighbors % younger neighbors % hl 7 24,14 24 82,76 0 0 il 13 44,83 3 10,34 23 79,31 hl-il 9 31,03 2 6,90 6 20,69 dl 0 0 0 0 0 0 rl 0 0 0 0 0 0 total 29 100 29 100 29 100 table 4.6 describes the language situation in the domain of neighborhood involving helong adult speakers and interlocutors of: the same age neighbor using hl 24,14 %, il 44,83 %, hl-il 31,03 %, dl 0 %, and rl 0 %; older neighbors using hl 82,76 %, il 10,34 %, hl-il 6,90 %, dl 0 %, and rl 0 %; younger neighbors using hl 0 %, il 79,31 %, hl-il 20,69 %, dl 0 %, and rl 0 %. therefore, table 4.6 shows that the language situation of helong is shifting which marked by helong adult switch to using il for social interaction in the domain of neighborhood. tabel 4.7 the language use between children and the same age, older, and younger neighbors (n=31) languages the same age neighbors % older neighbors % younger neighbors % hl 0 0 0 0 0 0 il 29 93,55 29 93,55 31 100 hl-il 2 6,45 2 6,45 0 0 dl 0 0 0 0 0 0 rl 0 0 0 0 0 0 total 31 100 31 100 31 100 table 4.7 describes the language situation in domain of neighborhood involving helong children and interlocutors: the same age neighbors using hl 0 %, il 93,55 %, hl-il 6,45 %, dl 0 %, and rl 0 %; older neighbors using hl 0 %, il 93 %, hl-il 6,45 %, dl 0 %, and rl 0 %; younger neighbors using hl 0 %, il 100 %, hl-il 0 %, dl 0 % and rl 0 %. thus, table 4.7 shows that the language situation in helong children group is shifting which is marked by children do not use hl for social interaction in neighborhood domain except in the context of code-mixing or code switching (hl-il) showed in the percentage of 6,45 %. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 120-129 126 domain of religion christian is the majority of helong community members in west kupang district, kupang regency. it has an important role in social life of the community. in religious activities, il is the only language used in the region influencing hl situation. therefore, the analysis referred to the opinion stated out by members of the community in the statements of strongly disagree, disagree, just agree-never mind, and abstain if hl is used in the domain. the statements determine behavior of helong speakers to their own language in the dimension of language loyalty, language pride, and the awareness of language norms based on the language choice and use in appropriate domains. tabel 4.8 the agreement and disgreement by helong parents on the use of hl for religious speeches (n= 40) statements f % strongly disagree 3 7,50 disagree 19 47,50 just agree, never mind 16 40 abstain 2 5 total 40 100 table 4.8 describes positive behavior of helong parents to their language 55 % (strongly disagree 7,50 % and disagree 47,50 %), and negative attitudes to their language 40 % (just agree, never mind). hl situation in the parents group showed that hl is shifting. tabel 4.9 the agreement and disgreement by helong adults on the use of hl for religious speeches (n= 29) statement f % strongly disagree 3 10,34 disagree 13 44,83 just agree, never mind 12 41,38 abstain 1 3,45 total 29 100 table 4.9 describes positive behavior of adult speakers of helong to their language 55,17 % (strongly disagree 10,34 % and disagree 44,83 %), and negative attitudes to their language 41,38 % (just agree, never mind). hl situation in the adult group also showed that hl is shifting. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 120-129 127 tabel 4.10 the agreement and disgreement by helong children on the use of hl for religious speeches (n= 31) statements f % strongly disagree 0 0 disagree 27 87,10 just agree, never mind 4 12,90 abstain 0 0 total 31 100 table 4.10 describes positive behavior of hl children speakers to their language only 12,90 % (just agree, never mind) and negative attitudes to their language 87,10 %. language situation of hl in children group also showed that hl is shifting. domain of custom in the socio-cultural aspect, helong community still adhere to the traditions and customs which indirectly implies high language loyalty of hl native speakers especially the older generation. the proof shows that helong community is still very concerned with their traditions consistently to conduct traditional ceremonies consistently, such as traditional wedding, pregnancy, birth, death, and agriculture ceremonies. in every conducted ceremony, traditional leaders always use hl for customary ritual speech because semantically, ritual speech cannot be changed by other languages. data on table 4.11 were obtained by the recognitions of respondents about the use of language in the domain of custom. tabel 4.11 the language use (n= 100) traditional ceremony languages hl % il % hl-il % dl % rl % wedding 100 100 0 0 0 0 0 0 0 0 pregnancy 100 100 0 0 0 0 0 0 0 0 birth 100 100 0 0 0 0 0 0 0 0 death 100 100 0 0 0 0 0 0 0 0 agriculture 100 100 0 0 0 0 0 0 0 0 table 4.11 describes that the language situation in custom domain does not enable any other language (il, dl and rl) to be used in ritual speech of helong traditions. hl is the only language used for ritual ceremonies of marriage, pregnancy, birth, death, and agriculture (shown in the percentage of 100 %). thus, in the custom domain, helong native speakers still maintain e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 120-129 128 their language well. nevertheless, helong customary ritual speech can only be performed by some indigenous leaders implies that such ability only possessed by several older speakers, and then it is possible that hl in the domain will be shifting in the future. the statement was logically since most domains show hl has been shifted by il. 5. conclusion language contact involving il and other local languages that implies language competition makes hl situation instable. it shows linguistic phenomena in which helong native speakers inconsistently use hl in most domains. inconsistency of hl use indicates weakness of language maintenance and negative attitudes of young generation of helong speech community to their own language. therefore, the unbalanced language choice and use tend to shift hl because the young generation of helong switch to il which is considered more prestigious than hl to interact socially in most domains of language use. the intervention of il used dominantly hinders hl maintenance and development among helong younger generation. the results of the study show phenomenon of hl shift towards its death which is characterized by a reduce in the number of helong native speakers from generation to generation using their own language in the domains of family and neighborhood as follows. the percentages of helong native speakers who use hl in family domain group grand parents % parents % siblings % other tenants % adults 18 62,07 9 31,03 2 6,90 6 20,69 children 4 12,90 2 6,45 0 0 1 3,23 the percentages of helong native speakers use who hl in neighborhood domain group the same age neighbors % older neighbors % younger neighbors % parents 34 85 34 85 27 67,50 adults 7 24,14 24 82,76 0 0 children 0 0 0 0 0 0 e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 11. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 120-129 129 references crystal, david.2000. language death. united kingdom: cambridge university press. eastman, carol m. 1983. language planning: an introduction. san fransisco & sharp edwards, john. 1985. language, society, and identity. oxford: basil blackwell. grosjean, francois. 1982. life with two language: an introduction to bilingualism. cambridge: harvard university press. muhadjir, noeng.1995. metodologi penelitian kualitatif; telaah positivistik, rasionalistik, phenomenologik, realisme methaphisik. yogyakarta: rake sarasin. romaine, suzanne. 1996. bilingualism, handbook of second language acquisition. san diego, ca: academic press. sudaryono, gregorius. 2011. pemertahanan bahasa helong di desa oematnunu, kecamatan kupang barat, kabupaten kupang. tesis s2 universitas nusa cendana. sumarsono. 1995. pemertahanan bahasa melayu loloan di bali. jakarta pusat pembinaan dan pengembangan bahasa. impression in “i wandered lonely as a cloud” e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 100 e-journal of linguistics the linguistic status of isolects in nagekeo regency: a dialect geography analysis petrus pita e-mail: petruspita01@gmail.com fkip universitas flores aron meko mbete e-mail: aronmbete@yahoo.com study program of linguistics, school of postgraduate studies, udayana university multamia r.m.t. lauder e-mail: mialauder@cbn.net.id ui (indonesia university) ni made dhanawaty e-mail: sainandana@yahoo.co.id study program of linguistics, school of graduate studies, udayana university abstract this study aims to investigate (1) the forms of isolect differences based on lexical paradigm in various research locations in nagekeo regency, (2) the grouping of these isolects in nagekeo regency into dialects and sub dialects, and (3) the forms of phonemic changes phonologically of isolects in nagekeo regency. this research was descriptive analysis research. the data were collected through dialect metric method and comprised from three parts dialectology of nagekeo language. 1. mbay language/riung. it consists of three dialects: a). lengkosambi dialect, b). nggolonio dialect, and c). nggolombay dialect. 2. nagekeo language. it covers 22 dialects, 5 sub-dialects, and 3 contrast in speech, as bellow: 1) the midle nage has one dialect and three sub-dialects, namely boawae dialect, rawe sub-dialect, rowa sub-dialect, and kelewae sub-dialect. mailto:petruspita01@gmail.com mailto:aronmbete@yahoo.com mailto:mialauder@cbn.net.id e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 101 2) the north-midle nage has 6 dialects: munde dialect, dhawe dialect, lape dialect, lambo dialect, dhereisa dialect, and rendu dialect. 3) the south–midle has 4 dialects and one contrast in speech such as ndora dialect, jaduro dialect (raja,wudu, wolowea, gero), kelimado dialect, kotakeo dialect and ladolima contrast in speech. 4) the north-east consists of two dialects and one contrast in speech, that is wolowae dialect or toto dialect with utetoto sub-dialect, oja dialect with watumite subdialect and tendarea sub-dialect. 5) the boundary region that is located between nageko and ngada district has two dialects including sara dialect-taka (sarasedu,takatunga); soa dialect (mengeruda)poma (denatana) 6) west keo has three dialects and one sub dialect that is lejo dialect with wolokisa subdialect; aewoe dialect; and kotagana dialect. 7) the midle keo has two dialects and one subdialect, namely kotowuji dialect with mbaenuamuri sub-dialect; romba dialect 8) the east keo has one dialect and one contrast in speech like riti dialect-woko (ritiwokodekororo) with contrast in speech to riti dialect. it is found that six consonants occur in regular variety as distinctive features of dialect from phonological point of view. they are 1) consonant variations occuring on phonem /b/ ≈ /b h , m b, 2). consonant variations on /d/ ≈ /d h , n d/, 3). consonant variations on /d/ ≈ /d h , n d/, 4). alveolar variation consonant /z/ ≈ /r, r, y,  y/ , 5). various trill consonants /r/ ≈ /r, l, l h , y, ø/. and 6). various lateral consonants /l/ ≈ /  d, h, d, dh, ø/. 3 ende language. it consists of two dialects; maukaro dialect and nangapanda dialect. key words: linguistic, isolects, dialect, geography 1. introduction 1.1 background a scientific and objective research on dialect geography focusing on isolect variations in nagekeo regency is important for some main reasons such as: 1) isolects used by people of nagekeo regency are isolects of small local languages which are rarely documented in the forms of scientific research, either micro or macro research. 2) young generation and intellectuals tend to use indonesian language, and not local languages as their mother tongue or first language, even at family or local culture domain. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 102 3) in connection with the nusantara concept and national defense of indonesian nation, research on small local languages, such as the small languages in nagekeo regency will bring positive impact to the existence of the republic of indonesia as the unitary nation state (cf. ayatrohaedi, 1985:4-5; dhani 1991: 3-4) because every elements of the nation, no matter how small they are, are the glue that strengthens the unity and the unitary of the indonesian nation. 4) isolect variations found in various speech communities in nagekeo people are the direct representation of cultural properties of nagekeo people, at the same time are the properties of the indonesian nation which must be saved from their extinction. 5) to understand the people of nagekeo as part of indonesian nation, which is diverse, isolect varieties used by the people in nagekeo regency must be studied and understood well, because through these isolects the life of nagekeo people can be learned. starting from the reasons stated in the above background, the object of this study is the linguistic status of isolects in nagekeo regency: a dialect geography analysis 1.2 problems of study problems raised in this research are specifically formulated as follows: 1) what kind of isolect differences are found based on the paradigm of the lexicon at various observation points in nagekeo regency? 2) how are the grouping of these isolects in nagekeo regency into dialects and subdialects? 3) how are the forms of phonemic changes of isolects in nagekeo regency? 1.3 objectives of study based on the problems that have been formulated above, the objectives of the research are as follows: 1) to analyze the differences between isolects based on lexical paradigm in various research locations in nagekeo regency. 2) to group the isolects based on lexical paradigm and isoglosic patterns found in various regions in nagekeo regency. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 103 3) to describe phonemic changes found in those isolects in nagekeo regency based on phonological paradigm. 1.4 significance of the study academically, the result of present research can be used as reference by other researchers who do research on nagekeo language in nagekeo regency and ende regency, either microlinguistic or macrolinguistic research. besides, this research can be used to enrich the facts and information about language variation in dialectology studies in indonesia. furthermore, this research practically can help nagekeo speech community to recognize and appreciate the characteristics of their dialect and other subdialects in nagekeo language, so that the speakers can choose and use them according to the domains of use, linguistic or dialect background of the interlocutor, and particular communicative aims. aside from this, this research can help teachers and students at schools in nagekeo language area to learn their mother tongue as the language of the culture and help local government in the formation of new villages or new districts by considering linguistic and cultural similarities of the people with the help of dialect or subdialect areas as one of the indication of one regional entity. 2 review of literature, concept and theory 2.1 review of previous studies in this research, the review of previous studies is limited to the results of geographical dialect research and social dialect research that are closely relevant to this geographical dialect research on isolect variation in nagekeo regency, as it is clear in the following description: 1) the study of sasak language in lombok in 1951 by a. teeuw. 2) the study of geographical dialect of nagekeo language (undergraduate thesis) by petrus pita in 1984. 3) the study of geographical dialect of ngadha language by petrus pita in 1984. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 104 4) the study of geographical dialect of sumba language by a.a. putra in 1984. 5) the study of historical relations of language family in flores by inyo fernandez in 1996. the relevance between related literature and the results of geographical dialect research, social dialect research, and the result of comparative studies of languages in flores, comprises the following points: 1) theory selection, 2) the use of data analysis method, 3) selection of observation areas, 4) informant selection, 5) formulation of research instrument, 6) the use of data collection method. 2.2. concept 2. 2.1 isolect kridalaksana (1988:82) in his paper entitled ―masalah metodoligi dalam rekonstruksi bahasa melayu purba‘‖, defines isolect as the form whose status is either language or dialect. aside from this, mahsun (1955:11) in his book dialektologi diakronis sebuah pengantar, says that isolect is used as neutral term to indicate dialect and language differences. 2.2.2 isogloss and isogloss sheaf isogloss is defined as an imaginary line drawn on a linguistic map (cf. keraf, 1984: 161, and also lauder, 1990: 117). the term isogloss also known as word/lexical border line, is the line that separates two dialects or linguistic environments based on the form or system of the two environments which are different from one another, and which are realized in linguistic map (ayotroheaedi, 1979:5). so isogloss is an imaginary line, which is drawn on a linguistic map to separate linguistic phenomenon based on different variation. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 105 2.2.3 dialect atlas commission on european languages defines dialect as the linguistic systems used by a society that ditinguish them from other neighboring societies that use different but closely related systems (ayatrohaedi, 1979:1) 2.2.4 variation in dialectology variation is the form of various conditional or non-conditional manifestation of an entity (kridalaksana, 2001:225). viewed from geographical dimension, some changes or differences called variations happen based on rules while some others sporadically. variation or differences in linguistic elements which are relevant in this research comprises two aspects, they are, lexical variations and phonological variations. 1) lexical variation according to mashun (1995:54), lexical variation or lexical difference means when lexemes that are used to realize a meaning similar or different derived from one prelanguage etymon. the analysis of lexical differences is done based on the consideration that this field has important role in the grouping of language variations or differences, as claimed by chambers and trudgill (1980:46, and cf. grijns, 1976:10). 2) phonological variation according to mashun (1995:23) phonological variations or phonological differences are the variations which are related to phonetic differences. the description of variations or differences in linguistic items at phonological level which become the object of analysis in this research focuses on the differences of segmental phonemes. 2.2.5 types of analysis dialectological analysis carried out in this research is synchronic in nature. this means that the synchronic aspects is based on the phenomena of language use that happen in a e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 106 limited period of time; that is, language elements that are used by the people at present. this is in line with the essence of synchronic dialectology, the branch of linguistics that investigates language variation of various dialects at certain point of time (kridalaksana, 2000:129, 198; cf. mahsun, 19945: 13 – 14; cf. djajasudarma, 1993:7; nothofer, 1981: 6 – 7; and dhani, 1991:11). 2.3. theoretical basis the study on geographical dialects of nagekeo language was based on two theories, namely: (1) the theory of dialectology supported by traditional linguistic theory (hereinafter referred to as traditional dialectology theory) the basic principle of traditional dialectology theory is that the elements of language variation at the level of the lexicon can not explain the relationship between phonemes change one word with another word, though the words were referring to the same meaning. this is due to the lingual fact that differences phonemes that form the structure of varied lexical word was not the result of phonological and morphological processes (cf. chambers, 1980: 37 and 174), but because of the power of innovation and differenti nature of speaker group in certain environments , (2) the theory of dialectology is supported by structural linguistic theory (hereinafter referred to dialectology structural theory). weinreich who can be seen as a pioneer of structural dialectology stated that structural dialectology distinguish various types of phonetic changes in accordance with its effect on phonological structure of certain dialects. he said that structural dialectology should pay attention to the structural relationships in every dialect and functions of phonetic elements in the system itself. furthermore, weinreich said that the task of structural dialectology is researching language systems in one unified system. that is, the language systems that are part of a larger system of languages can not be seen in e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 107 isolation but must be viewed in one unified system. the unity of a larger system that overcomes the other systems is referred to as diasystem or supersystem, while subordinates smaller systems is called subsystems (allan and linn ed., 1986: 22). this subsystem is a dialect of supersystem, while the diasystem can be used as a guide for linguists and the dialektologist to reveal lingual realities of the relationship between the phonological variations (chambers and trudgill, 1980: 41). 3. research methods 3.1. research location according to gaston paris, in the study of geography dialect of nagekeo language, took 50 villagers from 104 villages, namely: 1) thirty-nine (39) villages of 93 villages in the nagekeo regency which consisting of a) thirty-seven (37) nagekeo-speaking villages and two villages to speak mbay / riung; b) six (6) villages in the regency of ende consisting of 4 villages speaking nagekeo and 2 villages speaking ende language; c) five (5) villages in ngada consisting of four villages bordering the east ngada and 1 village bordering the northern part of ngada. 3.2 research instruments the research instrument is a list of questions prepared for the study of geography dialect of nagekeo language containing 1,000 words that are expected to explore lexical and phonological variations. the composition of the list of questions is grouped by meaning field that the informant may provide the answer directly and spontaneously. to that end, a list of questions is prepared on the link in accordance with the meaning of each field. 3.3 coverage of question list. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 108 the list of questions was made to collect data in this study taking the form of a list of the lexicon, taking into account the phonological variations and lexical variations that exist in the various dialects. 3.4 data sources and criteria of the informant source of data in this study is the spoken language used by the community of nagekeo language. selection of informants was based on the following requirements: 1) age considered very appropriate for an informant is mid-late age (40-50 years) because at that age they have mastered the language or dialect, but not to the extent of senility 2) the education of informants is drawn from primary school level to higher education. 3) the origins of informants must be original from the village or villages in the region of nagekeo language. 3) informants should master nagekeo language, especially the dialect of the place of their birth. 3.5 method of providing data method of collecting data in this study, consists of: 1) field methods field method is used by the consideration that researcher can directly pay attention, listen, record, and collect other particulars that are not included in the list of questions or a research instrument but is expected to be able to complete the necessary data. the application of field method was performed by the following techniques: a) recording techniques b) direct question -record techniques c) direct inquiry techniques d) indirect inquiry techniques e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 109 e) elicitation techniques 2) observation methods this method was used to collect data by observing and listening to the use of language, especially spoken language used by native speakers 3.6 data analysis methods data analysis method used in this research is the dialectometric method with thefollowing formula. s x 100 = d % n the calculation results are used to determine the relationship between the regions of observation based on seguy sorting as follows: 1) 81% upwards: considered different in language 2) 51-81%: considered different dialects 3) 31-50%: considered the different subdialects 4) 21-30%: considered different in speech 5) under 20%: considered no difference. 4. result of study 4.1 calculation of vocabulary distance based on the dialectometric method and and isolects status grouping as language, dialect, and subdialect 4.1.1 mbay / riung language and its dialects determination of the highest percentage as a language was based on the point of observations dialectometry contained in tp 5 in the village of nggolombay and tp 7 e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 110 village of olaia by 85%. through confirmation approach with patterns of isogloss of the whole field of meaning, it was found that the tp 5 was in the same single pattern with tp 1 and 2 of the area unit of mbay / riung so the isolects status in the area unit is defined as the language of mbay / riung the existence of mbay / riung language was supported by a isogloss sheaf uniting tp 1,2,5 into one whole region, namely mbay / riunglanguage , as shown in the map of isogloss file supported by three dialects, namely: (1) lengkosambi dialect 67% contained between tp 1 in the village of lengkosambi with tp 35 in the village of sarasedu. (2) nggolonio dialect 69% contained between tp 2 in the village of nggolonio with tp 4 in the village of dhawe. (3) nggolombay dialect by 66% contained between tp 5 in the village of nggolombay with tp 6 in the village of lape. 4.1.2 nagekeo language and its dialects negekeo language used at op 3, 4, 6 -9, 11, 12, 15 – 20, 22 – 34, 37 – 50 and bordering areas of ngada regency at op 13, 14, 35, 36 comprise the following dialects: (1) boawae dialect (63% ) between op 1 in lengkosambi village and op 27 in natange village, which comprises the following subdialects: a) rawe subdialect (44%) between op 14 and in mengeruda village with op 25 in nagerawe village. b) rowa subdialect (42%) between op 21 in kerirea village and op 26 in rowa village; and c) kelewae subdialect (343%) between op 8 in tendambepa village and op 34 in kelewae village. (2) dhawe dialect (69%) between op 4 in dhawe village and op 2 in nggolonio village. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 111 (3) munde dialect (58%) between op 3 tedamude village and op 2 nggolonio. (4) lape-ia dialect (66%) between op 6 lape village and op 5 nggolombay village. (5) lambo dialect (63%) between op 12 labolewa village and op 5 nggolombay village. (6) dhereisa dialect (61%) between op 15 dhereisa village and op 5 nggolombay village. (7) rendu dialect (63%) between op15 renduwawo village with op 1 in lengkosambi village. (8) ndora dialect (61%) between op 22 bidoa village and op 5 nggolombay village. (9) jaduro dialect (raja, wudu, gero) (63%) between op 23 raja village and op 28 wolopogo village. jaduro dialect comprising subdialects gero (42%), between op 24 in gerodhere village and op 14 in mengeruda village. (10) kelimado dialect (60%) between op 29 kelimado village and op 5 in nggolombay village. (11) kotakeo dialect (64%) between op 31 kotakeo village and op 5 in nggolombay village. (12) wolowae dialect or toto dialect (65%) between op 11 in natatoto village and op 1 in lengkosambi village. this dialect comprises utetoto subdialect (32%) between op 17 in utetoto village and op 21 in kerirea village. (13) oja dialect (63%) between op 19 in tendambepa village and op 1 in lengkosambi village. this dialect comprises the following subdialects: a) watumite subdialect (33%) between op 18 in watumite village and op 21 in kerirea village. b) tendarea subdialect (35%) between op 20 in tendarea village and op 10 in kebiringga village. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 112 (14) lejo dialect (65%) between op 32 in selalejo village and op 38 in wuliwalo village. this dialect comprises wolokisa subdialect (34%) between op 37 in wolokisa village and op 8 in tendambepa village. (15) aeweo dialect (66%) between op 46 in aeweo village and op 1 in lengkosambi village. (16) kotagana dialect (65%) between op 47 in kotagana village and op 1 in lengkosambi village. (17) wajo dialect (65%) between op 50 in udiworowatu village and op 1 in lengkosambi village and between op 40 in wajo village and op 5 in nggolombay village. (18) romba dialect (66%) between op 45 in witurombaua village and op 1 in lengkosambi village. (19) riti – woko dialect (65%) between op 42 in wokodekororo village and op 1 in lengkosambi village (20) sara – taka dialect (sarasedu – takatunga) (67%) between op 35 in sarasedu village and op 1 in lengkosambi village. sara – taka dialect is spoken by people in bordering areas of nagekeo regency and ngada regency (21) soa dialect (65%) between op 14 in mengeruda village and op 1 in lengkosambi village. soa dialect is spoken by people in bordering areas of nagekeo regency and ngada regency. (22) poma dialect (62%) between op 14 in denatana village and op 1 in lengkosambi village. 4.1.3 ende language and its dialects quantitatively, the determination of the highest percentage as the language based on the point of observations dialectometry is not found in this study. this is caused by the mutual influence between nagekeo and ende languages in the border area whose e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 113 relationship is expressed through the triangle of observation points.. determination ende language as a language of its own that is different from the language of nagekeo was found through isogloss pattern, namely pattern b. the pattern b is a line that unites isogloss tp 10 in the village of the kebirangga, maukaro district of ende regency with tp 21 in the village of kerirea, the district of nangapanda, ende regency into one unified region, namely the area of ende language. ende language in this study was supported by two dialects, namely: (1) nangpanda dialect (38%) between tp 21 in the village of kerirea and tp 22 in the village of bidoa. (2) maukaro dialect (37%) between tp 8 in the village of tenda kinde and tp 10 in the village of kebirangga. 4.2 phonological description through minimal pair technique, it is found out that: 1) there are 6 (six) vowels in nagekeo language: a, i, u, e, ə, o 2) nagekeo language has 21 (twenty-one) consonants: p, b, ɓ, f, t, d, ɗ, n, l, r, c, j, h, s, z, k, g, ɠ, ŋ, ?. 3) there are 2 (two) semi vowels in nagekeo language: w and y 4.3 phonemic variation in geography dialect dimension segmental phonemes variations in nagekeo language are divided into two types: the rule-governed (regular) variation and sporadic variation. 4.3.1 rule-governed (regular) variation segmental phoneme variation is said to be rule-governed if the realization of phonemic variation in the form of allophones takes place for different glosses at the same observation point (op). variations of segmental sounds in the form of allophones in various isolects in e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 114 nagekeo regency becomes the characteristics and distinguishing marks of dialects/subdialects bacause the variations are used consistently and repetitively in various glosses at one particular area. rule-governed segmental phonemes variations in various isolects in negekeo regency, which are regarded significant as the determining characteristics of regional dialect/subdialect, are only found in consonant variation, while vowel variations are sporadic. the results of research showed that there are 6 (six) consonants that underwent rulegoverned (regular) variation, as described below: 4.3.1.1 rule-governed (regular) variation of consonant /b/ ≈ [b], [b h ], [ m b] the identification of allophonic variation of [b], [b h ], and [ m b] is done based on the use of these allophonic variants at various observation points in nagekeo language, mbay language and ende language. a) nagekeo language area (1) allophone [b] bilabial ≈ becomes the characteristic of use in: (a) north central-nage area at munde dialect, which is found at op 3, dhawe dialect at op 4, lape-ia dialect at op 6, 7, lambo dialect at op 12, dhereisa dialect at op 15, rendu dialect at op 16. (b) south central-nage at ndore dialect op 22, 30, jaduro dialect at op 23, 24, 28, kotakeo dialect at op 31, 41, 44. (c) central nage area was found in boawae dialect at op 25, 26, 27, 34. (d) west keo area was found in lejo dialect at op 32, 33, 37, 38; aewoe dialect at op 46, kotagana dialect at op 47; sara-taka dialect at op 35, 36; and soapoa dialect at op 13, 14. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 115 (2) allophone [b h ] (aspirated) ≈ becomes the characteristic of use in north –east nage area, found in toto dialect or wolowae dialect at op 8, 11, 17; and oja dialect at op 18. (3) allophone [ m b] (prenasal) ≈ the characteristic of use in: (a) central keo area at kotowuji dialect at op 39, 40,48, 49, 50; and romba dialect at op 45. (b) east keo area, found in riti-woko dialect at op 43. (c) northeast nage area, found in oja dialect at op 9, 19, 20. (4) allophone [b h ] (aspirated) and allophone [ m b] (prenasal) are known and used in north east nage area in the area of toto dialect or wolowae dialect at op 17 in utetoto village because this village was formerly situated at transitional area of ende language area, that used allophone [ m b] (prenasal). b) mbay language area prenassal bilabial consonant [ m b] ≈ the characteristic of use of: (1) lengkosambi dialect at op 1. (2) nggolonio dialect at op 2 (3) nggolombay dialect at op 5. c) ende language area allophone [ m b] prenasal ≈ becomes the characteristics of use of: (1) maukaro dialect at op 10. (2) nangapanda dialect op 21. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 116 4. 3.1.2 rule-governed (regular) variation of consonant /d/ ≈ [d], [ n d] the identification of variation of allophones [d] and [ n d] is done based on the use of allophonic variation at various observation points in nagekeo language, mbay language, and ende language, respectively. 1) nagekeo language area a) allophone [d] ≈ becomes the characteristic of use in the following areas: (1) north central nage, found in munde dialect at op 3, dhawe dialect at op 4; lape-ia dialect at op 6, 7; lambo dialect at op 12; dhereisa dialect at op 15; rendu dialect at op 16. (2) south central nage, foound in ndora dialect at op 22, 30; jaduro dialect at op 23, 24, 28; boawae dialect op 25 – 27, 34; kelimado dialect at op 29, 13, 14; kotakeo at op 31; sara-taka at op 35 – 36. (3) west keo area, found in lejo dialect at op 37, 38; aewoe dialect at op 46; kotagana dialect at op 47. b) allophone [ n d] ≈ becomes the characteristic of use in the following areas: (1) north east nage, found in toto dialect or wolowae dialect at op 8, 9, 11, 17; oja dialect at op 18, 19, 20. (2) central nage area, found in kotowuji dialect at op 39, 40, 48 – 50. (3) east keo area, found in riti – woko dialect at op 42, 43. (4) west keo area, found in lejo dialect at op 32, 33; aewoe dialect at op 46; and kotagana dialect at op 47. c) allophones [d] and [ n d] are used together in west keo area in north ladolima dialect at op 41, ladolima dialect area at op 44, witurombaua dialect area at op 45, aewoe dialect area at op 46 and kotagana at op 47, because these areas are situated at the borders of central keo area. 2) mbay language area allophone [ n d] ≈ becomes the characteristic of use in the following areas: e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 117 (1) lengkosambi dialect at op 1 (2) nggolobio dialect at op 2. (3) nggolombay dialect at op 5. 3) ende language area allophone [ n d] ≈ becomes the characteristic of use in the following areas: (1) maukaro dialect at op 10. (2) nangapanda dialect op 21. 4.3.1.3 rule-governed (regular) variation of consonant /g/ ≈ allophones [g], [ ŋ g] the identification of the variants of allophones [g] and [ ŋ g] is carried out based on the use of allophonic variants at various observation points in nagekeo language, mbay language and ende language. 1) nagekeo language area a) variant of allophone [g] ≈ becomes the characteristic of use in: (1) north central nage area, found in munde dialect at op 3; dhawe dialect at op 4; lape-ia dialect at op 6, 7; lambo dialect at op 12; dhereisa delaect at op 15; rendu dialect at op 16. (2) south central nage area, found in ndora dialect at op 22, 30; jaduro dialect at op 23, 24, 28; kelimado dialect at op 29; kotakeo dialect at op 31, 41, 44; boawae dialect at op 25, 26, 27, 34; sara – taka dialect at op 35, 36; soa – poma dialect at op 13, 14. (3) west keo area, found in lejo dialect at op 32, 33, 37, 38; aeweo dialect at op 46. (4) toto dialect area or wolowae at op 8, 9, 11; oja dialect at op 17, 18. b) variant of allophone [ ŋ g] ≈ becomes the characteristic of use in: (1) north east nage area, found in toto dialect or wolowae dialect at op 9, 17; oja dialect at op 19, 20. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 118 (2) central keo area, found in kotowuji dialect at op 40, 45, 48 – 50; romba dialect at op 45. c) variant of allophone [g] and [ ŋ g] are used together in north east nage area, which is found in toto dialect area or wolowae dialect at op 17 in utetoto village because this village is situated in transitional area of ende language area, which uses allophone [ ŋ g]. 2) mbay language area allophone [ ŋ g] becomes the characteristic of use in (1) lengkosambi dialect found at op 1, (2) nggolonio dialect at op 2, (3) nggolombay dialect at op 5 3) ende language area allophone [ ŋ g] ≈ becomes the characteristic of us in: (1) maukaro dialect at op 10. (2) nangapanda dialect op 21. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 119 4.3.1.4 rule-governed (regular) variation of consonant /z/ ≈ allophones [z], [r], [r], [s]. [y] the identification of variants of allophones [z], [r], [r], [s]. [y] is carried out based on the use of allophonic variants at various observation points in nagekeo language, mbay language and ende language. 1) nagekeo language area a) allophonic variant of [z] ≈ becomes the characteritic of use in (1) north central nage area, found in munde dialect at op 3; dhawe dialect at op 4; lape – ia dialect at op 6, 7; lambo dialect at op op 12; dhereisa dialect at op 15; rendu dialect at op 16. (2) north east nage area, found in toto dialect or woloae dialect at op 11, 17 and oja dialect at op 20. (3) south central nage area, found in ndora dialect at op 22, 30; jaduro dialect at op 23, 24, 28; kelimado at op 29. (4) central nage area, found in boawae dialect at op 25 – 27. (5) bordering areas between naekeo regency and ngada regency, found in sara – taka dialect at op 35. b) allophonic variant of [r] ≈ becomes the characteritic of use in (1) central nage area, found in boawae dialect at op 34. (2) bordering areas between naekeo regency and ngada regency, found in sara – taka dialect at op 36. (3) west keo area, found in lejo dialect at op 32, 33, 37, 38; aewoe dialect at op 46. (4) central keo area, found in kotowuji dialect at op 39, 40, 48 – 50; romba dialect at op 45. (5) east keo area. found in riti – woko dialect at op 42, 43. (6) north east nage area, found in watu mita dialect at op 18. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 120 c) allophonic variant of [z,r] ≈ becomes the characteritic of use in wolowae dialect at op 8. d) allophonic variant of [y] ≈ becomes the characteritic of use in (1) north east nage area, found in toto dialect or woloae dialect at op 19. (2) south central nage, found in kotakeo dialect at op 31, 41, 44. 2) mbay language area allophonic variants of [s] ≈ becomes the charateristic of use in: (a) lengkosambi dialect at op 1 (b) nggolonio dialect at op 2. (c) nggolombay dialect at op 5 3) ende language area allophonic variant of [r] ≈ becomes the characteristic of use in: (1) maukaro dialect at op 10. (2) nangapanda dialect op 21. 4.3.1.5 rule-governed (regular) variation of consonant /r/ ≈ allophones [r], [r], [l]. [l h ], [h], [y], [ø] the identification of allophonic variants of [r], [r], [l]. [l h ], [h], [y], [ø] is carried out based on the use of variants of these allophones at various observation points in nagekeo language, mbay language and ende language. a) nagekeo language area 1) allophone [r] ≈ becomes the characteristic in north central nage area in: (a) dhawe dialect at op 4, (b) dhereiss dialect at op 15 (c) rendu dialect at op 16 2) ) allophone [r] uvular ≈ becomes the characteristic in lambo dialect at op 12 e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 121 3) allophone [l] ≈ becomes the characteristic of use in: (a) north east nage area, found in utetoto subdialect at op 17 and tendarea subdialect at op 20. (b) west keo area found in lejo dialect at op 32 and kotagana dialect at 47 (c) central keo area found in kotowuji at op 39, 40, 48 – 50; and romba dialect at op 45. (d) east keo dialect found in riti – woko dialect at op 42, 43. 4) allophone [l h ] (aspirated) b ≈ becomes the characteritic of use in central north nage lape – ia dialect at op 6, 7. 5) allophone [h] becomes the characteristic of use in: (1) north nage area, munde subdialect at op 3. (2) central nage area, boawae dialect at op 25 – 27. 6) allophone [y] ≈ becomes the charateristic of use in north east nage area, toto dialect of wolowae dialect at op 8, 9, 11; oja dialect at op 19; and watumite subdialect at op 18. 7) zero allophone [ø] ] ≈ becomes the characteristic of use in central south nage area dora dialect at op 22, 30; jaduro dialect at op 23, 24, 28; kelimado dialect at op 29;kotakeo dialect at op 31;and ladolima dialect at op 41,44 3) ende language area allophonic variant of [r] ≈ becomes the characteristic of use in: (1) maukaro dialect at op 10. (2) nangapanda dialect op 21. 4.3.1.6 rule-governed (regular) variation of consonant /l/ ≈ allophones [l], [d], [ l d], [ r z], [ø] e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 122 the identification of allophone [l] ] ≈ [l], [d]. [ l d], [ r z], [ø] is carried out based on the use of variants of these allophones at various observation points in nagekeo language, mbay language and ende language. 1) nagekeo language area a) allophone [l] ] ≈ becomes the charateristic of use in: (1) central nage area, found in boawae dialect at op 25 – 27, 34. (2) south central nage area, found in ndora dialect at op 22, 30; jaduro dialect at op 23, 24, 28; kelimado at op 29; kelimado dialect at op 29; kotakeo dialect at op 31; ladolima at op 41, 44. (3) north central nage area, found in munde dialect at op 3; dhawe dialect at op 4; lape – ia dialect at op 6, 7; lambo dialect at op op 12; dhereisa dialect at op 15; rendu dialect at op 16. (4) west keo area found in lejo dialect at op 32,33,37; and aewoe dialect at op 46. (5) bordering areas between naekeo regency and ngada regency, found in sara – taka dialect at op 35. b) allophone [d] ] ≈ becomes the charateristic of use in: (1) north central nage area, found in lambo dialect at op 12. (2) north east nage area, found in toto dialect or woloae dialect at op 8, 11, 17 and oja dialect at op 19; and tendarea subdialect at op 20. (3) south central nage area, found in ndora dialect at op 22. (4) west keo area found in lejo dialect at op 38; kotagana dialect at op 47. (5) central keo area found in kotowuji at op 39, 40, 48 – 50; and romba dialect at op 45. (6) east keo dialect found in riti – woko dialect at op 42, 43. c) allophone [ l d] ] ≈ becomes the charateristic of use in north east nage area in watumite subdialect at op 18. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 123 d) allophone [ø] ] ≈ becomes the charateristic of use in dialect area in the borders between nagekeo regency and ngada regency, found in saratake dialect at op 36. 2) mbay language area allophonic variants of [l] ] ≈ becomes the charateristic of use in: (d) lengkosambi dialect at op 1 (e) nggolonio dialect at op 2. (f) nggolombay dialect at op 5 3) ende language area allophonic variant of [ r z] ≈ becomes the characteristic of use in: (1) maukaro dialect at op 10. (2) nangapanda dialect op 21. 4.3.2 irreguler variation (sporadic variation) it is also important to describe the sporadic variations appropriately in order to know the facts about the varieties of a language and kinds of variations that have enrich the language geographically. sporadic variation is the sound that appear sporadically. from linguistic point of view, sound variation that occurs sporadically happens not because of certain linguistic environment (saussure, 1988:25; cf. mahsun, 1995:33) and therefore data related to sound changes in the form of sporadic variation is limited to one or two examples. 1) assimilation assimilation is phonemic variation or correspondence (vowel or consonant) to become more like each other. there are three types of assimilation: a) progressive assimilation progressive assimilation is variation or correspondence of phonemes (vowel or consonant) to become the same or similar to the sound that precedes it. thus, the segmental that is on the right influences the one on the left side. variation or correspondence of the phoneme that happens here is the variation of phoneme /u/ that is e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 124 on the right undergoes assimilation or adjustment with vowel /i/ which is on the left side, so that it results in vowel /i-i/, as in the following finding: turn (putar) kilu 6, 13, 27 ≈ kili 35 b) regressive assimilation regressive assimilation is variation or correspondence of phonemes (vowel or consonant) to become the same or similar to the sound that follows it. in this phenomenon fluid consonant lateral /l/ that is on the left side undergoes assimilation process to become like thrill /r/ that is on the right side, so that it results in fluid consonant thrill /r-r/, as in the following finding. (1) saliva (map 48) ?ae lura: 6, 7, 15, 16, 44 ≈?ae rura: 3,13,14,25, 26; wae rura: 35, 36. (2) crest (map 148) lari manu: 4, 6, 7, 13, 15, 16 ≈ rari manu c) reciprocal assimilation reciprocal assimilation is the correspondence of two successive phonemes, that result in a new phoneme which is different from the two original phonemes (kridalaksana, 2001: 19). thus, there is a merger of two neighboring segmental phonemes to become one new segmental. this assimilation is two ways because the two segmental phonemes influence one another, as can be seen in the following examples: rua butu:19,32,33,34, 46,47, 38, 46, 47, 48; rua bhutu: 17, 18; rua mbutu:20,39,40,42, 43,45,49,50; rua mbutu:10,21 ≈ ro bhutu: 8. 2) syllabic structure process syllabic structure process in nagekeo language found in this research is in the form of addition of consonants at the initial position (prothesis), as seen in the following: e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 125 a) variation in the form of addition of consonant (1) variation in the form of addition of stop velar consonant /k/ at the beginning of a word that starts with vowel /i/, as seen in the following unlock (unlocking bottle cover) (map 901) øīlu :29 ≈ kilu: 6, 13, 27. (2) variation in the form of addition of stop velar implosive consonant /ɗ/ at the beginning of a word that starts with vowel /a/, as seen in the following. foot (map 87) ʡaʡi: 3, 4, 6--13, 15--32, 39, 40, 41, 43--45, 47--50 ≈ ɠaʡi: 42. (3) variation in the form of addition of nasal velar consonant /ŋ/ at the beginning of a word that starts with vowel /i/, as seen in the following. nose (map 80) ʡi.zu: 6, 7, 8, 12, 15--17, 20, 22--24, 26--30 ≈ ŋi.zu: 14, 35. b) variation in the form of addition of semivowel (1) variation in the form of addition of semivowel /w/ and /y/ at the initial position of a word that starts with vowel /a/, as seen in the following. foot (map 87) ʡaʡi: 3, 4, 6--13, 15--32, 39, 40, 41, 43--45, 47--50 ≈ waʡi: 14, 35 dan yaʡi: 37, 38, 46. (2) variation of stop bilabial consonant /b/ and /f/ becomes semivowel /w/. (a) variation of bilabial consonant /b/ becomes semivowel /w/ pork (fat part of pork) (map 87) bozo: 15, 23, 24, 27, 28 ≈ wozo: 29 (b) variation of fricative consonant /f/ becomes semivowel /w/ eat (manggoes) with front teeth (map 843) fagi: 3,6,7,12,15,16,23--25,27,28; fagi: 8,11,18 ≈ wagi: 4, 22 (c) variation of velar plosive consonant /ɠ/ becomes semivowel /y/ e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 126 knead (map 903) ɠəme: 3,4,8,13,15,22,24,25,27,30, 31, 37, 41, 46, 48 ≈ yəme: 18 3) segmental omission variation in the form of omission velar implosive consonant /ɠ/ between vowels /e/ and /a/, as seen in the following. demolished (demolished house by the crash of car) (map 745) beɠa: 4, 6, 7, 12, 15, 16, 22--38, 40, 41, 43, 46, 47 ≈ bea: 14; m bea: 39 4) metathesis metathesis is the change of place of phonemes in a word (kridalaksana:2001: 136). metathesis that happens here is in the form of: a) change of place of consonants, that is, the consonant in the first syllable of the word moves to the second syllable. b) the consonant in the second syllable moves to the first syllable of the word. metathesis variation comprises: 1) metathesis of consonant /g – l/ becomes /l – g/ . data metathesis /g – l/ ≈ /l – g/ found in nagekeo language is: turn around (peta 827) gili ge.o: 31, 32, 37, 46; ≈ li.gi leo: 44 2) metathesis of consonant /m – s/ becomes /s – m/. data metathesis /m – s/ ≈ /s – m/ found in nagekeo language is suck (suck at a hose ) (peta 819) sə.mo: 33, 37, 42 ≈ mə.so: 4, 13 3) metathesis of consonant /s – l/ becomes /l – s/. data metathesis /s – l/ ≈ /l – s/, found in nagekeo language is e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 127 cutting branches of a tree (peta 858) soli: 42 ≈ losi: 17 5) segmental vowel variation variation of segmental vowels comprises: (1) variation in form of the fronting of back rounded vowel /o/ becoming front unrounded vowel /e/, as seen in the following. swollen (map 248) bowo: 23, 26, 27, 29, 34, 35, 37, 42; bowo ≈ bewe: 33, 38, 46, 47 (2) variation in the form of the fronting of back rounded vowel /u/ becoming front unrounded vowel /i/, as seen in the following. unlock (unlocking bottle cover) (map 901) kilu: 6, 13, 27 ≈ kili: 35 6) segmental consonant variation consonant variation based on manner of articulation is related to the constriction of certain voice tract, be it total block or constriction more than manner of articulation. thus, it is based on the manner in which the air passes out from the lungs. 1) variation of stop palatal voiceless consonant /c/: a) stop voiceless consonant /c/ becoming lateral voiced consonant /l/. small (map 677) coʡo: 12, 15--18, 22--24, 27--34, 46, 50 ≈ loʡo: 8, 11, 19, 20, 22 b) stop palatal voiceless consonant /c/ becoming velar voiced consonant /g/. small (map 677) coʡo: 12, 15--18, 22--24, 27--34, 46, 50 ≈ goʡo: 42, 43, 45, 46, 48--50 c) stop palatal consonant voiceless consonant /c/ becoming velar voiced consonant /s/. small (map 677) coʡo: 12, 15--18, 22--24, 27--34, 46 ≈ soʡo: 4,29, 33, 34, 36--41, 44,47. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 128 2) variation of nasal dental consonant /n/: (a) variation of nasal dental /n/ becomes dental stop /d/ accompanied by variation of consonant/g/ becoming consonant /k/ at second syllable of the word. nod (map 929) nugu: 3, 4, 6--8, 11--13, 15--17, 22--38,41,42,44, 46, 47 ≈ duku: 14 (b) variation of nasal dental /n/ becomes stop palatal /j/, as seen in the following. nod (map 929) nugu: 3, 4, 6--8, 11--13, 15--17, 22--38, 41, 42, 44, 46, 47 ≈ juku: 43 (c) variation of nasal dental /n/ becomes stop labial /p/, as seen in the following. nod (map 929) nugu: 3,4,6--8,11--13,15--18,22--38,41,42,44,46, 47; nu ŋ gu: 9, 19, 20, 39, 40, 45, 48, 50 ≈ pəgu: 49 3) variation of bilabial nasal voiced consonant /m/: (a) variation of bilabial nasal consonant /m/ becomes stop bilabial plosive voiced /ɓ/, accompanied by variation of stop velar explosive /g/ becoming stop velar implosive /ɠ/ at second syllable of the word, as seen in the following. naked (map 737) moga : 11, 49, 50 ≈ ɓoɠa:12, 22, 30 (b) variation of bilabial nasal voiced /m/ becomes dental stop voiced /d/, accompanied by repetition with variation of consonant /d/ becoming /r/ at second syllable of second word, as in the following. naked (map 737) moga: 11, 49, 50 ≈ doga –roga: 41 (c) variation of bilabial nasal voiced /m/ becomes stop palatal /j/ at first and second syllable of the word, as seen in the following. knead (map 903) ɠəme: 3,4, 8,13,15,22, 24,25,27,30, 31,37, 41,46, 48 ≈ ɠəje: 9,17,19, 20,40, 48--50; e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 129 ɠəjo: 21, 45 4) variation of stop velar voiceless /k/ of the second syllable of the word becomes stop velar voiced, as seen in the following. butt (map 864) puku: 3,4,6,7,11,12--16,23, 25, 27,31, 36--38 ≈ pugu: 46,47; pəgu: 39, 43, 44, 48, 49; pagu: 17,20. variation of stop dental consonant /d/ comprises: a) variation of dental consonant /d/ becoming bilabial consonant /p/ butt (map 864) dəgu: 6,8,9,15,18,19,22,24,28--30,34,35,40,41 ≈ pəgu: 39,43,44,48,49 b) variation of dental consonant /d/ becoming dental consonant /t/ butt (map 864) dəgu: 6, 8, 9, 15, 18, 19, 22, 24, 28--30, 34, 35, 40, 41; ≈ təgu: 26 . 5) variation of fluid consonant /r/, becomes velar implosive consonant /ɠ/, as seen in the following data. crow (map 481) ra: 3, 12, 16; ʡana ra: 15, 44 ≈ ɠa: 18; tura; ɠa: 11 6) variation of velar consonant /k/, comprises: (a) variation of velar consonant /k/ becoming larynx fluid consonant /h/ unlock (unlocking bottle cover) (map 901) kilu: 6, 13, 27; kili: 35; kidu: 50; kiu: 36, 39, 43 ≈ hidu: 40 (b) variation of velar consonant /k/ becoming bilabial consonant /b/. fall (map 674) m boka: 9, 10, 19--21, 50; b h oka: 8 ≈ boba: 4, 6, 15, 16, 23, 24, 26, 28, 32, 33, 36, 37, 41, 44, 46, 47; m boba: 43 (c) variation of velar consonant /k/ becoming bilabial implosive consonant /ɓ/. swallow (map 916) e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 130 kəlo:4,15,16; kəo:36 ≈ ɓəlo:31,32,35,41,44; ɓədo: 39,40,43,45,47- 50. (d) variation of stop velar consonant /k/ becomes stop velar consonant /e/ as seen in the following. thorn (map 387) kalo: 20,32,39,40,42,43,45,46,48--50; karo: 14,17,21,35,36, 44, 46; kayo: 8,9,18,19,33,37,38,46 ≈ garo: 3,4,6,7,12,13,25; gayo: 11; gaøo: 22,30 (e) variation of velar explosive voiceless consonant /k/ becomes velar implosive voiced consonant /ɠ/ knead (map 903) kəje: 39, 43, 49 ≈ ɠəse: 6, 7, 26, 36, 38, 47; ɠəce: 12, 16, 23, 28, 29, 32--34, 46; ɠəje: 9, 17, 19, 20, 40, 48, 50; ɠəjo: 45 (f) variation of velar consonant /k/ becomes thrill fluid consonant /r/ putar unlock (unlocking bottle cover) (map 901) kilu: 6, 13, 27; kili: 35; kidu: 50; kiu: 36, 39, 43 ≈ 10 ridu: 8. 8) variation of velar implosive consonant /ɠ/ becomes velar explosive voiceless consonant /k/. unlock (unlocking bottle cover) (map 901) ɠilu:7,15,16,18, 28,31,32,44 ≈ kilu:6,13,27; kili:35; kidu: 50; kiøu: 36,39, 43. 9) the change of stop bilabial implosive consonant /ɓ/ becomes stop bilabial explosive consonant /b/. marrow (map 368) ɓi.lu: 3, 4, 6, 7, 13--16, 23--35, 37, 38, 41, 44, 46; ɓi.du: 8, 11, 12, 22, 39, 47, 49; ɓiu: 36 ≈ bi.du: 40. 10) variation of lateral fluid consonant /l/ becomes velar consonant /k/ a tool in traditional weaving activity (map 999) e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 131 logo: 3, 4, 6, 7, 14--16, 23--28, 31, 33--35, 46 ≈ kogo: 22, 30, 32, 36, 41, 44; ko ŋ go: 9, 39, 40, 42, 43, 45, 48, 49. 11) variation of bilabial explosive consonant /b/ becomes bilabial implosive consonant /ɓ/, variation of bilabial consonant /b/ becoming bilabial implosive /ɓ/. (a) float (map 742) bawa: 3, 6, 7, 11--13, 15, 16, 25, 27, 33, 34, 36, 37, 39--41, 44, 46, 47 ≈ ɓawa: 4, 14, 17, 26, 29, 35. (b) lean on (map 906) beʡi: 3, 6, 7, 12, 13, 15, 16, 22, 25, 28, 30--34, 36--38, 41, 44, 46, 47 ≈ ɓeʡi: 4, 14, 17, 26, 29, 35. 12) variation of velar explosive consonant /g/ becomes velar implosive /ɠ/ roll over (map 813) gola: 4, 22, 23, 25, 27, 29, 30, 34, 41; goda: 8, 11, 12; goa: 36; ≈ ɠola: 15, 16; ɠole: 26. 13) the change of alveolar consonant /z/ a) the change of alveolar consonant /z/ becomes dental implosive /ɗ/. rice (map 355) zea pa.re: 3,4,16; zea pae: 22,24,25; zea mama: 13; zea nika : 15, 23, 27, 28, 29, 41; bu) zea: 8; zea ka: 6, 7, 12; ka zea: 18; ʡetu zea: 39 ≈ ɗea: 14, 35, 36. b) the change of apico-palatal /z/ becomes apico-alveolar /s/ odor of stale (map 985) wau bazu: 3, 4, 7, 11, 12, 14--16, 22--24, 28, 30; wau b h azu: 8, 17, 18; wau m bazu: 20 ≈ wau m basu: 39. 14) the change of dental consonant /t/ becomes alveolar /s/ pick up (map 821) tabu: 12, 13, 15, 16, 23, 24, 28, 38, 41, 44, 46, 47;ta m bu: 39, 40, 42, 43, 45, 48--50 ≈ e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 132 sabu: 3, 4, 7, 14, 22, 25, 29; sab h u: 11; sa m bu: 19. 15) variation of dental consonant /d/ becomes bilabial consonant /p/ butt (map 864) dəgu : 4,6,7, 12, 15, 16 ≈ pəgu: 39, 43, 44, 48, 49; pagu: 17, 20; pugu: 46, 47. 16) variation of palatal voiced /j/ comprises: a) variation of palatal voiced /j/ becomes fricative alveolar voiceless /z/ (1) horse (map 500) jara: 3, 4, 6, 7, 9, 12, 13, 15, 16, 19, 20, 21, 25, 26, 32, 50; jaya: 11; ja: 22-24,27--31 ≈ zara: 14. (2) wild banana (map 422) buju: 3,6,7,13,15,16,22--29,31,32,38,39,41,44,45 ≈ buzu: 14. 17) the change of fricative alveolar voiceless/voiced consonant /z/ becomes stop palatal consonant /j/. odor of stale (map 985) wau bazu: 3, 4, 7, 11, 12, 14--16, 22--24, 28, 30; wau b h azu: 8, 17, 18; wau m bazu: 20 ≈ wau baju: 26, 27, 29, 33, 34, 36--38, 46. 4.4 language peculiarities in terms of lexicon, there are two unique linguistic phenomena in mbay/riung language compared to nagekeo and ende languages found in this research: (1) basic numeral basic numerals used in mbay/riung language is 10 (ten), while nagekeo and ende language has 5 (five) basic numbers, as seen in the following table: no numeral mbay/riung language nagekeo language ende language e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 133 1 one (s,c)a ʡəsa ʡəsa 2 two sua z(r,ɗ)ua rua 3 three təlu tə (l,d)u tə r zu 4 four pat wutu wutu 5 five lima l(d, l d)ima r zima 6 six nen(ng) (l ,d)ima ʡəsa r zima ʡəsa 7 seven pitu (l,d, l d)ima (z r,ɗ) ua r zima rua 8 eight walu (z r) ua butu rua m butu 9 nine (s,c)iwa ta(ə)ra ʡəsa tara ʡəsa 10 ten sa bulu sa m bulu s(c)a pulu 11 eleven s(c)apulu s(c)a sa (b, m b) ulu sa ʡəsa a m bu r zu sa ʡəsa 12 twelve s(c)apulu sua sa (b, m b)ulu əsa (z,r,ɗ)ua a m bu r zu ʡəsa rua (2) vocalic and non-vocalic types words used in nagekeo language are vocalic in nature, which means, words used in both languages are open in nature, or the ending is always a vowel, whereas the words in mbay/riung language are non-vocalic, which means, some words used in this language are open or end in vowels and others are closed or end in consonants, as in the following table: no. gloss mbay/riung language negekeo language 1 feather la n do manuk: 1,2,5 lado manu : 15,16,24,26 weʡo manu: 3,4,6e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 100--138 accreditation:- 134 13,17-34,36-41,43-50 2 pineapple pala wa n daŋ: 1,2,5 pala wada : 3,4,6,7, 11,13,25 3 inform to n daŋ: 1,2,5 toda :3,4,6,7,12, 1416,23,25, 28-30 4 green pea ru m bet :1,2,5 rube: 3,4, 13-16,25,26 5 (soil) salt pasek: 1,2,5 pazo :3,4,6,7, 1116,18,22-30, 35,38, 39,41 6 stick/cane ɗoar:1,2,5 ɗoa: 3, 4, 6,7, 15,16 4.5 the findings of the consonant correspondence theory in the language of nagekeo there are two consonant correspondence theory in nagekeo language, namely : 1) obstruent correspondence theory "in articulation obstruent always corresponds to prenasal consonant 2) continuant consonant correspondence theory ‖continuant consonant corresponds to the type of more diverse continuant but still retains its place of articulation. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 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there is no such a correlation between the two. the limitation is set here merely for a reason that the study originally emerged after some daily observation to students‟ names, besides reasons of some technical conditions. in this study the focused problems are formulated as follows: (1) what are distinctions between the marked balinese students‟s names (ndmbmk) and the unmarked ones like; (2) what are the functions of the marking elements in such names; (3) what are factors that affect them; and (4) what are the ideologies behind the markedness. 2. research method this research adopted phenomenological and qualitative approach (spradley, 2006; sugiono, 2007; idrus, 2007; moleong, 2008). using the approach the marked names was seen as a cultural as well as semiotic product and process. students‟ names were sampled purposively to find the ones that were structurally and behaviorally distinctive. the distinctive names were used as base-data in determining and then constructing a criteria of markedness. in addition, other data related to the backrground were collected through interviews with the name-designers, namely the parents of the students. all data were gathered and then analyzed qualitatively to have the accounts for the functions, factors, and ideology related with the marked names. 3. discussion 3.1 distinctions between the marked balinese student’s names and the unmarked names are normally made according to the tradition. however, marked names suggest that at times they may not be made in accordance with the traditional system. the criteria for distinguishing marked from unmarked names can be derived from the theory of 3 linguistic markedness that propose three subcriterion, namely structural, behavioral, and frequency. the structural criterion proposes that a marked name consists of at least five component names, which is more than the average number in its context. anak agung arim kasunu arya penarungan, for example, is classified as a marked name as it consists of five component names, namely anak agung (1), arim (2), kasunu (3), arya (4), dan penarungan (5). in accordance with the behavioral criterion, a marked name is the one that is either showing a distinctive linguistic resource for its given name, e.g. ni made intan maggie setiari is marked as maggie is derived from a foreign (uncommon) language resource, ni putu chrisna wulandari is marked for chrisna is spelled to follow a foreign name-spelling system, in which “ch = /k/” and agus suryanata, as it lacks of the functional component. referring to the frequency criterion a marked name should not be found to come into sight more frequently than the unmarked ones. in other words, the names regarded be distinctive structurally or behaviorally are the ones that are found less frequently than those names regarded to be common. the calculation found that from 698 sampled names, there are 12 names with distinctive structure, 19 with distinctive language, 18 with distinctive spelling, and 5 with distinctive function. these numbers suggest that in accordance with the frequency criterion, names such as anak agung arim kasunu arya penarungan, ni made intan maggie setiari, ni putu chrisna wulandari and agus suryanata, are indeed marked balinese names. 3.2 the functions of the markedness of the components on balinese students’ names according to the balinese naming system, a full name should consist of at least a given name, which is classified to be functionally absolute and other components, namely the gender marker (i/ni), classified to be functionally neutral, the caste/the ethnic marker (ida ayu/bagus, i gusti/anak ayu/agung, dewa/desak, etc.), the birth order/sudrawangsa marker (wayan/made/komang/ketut, etc.) classified to be important, penting, and the clan marker (manuaba, adnyana, etc.), classified to be optional. the theoretical analysis suggests that in addition to denote, to differentiate personal identities, and to establish the existence of the name holder, marked names also have specific functions to make them distinctive contextually. the distinctive spelling behavior of “ch = /k/” as in chrisna for example, functionally connote „modernized‟, „westernized‟ „developed‟, and „smart‟ identity. whereas the uncommon names with no ethnic/caste marker such as agus suryanata may functionally connote either „not-a-balinese‟ or „not-a-sudrawangsa‟ depending on the context of the designation and use of such names. marked names also reflect the changing culture and ages. borrowing an italian name such as giovani as found in i gede adeyaka giovani for example, has this function; the name reflects a generation that faces different ages from the one with names such as gejer, mongkeg, linuh, sariani, susila, wijaya, and so on. the foreign component in balinese names like this indicates that there have been more sophisticated experience and perception among today‟s balinese. this also suggests a reflection of a global imagination and expectation. however, this function may not be entirely obvious until the changing generation of such name-holders is completed. in addition to be seen from this perspective, the functions of the marked names may also be accounted by adopting the theory of language functions. based on the theory, the distinctive components in the marked names may suggest some functions that are dominant. 4 3.3 the factors influencing the markedness on balinese students’ names based on the theory of language choice and borrowing-words, the factors that are found to influence the distinctive structure and behaviors found in the balinese students‟ names include the need to express something new, hope for acculturation, raising status, social distancing, and showing linguistic expertise. borrowing windy as in ni made windy raesa forinstance, may be influenced by the factor of fulfilling the need to express something new. such a name can be also theoretically influenced by a wish to acculturate a culture associated with the targeted language. the wish is especially obvious when the targeted culture is considered more prestigious. choosing western names such as windy, giovani, dicky, or adopting english spelling as found in chrisna, ary, arich, suggest the presence of this factor, in addition to the factor of raising the social status and creating a social distance. in this case, by putting a name such as dicky as in i made pasek dicky arianta, the name holders are expected to be of the higher status as well as of creating a social distance. in addition to this, theoretically, such names may also be related to the factor of showing a linguistic (english of other foreign language) expertise. a name with no ethnic/caste marker can be associated with the raising and distancing-social-status-factor too. based on the questionnaire and the interview, the name tri permana putra for instance, is seen to fulfill the expectation for distancing from the common balinese identities, whereas the names such as yunisari wira putri may be associated with the expectation for distancing from the ones marked according to the traditional caste system. besides these sociolinguistic factors, the factors influencing the marked names may also be accounted from the perspective of cultural linguistic, namely by adopting the concept of imagery. the imagery factor is closely related to the sociolinguistic factors. the wish to acculturate for example, is regarded to be one with the imagery of acculturating, and the expectation to raise a status is associated with the imagery of having a higher social status. in general, the factor influencing the markedness in a balinese name is not one but more than one. in this case, there is a dominant factor among the supporting factors. 3.4 the ideologies behind the marked balinese students’ names the ideological power behind the marked names can be traced through interpretation of the connotations implied by the distinctive structures and behaviors of the names (barthez, 1972; strinati, 1995). the interpretation should consider the contexts in which such names are located. these include the balinese speech community and the global language and cultural contacts. theoretically, there are two types of ideologies namely neutral and critical ideologies (thompson, 1984; threadgold, 1986) that in turn can be associated with three types of connotations, namely personal, social, and universal connotations (hort, rinehart and winston in http://www.cdschools.org/542320926134633527/lib/542320926134633527/12_connotation s.ppt, tuesday, 10 januari 2012). a personal connotation is associated with a neutral ideology. the name anak agung arim kasunu arya penarungan, for example, is structurally connoting personal expectation for being designed out of a pure personal idea. an interview with the name maker suggests that the unusually “long” name was made to reflect his “long-time” personal struggle and imagination in expecting the birth of his first child (the name holder). unlike the neutral ideologies, critical ideologies tend to be hidden and only when questioned during interviews and seeked further they might be uttered. names with foreign language elements, such as putu roby adhitya sapanca, made dwi 5 ary mahendri, ni putu chrisna wulandari, etc. represent a universal connotation therefore associated with a critical ideology. the ideology that works behind such names is a “global” (modern) one. it supposedly penetrates the imaginations and perceptions of the makers as a false-cosciousness or myth and may hyperconnote „a more intellectual identities‟. a social imagination with its social connotation is found as an important element of a different critical ideology that works behind the other type of marked names. ndm khrisna agung sankara, for example, has no obvious elements functioning as the marker of balinese people. such names connote „not a balinese‟ or „indonesian‟ and formed out of a nationalist ideology. whereas ndm that demonstrate similar distinctive behavior, such as yunisari wira putri, actually connotes „not a sudrawangsa’ and associated with the critical ideology of “egalitarianism of caste” (wangsapada). it is an ideological reaction towards the ideology of caste brought to the island during the majapahit occupation around the 14 century and manipulated during the dutch colonization (kerepun, 2007). in the present time the ideology seems to be held to some degree in the form of discrimination in using elements of name, such as agung, bagus, gusti, etc. 4. findings theoretically, this research has found a new approach named socionymy. the approach blends sociolinguitiscs and antroponymy in studying various problems of personal names pressumably considered to reflect social and linguistic changes in modern societies. the research has also found a criteria that can be used to analyze markedness in names. with the structural, behavioral, and frequency criterion, the criteria is theoretically applicable for analyzing distinctive names found in any speech communities. methodologically, this reserach has suggested a way for interviewing informants, named “the hidden-recorded-cellphoneinterview”. the method is best conducted by a closely related person to the informant, who unexpectedly does a free-conversational interview recorded with a cellphone. finally, the field study has also found that the “old” ideological caste system of balinese people is actually held to some degree up to now. instead of pursuing the democratic living idealism of the society, the present official administrators (the civil documentation service and local state court) maintain the limitation for balinese ethnics in choosing elements for their personal names as some elements are traditionally still regarded as exclusively belonging to particular groups. in conducting such policy, the administrators seem to suggest that the old caste balinese system is still held firmly by some traditional balinese, therefore the idea should be honored. 5. conclusion and suggestion 5.1 conslusion this research seeks to account for the relation between the arbitrariness in choosing and designing personal names and some extralinguistic factors affecting it. the conclusions drawn after the analysis are as the following. (1) the marked balinese names, as sampled into the balinese students‟ names, are the names that show distinctiveness in their contexts that can be distinguished from the unmarked ones by applying the criteria of name markedness. among the marked balinese students‟ names, a degree of markedness can be meassured to which the structurally distinctive names are the mostly marked and the functionally distinctive ones are the least unmarked. between the two, the names with distinctive language resources are more marked than the ones with distinctive spellings. 6 (2) besides having ordinary functions, such as denotating, identifying, and establishing individual existences, (ullmann, 1977; mill, evans in martinich, ed., 1996; thornborrow in thomas and wareing, ed., 1999), marked names demonstrate distinct functions, namely, connotating and reflecting age-changing. based on the theory of language functions (halliday, 1973, 1986) the functions of the markedness can be explained to have, among others, ideational, emotical, interpersonal functions. (3) the factors affecting the markedness of the balinese students‟ names can be explained by using the theory of borrowing words (haugen, 1969; weinreich, 1974, wardhaugh, 1976; dan grosjean, 1982 and malinowski, thurnwald in poerwanto, 2008) and cultural linguistics (palmer, 1990). the factors are the need to express new things, the wish for an acculturation, the desire to raise or keep a social status/distance, as well as the intention to demonstrate a language expertise. based on the theory of imajery, the factors are namely the imagery of somehting new and the imagery of social status/distance. the research also concludes that one case of marked names is caused by more than one factor, though one of them should be a more dominant one while the others are supporting. (4) theoretically, (althusser, 1969, 1971 in hall dkk., ed., 201; thompson, 1984; threadgold in threadgold dkk., ed., 1984; fairclough, 1995) the ideologies that work behind the marked balinese names can be identified through analyzing the contextual uses of languages by the balinese people, interpreting their imaginations, expectations, and the connotations (barthez, 1972; strinati, 1995) implied by such names. through these ways, three ideologies have been identified to work behind the markedness of balinese students‟ names, namely global/modern (capitalist/borguise) ideology (e.g. ni putu chrisna wulandari) national (ethnic equality) ideology (e.g. agung krisna sankara), and “caste equality” ideology (e.g. yunisari wira putri). 5.2 suggestion balinese parents should consider the social connotations as well as the spirit of maintaining the local linguistic and cultural resources, when choosing names for their children, besides having to regard the formal regulation. bali governmental agencies should be impartial in applying the regulation for people in designing names, for which they should also regard the state ideology (pancasila) as the highest foundation and consider the outdated traditional caste-discrimination, which is still preserved through the naming system, to be reformed. 6. acknowledgments a lot of people, whose names that unfortunately cannot be put here, have contributed to this research to whom i would express heartedly gratitudes. among them that i should not forget include prof. drs. i made suastra, ph.d., as the supervisor, prof. dr. aron meko mbete, as the co-supervisor i, prof. dr. i ketut darma laksana, m.hum. as the cosupervisor ii, who all have shared knowledge, spare time, and saved energy for the possibility of it. this has also benefited a lot from prof. dr. made budiarsa, m.a., prof. dr. drs. ida bagus putra yadnya, m.a., prof. drs. i ketut artawa, m.a.,ph.d., prof. dr. ni nyoman padmadewi, m.a., dr. ni made dhanawaty, m.s., and dr. frans made berata, m.hum., as the examiners, whose comments, corrections, complaints, and criticism contributed positvely to extend the study. bibliography 7 agyekum, kofi. 2006. the sociolinguistics of akan personal names (nordic journal of african studies 15(2): 206–235 (2006) (13 mei 2010, http://www.njas.helsinki.fi/pdf-files/vol15num2/agyekum.pdf) anandakusuma, sri reshi. 1986. kamus bahasa bali.denpasar: cv kayumas agung antara. i gusti putu. 2004. sistem tatanama orang bali. singaraja: yayasan kawi sastra mandala astika, i nyoman, dkk.. 1992. “penamaan orang dalam masyarakat bali di desa darmasaba” (laporan penelitian) denpasar: fakultas sastra universitas udayana) atmaja, nengah bawa. 2010. ajeg bali: gerakan, identitas kultural, dan globalisasi. jakarta:lkis barhez, roland. 1972. membedah mitos-mitos budaya massa (terjemahan ikramullah mahyuddin). yogyakarta: jalasutra bawa, i wayan dan i wayan cika ed.. 2004, bahasa dalam perspektif kebudayaan.denpasar: penerbit universitas udayana beratha, ni luh sutjiati. 1993. “bahasa bali dan identitas sosial: sebuah studi kasus” dalam tjok rai, sudharta dkk. ed.kebudayaan dan kepribadian bangsa. denpasar: upada sastra, (hlm 176) ___________________. 2009. “peran semantik dalam penerjemahan” (dalam wayan windia, dkk., ed. pemikiran kritis guru besar universitas udayana bidang sastra dan budaya) denpasar: penerbit universitas udayana, hlm 36-51 chalker, sylvia and edmund weiner. 1998. oxford dictionary of english grammar. oxford. oxford university press comrie, bernard, 1976. aspect: an introduction to the study of verbal aspect and related problems. cambridge: cambridge university press croft, william. 1990. typology and universals. cambridge: cambridge university press crystal, david. 1987. the cambridge encyclopedia of language. cambridge: cambridge univeristy press diantha, made pasek & pasek eka wisanjaya. 2009. kasta dalam perspektif hukum dan ham. denpasar: udayana university press donnel, kevin o‟. 2009, postmodernisme. yogyakarta: kanisius djajasudarma, fatimah hj. 2006. metode linguistik: ancangan metode penelitian dan kajian. bandung: refika aditama. djojosuroto, kinayati. 2006. filsafat bahasa: buku yang mengulas tentang bahasa dari paradigma yang substansial hingga contoh analisis praktis. yogyakarta: pustaka publisher duranti, alessandro. 1997. linguistic anthropology.cambridge: cambridge university press echols, john m. dan hassan shadily, 1996.kamus inggris-indonesia: jakarta: gramedia eco, umberto. 1976. teori semiotika: siginifkasi, komunikasi, teori kode, serta teori produksi tanda. 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massachusetts: newbury house publishers wareing, shan. “what is language and what does it do?” (dalamwareing, shan & linda thomas. ed. london: routledge (hlm.1-15). warna, i wayan dkk.. 1978. kamus bali-indonesia. denpasar: dinas pengajaran daerah tingkat i bali ______________________. 1978. ejaan bahasa daerah bali yang disempurnakan. denpasar: dinas pengajaran propinsi daerah tk i bali weinreich, uriel. 1974, language in contacts: findings and problems: paris: the hague: mouton wiana, ketut dan raka santeri. 1993. kasta dalam hindu: kesalahpahaman berabadabad. denpasar: yayasan dharma narada wickers, andrian. 1989. bali a paradise created. singapore: periplus widiastuti, rr jenny.2003.”makna nama bagi orang cina warga negara indonesia di kota yogyakarta” (tesis). yogyakarta: universitas gadjah mada 12 williams, raymond. 1988. keywords: a vocabulary of culture and society. london: fontana press windia, wayan, dkk. ed.. 2009. pemikiran kritis guru besar universitas udayana. denpasar: udayana university press winford, donald. 2003. an introduction to contact linguistics. oxford: blackwell publishing yendra, i wayan. 2010. kanda empat rare: mewujudkan keluarga bahagia selamat sekala-niskala.surabaya: paramita zoest, aart van. 1978. semiotiek, overteken, hoe ze werken en wat we ermee doen ( diterjemahkan ani soekawati, 1993). jakarta: yayasan sumber agung http://halilintarblog com http://id.omg.yahoo.com/news/ubah-imej-miyabi-ganti-nama-pauline-anvef55c30c4bf.html, http://id.omg.yahoo.com/news/berharap-hoki-saiful-jamil-ganti-nama-khjx0000347929.html http://www.rogerdarlington.me.uk/useofnames.html#introduction, http://www.devari.org/2007/12/22/ketika-nama-orang-bali-di-inggris-kan/ http://www.teacher.org.cn/doc/ucedu200608/ucedu20060815.pdf) http://www.cdschools.org/542320926134633527/lib/542320926134633527/12_connotation s.ppt/ http://www.denpasarkota.go.id/ http://www.njas.helsinki.fi/pdf-files/vol15num2/agyekum.pdf/ http://www.balipost.co.id/mediadetail.php?module=detailberitaminggu&kid=19&id=8177 orti bali| bp http://majalah.tempointeraktif.com/id/arsip/1989/05/27/ag/mbm.19890527.ag22803.id.ht ml http://jerosetia.blogspot.com/2009/04/kasta-di-bali-kesalahpahaman-yang-sudah.html http://www.thatsweird.net/facts11.shtmldalamhttp://netverum.blogspot.com/2009/02/namaasli-selebritis-dunia.html http://halilintarblog/ http://id.omg.yahoo.com/news/berharap-hoki-saiful-jamil-ganti-nama-khjx-0000347929.html http://id.omg.yahoo.com/news/berharap-hoki-saiful-jamil-ganti-nama-khjx-0000347929.html http://www.rogerdarlington.me.uk/useofnames.html#introduction http://www.devari.org/2007/12/22/ketika-nama-orang-bali-di-inggris-kan/ http://www.teacher.org.cn/doc/ucedu200608/ucedu20060815.pdf http://www.cdschools.org/542320926134633527/lib/542320926134633527/12_connotations.ppt http://www.cdschools.org/542320926134633527/lib/542320926134633527/12_connotations.ppt http://www.denpasarkota.go.id/ http://www.njas.helsinki.fi/pdf-files/vol15num2/agyekum.pdf/ http://jerosetia.blogspot.com/2009/04/kasta-di-bali-kesalahpahaman-yang-sudah.html http://www.thatsweird.net/facts11.shtml http://netverum.blogspot.com/2009/02/nama-asli-selebritis-dunia.html http://netverum.blogspot.com/2009/02/nama-asli-selebritis-dunia.html 13 14 1 e-journal phonological and lexical varieties of lio language in flores, east nusa tenggara: a study of geographical dialect by ni made suryati balinese departement, faculty of letters udayana university email: suryati.jirnaya@yahoo.com posgraduate program of udayana university aron meko mbete study program of linguistics, faculty of letters, udayana university multamia lauder study program of linguistics, faculty of culturere knowledge science, indonesia university ni made dhanawaty study program of linguistics, faculty of letters, udayana university abstract this study aims at describing and analyzing phonological and lexical varieties of leo language in the regions where it is spoken, classifying its dialects and subdialects, and identifying the identity of its relation to ende language. the theories used in this study are the theory of traditional dialectology and the theory of generative. the data used were obtained from the primary and secondary sources. the observation method and the participative method were applied to collect the data needed. the data were analyzed using descriptivecomparative method which was continued with dialectometric and mapping method. the segments vowels, consonants and syllables grouped under regular and sporadic varieties. the regular vowel variety and the regular syllable variety were found just one and on the other hand 20 regular consonant varieties. the vowel sporadic varieties found 37, the consonant sporadic varieties found 176, and the syllable sporadic varieties found 17. lexically, lio language highly varied, indicated by the description of each gloss having more than 10 lexical varieties. based on the isogloss bundles composed and based on the calculation obtained from both the lexical dialectometry and lexical dialectometry for the tps which were close to each other, and on the permutation, dbl could be grouped into seven. (1) east lio language dialect; (2) central lio language dialect; (3) western lio language dialect; (4) ende leo language dialect; (5) welamosa dialect; (6) wololele a dialect; and (7) konara dialect. from such groupings of dialects and sub dialects, it could be identified that lio language and ende language were different dialects. 2 key words: domains of meanings, dialect, isogloss, and dialectromety 1. introduction lio language ‘bahasa lio’ (hereinafter referred to as bl) is interesting to be explored from the perspective of geographical dialect, as far as the language spoken by the people living in ende regency is concerned, there are different opinions of the areas where bl is spoken. according to fernandez (1996: 34), the speakers of bl spread in six districts; they are 1) nagapanda, 2) ende, 3) ndona, 4) wolo waru, 5) maurole/nagahoda, and 6) detu seko. this means that all the areas in ende regency are the areas of bl speakers. many people say that there is so high intelligibility between the ende language (hereinafter referred to as be) speakers and the bl ones. however, many people also say that ende regency has two languages; they are bl and be. several informants also say that bl is also spoken in the areas where ende regency and sikka regency meet, especially those located in the western part of sikka regency. as can be seen in several parts of indonesia, the people living in lio are also classified into several social classes. in general, the people living in lio can be divided into two social classes; they are the upper/leading class referred to as mosa laki, ata ngga’e, ata ria and the lower class or the common people referred to as ana kalo fai walu. in several areas, there are also a group of people regarded as coming from the lower class and they are referred to as aji ana (children of family members) (mbete et al., 2006: 111-112). as a language spoken from generation to generation by the lio ethnic group, bl has a set of important functions. it identifies and unifies its speakers. through the language they speak, they express their existence and feel that they belong to one ethnic group existing among the other ethnic groups in indonesia. through bl they also feel that culturally they belong to one ethnic group. this cannot be separated from the cultural function that bl has. its cultural function can be seen from the fact 3 that it is used as a means of creating, recording and expressing their culture from generation to generation. in practice, bl also functions as a means of communication among the lio ethnic groups in the rural areas (mbete, 1991-1994: 1-2). based on the highly important function and position of bl, if connected with the geographical condition and different social statues of the lio community, it can be assumed that bl has varieties. the varieties resulting from the two classifications above are referred to as dialects (fishman, 1975: 22; linn (ed.), 1998: 5). based on the results of the research conducted by londa (1985), the daily bl has nine dialects, which have not been clearly named yet. londa only investigated lexical varieties with 350 lexical items as the instrument; however, the phonological varieties had not been explored yet. therefore, it is necessary to conduct research in geographical dialect in which phonological varieties and lexical varieties are integrated. more instruments should be used in order to obtain more comprehensive results. the location where the research was conducted should be extended and should be done in all the areas of ende regency and in the western border of sikka regency. in this way, dialect and sub dialect groupings of bl could be better made and that the status of relationship between bl and be could be clearly identified. based on the background above, the problems in this study can be formulated into four questions; they are (1) what the phonological varieties of bl are like and where they are used? (2) what the lexical varieties of bl are like and where they are used? (3) how the dialects and sub dialects of bl are grouped based on the isogloss bundle and dialectometry? (4) what is the status of relationship between bl and be? in particular, this study aims at (1) describing and analyzing the phonological varieties of bl and the areas where they are used; (2) identifying the lexical varieties of bl and the areas where they are used; (3) classifying the lects of bl as dialects and sub dialects based on the isogloss bundle and dialectometry; and (4) identifying the status of relationship between bl and be. 4 in theory, the answers to the problems mentioned above are expected to be theoretically useful to the development of linguistics in general and philology and generative dialectology in the mapping of the languages spoken in indonesia. in practice, it is expected that the results of the study may be used a reference when making policies regarding how to direct the development of bl in ende regency. 2. research method before the research method is discussed, several things need to be discussed first. the research was conducted in ende regency and a few areas in sikka regency. the data were obtained at 26 villages as the points of distribution ‘tempat pengamatan’ (tp) with two villages in ende regency, where bl was spoken, as the points of distribution, and at three villages located in sikka regency, where the use of bl had never been explored. three key informants were chosen from each village. the data were obtained from the primary and secondary sources. nine hundride words covering 20 fields of meaning were used as the instrument. the 20 fields of meaning are (1) numbers; (2) measurements; (3) names of the parts of the body and their parts; (4) pronouns and terms of address; (5) kinship system; (6) diseases and medicine; (7) rural life; (8) houses and their parts; (9) equipment; (10) foods and beverages; (11) plants; (12) animals and their parts; (13) time and season; (14) adjectives, condition, and colors; (15) activities; (16) clothes and jewelry; (17) people’s livelihoods; (18) the nature and natural objects; (19) smell and taste; and (20) directions and instructions. observation and interview were the methods used to collect the data (sudaryanto, 1988: 2-9; mahsun, 2007: 92-96). selecting the determining elements was the technique used to analyze the data. then the data were compared, contrasted and matched (sudaryanto, 1993: 1330); compare to djajasudarma, 1993: 58; and mahsun, 2005: 120-122). the technique of comparing and contrasting were used to sort the linguistic elements of bi, especially the elements which were not similar and those which were similar. by 5 using this technique, the similar elements could be separated from those which were not similar. then, the elements already analyzed were listed in the form of tables. in this way, the varieties of phonological and lexical elements were clearly seen (compare to putra, 2007: 56). the dialects and sub dialects were grouped using the method of isogloss bundle and the method of dialectometry. before the method of isogloss bundle was applied, 900 lexical items were mapped. in each map, the isogloss, the line connecting two points of observation, was made. after that, the isogloss bundle was made by (1) grouping the maps of ostentation based on the isogloss pattern in every field of meaning; (2) copying all the isoglosses of a particular group in a map containing the areas of observation; and (3) collecting the isoglosses in every map resulting in the isogloss bundle (lauder, 1993: 89-90). the relationship of all the points of observation was determined quantitatively and was initiated with a triangle of dialectometry. the points of observation forming the triangle were then compared in regard to their lexical items, and then the differences in their percentages were calculated using the following role. the formula is: (s x 100%) = d n s = the number of differences n = the number data/the maps compared d = the percentage of the differences in lexical items the criteria used to determine whether lects were dialects and sub dialects and whether there were differences or not referred to the lect grouping proposed by guiter (1993: 96), as adopted by bawa (1983), lauder (1993), and putra (2007) with the following formula. over than 81% : regarded as different languages 51 80% : regarded as different dialects 31 50% : regarded as different sub dialects 6 21 30% : regarded as different speeches less than 20% : regarded as not being different the results of the study are formally, informally, inductively and deductively presented. 3. results of the study 3.1 phonological varieties in bi before the phonological varieties in bl are discussed, the bl phonology, the characteristics of bl, and how the original forms were determined are discussed. it can be stated that bi had six sound segments. they had the status as vowels such as /1, u, e, ǝ, o, a/. their distributions were: five had complete distributions; in the beginning, in the middle and in the end of words. one vowel segment, that is, /ǝ/ did not have final distribution. it was found that the contoid sounds totaled 29; they are: [p, b, ɓ, mb, m, t, d, ɗ, nd, n, j, k, g, ɠ, ŋg, ŋ, f, v, s, z, l, ɮ, r, ɹ, h, ʡ, w, w, y]. those with the status as segments of the consonant phonemes totaled 22; they are /p, b, t, d, j, k, g, m, n, ŋ, mb, nd, ŋg, ɓ, ɗ, ɠ, f, s, l, r, h, w/. most of the twenty two segments of consonants had initial and central distributions, except the consonant /h/, which only had the initial distribution. four sounds such as [v, z, ɮ, ɹ] in tp were found to have the status of being phonemes. the varieties of linguistic forms obtained by comparing 900 glosses included: (1) 727 glosses whose descriptions lexically varied; (2) 121 glosses whose descriptions phonologically varied; and (3) 52 glosses whose descriptions did not vary both lexically and phonologically. in the 727 glosses whose descriptions lexically varied, there were also phonemes and syllables which phonologically varied. the fact showed that one gloss frequently had different lexical and phonological descriptions. if one gloss which had different lexical descriptions also had phonological descriptions, then the description of such a gloss would be considered lexically different, as the degree of the lexical difference was higher than that of the phonological difference. 7 the segments vowels, consonants and syllables grouped under regular and sporadic varieties. the regular vowel variety and the regular syllable variety were found just one and on the other hand 20 regular consonant varieties. the vowel sporadic varieties found 37, the consonant sporadic varieties found 176, and the syllable sporadic varieties found 17. based on the varieties of segments found in the field, there were several segments specifically featuring tp (such segments were only found at particular tp). (1) the fricative, apicoalveolar and lateral consonants featured by [+son] and [+lat], [+frik] were only found in tp 7, that is, in kebirangga tengah. (2) the segment of approximant, apicoalveolar and glottal consonant /ɹ/ featured by [+and], [+ant], [korn], [-lat], [+par] was only found in tp 11 (bao feo) and in tp 7 (kebirangga tengah). (3)the segment of voiced apicoalveolar fricative consonant /z/ featured by [+ant], [+korn], [+strid], [+bers] was found in tp 15 (kota ratu) and tp 26 (mbongawani). the phonological processes taking place in bl can be classified into three. 1) the only reciprocal assimilation was found. 2) the change in syllabic structure included: (1) insertion of vowel sounds and slide sounds; (2) the deletions taking place included: vowel deletion, obstruent deletion, lateral deletion, obstructed implosive deletion, pre obstructed nasal deletion, semi-vocal deletion, and syllabic deletion; (3) the change in vowel and consonant segments. 3) the metathesis included: (1) the change from vowel into another vowel, (2) the change from a consonant into another consonant, and (3)the change from a vowel into a consonant. in general, such phonological processes were included in 55 kf ‘kaidah fonologis’ (phonological rules). viewed from the numbers of kfs (phonological rules) available in all the tps, tp 23 (maubasa) had 38 (the most), and tp 22 (demulaka) had 17 (the least). if 8 related to the way in which ba (original form) was determined, it could be stated that tp 22 (demulaka). 3.2 lexical varieties lexically, bl highly varied, indicated by the description of each gloss having more than 10 lexical varieties. in addition, from the bl dialect and sub dialect groupings, almost each tp formed one dialect, which in the other tps was a sub dialect, except in tp 8:12 it was stated that there was no difference and in tp 1:8, 15:26, 18:23 it was stated that it was a speech difference. 3.3 the bl lect groupings as dialects and sub dialects 3.3.1 isogloss bundle application the application of bl isogloss bundle included the phonological variety isogloss bundle and the lexical variety isogloss bundle. the isogloss bundle based on the phonological varieties included vowel varieties and consonant varieties totaling 121. 9 explanation: ---------isophone map isophone bundle of vowels and consonants based on the isophone bundle above, phonologically it could be estimated that the dialects in bl could be grouped into three; they are: 7 i: 7, 11 11 15 ii: 15, 26 26 6 19 iii: 1—6 , 8—10 , 12—15 , 16—26 20 13 4, 10, 14, 18, 23 1—5, 8, 9, 12, 13, 16, 17,21—25 the isogloss bundle was made based on 727 research instruments which lexically varied for which a map was already made and isogloss was put. the 727 10 maps of lexical varieties were poured into 20 fields of meaning and; as a result, twenty bundles of isogloss were obtained. based on the twenty bundles of isogloss of all the fields of meaning, the bundles of isogloss of all the fields of meaning were obtained as follows. explanation: _________ isogloss map of the bundles of isogloss of all the felds of meaning no group of dialect could be seen from the bundles of isogloss above as the numbers of lines among tp were almost the same. in detail, the dialects and sub dialects of bl could be observed through the dialectometry method as follows. 4.3.2 application of dialectometry methode dialectometry method was applied in four stages; they are (1) lexical dialectometry; (2) phonological dialectometry; (3) mixed dialectormetry (lexical dialectometry was mixed with phonological dialectometry); and (4) permutation. 11 the calculation of lexical dialectometry of all the fields of meaning produced the percentages of distances of lexical items as presented in the following table. table of lexical dialectology of all the fields of meaning no of tp % no of tp % no of tp % no of tp % 1:2 36 6: 19 36 12:13 31 18:19 47 1:7 41 7:8 45 12:16 34 18:20 39 1:8 28 7:11 37 12:17 38 18:22 37 2:3 32 7:15 41 13:14 40 18:23 29 2:5 32 7:26 40 13:17 37 18:25 37 2:8 32 8:29 36 13:18 37 19:20 45 2:9 38 8:11 44 14:18 34 20:23 39 3:4 36 8:12 3 14:19 40 21:22 38 3:5 34 9:10 36 15:16 46 21:24 37 3:10 32 9:12 37 15:21 47 21:26 45 4:6 48 9:13 34 15:26 30 22:24 36 4:10 36 9:14 44 16:17 38 22:25 34 6:10 43 11:15 33 17:18 31 24:26 45 6:14 46 11:16 43 17:22 38 the calculation of the lexical dialectometry of all the fields of meaning above can be mapped as follows. 12 explanation: = different languages = different dialects = different sub dialects = different speeches = not different it can be seen from the calculation of the lexical dialectometry of all the fields of meaning above that there was no independent dialect or group of dialects. almost all the relationships among tps expressed different sub dialects; only three lines showed different speeches; they are the line connecting tp 1:8, the line connecting 15:26, and the line connecting 18:23; the line connecting tp 8:12 showed no difference. three tps formed sub dialects. group i which included tp 1, tp8, and tp 12; group ii which included tp 15 and tp 26; group iii which included tp 18 and tp 23. the other points of observation constituted independent sub dialects. the calculation of phonological dialectometry produced distances of sounds as presented in the table below. 13 table of phonological dialectometry no of tp % no of tp % no of tp % no of tp % 1:2 19 6:19 18 12:13 22 18:19 23 1:7 47 7:8 47 12:16 21 18:20 18 1:8 3 7:11 50 12:17 5 18:22 24 2:3 3 7:15 51 13:14 16 18:23 10 2:5 19 7:26 44 13:17 20 18:25 17 2:8 18 8:9 21 13:18 14 19:20 16 2:9 7 8:11 72 14:18 8 20:23 19 3:4 15 8:12 2 14:19 26 21:22 20 3:5 19 9:10 18 15:16 56 21:24 24 3:10 23 9:12 22 15:21 57 21:26 40 4:6 21 9:13 8 15:26 18 22:24 12 4:10 23 9:14 17 16:17 19 22:25 18 5:9 21 10:14 17 16:21 10 23:25 19 5:10 9 11:12 52 16:22 19 24:25 10 6:10 45 11:15 52 17:18 27 24:26 48 6:14 21 11:16 53 17:22 6 the calculation of phonological dialectometry above can be mapped as follows. 14 explanation: = different languages = different dialects = different sub dialects = different sub speeches = not different map of the application of phonological dialectometry the map of the phonological dialectometry above did not show clear groups of dialects. the two tp which were independent dialects were tp: 11 and tp:15; however, there was one line in each indicating different dialects (the lines connecting tp: 11: 7 and tp 15:26); as a result, the two tps were not merely different dialects. out of the 63 phonological comparisons, 37 indicated not being different; 12 indicated being different speeches; 7 indicated being different sub dialects; and 7 indicated being different dialects; none indicated being different languages. the lexical dialectometry and phonological dialectometry could be combined by comparing the calculation of the lexical dialectometry and that of the phonological dialectometry in the form of a table as presented below. 15 the table presenting the combination of the calculatio based on the lexical dialectometry and that based on phonological dialectometry no of tp different no of tp different no of tp different no of tp different 1:2 dsd 6:19 dsd 12:13 dsd 18:19 dsd 1:7 dsd 7:8 dsd 12:16 dsd 18:20 dsd 1:8 dsd 7:11 dsd 12:17 dsd 18:22 dsd 2:3 dsd 7:15 dd 13:14 dsd 18:23 ds 2:5 dsd 7:26 dsd 13:17 dsd 18: 25 dsd 2:8 ds 8:9 dsd 13:18 dsd 19:20 dsd 2:9 dsd 8: 11 dd 14: 18 dsd 20:23 dsd 3:4 dsd 8:12 nd 14: 19 dsd 21:22 dsd 3:5 dsd 9:10 dsd 15:16 dd 21:24 dsd 3: 10 dsd 9:12 dd 15:21 dd 21:26 dsd 4: 6 dsd 9:13 dsd 15:26 dd 22:24 dsd 4:10 dsd 9:14 dsd 16:17 dsd 22:25 dsd 5:9 dsd 10:14 dsd 16:21 dsd 23:25 dsd 5:10 dsd 11:12 dd 16:22 dsd 24:25 dsd 6:10 dsd 11:15 dd 16:22 dsd 24:25 dsd 6:14 dsd 11:16 dd 17:22 dsd explanation: dd= different dialects ds= different speeches dsd= different sub dialects nd= not different the combination of the calculation of the lexical dialectology and that of the phonological dialectology above can be mapped as follows. 16 explanation: = different languages = different dialects = different sub dialects = different speeches = not different the map of the combination of the calculation of the lexical dialectometry and that of the phonological dialectometry. the map of the combination of the calculation of the lexical dialectometry and that of the phonological dialectometry above showed that there was no group of dialects. there were two tps which constituted two independent dialects; they are tp 11 and tp 15; however, each line in the tps which were close to each other showed no different dialect. the two lines were those connecting tp 11: 7, indicating different sub dialects and those connecting tp 15:26, indicating different speeches. 17 tps showed independent dialects; they are tp 1—7, 9, 10, 13, 14, 17, 19—22, 24, 25. tp 1, tp8, and tp 12 formed one group of dialects. the other group of sub dialects was formed by tp 18 and tp 23. permutation was made to obtain groups of dialects and sub dialects more clearly, meaning that one tp was compared as the center, which was then compared 17 with all the tps. in this current study, 5 tps were used for permutation; they are tp6, tp7, tp17, tp19, and tp 26. the calculation made by the permutation produced groups of dialects and sub dialects as mapped below. keterangan: dblt dw bblteng dwa dblb dk dble 18 explanation: dblt = dialek bahasa lio timur (east bl dialect) dml teng = dialek bahasa lio tengah (central bl dialect) dblb = dialek bahasa lio barat (western bl dialect) dble = dialek bahasa lio ende (ende bl dialect) dw = dialek welamosa (welamosa dialect) dp = dialek paga (paga dialect) dwa = dialek wololele a (wololele a dialect) dk = dialek koanara (koanara dialect) the map of the groups of dialects and sub dialects bl based on the lects grouped as dialects and sub dialects above, it could be concluded that bl and be were different dialects, if viewed from their status of relationship. 3.4 novelties 3.4.1 novelties in the found the novelties were found in the study entitled “phonological and lexical varieties of lio language in flores, east nusa tenggara: a study of geographical dialect. 1) three phonemes were found; they were (1) fricative, apico alveolar, lateral consonant /ɮ/ featured by [+son], [+lat] and [+frik] was only found in tp 7 (keberingga tengah); (2) the segment of approximant, apico alveolar, vibrate /ɹ/ featured by [+ant], [+korn], [korn], [+mal], [-lat], [+apr] was only found in tp 11 (bao feo) and tp 7 (keberingga tengah); and (3) voiced apico alveolar fricative consonant /z/ featured by [+ant], [+korn], [+strid], [+bers] was found in tp 15 (kota baru) and tp 26 (mbongawani). 2) the phonological varieties included syllabic, consonant and vowel varieties; most of the bl phonological rules were sporadic/irregular. 3) the phonological processes included reciprocal assimilation, 19 consonant deletion, change in vowels and consonants, metathesis among vowels, consonants, and among vowels and consonants. 4) based on the phonological rules compared, if connected with how the ba (original form) was determined, it was found that tp 22 (demulaka) was the ba (the native form) of the bl phonological varieties. 5) the lexical varieties were found to highly vary. 6) based on the lexical dialectometry and phonological dialectometry, and the permutation, bl was found to have seven dialects. 7) viewed from the status of relationship between bl and be they were found to be different dialects. 3,4.2 the theoretical finding the theoretical finding is that the generative theory in dialectology was only used to analyze the phonological process with its differing features, and to trace the derivational forms of words in the previous studies; however, in this current study, it was used to compare the phonological rules among the dialects (tp); as a result, the native forms of bl phonological varieties were found as a whole. 3.4.3 methodological development methodological development. 1) whereas one of the tp horizontal numbering systems already applied was from the right to the left and zigzagged, in this current study it was horizontally applied to the right as when we read books (starting from the left to the right repeatedly; and (2) while in the previous studies, the method of phonological dialectometry was applied based on regular varieties only, in this current study the method of dialectometry was applied based on both regular and sporadic varieties by comparing all the maps of phonological varieties. 20 4. conclusions and suggestions 4.1 conclusions based on what was described above, several conclusions could be drawn as follows. phonologically, it could be concluded that bl had six segments of vowels such as /i, u, e, ǝ, o, a/. their distributions were that five had complete distributions; initial distribution, central distribution, and final distribution; one, that is, the segment of vowel /ǝ/ did not have final distribution. it was found that the contoid sounds totaled 29; they were [p, b, ɓ, mb, m, t, d, ɗ, nd, n, j, k, ɗ, ŋg, f, v, s, z, l, ɮ, r, ɹ, h, ʡ, w, w,y ]; those which had the status as the segments of consonant phonemes totaled 22; they were /p, b, t, d, j, k, g, m, n, ŋ, mb, nd, ŋg, ɓ, ɗ, ɠ, f, s, h, l, r, w/. most of them had initial and central distributions, except for consonant /h/ which only initial distribution. four sounds such as [v, z, ɮ, ɹ] were found to have the status of being phonemes. the segments of vowels, consonants and syllables were found to highly vary. the vowel, consonant, and syllabic varieties were still grouped under regular and sporadic varieties. however, as far as the vowel and syllabic varieties are concerned, only one was found for each, and the regular consonant varieties were found to total 20. based on the varieties of segments found in the field, several were found to feature several particular tps. (1) the fricative, apico alveolar, and lateral consonant /ɮ/ was only found in tp 7 (keberingga tengah) substituting for the lateral consonant /l/. (2) the approximant, apico alveolar, and vibrate consonant /ɹ/ featured by [+ant], 21 [+korn], [+mal], [-lat], [+apr] was only found in tp 11 (bao feo) and tp 7 (keberinga tengah) substituting for /r/ and /l/ in tp 11; however, in tp 7 the consonant /ɹ/ was found to substitute for /r/. (3) the segment of voiced, apico alveolar, and frivative consonant /z/ featured by [+ant], [+korn], [+strid], [+bers] was found in tp 15 (kota baru) and tp 26 (mbongawani), substituting for the consonant /l/ used in the other tps, excluded tp 11 (bao feo). there were three of phonological processes in bl. 1) there was only one assimilation found, that is, reciprocal assimilation. 2) the change in syllabic structure which included (1) vowel insertion and slide insertion; (2) the deletions taking place included vowel deletion, obstruent deletion, lateral deletion, semi vocal deletion, and syllabic deletion; (3) the change in segments of vowels and consonants. 3) metathesis which included (1) the change from one vowel into another vowel, (2) from one consonant into another consonant, and (3) from a vowel into a consonant. such three processes were included in the general 55 kf ‘kaidah fonologis’ (phonological rules). based on the phonological processes among the dialects found in bl, many conclusions could be drawn as follows. (1) most of the phonological processes took place in dbl teng; (2) the change in vowels was scarcely found to take place in bl; however, it took place in all the dialects; (3) the change in consonants took place in all the dialects and in the twenty six tps; (4) several voiced phonemes could change into voiceless ones in all dialects; (5) several voiceless phonemes could change into voiced ones in several tps including dbl teng and welamosa dialect; (6) the least 22 phonological processes took place in dblt; (7) the intra vowel metathesis was found in four dialects, koanama dialect, western bl dialect, ende bl dialect , and central bl dialect; the intra consonant metathesis took place in six the dialects excluding ende bl dialect; the intra vowel and consonant metathesis was in east bl dialect, central bl dialect, koanara dialect, and wololele a dialect. viewed from the number of the phonological rules ‘kaidah fonologis’ (kf), tp 23 (maubasa) was found to have the most, totaling 38, and tp 22 (demulaka) was found to have the least, totaling 17. if viewed from how the ba (the original form) was determined, it could be concluded that tp 22 (demulaka) located in south flores was the ba as it had 17 kfs. lexically, bl highly varied, indicated by the description of each gloss having more than 10 lexical varieties. in addition, from the bl dialect and sub dialect groupings, almost each tp formed one dialect, which in the other tps was a sub dialect, except in tp 8:12 it was stated that there was no difference and in tp 1:8, , 15:26, 18:23 it was stated that it was a speech difference. based on the isogloss bundles composed and based on the calculation obtained from both the lexical dialectometry and lexical dialectometry for the tps which were close to each other, and on the permutation, dbl could be grouped into seven. (1) dialek bahada lio timur (east lio language dialect); (2) dialek bahasa lio tengah (central lio language dialect) which were made up of tp 1 (mukusaki), tp 2 (rerorejo), tp 3 (aewora), tp 4 (kota baru), tp 5 watunggere, tp 8 (ratewati), tp 10 (tiwosora), tp 12 (tana li), tp 13 (wologai), tp 16 (saga), tp 23 18 (wolosoko), tp 20 (paga), tp 21 (demulaka), tp 23 (maubasa), tp 24 (wolotopo), and tp 25 (nggela); (3) ‘dialect bahasa lio barat’ ( western lio language dialect) was made up of 2 tps such as tp 7 (kebirangga tengah) and tp 11 (bao feo); (4) dialek bahasa leo ende (ende leo language dialect) was made up of tp 15 (kota ratu) and tp 26 (mbongawani); (5) welamosa dialect (tp 5); (6) wololele a dialect (tp 14); and (7) konara dialect (tp 17). from such groupings of dialects and sub dialects, it could be identified that bl and be were different dialects. in other words, the people in ende regency only spoke one language, that is, lio language. 4.2 suggestions based on what has been explored, several suggestions are provided for further studies. viewed from the studies already conducted, further research in phonology needs to be particularly conducted to obtain more accurate and complete sounds available in lio language. in the next research phonological rules should be more accurately compared. seeing that dbl teng was supported by so many tps, as obtained from the dialect and sub dialect groupings, more techniques of permutation, supported by a wider list of words, should be applied so that more complete groups of dialects would be obtained. any particular research in phonological varieties totally using the phonological dialectometry of varieties of sporadic phonemes should be conducted to 24 group the dialects and sub dialects in bl, as it is rich in the varieties of sporadic phonemes. in this way, the dialects and sub dialects in bl can be clearly grouped. 25 daftar pustaka ayatrohaedi. l979. dialektologi: sebuah pengantar. jakarta: pusat pembinaan dan pengembangan bahasa departemen pendidikan dan kebudayaan. bawa, i wayan.1983. “bahasa bali di daerah propinsi bali: sebuah analisis geografi dialek”. disertasi. jakarta: fakultas sastra universitas indonesia. brown, gillian.1972. phonological rules and dialect variation: a study of the honolory of lumasaaba. cambridge: university press. bungin, s. sos., m. si., prof. dr. h. m. burham. 2008. penelitian kualitatif. jakarta: prenada media group. bungin, s. sos., m. si., prof. dr. h. m. burham. 2008. penelitian kuantitatif. jakarta: prenada media group. chambers, j. k. dan peter trudgill. 1980. dialectology. canbridge-london-new york-new boshola-melbourn-sydny: canbridge university press. djajasudarma, t. fatimah. 1993.metode linguistik: ancangan metode penelitian dan kajian. eresco: bandung. fernandez, inyo yos, 1996. relasi historis kekerabatan bahasa flores kajian linguistik historis komparatif terhadap sembilan bahasa di flores. yogyakarta: nusa indah. fismans, j. a. 1977. “sosiolinguistik: sebuah pengantar singkat”. terjemahan barhaya ali. jakarta: pusat pembinaan dan pengembangan bahasa departemen pendidikan dan kebudayaan. kenstowich, michael dan charles kisseberth. 1979. generative phonology desciption and theory. academic press: new york, san francisco, london. kridalaksana, harimurti. 1993. kamus linguistik. jakarta: gramedia pustaka utama lauder, multamia, rmt. 1993. “pemetaan dan distribusi bahasa-bahasa di tangerang”. jakarta: disertasi untuk universitas indonesia. lauder, multamia, rmt. 1993. pemetaan dan distribusi bahasa-bahasa di tangerang. jakarta: pusat pembinaan dan pengembangan bahasa. 26 levi, ferdinandus. 1978. “a preliminary study of lionese”. skripsi untuk fakultas sastra, universitas sanata dharma. lin, michael d (ed.). 1998. handbook of dialects and language variation. second edition. san diego, london, boston, new york, sydney, tokyo, toronto: academic press. londa, kanisius. 1985. “variasi kosakata bahasa lio di kabupaten ende: sebuah kajian geografi dialek”. denpasar: fakultas sastra universitas udayana. mahsun. 2006. kajian dialektologi diakronis bahasa sasak di pulau lombok. gama media.: yogyakarta mahsun. 2007. metode penelitian bahasa: tahapan strategi, metode, dan tekniknya.jakarta: pt raja grafindo persada. mbete, aron meko. 1991-1994. “fungsi bahasa-bahasa: lio, sikka, dan ngada flores. laporan penelitian yang dibiayai oleh the toyota foundation, tokyo, japan. mbete, aron meko dkk.. 2006. khazanah budaya lio-ende. jogjakarta: pustaka larasan. petyt, k.m. 1980. the study of dialect: an introduction to dialectology. london: andre deutsch. putra, a. a. putu. 2007. “segmentasi dialektal bahasa sumba di pulau sumba: suatu kajian dialektologi. denpasar: disertasi untuk uiversitas udayana. sudaryanto. l988a. metodologi linguistik bagian pertama: ke arah memahami metode linguistik. yogyakarta: gajah mada university press. sudaryanto. 1988b. metode linguistik bagian kedua: metode dan teknik pengumpulan data. yogyakarta: gajah mada university press. sudaryanto . l993. metode dan aneka teknik analisis bahasa pengantar penelitian wahana kebudayaan. yogyakarta; duta wacana university press. wolfram, walt and raplh w. fasold. 1974. the study of social dialects in american english. new jersey; prentice-hall, inc. 27 sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 14, no. 2, july 2020, pages: 257-267 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i02.p09 257 process types of transitivity system in the ritual teks of tawur sasih kesanga in desa adat kuta ni wayan kintya tista yanti denpasar, bali, indonesia kintyatista21@yahoo.com article info abstract* received date: may 20, 2020 accepted date: may 30, 2020 published date: july 31, 2020 keywords:* translation, english medical terms, translation procedures. this study is aimed to analyze the process types of transitivity system in a ritual text of tawur sasih kesanga in desa adat kuta. this research uses primary data contains of transcription of a text that recorded at the ritual and a text that recorded when interview the ritual leader, pemangku. the data was collected by observation method and 1-on-1 interview method. the data is analyzed qualitatively and presented by applying formal and informal methods. the result of this study indicate that there are five (5) types of transitivity processes used in the ritual text of tawur sasih kesanga in desa adat kuta, thore are: (1) material process is used dominantly as many as 73 or 52,9%; (2) the use of relational process is found as many as 40 or 29%; (3) behavioral process is used as many as 10 or 7,2%; (4) the use of mental process is found as many as 8 or 5,8%; (5) the last one, it’s found that existential process is used as many as 7 or 5,1%. 1. introduction language as a communication tool is a very important thing in society as the first interaction to convey information and arguments. one of the activities of using language in purpose of communicating occurs in ritual activities. the language used in ritual activities is called ritual language, which is a language that can only be used during certain rituals. ritual language tends to have a fixed form and can only be spoken by certain people. bali, is an island that has a lot of local cultures. many cultural activities in bali are using language as a communication media. one of the cultural events that accentuate the role of language occurs in a ritual activity called tawur sasih kesanga. this religious ceremony is held every year in the 9 th sasih (month), exactly a day before nyepi day. the aim of the ritual is to neutralize the bad things that exist in the environment in the 9 th sasih so that the sasih can bring beneficial things to human life. the form of ritual language is used in the main activity of the ceremony. it is used as a means of worshiping and offering to the bhatara and the bhuta kala. tawur sasih kesanga is a compulsory ritual that must be held in the entire region in bali, from the regency level to the lowest level which is in every balinese house. this research discuss the text used in tawur sasih kesanga that held in desa adat (tradition village) level that is 258 tawur sasih kesanga in desa adat kuta. in desa adat kuta, tawur sasih kesanga is held at raya kuta street no.10a. this location is also called bemo corner by the community. nowadays, the ceremony has received great attention from the local society and even from the international tourist. unfortunately, not all of them really understand deeply about the ritual. one of the ways to understand the ritual is to understand the language used. however, the language used in the ceremony is kawi-bali language that is kind of ritual language which can only be spoken by certain people. kawi-bali language used in the ceremony is can only be spoken by pemangku as the leader of the ceremony to communicate with all the bhatara and bhuta kala. based on that problem, the author find out it is interesting to do research on the text used in tawur sasih kesanga in desa adat kuta that use kawi-bali language. this study is focused on researching the semantic characteristics of process elements in transitivity system. since humans live in diverse social processes and social style will determine the language or conversely, so that variation of social experience is manifested in the variation of the ideas of linguistic experience. this linguistic experience of language users is called transitivity. besides the problem above, this research is important to do because a research on ritual language function especially in transitivity system has never been done, so that this research can enrich the treasury of functional systemic linguistic and the development of cultural heritage, especially in the field of regional literary studies. previous studies applying transitivity analysis have been conducted by many scholar. one of them is manan who conduct transitivity analysis in re-reading the media: a stylistic analysis of malaysian movement (2001). this paper attempts to study how language is used by a pro-establishment paper in malaysia the new straits times (nst) to portray the former deputy prime minister, anwar ibrahim and the reformasi movement. it aims to investigate how the nst represents dissenting voices and the extent to which it helps to promote consensus and the dominant view. this paper argues that language in news coverage plays a crucial role in the construction of social reality. news is a practice, a discourse which does not reflect reality in a neutral manner but helps to “interpret”, “organize” and “classify” this reality. the language that is used to depict events and people represent selections that are made out of all the available options in the linguistic system and these choices favour certain ways of seeing and reading. in consequence, certain meanings are center-staged at the expense of other meanings. a study analyze process types of transitivity system in the national geographic’s articles by marbun, lidia april yanti (2016). this study deals with the process types of transitivity found in the national geographic’s articles. the objectives of this study is conducted to identify the process types and to find out the dominant process. this study is conducted by applying descriptive qualitative research design. all the process types of transitivity system are found in the national geographic, they are material, mental, relational, behavioral, verbal and existential process. the most dominant process of five articles in the national geographic is material process with 791 i.e. 56.0% occurrences. the highest proportion usage of material process implies that articles in the national geographic mostly tells about the experience of human’s of physical action, about the external world, things, events, qualities, etc and concern with the question of what did human do and what happened in the world. simon arsa manggala (2017) also conduct transitivity in his study the transitivity process patterns and styles in the characterization of the protagonist character in phuoc’s “the story of tam and cam”. this paper is based on the notion in stylistics that the study focuses on language use, the purposes, and the effects. the data is taken from one of the stories from vietnam. the story is selected since the plot shares similarities in terms of the plot with the popular cinderella stories. the language use is reviewed by utilizing transitivity analysis to 259 examine the processes in the characterization since transitivity analysis is a significant analytical tool in accounting ideational perspective systematically. further, the choice of processes and patterns lead to the discussion on the purposes and effects. the examination on the transitivity analysis shows that the processes employed to characterize the protagonist character are material, mental, relational, verbal, and behavioral processes. the processes might reveal particular significant to the process of characterization. for instance, material processes frequently dominate the characterization of the main character. thus, the character is mostly characterized by what they do and what happens with them. veny narlianti’s the study of transitivity towards the local-regencies rule of tourism in tabanan regency aimed to determine the transitivity system in the rule of tourism. this transitivity study was particularly associated with grammatical elements that could be used to reveal the participants involved in the incident. furthermore, this study used a qualitative approach, on which the data sources were obtained from the tourism regulation text in tabanan regency. the results of this study showed that the number of the most widely used process in tpkkt was the process of materia 215 or 50.3%. another study is by arina isti’anah namely transitivity analysis in four selected opinions about jakarta governor election. this paper attempts to analyze four selected opinions about the election, given by those who are interested in politics, by employing transitivity analysis. the method employed in this research was critical discourse analysis which mainly focused on transitivity analysis. based on the analysis, most opinions utilized material processes to show what jakarta people expect from the governor, reflected by actor-goal, affected, and goal-recipient participants. relational process occurs in the data to attach jakarta to its labels, shown by carrier-attribute participants. verbal process reveals what the candidates assure when they win, by the appearance of sayer-verbiage. mental process occurs with jakarta as the senser. circumstances of purpose often exist in the data, indicating people’s expectation in the election. 1. research methods research method is a systematic plan for conducting research. it talks about specific procedures or techniques used to identify, select, process, and analyze information about a topic. it assists as guidance for the writer to reach the aims of the raised problem in the research or study. in this study, there are several things that are described related to research method, those are research approach, type and data source, research instrument, method and technique of collecting data, technique of analyzing data, method and technique presenting analysis. 2.1 research approach qualitative approach is applied in this study. qualitative research is a research that is used to investigate, discover, describe, and explain the quality or features of social influence that cannot be explained, measured, or described through a quantitative approach. this study analyses and discusses text of tawur sasih kesanga in desa adat kuta that is used in social context, so the data in this study has qualitative aspect in a data types. 2.2 type and data source this study is a field research to get research data in the form of text from a social ritual, tawur sasih kesanga in desa adat kuta in a real and comprehensive way. this study uses primary data source from transcription from the recording of the ongoing ritual process and from the recording of an interview with a ritual leader. that primary data is then used in analyzing the transitivity system in it. 2.3 research instrument 260 sugiyono (2013: 222-223) stated that in qualitative research, the main instrument in a research is the researcher himself/herself. the function of the researcher is to establish the focus of the study, select data source, conduct data collection, analyze data, and make conclusions from the findings. in this study, the main instrument research is the author as the researcher. besides, the other instruments used are a recorder to get the data in the fields and a laptop to type transcripts from the recording. 2.4 method and technique of collecting data this study uses two types of methods in collecting data, those are observation method and 1-on-1 interview method. in observation method , the researcher observe the use of the text that used by pemangku as the leader of the ritual during the ritual. in this method, the technique used by the researcher is documentation technique by recording the text used and taking pictures of the ritual. after the data was obtained through the documentation technique, then the researcher did data transcription process. furthermore, to get a comprehensive data, the researcher did 1-on-1 interview method. this method is used to do interview with the leader of the ritual, a pemangku. in this method, the researcher becomes the main tool to be directly involved in forming and generating prospective data. the documentation technique is also used in this method to record the text used during the interview. after the data was obtained in intact and comprehensive, the researcher did translation technique to translate the transcription of the kawi-bali language used by the pemangku to bahasa and english to facilitate the process of further data analysis. 2.5 technique of analyzing data this study is a qualitative research with ethnographic design. to analyze the data in this study, the qualitative method is assisted with the following data analysis techniques. 1. observe the clauses and sentences used in the text of tawur sasih kesanga in desa adat kuta carefully, then determine the boundaries of the clause and the sentences units. 2. identify and analyse the data based on its context of situation. 3. analyse the transitivity system in the text by determining its semantic category. 4. data that had been sorted based on its semantic category, is then calculated and find the percentage of the use of each transitivity process. 2. discussion every clause has its own function and brings meaning specifically ideational function and meaning, interpersonal function and meaning, and textual function and meaning. ideational function is divided into two types of functions, those are experiential and logical. experiential function occurs at the level of clauses as representations of human experiences, both external reality and the inner reality of human beings themselves. it means that one clause function is as a representation of the experience of two realities, external reality and inner reality of someone (sinar, 2012:29). kridalaksana (2008:122) stated that transitivity is a matter that involves grammatical elements that are used systematically to express the relationship between participants involved in communication situations, actions, circumstances, or events. transitivity does not only involve the syntactic field, but also reaches the semantic fields. transitivity is a semantic category system whose the valence is centered on the process element. as a system, the process elements in 261 transitivity can be validated with one or more participants. it is depends on the type of the process. the transitivity clause as a grammatical unit has three main components, those are process, participant, and circumstance. ‘the happening process’ divided into various processes. halliday (1985, 1944) identified recorded reality processes, and linguistically and grammatically classified these varied processes into three types of processes, typically the types of processes in english transitivity system. processes are categorized into three main processes: (1) material, (2) mental, (3) and relational. then processes are categorized again into three additional processes: (1) behavioral, (2) verbal, and (3) existential. 3.1 transitivity in text of tawur sasih kesangan in desa adat kuta as previously explained, transitivity is a semantic category system whose the valence is centered on the process element. therefore, the transitivity analysis in this study will focus on the process elements. first of all, each clause in the text of tawur sasih kesanga in desa adat kuta was sorted and then analyzed based on the process reflected in each verb in each clause. next, a calculation was made on the use of clauses in each type of process. the identification of the number of processes contained in this text can be seen in the following table. table 1. process number of clauses percentage (%) material process 73 52,9% relational process 40 29% behavioral process 10 7,2% mental process 8 5,8% existential process 7 5,1% verbal process 0% jumlah 138 100% based on the table above, it can be seen that the material process is the most widely used process in the text. it’s because the text used in the ritual tawur sasih kesanga in desa adat kuta is a text that shows more active activities that done by the participants, those are offering and granting something. the second place is filled by relational process. this process is widely used in the text to express the characteristics of the participants, it means the participants have attributes and identity markers. in the third place is behavioral process. this process used in the text to reflect the behavior of a participant. mental process fills the fourth place. mental process used in the text to express supplication and expectation of the participant. there is existence process in the fifth place that used in the text to express an existence, it means to express something that has a form or exists. verbal process is not found in the text. it happens because this text does not use any clause that indicate an activity or act that involves communication between the participants. 262 based on the results of the analysis above, specifically relating to the numbers used in the five processes found in the text, the following matters can be confirmed. (1) the use of material processes is dominant in the amount of 73 or 52.9% of all the processes used in the text. this number refers to the importance of the material process in this text, that is used by a participant to offer and confer something to other participants. one of the aims of this ritual is to make offerings from one participant to another participant, which is then applied using the material process in the clauses. the material process clauses are used by the ritual leader, the pemangku, to offer offerings to the bhatara-bhatari and bhuta kala. in addition, the material process is also found in inversion clauses, that is clauses whose the predicate precedes the subject. these inversion clauses are used by the pemangku to ask the bhatarabhatari and bhuta to do or grant something. (2) in the second place, the use of the relational process is found to be as much as 40 or 29% of all the processes used in the text. in this text, the relational process is used to express the identity or characteristics of the participants. it can be said that this text is the text of the arrangement of spells. in spells addressed to a participant, disclosure of the identity or characteristics of the participant is important to show respect. (3) the use of behavioral processes in the third place is found as many as 10 or 7.2% of all the processes used in the text. this process is used in this text to show the participant's self behavior. (4) in the fourth place, the use of mental processes is found as many as 8 or 5.8% of all the processes used in the text. the use of mental processes due to the tawur sasih kasanga ritual is a ritual where the community through the leader of the ritual, the pemangku, asking for and expecting something by making offerings. so the process of asking and expecting that happens in the mind of the participant reflects the mental process. (5) in the last place, the use of the existential process is found as much as 7 or 5.1% of all the process used in the text. this process does not appear much because in the text this process is only used to state the existence or absence of something. in this context, the existence of something refers to the existence of offerings to be offered, and the absence of something refers to the bad things that have been lost. (6) (7) 3.1.1 process element (8) in the systemic functional linguistic approach, transitivity is seen as a representation of human experience in language that is realized in the form of linguistic experience. the transitivity clause as a grammatical unit has three components, namely process, participant, and circumstance. processes are categorized into three main processes, those are: (1) material, (2) mental, and (3) relational; and classify again into three additional processes, those are: (1) behavior, (2) verbal, (3) and existence (sinar, 2012: 29-30). (9) in this section the processes found in the text of tawur sasih kesanga in desa adat kuta are analyzed to understand the existence of process elements in linguistic units, so that the similarity or difference between one process to another becomes clear. the analysis descriptions begin with ranking order as shown in the table. (10) material process (11) the material process is the process of 'activities' and 'events' that have participant objects or humans who involve themselves in an activity so that it involves other participants (halliday, 1994: 109-112). there are two types of material processes 263 based on the number of the participants, those are the material process of one participant and the material process of two participants. a participant in the material process who does an activity or actor of the process being done are labeled as "actor", then participants to whom the actions are intended are labeled as "goal". (12) the followings are examples of using material processes in the text. (13) table 2. example (1-1) manusan-nira ‘your humans’ angaturana ‘is offering’ canang pesucian ‘canang pesucian’ actor (1st participant) material process (process) goal (2nd participant) (14) (15) table 3. example (1-2) wehana ‘grant’ ipun ‘me’ amrtha sanjiwani ‘life with a pure soul’ material process (process) actor (1st participant) goal (2nd participant) table 4. example (1-3) yan ‘if’ bebanten kabeh ‘all of the offerings’ kalangkahang ‘are stepped over’ dening sona ‘by dogs’ conjunction goal (2nd participant) material process (process) actor (1st participant) it can be seen in example (1-5), the clause uses a relational process: intensive-attributive. this process represents a value that reflects 1 st participant, where the value is an attribute of the person. the relational process in this clause is not directly shown through verbs, but grammatically the form of the relational process is clearly present. as shown in the table above, the relational process can be associated with the word 'is' in english. this process element involves two participants, those are mertyun ca 'you mertyun' as 1 st participant which is labeled as carrier, and 'rakta ya' as 2 nd participant which is labeled as attribute. in example (1-6) can be seen the use of the relational process: circumcision-identification, because the process shows c circumcision in the form of information about the place of the 1 st participant, and the circumstance that as 2 nd participant shows the identification of the 1 st participant. there is not any verb appear in this clause, but grammatically the element of the relational process is clearly present. the process involves two participants, those are paduka bhatara ‘the god’ as 1 st participant which is labeled as token, and ring sor madya luur ‘in below, middle, and above’ as 2 nd participant which is labeled as value or circumstance. behavioral process the behavioral process is a psychological process of behaving of an entity. the process of behavioral is only related to physical activities involving the entity itself or about the entity itself. the behavioral process can only involve one participant that labeled as behaver. the use of behavioral process in the text of ritual tawur sasih kesanga in desa adat kuta can be seen in these following clauses. 264 table 8. example (1-7) gangga ‘goddes gangga’ muncar ‘shine’ saking uttara ‘from the north’ behaver (participant) behavioral process (process) circumstance (circumstance) table 9. example (1-8) siddhirastu ‘be impeccable’ ya namah swaha (regard of worship) behavioral process (process) behaver (participant) circumstance (circumstance) in example (1-7), there is a behavioral process that is filled by the verb 'shine'. the behavioral process in example (1-7) involves one participant, gangga ‘goddess gangga’ who is labeled as behaver and followed by a circumstance saking uttara ‘from the north’ which is labeled circumstance. the process of behavioral is physiologically show physical behavior but it is not always related to organs only. as seen in example (1-8), the process of behavioral can be used in expressing the behavior of participants who behave to change themselves by having a new value. the verb that shows the behavioral process in example (1-8) is siddhirastu 'be impeccable' which consists of a combination of two words those are siddhi 'impeccable' and astu 'be'. so it can be concluded that this process is used to declare that a participant, which in this context is not being appeared or spoken, changes into something by having a new value that is to be impeccable. mental process mental process is a process of sensing, with the presence of a human participant or human-like who is involved in the process of seeing, feeling, wanting, or thinking and can also involve more than one participant. in this case the mental process involves two participants, the first is human or human-like who has the senses of seeing, feeling, and thinking. these participants who have these senses are called "senser". the second participant can be an object or fact is a participant who is sensed (seen, felt, or thought) is called a "phenomenon" (sinar, 2012: 31). mental processes are categorized into three types of groupings: (1) perception, (2) cognition, (3) volition, and (4) affection. examples of mental processes based on their categories are as follows: (1) perception: 'seeing', 'hearing', 'sensing' and others; (2) cognition: ‘thinking’, ‘trusting’, ‘guessing’, etc. (3) volition: ‘want’, ‘expect’, ‘plan’, and others; (4) affection: ‘likes’, ‘hates’, ‘regrets’, and others. here the following example of the use of mental process in the text of the ritual tawur sasih kesanga in desa adat kuta. table 10. example (1-9) ulun ‘me’ (as a servant) aminta ‘asking for’ tirtha panglukatan ‘holy water for cleansing’ senser (1st participant) mental process (process) phenomenon (2nd participant) 265 table 11. example (1-10) saksiana ‘watch’ manusan nira ngaturana caru mentah rateng ‘your human is offering raw and cooked offerings’ mental process (process) senser (1st participant) phenomenon (2nd participant) example (1-9) above is a clause containing mental processes that show desires in the participant's mind. the mental process in example (1-9) is filled with the verb aminta ‘asking for’. aminta is included in the material process because it is associated with cognitive activities whose the territory is still in the mind. the process elements in example (1-9) involves two participants, those are ulun ‘me (as a servant)’ as the 1st participant who is labeled as senser, and tirtha panglukatan 'holy water for cleansing' which is labeled as phenomenon. data (1-10) shows the use of mental processes: perception. the verb used in this process is 'witness'. this verb involves two participants, but the 1st participant as a senser is not being appeared. then the 2nd participant, which is labeled as phenomenon, emerges as an object in the form of a clause manusan nira ngaturana caru mentah rateng ‘your human is offering raw and cooked offerings’. based on examples (1-9) and (1-10), it can be said that mental processes involve two participants. the object of desire and perception above concerns abstract things that are labeled with phenomena, and the first participant who does sensory activities is labeled as a senser. existential process the existential process is a process that expresses that something has a form or exists. in english, it is realized through auxiliary verbs such as am, is, are, was, were, be, been, being, and other verbs such as exist, arise or other verbs that represent existence of an object that represent participant function as existent. the existential process involves one participant that is labeled as existent. the following examples of the use of existential prosess in the text of ritual tawur sasih kesanga in desa adat kuta can be seen bellow. table 12. example (1-11) klesa ‘misery’ moksha hilang ‘disappear and vanish’ existent (participant) existential process (process) tabel 13. contoh (1-12) apan ‘so that’ sarwa klesa ‘all of the misery’ winasanam ‘be perished’ circumstance (circumstance) existent (participant) existential process (process) tabel 14. contoh (1-13) hana ‘there are’ lenge wangi, burat wangi, puspa ganda ‘fragnant oil, fragnant boreh, fragrant flowers existential process (process) existent (participant) 266 it can be seen in all of tdata above that the use of existential prosesess are represented by moksha hilang ‘disappear and vanish’, winasanam ‘be perished’ and hana ‘there are’. semantically, the three existential processes show existence, the existence and non-existence of an entity as the 1st participant, which is labeled as existent. 3. novelty as what has been said, there are many previous studies that applied transitivity analysis by scholars. some have been conducted to analyze reports, media, speeches, and also literary work. however, transitivity analysis in analizing ritual language is rarely done. the novelty of this study based on the discussion above is that ritual language which can olny be spoken by certain people in certain situation, especially ritual language in ritual tawur sasih kesanga in desa adat kuta that use a ritual language called kawi-bali language, shows that the use of process elements in clauses may not appear. some clauses may not put any verb in each clause to show that there is transitivity process in it. this happens in clauses that use a relational process. in english, the relational process is usually expressed with auxiliary verbs be. however, in kawi-bali language that kind of verb is not used visibly, but grammatically and semantically that form exists. 4. conclusion based on the results of transitivity analysis in the text of ritual tawur sasih kesanga in desa adat kuta, it can be concluded that the most widely used process is the material process. it is because the text discusses more of active activities carried out by the participants, such as offering or granting something. the process sequence contained in the text is as follows: 73 material processes (52.9%), 40 relational processes (29), 10 behavioral processes (7.2%), mental processes 8 (5.8%) ), and 7 exixtential processes (5,1). verbal process is not found in the text. it is because the text does not use any clause that indicate an activity or act that involves communication between the participants. 5. acknowledgements i would like to express my deepest gratitude to ida sang hyang widhi wasa, my almighty god who blesses me to conduct this study. i also would like to express my deep gratitude to dr. putu sutama, m.s., my research supervisor, for the patient guidance, enthusiastic encouragement and useful critiques of this research work. references halliday. m.a.k dan hasan. 1994. bahasa, konteks dan teks: aspek-aspek bahasa dalam pandangan semiotika sosial (terjemahan). yogyakarta : gajah mada university press. isti’anah, arina. 2014. transitivity analysis in four selected opinions about jakarta governor election. journal of language and literature. yogyakarta: sanata dharma university. kridalaksana, harimurti. 2008. kamus linguistik edisi keempat. jakarta: pt gramedia pustaka utama. manan. 2001. re-reading the media: a stylistic analysis of malaysian movement. research online: asia pasific media educator. manggala, simon arsa. 2017. the transitivity process patterns and styles in the characterization of the protagonist character in phuoc’s “the story of tam and cam”. journal of language and literature. yogyakarta: sanata dharma university. marbun, lay. 2016. process types of transitivity system in the national geographic’s articles. journal. medan: hkbp nommensen university. 267 narlianti, veny. 2015. the study of transitivity towards the local-regencies rule of tourism in tabanan regency. linguistics journal. denpasar: udayana university. sinar, tengku silvana. 2012. teori dan analisis wacana pendekatan: linguistik sistemikfungsional. medan: cv. mitra medan. sudaryanto. 1993. metode dan aneka teknik analisis bahasa: pengantar penelitian wahana kebudayaan secara linguistik. yogyakarta: duta wacana university press. sugiyono. 2013. metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. bandung: alfabeta. biography of authors ni wayan kintya tista yanti, s.s. was born in denpasar on january 16 th , 1994. she obtained her bachelor degree in college of foreign languages (stiba) saraswati denpasar in 2015. email: kintyatista21@yahoo.com e-journal dynamics of balinese language in the transmigration area of lampung province ni luh nyoman seri malini english department faculty of letters, udayana university email: seri.malini@fs.unud.ac.id / kmserimalini@yahoo.com postgraduate program, udayana university i gusti made sutjaja department of linguistics, faculty of letters, udayana university ketut artawa, department of linguistics, faculty of letters, udayana university i wayan pastika department of linguistics, faculty of letters, udayana university abstract this study examines the dynamics of balinese language in one of the indonesia's transmigration areas of lampung province. field research, interviews, and data recording were directly conducted in the territory of the balinese (trans)migrants in the province . this province is the first transmigration destination with the greatest number of balinese (trans) migrants. the results of this study indicate that the languages of interaction used by balinese (trans) migrants are balinese, javanese, and indonesian. various linguistic events are colored by the use of indonesian and javanese including perceptive events involving dreaming, praying, quarrelling, and traditional-story telling. this illustrates that the mastery and use of such language is embedded in a series of mental processes, emotional, and psychological in the subconscious of the (trans) migrants. other linguistic characteristics that emerged from balinese spoken at the transmigration areas in lampung are 1) socioculturally there is ethnic identification in the lexical level by means of pronominal usage of kita and dia, 2) phonological and morphological interference, 3) high occurrence of code switching and code mixing between balinese, javanese, and indonesian. regarding language maintenance, balinese migrants have positive behavior toward its native language (balinese) which caused its maintenance to be adequate. the learning of balinese for the sake of its inheritance and mastery by balinese ethnics in the area is done informally. in terms of language policy of the local government of lampung province, more weight is given to the development of indonesian and lampung language and literature while the other regional languages that co-exist in the province do not have clear status in terms of the pattern of their development. key words: dynamics of the balinese language, linguistic characteristics, language preservation, language policy 1. introduction language dynamics that occur in lampung province is a logical demand of the dynamics of its speech community. to what extent balinese is capable of maintaining its existence in transmigration area is a significant phenomenon of language contact which is worth discussing. it is especially intriguing due to its theoretical, practical, and prospective contribution to linguistic theorizing. in addition, this study can widen our horizon of macro-linguistics particularly in the realm of language contact. lampung was chosen as the field site because the province has been the indonesia’s first transmigration destination area and also the first destination area for balinese trans-migrants. the transmigration program was started in the era of pre-five year development plan in 1957. fifty-three years is not considerably short span of time for balinese language in lampung to be separated from its origin. over those years, it is not impossible for lampung-balinese to be different from balinese in the other trans-migrant areas such as south east sulawesi and east nusa tenggara. this research is aimed at describing and investigating (1) language features including language choice, lexical and grammatical features of balinese used by balinese trans-migrants in their multi-domain interaction, (2) balinese language maintenance comprising usage patterns, language attitude and inheriting system of the balinese by the balinese trans-migrants in lampung, and (3) implementation of language policy in lampung province. 2. reseach method the philoshopical basis of this research is phenomenology which tries to uncover the phenomena of balinese (trans-) migrants’ sociolinguistic life based on their perspective without any standardization and limitation. this research is a descriptive-ethnography field research. in lampung, there are six pioneering (trans-) migrants villages which were chosen as field sites, they are located in three different regencies. these six villages at the same time serve as the main destinations for balinese (trans-) migrants the three villages rama gunawan, rama dewa, and rama nirwanaare situated in central lampung regency; two villages toto mulyo and mesuji are located in tulang bawang regency; and the last one is rejobinangun raman utara village which is located in east lampung regency. the data of this research were in the form of spoken data, written data, and researcher’s language intuition. spoken data were collected from the (trans-) migrants’ real life through participative observation, unstructured interview, and documentation. written data were collected through questionnaire. researcher’s language intuition was used because the researcher is the native speaker of balinese. the collected data then were analyzed through several steps, namely transcribing, identification, reduction, presentation, classification, and drawing conclusion. 3. result and discussion the results of analysis are presented in line with the specification of the problems and the steps of the analysis. the results of analysis can be elaborated as follows. 3.1 language choice of the balinese transmigrants in lampung in general, there are three languages spoken by the balinese transmigrants in lampung. they are balinese, indonesian, and javanese. significantly dominant is balinese in central and east lampung regencies as used for interaction in the domains of household, intimacy, religious activities, and arts. meanwhile, in the working domain, the use of balinese, indonesian, and javanese is evenly balanced. the tendency to accommodation is on the domain of intimacy because on this domain the interlocutors come from different residents and ethnic affiliation due to the multiethnic composition of lampung population. unlike in the central and east lampung regencies, in the tulang bawang regency, javanese becomes very dominant language used by the balinese trans-migrants for their interactions in the household, intimacy, and working domains. the language choice patterns by the balinese trans-migrants in lampung in various verbal events—even including verbal events sensitive/suspect to balinese usage such as dreaming, praying at home, quarrelling, and traditional storytelling—are greatly mixed with indonesian and javanese usages. it tells us that the proficiency and usage of those languages has been mentally, emotionally, and psychologically entrenched deeply in the mind of the trans-migrants. 3.2 language features of the balinese transmigrants in lampung in general, it can be said that there is a decreasing exposure towards balinese language due to limited facilitation of domain of language use. it resulted from high frequency of contact with non-balinese ethnic. the proficiency of the transmigrants, especially children, in using balinese—either in terms of writing or pronunciation—has undergone devaluation. there is a diferentiation of understanding of alus vocabulary between balinese in bali and lampung. it results from the limited knowledge of the vocabulary and extensive influence from javanese language. for example, based on questionaire of lexical items, the word buntut and iwak, and ulo. the word ulo alus vocabulary but it has got an influence from javanese language. there is a change of phoneme [a] becomes [o] from word ula [ulə] becomes words ulo [ulo]. in relation to the spoken usage, adults can still recognize and use proper balinese speech levels in their communications. nevertheless, it is unlikely for the youths and kids. their proficiency in the balinese speech levels is noticeably low. this is as a consequence of the lacks of exposure towards balinese language in addition to the usage complexities of the speech levels themselves. logical consequence for such fact is the emergence of more neutral common variety usage. the balinese trans-migrants’ proficiency in balinese is reflected in the comprehension differences predominantly the high register/refined balinese. the balinese trans-migrants believe that there are other than those refined balinese words commonly used in their everyday interactions. based on the observation, socio-culturally, in lexical level there appears a concept of differentiating between kita and dia, which are considered as asymmetries form. kita refers to and is related with balinese trans-migrants and everything associated with them with all their cultural aspects. meanwhile dia is everything associated with nonbalinese, in this context is javanese trans-migrants. it refers to their attitude, behavior, and adaptation which are not related to balinese hindu. it is on this level that an understanding and awareness of multiculturalism ethic have to be emphasized. balinese trans-migrant in lampung is bilingual community. in general, it is said that every bilingual who does not have a balance level of mastery of the languages their repertoire, they will commit interference. it is such a phenomenon that occurs in lampung. the discussion of interference comprises of phonological and morphological interference. based on the analysis from the questionnaire, it is found that there are differentiations in writing of such vowels as: [a] into [o] as in the word teka [təka] pronounced as [təko], word ia [iya] as [iyo]; [i] becomes [e] as in the word jait [jait] pronounced as [jaet]; and [u] changes into [o] in the words as belus [bəlus], gugut [gugut], [ikut], jagur[jagur], ulung [ulung], labuh [labuh] to be pronounced as [bəlos], [gugot], [ikot], [jagor],[ulong], [laboh] respectively. it can be concluded that there are changed from low vowels to middle vowels and from high vowels to middle vowels. based on the data, there are also found some patterns of word formations. the formation of new words is the combination of indonesian and balinese base with balinese and javanese affixes. the words result from morphoponemic processes. a. nasalization in < ŋ + base> dan < ŋ + -in> based on the data, base form that can be attached by prefix ŋis verb, adjective, and noun base. example: ia matakon ajak dewa indra dija drupadi, nakula, sahadewa, arjuna dan bima. indra njawab yen konyane ada di neraka. ’ he asked for dewa indra where were drupadi, nakula, sahadewa, arjuna and bima. indra answered that they all were in hell’ the word njawab on sentence (1) derives form the word jawab (indonesian) which is a verb attached by prefix ŋbecoming njawab. the morphoponemic rule should be ŋ becomes /ny/ if it is preceded by /c/, /j/, and /s/ and these consonants are assimilated. however, it is not the case here. the consonant /j/ is not assimilated. it can be assumed that there is interference from nasal prefix pattern of javanese. the use of word njawab shows that there is interference javanese nasal construction to the use of indonesian lexical item. b. <ma+ dasar> based on the data, there are found some word that are formed with the pattern of ma+ base. example: sampai saat ini i kambing mabuntut pendek bertanduk. ’ recently i kambing has short tail and horn’ the word buntut is javanese word which means ‘ekor (tail)’. this word get balinese prefix ma-. the prefiks madoes not change if it is attached to base initialized with consonant. it functions to derive verb with the meaning ‘having as stated on its base’. therefore mabuntut has a meaning memiliki buntut/ekor ‘having tail’ c. <dasar + -ne> on the data there are also found the use of sufix –ne on the process of word formation. example: sebagai gantinne yudistira ia ngangkat pangeran parikesit. ’ sebagai pengganti yudistira, ia mengangkat pangeran parikesit’ ’ he chose parikesit prince to replace yudistira’ the word gantinne derives from the base ganti. it is indonesian word. it is attached with balinese suffix –ne. this suffix does not change if it is attached to base ended with consonant. in standard balinese this suffix has the for –nne as alomorf if it is attached to the base ended with vowel. the phenomenon above shows that balinese trans-migrants as the speakers of balinese language are very accommodative to the influence of the surrounding languages, such as javanese and indonesian. the word formation processes also indicates that there is mutual interference in the level of lexico-grammar and morphology. there are also a high occurence of code-switching and code-mixing in lampung. the code-switching takes the form of situational and metaphorical code switching. the code-mixing occurs in phrase and word level. the languages that are code-mixed are balinese, javanese, and indonesian. 3.3 language maintenance by balinese transmigrants after the transmigration program has run for more than five decades, balinese language is considered to be well-maintained. interrelated factors supporting the condition are (1) the use of balinese in the important domains, i.e. household, religious life, and art performances; (2) the transmigrants’ strong loyalty and great pride in balinese cultures as well as language; (3) separated settlement from non-balinese people; (4) supporting socio-politico and religious conditions, for instance the existence of khayangan tiga temples, subak, and other groups (sekaha) in the villages. (5) adequate institutional supports from, to say some, phdi and whdi having actives role recently, mass media, such as bali tv, as social institutions reflecting and introducing the life of the transmigrans’ origin; and (6) intensive and easy contact to the original land in this modern era with the help of land, water, and air transportations, as well as the entrance of people and stuffs from the original land, which still holds their balinese identity, such as religion and art teachers, hindu priests, ceremonial stuffs/equipments, dance, shadow puppets , and balinese traditional instrument from vcd. in connection with the transmigrants’ language attitude. the study reveals that there are positive attitudes towards balinese language. the transferring and mastery of the language as the mother tongue of the balinese ethnics in lampung run informally, meaning that balinese language is not taught at school but is integrated in the hinduism subject. balinese language and inscription subject themselves are taught in an informal way at pasraman (religious camp) in lampung. 3.4 language policy in transmigration area balinese language as both mother tongue and local language has a strong foothold in the law as stated in chapter xiii of article 32 paragraph 2 of 1945 constitution, stating that: the state respect and preserve local languages as national wealth. in addition, in bali as the area of use of balinese language, the language has had a local legal status, i.e. the local regulation of bali province number 3 of 1992 on balinese language, literacy and literature. however, the existence of local languages including balinese in migration areas, particularly in lampung province has not been regulated as of its legal status. in lampung province, there is a pronunciation reform (codification) because of interference from javanese and indonesian languages. the low mastery of younger generations and young children towards the speech levels of balinese in relation to the increasingly reduced exposure to the balinese language and the complexity of the use of speech levels itself leads to the development of more neutral varieties in lampung. since 1951, unesco has recommended the use of mother tongue as the language for education. however, in lampung, balinese language is not taught in schools, but it is usually inserted in hindu religion lesson. the language and balinese script teaching itself is conducted in non-formal institutions such as pasraman in lampung. it is due to the limited availability of skilled teachers in teaching balinese language at school and in non-formal institutions such as pasraman in lampung. the absence of the balinese language textbooks also poses a problem for the teachers and students to obtain adequate materials for balinese language lesson. in lampung, language prestige planning on balinese language has also been introduced through the elite balinese trans-migrants group in lampung. what is meant by elite are those among other religious leaders, government officials, civil servants. main figures among migrants, such as: kelian, sekeha chairman, priests have also begun to use balinese language in formal occasions such as community meeting or religious discourse. 4. novelties based on the analysis and review of previous literatures, some novelties found as follows: 1) the pattern of language choice of the balinese trans-migrant community in lampung in various languages events is greatly mixed with indonesian and javanese languages, including language events which are sensitive to the use of balinese language as dreaming, praying at home, fighting, and telling traditional stories. 2) the ability of the migrants in using balinese language, especially the children, has been devalued both in grammar and spelling. the mastery of balinese speech levels of younger generations and children is very low. the logical consequence of the fact is the development of the use of a more neutral common register. degradation of mastery concerning the lexicons of balinese trans-migrants in lampung (particularly children) can be generalized to mainly occur on words categorized as greeting forms, activities, and quality and condition. 3) the linguistic characteristics spoken by balinese trans-migrants in transmigration area in lampung are marked by a quite high occurrence of code switching between balinese, javanese, and indonesian, and mutual interference in the form of morphological interference of word formation processes with base derives from nonbalinese language. 4) the trans-migrants have a positive attitude towards balinese language. inheritance and mastery of language as a native language of the ethnic of bali in lampung take place informally. 5) the appropriate model in the maintenance and development of balinese in migration areas is needed, that is, through government policy product formed by mixed approach. this approach is suitable for use in transmigration areas. the mixture form of two approaches: top-down and bottom-up can accommodate local issues faced without leaving the rules set by the government. for the purposes of coaching and development of local language and literature, local government of lampung province should also pay attention to the life of local languages existing and living in lampung by taking into account the aspect of multiculturalism and especially its use as a language of instruction in schools at the elementary level (kindergarten and elementary school). by bottom-up, the speech community is also obligated to use their mother tongue, especially for children during pre-schooling. 5. conclusion and recommendation 5.1 conclusion from the data analysis on the language choice of balinese transmigrants in lampung province, it can be concluded that. 1) the use of balinese language by balinese trans-migrants in their interactions in various domains in the districts of central and east lampung is still dominated; in tulang bawang regency, the choice on the use of javanese is dominated for balinese transmigrants in communicating within family interaction, intimacy, and work. the pattern of language choice within the balinese trans-migrants community in lampung in various languages events is greatly mixed with the use of indonesian and javanese languages, including the language events that are sensitive to the use of the balinese language. other linguistic characteristics emerging from balinese transmigrants’ speech at transmigration areas in lampung are 1) socio-culturally there is ethnic identification in the lexical level by means of pronominal usage of kita and dia, 2) phonological and morphological interference, 3) high occurrence of code switching and code mixing between balinese, javanese, and indonesian. 2) the condition of the balinese language maintenance in transmigration areas in lampung province is quite well. balinese transmigrants have a positive attitude towards balinese language. the inheritance and mastery of the language as a mother tongue language of the ethnic of bali in lampung take place informally. 3) in terms of policy orientation of the regional language, focus is mainly given to the maintenance and development of language and literature of indonesian and lampung language. as for the existence of other local languages in the province, the process and pattern of the development have not been given special attention to. 5.2 recommendation the existence of local languages, including balinese, in the area of migrants needs a proper attention from the local government considering these speakers have great potential in maintaining the existence of the language. to guarantee the legal status of the languages, it can be recommended to local governments of lampung province in order to have regional regulation to regulate the presence of the local languages, including balinese, which exists and develops in the area. 6. bibliography badan kependudukan provinsi bali tahun 2007 coupland, n 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(ed). readings in the sociology of language. mouton: the hague krauss, m. 1992. “the world’s languages in crisis” dalam language lxviii. 1:4-10 labov, w. 1994. principles of linguistic changes. usa: blackwell publisher miles, m dan huberman, a. m. 1992. analisis data kualitatif (terj. tjetjep rohandi rohidi). jakarta: universitas indonesia press romaine, s. 1995. bilingualism. new york: basil blackwell stainback, s. 1988. understanding and conducting qualitative research. iowa: kendall/hunt publishing company unesco ad hoc expert group on endangered language. 2003. “language vitality and endangerment” (dokumen keputusan international expert meeting on unesco programme safeguarding of endangered language, paris, 10-12 maret) 7. acknowledgments the authors would like to express their appreciation and thanks to those who have contributed in one way or another to this research, especially to prof. dr. i gusti made sutjaja, ma, as a supervisor, prof. dr. ketut artawa, m.a. as cosupervisor i, and to prof. dr. i wayan pastika, ms, as co-supervisor ii, and the board of examiners: prof. dr. i wayan jendra, su, prof. drs. i made suastra, ph.d., prof. dr. ida bagus putra yadnya, m.a prof. dr. ni nyoman padmadewi, ma and dr. ni made dhanawaty, for their critical comments and suggestions for the improvement of this paper. remaining errors are all mine. social critic discourse wacana kritik sosial wayang cenk blonk, joblar, dan sidia oleh i nyoman suwija promotor: prof. dr. i wayan cika, m.s. prof. dr. nyoman kutha ratna s.u. prof. dr. i made suastika, s.u. abstrak wayang cěnk blonk, joblar, dan sidia yang termasuk pertunjukan wayang kulit bali kreasi baru dan diminati oleh masyarakat belakangan ini cukup banyak mengkomunikasikan wacana-wacana kritik sosial. penelitian ini bertujuan untuk membahas enam permasalahan berkenaan dengan wayang cěnk blonk, joblar, dan sidia yaitu: (1) eksistensi dan pe-minggiran kedudukan wayang kulit bali, (2) kemasan wacana kritik sosial, (3) bentuk wacana kritik sosial, (4) fungsi wacana kritik sosial, (5) sasaran dan amanat wacana kritik sosial, dan (6) tanggapan penonton terhadap wacana kritik sosial wayang cěnk blonk, joblar, dan sidia. landasan teori penelitian ini adalah teori wacana naratif, teori resepsi sastra, dan teori dekonstruksi. penerapan teori-teori tersebut disertai dengan metode pengumpulan data: (1) observasi, (2) wawancara, (3) studi dokumen; metode dan teknik analisis datanya, deskriptif kualitatif; dengan metode penyajian hasil penelitian formal dan informal. analisis bentuk wacana kritik sosial menghasilkan temuan bahwa wacana kritik sosial dapat dikomunikasikan melalui: (1) dialog antarpenasar, (2) dialog penasar dengan ksatria, (3) dialog atman dengan dewa, (4) dialog punakawan dengan raksasa, dan (5) dialog dewa dengan raja. kajian bentuk kebahasaannya meliputi: (1) alternatif pemilihan tata ungkapan, (2) pemakaian paribasa bali, (3) pepatah bahasa indonesia, dan (4) pelesetan lagu pop bali. tingkatan bahasa bali yang digunakan: (1) basa kasar, (2) basa andap, dan (3) basa madia. analisis fungsi wacana kritik sosial menghasilkan temuan: (1) fungsi hiburan, (2) fungsi pendidikan, (3) fungsi informatif, dan (4) fungsi pelestarian budaya. kritik sosial para dalang mencapai sasaran: (1) pemimpin, (2) masyarakat pemilih, (3) calon dpr/dpr, (4) seorang anak, (5) hakim/penegak hukum, (6) balian atau dukun, (7) penjudi, (8) seorang suami. dan (9) masyarakat luas lainnya. amanat yang tersirat di dalamnya meliputi: (1) amanat kepemimpinan; (2) amanat hutang dan yadnya anak; (3) amanat petuah dan nasihat; (4) amanat kepribadian dan (5) amanat seni budaya. tanggapan penonton terhadap wacana kritik sosial yang dikomunikasikan para dalang sangat positif. kata kunci: wacana kritik sosial pengantar bali memiliki berbagai jenis tarian dan seni pertunjukan yang merupakan bungabunga budaya bali. salah satu di antaranya adalah seni pertunjukan wayang kulit. bandem (1994:31) mengatakan bahwa sebagai karya seni yang bermutu tinggi, wayang kulit selalu menarik untuk dinikmati sehingga sering dijadikan bahan pembicaraan dan objek penelitian oleh para ahli, baik peneliti dari dalam maupun luar negeri. pendapat itu menunjukkan bahwa walaupun memiliki norma dharma pewayangan yang ketat, wayang kulit tetap merupakan seni yang adiluhur, karena juga merupakan wahana untuk mengkomunikasikan berbagai masalah kebidupan dalam bentuk sindiran, kritikan, ejekan, petuah, pendidikan, dan juga penerangan untuk mengajak para penonton semakin cerdas memahami hakikat kehidupan di dunia ini. sekitar tahun 1980-an, wayang kulit bali kurang mendapat perhatian dari masyarakat, atau fungsi hiburannya sangat melemah. pada saat itu wayang kulit bali hanya berfungsi sebagai pelengkap upacara keagamaan. melihat kondisi seperti itu, para dalang yang semakin banyak lulusan pedalangan pada smki dan isi denpasar, akhirnya banyak mencoba-coba mencari format pertunjukan yang disebut wayang kreasi baru dengan melakukan beberapa perubahan aparatus pertunjukannya. mulai sekitar tahun 1990-an muncullah sejumlah dalang yang berhasil tampil beda dan pada tahun 2000-an ini tercatat tiga dalang yang cukup diminati penonton, yaitu dalang wayang cěnk blonk (tabanan), joblar (badung), dan sidia (gianyar). penelitian yang berjudul “kritik sosial wayang cěnk blonk, joblar, dan sidia” ini dilatarbelakangi oleh eksistensi wayang kulit bali yang sejak dahulu berkedudukan sebagai seni wali, bebali, dan balih-balihan bagi masyarakat suku bali (sugriwa, 1963:7, kayam, 1981:134; dibia, 2004:54). di samping sebagai media hiburan dan berfungsi ritual dalam kaitannya dengan upacara keagamaan, ungkapan para ahli yang mengatakan wayang kulit sebagai tontonan yang mengandung unsure tuntunan masih dapat dirasakan pada pertunjukan yang telah mengalami paradigma baru sekarang ini. di sela-sela hiburan yang disajikan, para dalang masih sanggup mengedepankan unsur-unsur pendidikan dan wacana kritik sosial yang cukup menarik untuk dicermati. berkaitan dengan latar belakang di atas, ada lima masalah yang dikaji dalam penelitian ini, yaitu: (1) bagaimanakah eksistensi wayang kulit bali pada pada era ini dan mengapa terjadi peminggiran kedudukan dan fungsi wayang kulit bali? (2) bagaimanakah para dalang mengemas wacana kritik sosial di tengah-tengah menurunnya minat masyarakat untuk menonton wayang kulit? (3) bagaimanakah bentuk wacana kritik sosial wayang cěnk blonk, joblar, dan sidia? (4) fungsi apa sajakah yang dapat disimak dari wacana kritik sosial wayang cěnk blonk, joblar, dan sidia? dan (5) bagaimanakah sasaran dan amanat wacana kritik sosial wayang cěnk blonk, joblar, dan sidia?, dan (6) bagaimanakah tanggapan penonton terhadap wacana kritik sosial wayang cěnk blonk, joblar, dan sidia? berpijak dan permasalahan di atas. maka tujuan penelitian ini adalah untuk mendapatkan pemahaman yang jelas dan holistik tentang eksistensi wayang kulit bali dan mengetahui wacana-wacana kritik sosial yang dikomunikasikan oleh dalang wayang cěnk blonk, joblar, dan sidia. lebih khusus lagi penelitian ini bertujuan untuk dapat mendeskripsikan perihal bentuk, fungsi, sasaran, amanat wacana-wacana kritik sosial, serta tanggapan penonton terhadap wacana kritik sosial wayang cěnk blonk, joblar, dan sidia. hasil penelitian ini akan bermanfaat cukup positif bagi peningkatan kuantitas dan kualitas penelitian tentang wacana sastra yang berkaitan dengan seni pertunjukan wayang kulit bali. konsep, dan landasan teori para sarjana yang telah pernah mengkaji pertunjukan wayang kulit bali yaitu: dewa ketut wicaksana (1977), made marajaya (2002), i nyoman sedana (2004), wayan dibia (2004), dan gusti ngurah serama semádi (2006). sedangkan yang telah meneliti wayang kulit kreasi baru atau inovatif khususnya wayang cěnk blonk hanya tulisan marajaya (2002), diah purnamawati (2005), dan i dewa made darmawan (2005). konsep wayang kulit kreasi baru atau inovatif yang dimaksudkan di sini adalah pertunjukan wayang kulit bali yang telah sanggup tampil beda, penuh dengan kreativitas dan inovasi oleh para dalangnya untuk dapat memikat kembali perhatian masyarakat. berkenaan dengan konsep tersebutlah penulis memilih tiga wayang kulit sebagai objek penelitian ini, yaitu wayang cěnk blonk, joblar, dan sidia. pada era 2000-an, hanya tiga wayang tersebut yang terpopuler dan sanggup memikat para penonton untuk kembali menyukai tontonan wayang kulit bali. wacana kririk sosial yang menjadi kata kunci penelitian ini mengandung pengertian suatu rekaman kebahasaan yang utuh sebagai akibat adanya tindak komunikasi antara tokoh-tokoh dalam lakon yang dimainkan para dalang dan kebetulan mengandung nuansa kritik. dalam upaya membedah wacana kritik sosial tersebut, penulis menggunakan tiga landasan teori, yaitu: (1) teori wacana naratif, (2) teori resepasi sastra, dan (3) teori dekonstruksi. metode penelitian penerapan tiga teori di atas disertai dengan metode pengumpulan data: (1) observasi, (2) wawancara, (3) studi dokumen dan kepustakaan. metode dan teknik pengolahan data dilakukan secara deskriptif kualitatif yang meliputi kegiatan: (1) transkripsi, (2) penerjemahan, dan (3) analisis data; selanjutnya penyajian hasil penelitian menggunakan teknik formal dan informal. temuan penelitian temuan penelitian “wacana kritik sosial wayang cěnk blonk, joblar, dan sidia” ini meliputi: eksistensi wayang kulit bali dan upaya para dalang melawan tantangan zaman., kemasan wacana kritik sosial, bentuk wacana kritik sosial, fungsi wacana kritik sosial, sasaran dan amanat wacana kritik sosial, serta tanggapan penonton terhadap wacana kritik sosial. eksistensi wayang kulit bali wayang kulit bali yang sejak masa lampau cukup eksis sebagai tari wali, bebali, dan balih-balihan serta banyak dikaitkan dengan upacara adat dan agama di bali, sekitar tahun 1980-an sempat mengalami kelesuan akibat lemahnya mutu pertunjukan yang sarat dengan pakem-pakem tradisional. di samping itu, arus informasi, kemajuan ilmu pengetahuan dan teknologi yang semakin mengglobal juga ikut menyebabkan lemahnya minat masyarakat untuk menonton pertunjukan wayang kulit. namun, berkat kreativitas dan inovasi-inovasi yang dilakukan para dalang belakangan ini akhirnya sampai saat penelitian ini dilakukan wayang kulit bali masih cukup eksis, terutama pertunjukan wayang kulit yang tergolong kreasi baru. dalam rangka melawan tantangan globalisasi, para dalang telah berhasil mengembangkan kreativitasnya dengan melakukan inovasiinovasi di dalam pertunjukannya. dalang cěnk blonk dan joblar misalnya, telah memodifikasi pertunjukan wayang dengan gaya pementasan sendratari serta menambah personel penabuhnya, karena telah menggunakan gong semarandahana. di samping itu, juga memperlebar kelir yang digunakan dan mengganti penggunaan lampu belencong dengan cahaya listrik. sedangkan wayang sidia lebih spektakuler lagi, mengubah tontonan wayang kulit menggunakan kelir atau layar lebar, melibatkan banyak dalang, mempertontonkan pertunjukan kaya gambar dengan menggunakan alat-alat tekonologi canggih seperti lcd sehingga pertunjukannya mendekati pementasan film. sidia menyebut pertunjukannya wayañg kontemporer. wacana kritik sosial wayang cěnk blonk, joblar, dan sidia telah disinggung di depan bahwa wacana kritik sosial yang dimaksudkan dalam konteks penelitian ini adalah dialog-dialog yang dikomunikasikan para dalang dan mengandung nuansa kritik sosial. wacana kritik sosial yang dikaji dalam tulisan ini diambil dari tiga lakon yaitu lakon diah gagar mayang (wayang cěnk blonk), lakon tualěn caru (wayang joblar), dan lakon dasa nama kerta (wayang sidia). kajian ini diawali dengan menyajikan sinopsis lakon-lakon yang diteliti, serta tokoh dan penokohannya. dari situlah kemudian ditemukan bahwa wacana kritik sosial dikomunikasikan melalui: (1) dialog antarpenasar, (2) dialog penasar dengan ksatria, (3) dialog atman dengan dewa, (4) dialog penasar dengan raksasa, dan (5) dialog dewa dengan raja. contohnya: 53. tualěn : klan nanang ngorin ci. da ci ngipi nagih dadi pemimpin. awak tamatan kejar paket a. berat anakě dadi pemimpin. 54. merdah : mawinan beratě? 55. tualen : tetelu gegelaran anakě dadi pemipin 56. merdah : apa to? 57. tualen : ilmu, amal, iman. terjemahannya: 53. tualěn : makanya ayah rewel memberitahu. janganlah kamu mimpi mau menjadi pemimpin. soalnya kamu kan hanya tamatan kejar paket a. berat orang menjadi pemimpin. 54. merdah : yang menyebabkan berat? 55. tualen : tiga bekal orang menjadi pemimpim 56. merdah : apa itu? 57. tualen : ilmu, amal, iman. dialog tersebut mengkritisi pemimpin yang ternyata ada pendidikannya hanya kejar paket c dan setelah diverifikasi bahkan ada yang menggunakan ijazah palsu. pada era ini, para calon pemimpin idealnya minimal lu1usan s1. bentuk wacana kritik sosial analisis bentuk wacana kritik sosial yang dilandasi filosofis, yang mengacu pada aspek ontologis dikaji dalam beberapa hal, yaitu: (1) bentuk kebahasaan meliputi: (a) alternatif pemilihan tata ungkapan, (b) pemakaian paribasa bali, (c) pepatah bahasa indonesia, dan (d) pelesetan lagu pop bali. (2) anggah-ungguhing basa atau tingkattingkatan bahasa bali yang digunakan di dalam wacana kritik social, yaitu: (a) basa kasar, (b) basa andap, dan (c) basa madia. fungsi wacana kritik sosial analisis fungsi wacana kritik sosial berdasarkan filosofis yang menyangkut aspek epistimologis untuk menjawab pertanyaan “bagaimana” menghasilkan temuan: (1) fungsi hiburan, (2) fungsi pendidikan yang meliputi; (keteladanan, anjuran atau ajakan, dan nasihat perbaikan); (3) fungsi informatif (info kepemimpinan, kasih sayang tuhan, korupsi, pemilihan umum/pilkada, bencana alam), dan (4) fungsi pelestarian budaya. sasaran dan amanat wacana kritik sosial berdasarkan pendekatan sosisologis dengan menerapkan teori resepsi dan wacana naratif dapat disimak bahwa sasaran wacana kritik sosial wayang cěnk blonk, joblar, dan sidia adalah: (1) pemimpin, (2) masyarakat pemilih, (3) calon dpr/dpr, (4) seorang anak, (5) hakim (penegak hukum), (6) balian (dukun), (7) penjudi, (8) seorang suami, dan (9) masyarakat luas lainnya. amanat yang tersirat di dalam wacana kritik sosial wayang cěnk blonk joblar, dan sidia, yaitu: (1) amanat kepemimpinan (pemimpin sebagai pengayom masyarakat, bekal seorang pemimpin, cermat memilih pemimpin, pemimpin yang serakah, hak dan kewajiban pemimpin, berat menjadi kelian); (2) amanat hutang dan yadnya (tiga hutang anak, yadnya seorang anak, anak durhaka); (3) amanat petuah dan nasihat (petuah memilih calon isteri, perilaku selingkuh, larangan berjudi, pelestarian lingkungan); (4) amanat kepribadian (tinggi hati, pelit/kikir, selera tinggi, di bawah perintah isteri, penghormatan terhadap wanita, berpikiran positif, pengendalian diri, tenggang rasa, ceroboh, ilmu padi, rajin beryadnya, cewek matre, balas budi, lelaki hidung belang); dan (5) amanat seni budaya (mengembangkan seni budaya, ajeg bali, terpengaruh budaya lain). tanggapan penonton terhadap wacana kritik sosial dari basil wawancara peneliti dengan para informan, mereka memberikan tanggapan yang positif atas munculnya pertunjukan wayang kulit kreasi baru, karena berhasil mengangkat prestise, harkat, martabat, dan gengsi pertunjukan wayang kulit bali. juga mereka menyetujui kreativitas dalang cěnk blonk, joblar, dan sidia, karena telah berhasil menampilkan pertunjukan yang berbeda dengan wayang tradisional lainnya serta masih sanggup mengkomunikasikan dialog-dialog yang mengandung nuansa hiburan dan pendidikan sehingga wayang kulit bali tetap eksis dengan sebutan tontonan yang sekaligus menjadi tuntunan. simpulan berdasarkan temuan-temuan di atas dapatlah ditarik simpulan bahwa berkat kreativitas dan inovasi-inovasi yang diupayakan secara terencana dan bersinambungan oleh para dalang, pertunjukan wayang kulit yang sempat sepi peminat, akhirnya kembali mendapat tempat di hati para penonton. di tengah-tengah meningkatkan kualitas dan pasaran pertunjukan wayang kulit bali, dalang wayang cěnk blonk, joblar, dan sidia telah berhasil meningkatkan kualitas tontonannya yang sekaligus mengandung tuntunan. memperhatikan selera penonton pada era ini yang cenderung menunggu lelucon atau dagelan yang kocak dan banyak gosipnya, ternyata para dalang masih sanggup menyisipkan wacana-wacana kritik sosial yang cukup variatif dan memiliki peranan yang cukup penting bagi kehidupan bermasyarakat. referensi: bandem, i made. 1994. “mengembangkan lingkungan sosial yang mendukung wayang wayang” dalam majalah mudra nomor 2 th. iii, 1994. denpasar: sekolah tinggi seni indonesia. dibia, i wayan. 2004. “searching identity in wayang kulit performance” dalam majalah mudra, edisi spesial, hal. 48-58, denpasar. halliday, m.a.k. dan ruqaiya hasan. 1994. bahasa, konteks dan teks. aspek-aspek bahasa dalam pandangan semiotik sosial. yogyakarta: gajah mada university press. iser, wolfgang. 1987. the act of reading: a theory of aesthetic response. the johns hopkins university press. baltimore and london. kayam, umar. 1991. seni, tradisi, masyarakat. jakarta: sinar harapan. marajaya, i made. 2002. “cěnk blonk dan joblar: dalang inovatif dan populer masa kini “dalam wayang. volume i nomor 1, denpasar. sudaryanto, 1992. metode dan teknik analisis bahasa: pengantar penelitisan wahana kebudayaan secara linguistis. duta wacana, jakarta univ. press. sugriwa, 1 gusti bagus. 1963. ilmu pedalangan/pewayangan. denpasar: konser vatori karawitan indonesia. the social critic discourse of cenk blonk, joblar and sidia puppets by i nyoman suwija promoters : prof. dr. i wayan cika, m.s. prof. dr. nyoman kutha ratna, s.u. prof. dr. i made suastika, s.u. abstract cenk blonk, joblar and sidia puppet which belong to the new creation of balinese leather puppet performance is recently enjoyed by people as they communicate a lot of social critic discourse. this research is intended to discuss five problems related to cenk blonk, joblar and sidia puppet, they are: (1) the existence and the marginalization of balinese leather puppet, (2) the packaging of social critic discourse, (3) the form of social critic discourse, (4) the function of social critic discourse, (5) the target and purpose of social critic discourse, and (6) the audience responses to the social critic discourse. the theoretical perspectives applied are the theory of narrative discourse, reception and deconstruction theory. the data for this study are collected by: (1) observation, (2) interview, (3) document study; the qualitative-descriptive method and techniques are used for analyzing the data and the result of the research is presented informally and formally. the result of the analysis of the form of social critic discourse shows that the social critic discourse can be communicated through: (1) the dialogue among the penasar, (2) the dialogue between the penasar and knight, (3) the dialogue between the atman and god, (4) the dialogue between the servants of royalty and giants and (5) the dialogue between the god and king. the study of linguistic forms include : (1) alternative choice of expression structure, (2) the use of balinese proverbs, (3) indonesian proverbs, and (4) the use of balinese pop songs ‘which are being made as a joke’. the levels of balinese used are : (1) basa kasar (‘rude’ low level), basa andap (‘common’ low level), and basa madia (polite level). the analysis of the functions of the social critic discourse shows that there are four main functions : (1) the entertainment function, (2) the educational function, (3) the informative function, and (4) the cultural conservation function. the target audience of puppet masters are: (1) leaders, (2) community of voters, (3) candidates of dpr/dpr, (4) children, (5) judges/law enforcers, (6) balian or magicians, (7) gamblers, (8) a husband, and (9) other communities. the message implied in this social critic are about: (1) leadership; (2) debt and yadnya (ceremony); (3) message of advice and suggestion; (4) message of personality and (5) art and cultural message. the audience responses to the social critic discourse communicated by the puppet masters are very positive. key words : social critic discourse of leather puppet introduction bali has various kinds of dances and art of performance as the ‘flowers’ of balinese culture. one of them is leather puppet performance. bandem (1994:31) said that as an art work of a high quality, leather puppet is always interesting to be enjoyed so that it is often used as the topic of discussion and object of research by experts, either by local researchers or researchers from countries. this indicates that eventhough it has tight dharma norms of puppet, the leather puppet remains to be a privilege art as it is a means of communicating various life problems in the form of satire, mockery, suggestion, education and also information to invite audience to be smarter to understand the essence of life in the world. around 1980s, balinese leather puppet had attracted less attention from community or the entertainment function was very weak. at that period, balinese leather puppet only functioned as complementary to a religious ceremony. recognizing such condition, the puppet masters who mostly graduated from smki and isi of denpasar finally tried to find out the format of performance which is called a new creation puppet by modifying some performance apparatus. from around 1990s, there existed a number of puppet masters who were successful to perform in a different way and in 2000s, it was recorded three puppet masters who were enjoyed by the audience, they are, the puppet master of cenk blonk (tabanan), joblar (badung) and sidia (gianyar). the research entitled “social critic of cenk blonk, joblar and sidia puppet” is backgraunded by the existence of balinese leather puppet which has a position as art of wali, bebali and balih-balihan for balinese since a long time ago (sugriwa, 1963:7, kayan, 1981:134; and dibia, 2004:54). in addition to as an entertainment media and ritual function related to religious ceremony, the statement of the experts arguing that leather puppet as an entertainment and guidance is still felt in the performance with new paradigm at the present time. in the middle of the entertainment, the puppet masters are still able to present educational nuance and interesting social critic discourse. in relation to the above background, there are five problems studied in this research: (1) how is the existence of balinese leather puppet in this era and why the balinese leather puppet is marginalized?, (2) how do the puppet masters pack social critic discourse in the decreasing community interest to watch the leather puppet?, (3) how is the social critic discourse of cenk blonk, joblar and sidia puppet formed?, (4) what functions can be recognized from social critic discourse of cenk blonk, joblar and sidia puppet?, and (5) what are the targets and messages of social critic discourse of cenk blonk, joblar and sidia puppet?, and (6) how do the audience respond to social critic discourse of cenk blonk, joblar and sidia puppet? based on the above problems, the objective of this research is to obtain clear and holistic understanding of the existence of balinese leather puppet and to recognize social critic discourses expressed by the puppet masters of cenk blonk, joblar and sidia puppet. more specificaly, the objective of this research is to describe the form, function, target, message of social critic discourses, as well as the audience response to social critic discourse of cenk blonk, joblar and sidia puppet. the result of the research will have positive benefit for the improvement of quality and quantity of literature discourse related to balinese leather puppet art performance. concept and theoretical basis scholars who had ever studied about balinese leather puppet art performance were dewa ketut wicaksana (1977), made marajaya (2002), i nyoman sedana (2004), wayan dibia (2004) and gusti ngurah serama semadi (2006). while those who had research on new creation leather puppet or innovative leather puppet of cenk blonk were marajaya (2002), diah purnamawati (2005) and i dewa made darmawan (2005). the concept of new creation or innovative leather puppet here is the performance of balinese leather puppet which is considered to be differently performed, full of creativity and innovation by the puppet masters to attract attention of community. in relation to this concept, the writer has selected three leather puppets in this research, namely, cenk blonk, joblar and sidia puppet. in the era of 2000s, only these three leather puppets are famous and able to attract a lot of audience to enjoy balinese leather puppet. the social critic discourse as the key word of this research contains the notion of a complete record of language as a result of communicative act amongst the characters in the story played by the puppet masters and by chance they contain critic nuances. in the effort to discuss these social critic discourses, the writer applies three theoretical basis, namely : (1) the theory of narrative discourse, (2) literature reception theory, and (3) deconstruction theory. method of research the application of the three theories above is supported with method of data collection: (1) observation, (2) interview, (3) document and library study. the method and technique of data analysis is undertaken through descriptive qualitative which includes : (1) transcription, (2) translation, and (3) data analysis; then the result is presented by using techniques of (1) formal and (2) informal. findings of research the findings of the research on “social critic discourse of cenk blonk, joblar and sidia puppet” include: the existence of balinese leather puppet and efforts of puppet masters to response to challenge of the era, the package of social critic discourse, the form of social critic discourse, the function of social critic discourse, the target and message in social critic discourse as well as the audience response to social critic discourse. the existence of balinese leather puppet balinese leather puppet which had existed since a long time ago as wali, bebali and balih-balihan dance as well as related to traditional and religious ceremonies in bali, around 1980s had experienced sluggishness as result of low quality of performance which tended to contain more traditional patterns (pakem). in addition, information flows and advanced technology which is more global also causes the decreasing interest of community to watch leather puppet. however, because of the creativity and innovation committed by the puppet masters recently until this research is conducted, balinese leather puppet remains to exist, especially, leather puppets which can be categorized as innovative. in the effort to fight to the challenge of the era, the puppet masters have succeeded in developing their creativity to undertake innovation in their performance. cenk blonk and joblar, for instance, have modified puppet performance by inserting sendratari performance style by adding gamelan players as a result of replacement of puppet gamelan with semarandhana gamelan. besides, they also widen the screen used and replace belencong lamp with electric lamps. while the puppet of sidia is more spectacular, leather puppet entertainment uses screen or wider screen, involving many puppet masters, performing entertainment with full of images using sophisticated equipment like lcd, therefore the performance is closely like a film performance. sidia called his performance contemporary puppet. the social critic discourse of cenk blonk, joblar and sidia puppet it has been mentioned above that the social critic discourse as used in this research is a dialogue communicated by the puppet masters which contains social critics. social critic discourses studied in this writing are taken from three titles, namely, the title of diah gagar mayang (cenk blonk puppet), tualen caru (joblar puppet) and dasa nama kerta (sidia puppet). this study is initiated by presenting the synopsis of titles researched and characters as well as their characterization. from this point, then it was found that social critic discourses is communicated through: (1) dialogues amongst the servants, (2) dialogues between servants and knights, (3) dialogues between atman and gods, (4) dialogues between servants and giants, and (5) dialogues between gods and kings. for examples : 53. tualen : klan nanang ngorin ci. da ci ngipi nagih dadi pemimpin. awak tamatan kejar paket a. berate nake dadi pemimpin. 54. merdah: mawinan berate? 55. tualen : tetelu gegelaran anake dadi pemimpin 56. merdah: apa to? 57. tualen : ilmu, amal, iman. translation : 53. tualen : that’s why i tell you. don’t dream to be a leader. because you only graduated from package a. it’s hard to be a leader. 54. merdah: why is it hard? 55. tualen : there are three properties a leader must have. 56. merdah: what are they? 57. tualen : knowledge, dedication, good heart. the above dialogue criticizes leaders who the fact there are some who are only package a graduates and even after being verified there were leaders using false diploma. ideally, the candidate of leaders should have s1 graduate nowadays. form of social critic discourses the analysis of form of social critic discourse philosophically refers to the ontological aspects studied are: (1) linguistic forms which include : (a) alternative choice of expression structures, (b) the use of balinese proverb, (c) indonesian proverbs and (d) slippery of balinese pop song. (2) the speech level of balinese language used in this social critic discourse are : (a) ‘rude’ low level, (b) ‘common’ low level, (c) high middle level. function of social critic discourses the analysis of the functions of social critic discourse involves the epistemological aspects which are used to respond the question “how” to gain findings: (1) entertainment function, (2) educational function, which includes : (guidance, suggestion or request, and advice); (3) informative function (leadership information, love of god, corruption, public election/local election, natural disaster) and (4) cultural conservation function. target and message of social critic discourses based on the sociological approach by applying reception and narrative discourse theory, it can be found that the target of cenk blonk, joblar and sidia puppet are: (1) leaders, (2) community of voters, (3) candidates of dpr/dpr, (4) children, (5) judges/law enforcers, (6) balian or magicians, (7) gamblers, (8) husbands, (9) other community in a wider sense. the messages implied in the cenk blonk, joblar and sidia puppet are: (a) leadership message (a leader as a community protector, the properties of a leader, smart in choosing a leader, a greedy leader, rights and obligations of a leader, it’s hard to be a leader or kelian); (2) the message of debt and yadnya (three debts of a child, the yadnya of a child, a misconduct child); (3) the message of suggestion and advice (the suggestion how to select a wife, adultery behavior, prohibition of gambling, environment conservation); (4) the message of personality (boastful, stingy, high class needs, under control of wife, appreciation to women, positive thinking, self-control, tolerance, carelessness, ‘rice’ knowledge, diligent in ceremony, materialistic girl, gratitude, womanizer); and (5) the message of cultural art (developing art and culture, stabilizing bali, being influenced by other cultures). audience response to social critic discourse from the result of interview between the writer and informants, they give positive responses to the appearance of new creation leather puppet as it is successful to improve the prestigious, and dignity, as well as value of balinese leather puppet performance. they also agree with the creativity of cenk blonk, joblar and sidia puppet as they succeed in performing different performance with other tradition as well as they are capable of communicate dialogues containing entertainment and educational nuance so that balinese leather puppet remains to exist as a performance as well as guidance. conclusion based on the above findings, it can be concluded that based on the creativity and innovation done in a well-planned manner and continuously by the puppet masters, the leather puppet performance which attracts less audience finally has a place in the heart of audience. in the midst of enchantment of quality and market of balinese leather puppet performance, the puppet msters of cenk blonk, joblar and sidia puppet have succeeded in improving the quality of performance as well as giving guidance. focusing on the audience taste in this era which tends to wait for jokes and gossips, the fact that the puppet masters are still able to insert variety of social critic discourse which has an important role for social life of the society. references: bandem, i made, 1994. “developing social environment supporting puppets” in mudra magazine number 2 th. iii, 1994. denpasar: indonesian art institute. dibia, i wayan. 2004. “searching identity in wayang kulit performance” in mudra magazine, special edition, page 48-58, denpasar. halliday, m.a.k. and ruqaiya hasan. 1994. language, context and text: linguistic aspects in social semiotic perspective. yogyakarta: gajah mada university press. iser, wolfgang. 1987. the act of reading: a theory of aesthetic response. the john hopkins university press. baltimore and london. kayan, umar. 1991. “art, tradition, community”. jakarta: sinar harapan. marajaya, i made. 2002. “cenk blonk and joblar, innovative puppet players nowadays” in wayang. volume i number 1, denpasar. sudaryanto, 1992. method and technique of linguistic analysis: introduction to linguistic cultural research. duta wacana, jakarta univ. press. sugriwa, i gusti bagus. 1963. science of puppet playing. denpasar: konservatori karawitan indonesia impression in “i wandered lonely as a cloud” e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 24--39 accreditation:- 24 the structure of tulembang and tupakbiring mantras in the life of makassar ethnic muhammad syafri badaruddin e-mail: esfribad@yahoo.co.id faculty of letters hasanuddin university i wayan cika e-mail: wayancika@yahoo.com study program of linguistics, school of postgraduate studies, udayana university tadjuddin maknun e-mail: maknun_tadjuddin@yahoo.com faculty of letters hasanuddin university i nyoman suarka e-mail: nyomansuarka@yahoo.com study program of linguistics, school of postgraduate studies, udayana university abstract mantra is the oldest form of literature in indonesia which still survives until now and is still used by traditional communities. makassar traditional societies use mantra according to their needs. mantra for planting rice or mantra for cultivation is called tulembang mantra, while mantra for fishing is called tupakbiring mantra. the mantra is in the form of expressions or words can bring magic power. the power aims to provide strength for human in performing various activities. the forms can be praises to something to be considered as sacred such as gods, spirits, animals, or god usually uttered by sanro (shaman) and pinati (one who has magic power to perform something). the mantra tends to be free in terms of syllables, lines, and rhymes. the unity of the mantra text is more dominated by irregular rhyme and alteration. the functions are theological, religious, social, and cultural as a means of communication with the creator and as a respect to human beings. the meaning contains acknowledgement, hope, sanctity of self and heart, serenity, and inner satisfaction. keywords: text structure, text function, the meaning of text, inheritance strategy, mantra mailto:esfribad@yahoo.co.id mailto:wayancika@yahoo.com mailto:maknun_tadjuddin@yahoo.com mailto:nyomansuarka@yahoo.com e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 24--39 accreditation:- 25 1. background one form of culture found in south sulawesi is mantra. mantra is used in rituals before planting rice and fishing carried out by the traditional community of makassar. mantra is the oldest form of literature in indonesia as an aspect of the old culture that still survive until now, even still used by traditional communities. makassar traditional community uses a mantra in accordance with its objectives. mantra for planting rice is called tulembang, while the mantra forfishingis called tupakbiring. the endangered form of culture is mantra of the makassar ethnic society. mantra is a form of speech or words that can bring magic powers. the power aims to provide strength for humans in performing various activities. it takes the form of praise towards the occult or who are considered to be sacred as gods, spirits, animals or god, usually spoken by the shaman and the handler. the importance of the study of mantra in the traditional literature is due to the relationship between mantra and society. mantra is created by the community. it can not exist if there is no heir society. similarly, what happened in traditional societies that cling to the customs, they can not be separated from the life of mantra. belief in supernatural powers always encourage them to realize that strength into tangible form to meet their needs. in the life of a traditional society of makassar, mantra is used in a variety of customs, ie when the rice planting ritual ( tulembang) and ritual of fishing season (tupakbiring). mantra is composed of two kinds and can not be separated from the community within a society, the community living in the plains and communities living in coastal areas. people who live in mountainous areas are called tulembang or turaya while people who live on the beach called tupakbiring (maknun, 2006; 1-2). mantra is a poem that contains words or phrases that have supernatural powers. magical power generated by the mantra comes from the game sounds contained in the words used, although the meaning of the words is unknown (ratnawaty, 2002: 21). the bonding of rhythm and to the mantra has become the basis for accountability to include a mantra in e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 24--39 accreditation:- 26 the form of poetry and at the same time can be the basis to consider that poetry is older than prose. mantra is a form of literature that has a regular language and rhythm; a tuneful poetry is called melodious; as if like a chorus that has melody (pradopo, 1995: 45). in terms of structure or forms and language, a poetry consists of beautiful words, diction, evoking a deep meaning to be able to achieve the solid purpose, rhyme and rhythm, giving rise to religious atmosphere. this is an aesthetic characteristic that is owned by a mantra. the mantras of tulembang and tupakbiring can be used as a literary text, because it uses language as a medium and has a system of signs that have meaning. ratna (2006: 97) says that by means of signs, the process of human life becomes more efficient. with the mediation of signs, people can communicate with each other, even with other beings outside himself. therefore, mantras of tulembang and tupakbiring as a kind of long poems are very interesting to study from the perspective of semiotics. in addition, the reason for choosing tulembang and tupakbiring mantras is due to their uniqueness in the life of the makassar society that are muslim in majority, but they still use mantras. this suggests that mantra has not only a uniqueness and richness in the use of archaic words / ancient rarely used in everyday conversation, but also the meaning of the words of the mantra represent things that exist in people's lives of makassar ethnics. in addition, each mantra of tulembang and tupakbiring includes natural and supernatural things and customs and cultural aspects. this study shows the importance of documenting the cultural richness including mantras that are used by makassar ethnics. 2. theoretical framework 2.1 text structure of mantra aminudin (2004: 136) says that the structure of the poem is a poem forming elements that can be observed visually. the elements include: sounds, words lines, stanzas, and typography. this statement actually refers to the understanding that the form of mantra is the same with poetry as a mantra is one genre of poetry (harun, 1989: 442). a mantra as a e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 24--39 accreditation:- 27 form of old literary works has the wording element of poetry, full of meaning, ambiguity, and has a norm. in mantra, there is also a deviation of grammar, phonology, semantics, or the elements of rhyme or repetition of sounds, rhythms, and dimensions. mantra also has: (1) the style of language used; (2) diction or lexical choice; and (3) a rhyme (nurhayati, 2013). 2.2 text function of mantra. in understanding the function of tradition, the theory developed by bascom is used (http // www.jstor.org / stable / 536 411 / accessed: 20/07/2011). according to him, there are four functions of oral literature, namely: (1) as a form of entertainment; (2) as a validation to cultural institutions; (3) as a means of children education; (4) as a means of coercion and controls that the norms of society have always been adhered by its collective members 2.3 poetic function jakobson (1971: 43) as a pioneer of the poetic function has an explicit theory in structural approach. to him, the poetic function heaped on the language of literary works has become a main focus of attention of literary critics besides, poetry as a literary work in terms of language use is part of linguistics. in another sense, the poetic function directs all efforts and attention of study on the elements. in order to study the poetic language, jakobson uses the concepts of polarity and equivalence. the concept of polarity is taken from saussure's theory of syntagmatic and associative relations (paradigmatic). this concept shows the binary opposition of metaphor and metonymy. metaphor is paradigmatic, whereas metonymy is syntagmatic. both processes underlie the formation of the language signs on the basis of selection and combination. on that basis, the poetic function provides definitions as a function to utilize the selection and combination of improving equivalence (kridalaksana, 2005: 49). e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 24--39 accreditation:- 28 3. discussion 3.1 text structure of tulembang mantra kau jekne nabbi hillere nabbinnu tulungngak na nunngammaseang na nupappalak doangngangak ri allah taalah (1) “o prophet khaidir, please give mercy of love, so that allah blessed my prayers” pasibuntullangak dallekku sarea buku magassing amboyai dallek hallalakku ritompokna linoa (2) “give me sustenance and good health , lawful luck in this world” barakka lailaha illallah barakka anna muhammadarrasulullah (3) “may all be the blessing of allah subhanawataala” a) opening kau jekne nabbi hillere nabbinnu tulungngak na nunngammaseang na nupappala doangngangak ri allah taalah (1) „water, prophet khaidir is your prophet help me to grow pity from you in order for you to pray for me to allahtaalah' the above lines are listed as an opening in the mantra appasukipakjeko 'mounting of plow'. the opening consist of three lines that contain a request for permission. the first line consists of four words, the second line consists of three words. the third again has four words. the three lines become the opening line because it is still in a series between the lines. from the structure of the text, the sentence above is considered as an opening because e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 24--39 accreditation:- 29 as stated by hartarta (2009) that the above text contains elements of greeting as a form of recognition, subject, subdued, and the protection of allah. components of the first line starts with kau jekne nabbi hillere nabbinnu 'water, prophet khaidir is your prophet‟. this line contains an element of suggestion, which indicates that the prophet khaidir that guards the water. the mantra is followed by sentences tulungngak na nunngammaseang „help me to grow pity from you‟ stating a purpose, which is begging to the prophet khaidir to pray to god that the wishes will be granted. the third sentence is the emphasis of the mantra opening, namely na nuppappalak doangnganga ri allah taalah 'that you pray for me to allah taalah'. that is, the prophet khaidir helped pray to god so that god will grant what is desired. in terms of language, in addition to being a component of greeting, the mantra opening contains the name element of targets, intentions, goals, and use of repetition. the repetition of word nabbi that make up a rhythm (sound) shows an element of magical powers. in addition, the opening mantra is closed by using the word ri allah taalah, which means god. it shows that the reader of mantra believes that the request can not be separated from the role of the almighty (allah). structurally, the opening section is pronounced to provide the desired suggestion that the quest can be granted without ignoring the role of god through the elect (the prophet khaidir) who is considered as the natural guardian. linguistically, the opening of mantra uses repetition of words that reinforce or give credence to the mantra being spoken. in addition, the opening mantra uses words of imagery that can cause strange and magical atmosphere, such as the use of a special name, the prophet khaidir. the name of the prophet can create magical effect. the use of the name of the prophet also has a meaning as a person who is believed to be able to provide aid to the reader of mantra. b) body of mantra pasibuntullangak dallekku sarea buku magassing e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 24--39 accreditation:- 30 amboyai dallek hallalakku ritompokna linoa (2) „direct me to my sustenance give me good health in looking for my sustenance on the earth' the main part or body of mantra entitled appasukipakjeko 'installation of plow ' consists of four lines structure of "1, 2; 1, 2, 3; 1, 2, 3; 1, 2 ". the first and second line consists of two words and three words, while the third and fourth lines are reversed into three and two words. from the structure of the text, the first and second lines show the imperative sentences. this is evidenced by enclitic "ku".the syllable "ku" is attached to the words dallekku dan dallek hallalakkuas the first person possessive used as a command and repeated on the third sentence to add a magical element in the mantra. the third lines show the purpose of the mantra reader. besides the goal, the body part of mantra is loaded with expectations component, namely the expectation that prophet khaidir prayed for salvation given by allah and obtain legal sustenance. each mantra contains component of suggestions bearing elements of mythology (hartarta, 2009). this is evidence in then use of pasibuntullangak dallekku „„ direct me to my sustenance‟ and sarea buku magassing „give me good health‟. c) closing barakka lailaha illallah barakka anna muhammadarrasulullah (3) „barakka lailaha illallah. barakka anna muhammadarrasulullah‟ the closing in the mantra of appasukipakjeko 'mounting of plow' only consists of two lines, the expression of the closing prayer. the mantra is adopted from the muslim community prayer as the last two lines are the arabic language, not the language of makassar. the two lines still use word repetition of the word barakka, to add to the magical e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 24--39 accreditation:- 31 power of the mantra.this shows that all the efforts made by the mantra reader are left entirely to the power of allah. the word lailaha illallah means that there is no god but allah and muhammad the word muhammadarrasulullah means the prophet muhammad sallallahu alaihi wasallam i/the farmer as the main character in appasukipakjeko appeals to the prophet khaidir to be prayed. the prophet khaidir as a fictional characters appeals to allah to facilitate the provision of i/the farmer. similarly, the prophet khaidir pray that i/farmer will be given good health in their activities in the fields looking for fortune. 1) mantra aklesero ase ('descending the seed') the mantra of aklesero ase 'descending the seed' is read by the traditional farmers of makassar ethnics when planting. the mantra can be described structurally as follows. oh yaccing napanaungko nabbi napatimboko malaekak malaekak patanna pakrasangang awalli patanna buluk naalleko nabbi natambaiko malaekak barakka lailaha illallah barakka anna muhammadarrasulullah "my rice paddy descended by the prophets and grown by the angels. the angel who has the village, the guardian who has a mountain. my rice paddy is blessed by the prophet and grown by the angels. may be blessed by allah."farmers pray yaccing/rice that with the help of prophets, angels and guardians will enrich and accelerate the growth of rice seedlings. a) opening oh yaccing napanaungko nabbi napatimboko malaekak (1) 'oh rice you are descended by the prophet you are grown by the angesl' e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 24--39 accreditation:- 32 structurally, the mantra text above consists of three lines. the three consist of two words. the opening mantra is preceded by the word greeting to rice: oh yaccing, the word "yaccing" in traditional farming communities of makassar community is interpreted as rice. the word "rice" is used as a marker to start planting. the opening of this mantra also uses nonsense, that is an interjection "oh", this lexical term has no meaning, but there is an emphasis in this mantra and hope in the form of address. as with previous mantras, the opening mantra aklesero ase 'descending seed' uses archaic words as a form that creates a magical atmosphere. there are names yaccing „rice‟ , nabbi „prophet‟, and malaekak 'angels'. from the point of language, this mantra uses repetition of enclitic"ko" that is attached to the word napanaungko and napatimboko as the second person that means you. b) body of mantra the body of mantra akseleroase'descending seed' consists of four lines, as in the following lines. malaekak patanna pakrasangang awalli patanna buluk naalleko nabbi natambaiko malaekak (2) 'angel who has the hometown guardian who has a mountain you are taken by the prophet added by the angels' the body of the above mantra has a set number of different words consisting of three words, the first line and the second, third and fourth line consist of two words. the total number of words is dominated by the repetition of the word nabbi and malaekak. repetition of the word is due to a sound consideration in order to create a magical atmosphere of the mantra. this is because in the tradition of oral literature, especially mantra , the emphasis is on sound. if there is a lot of repetition, it will strengthen the magical atmosphere. the reason e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 24--39 accreditation:- 33 for repetition is due to the emphasis of the opening lines before. if it is associated with the intersentencial relationship, the body of mantra represents lines of presenting the mind of the mantra readers. the relationship of lines between the opening and the body is causal. the opening presents elements of the origin and the body of mantra as an explanation of the opening, so the line of the body of mantra is a statement line. in addition, the body of mantra contains components or elements of suggestion, goal, target names, visualization and symbols.the language style of this mantra is parallelism, ie,lines which havet he same purpose series from the start to finish. c) closing closing of the mantra akselero ase 'descending the seed' is equal to the closing of mantra appasukipakjeko 'mounting plow', which only consists of two lines which express the prayer. the mantra is in arabic. this line is used to add to the magical power of the mantra. this can be seen in the following text. barakka lailaha illallah barakka anna muhammadarrasulullah (3) „barakka lailaha illallah. barakka anna muhammadarrasulullah‟ 3.2 text structuer of mantra tupakbiring mantra tupabbiring for the makassar ethnic communities, especially traditional fishing communities, according to maknun (2012), is the mantra of safety and hope. the mantra pronunciation goal is to avoid distress and obtain abundant sustenance. mantra tupakbiring is done gradually starting up the boat to sail in the sea. here are some major matras tupakbiring often spoken by the the fishermen e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 24--39 accreditation:- 34 1) mantra pappalakku (my request) mantra pappalakku (myrequest) is a mantra used by traditional fishing communities of makassar ethnics to start up the boat. structurally, the text is divided into three parts, namely: the opening, the body, and closing. here are the details ofthe part. a) opening oh yamming palakkangak na nupabatuangak dallekk hallalakku battu ri allah taalah (1) "o allah i beseechthee, give me lawful sustenance that thou blessed." the opening mantra consists of three lines with words that vary from each lines. the opening is preceded by the word yamming and terminated by allah taalah. the mention of yamming is apublic belief to suggest themselves (the shadow of mantra reader). the word dallek 'sustenance' is the desired expectations. the word allahta'ala is a form of submission that all the power is in the hands of god almighty. this mantra structurally bears the name component of mantra to start, using the name yamming. other componenst are the intention and suggestion b) body of mantra the body of mantra pappalakku „my request‟ consists of eight sentences preceeded by imperative line with the word oh. the word oh or interjection has no meaning but in the mantra it adds the magical athmosphere of the reader. this is evidence in the following texts. oh yamming pabattuangma na nupakangkangngimma tippa-tippa dallekku kunyik-kunyik eja-eja – tekne-tekne, minnyak-minnyak na kutippa todong angkarannuangi angkatekneangi o yamming kiokkangngak dallekku i raya – i lau – i timborok – i wara – i rate – i rawa na kualle kupantama ri “ha” lompoku ri gaddonna allah taalah (2) e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 24--39 accreditation:- 35 “ya allah please come and give me sustenance, whether it can be seen, you have given , or have already been there, in order that i feel the sustenance. ya allah i pray for my sustenance, if it is located in the east, west, south, north, above up to the bottom, please come to me. i pray from the bottom of my heart, as deep as my longing for you ya allah.” structurally, the body of this mantra uses symbols such as: lines kunyik-kunyik ejaeja – tekne-tekne, minnyak-minnyak. the lines indicate a symbol of flying fish eggs. this kind of fish is found in the region of makassar and believed to have a high value as a commodity. structurally, the body of mantra uses sound repetition such as :yamming, and allah taalah c) closing the closing of mantra pappalakku „my request‟ consists of two sentences as shown in the following text. tenapa ri allah taalah natena todong rinakke (3) „if it is not found in allah taalah neither found in me ‟ the above mantra is called as the closing of mantra pappalakku „my request‟ for it is considered as the last of this mantra. it is written natenapa and na tena with the word ri (ri allah...) and ri nakke. structurally they use similar words in terms of sound. the two lines function to emphasize the previous lines that all requests are man propose but god disposes. 2) mantra dallekku (my sustenance) mantra dallekku (my sustenance) is a mantra during the process of going to sea. this mantra is pronounced as the previous mantras, consisting of hope and pray for good luck and easy sustenance. the mantra consists of ten lines divided into two continuous e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 24--39 accreditation:- 36 lines named compound sentences that are visible in the forms of two clauses such as esappi tamparanga, na esak todong dallekku, taenapa rammang ri langika, na taena todong dallekku. it can be seen in the following complete text. oh yamming (1) esappi tamparanga na esak todong dallekku taenapa rammang ri langika na taena todong dallekku labbusukpi bintoengnga na labbusuk todong dallekku ri allah taalah tumbangpi bobokaraeng na tumbang todong dallekku runtungpi lompobattang na runtung todong dallekku (2) battu ri allah taalah (3) “ya allah don‟t you make the sea dry for it will also turn my sustenance dry. if there is no cloud in the sky, there is no luck for me either. if there is no star in the sky, my sustenance is finished. if the mount bawakaraeng falls, my sustenance is falling too” a) opening the opening of mantra dallekku „my sustenance‟ is preceeded byoh yamming. it is an expression of encouragement of the mantra reader. actually this mantra is without opening unlike the previous mantras. it is seen from its structure that it has the same line arrangement up to the end of the mantra. however, the opening is oh yamming since the following lines do not use this expression anymore. b) the body of mantra the body of mantra dallekku „my sustenance‟ consists of ten lines within the same arrangement. this mantra also consists of continous lines up to the end. this is apparent in the following texts ... esappi tamparanga na esak todong dallekku taenapa rammang ri langika e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 24--39 accreditation:- 37 na taena todong dallekku labbusukpi bintoengnga na labbusuk todong dallekku ri allah taalah tumbangpi bobokaraeng na tumbang todong dallekku runtungpi lompobattang na runtung todong dallekku battu ri allah taalah „... nanti kering laut „my sustenance will also dry when there is no cloud in the sky there is no luck either for me when no more stars in the sky my sustenance finished too from allah taalah when mount bawakaraeng falls my luck will also fall when the mount lompobattang falls then my sustenance will vanish from allah taalah‟ the body of mantra above uses an analogy as a symbol of mounts bawakaraeng and lompobattang. it means that wherever the fishermen go to the sea good luck will be upon them provided they mentioned the name of those two mountains. c) closing actually, mantra dallekku „my sustenance‟ is without closing if it is seen from the whole text of mantra. but if it is closely studied the closing lies on the word allah taalah. this word symbolizes the sustenance giving substance and there is no human power on the sustenance but allah. 4. conclusion it could be concluded that the narative composition of mantra tulembang is dominated by component of opening expressions, target name, suggestion, and visualization and symbols. the use of language is more dominated by analogy (metaphor) with e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 24--39 accreditation:- 38 mythological and religious touches. the composition only has a single aim to be a form of request and resignation to the almighty god. thetupakbiring mantras narratively do not all have opening and closing phrases in terms of moslem. the power of mantras lies in the content load (meaning). the frequent component appearences are almost the same as the mantra tulembang, including target names, suggestion, and visualization, and symbols. but the emphasis in this mantra is on the components of target name and aims. the use of language is more metaphorical (analogical) with a mythological touch. the findings on tulembang dan tupakbiring are: firstly, mantra tulembang and mantra tupakbiring have its own stucture. mantra tulembang is different from mantra tupakbiring. mantra tulembang has its own text structure consisting of opening phrases with the lines basmallah and assalamualaikum. the body of mantra more takes the form of request of luck, sustenance and free from danger. the closing uses praises to allah and the prophet of muhammad. mantra tupakbiring is more loose in term of the structure of the text. the opening is more preceded by the utterance of pseudonym of the mantra reader. the body of mantra more lies emphasis on praying for safety and driving away of evil things. the structure never changes from one generation to generation. the structure of the two texts have text memorizing variations, and rhyme pattern. secondly, the reading of the mantra is always opened by the opening phrase as a tribute to god and appreciation to addressor. the tribute is accompanied by the humble expression proves that the traditional farming and fishing communities of makassar uphold the attitude of tolerance and respect for others. thirdly, in tulembang dan tupakbiring mantras there are a lot of sound and formulaic repetitions. the formula found are those become the uniqueness that appear on sentences. sentential formula are found in the use of pseudonym of the mantra reader. fourth, the tulembang and tupakbiring mantras up till now have function for the owner society and still survive. both mantras have theological, religious, social, and e-journal of linguistics vol. 10. na.1 issn: 2442-7586 page: 24--39 accreditation:- 39 cultural functions. these functions are reflected on the texts that always encourage human beings to always keep and preserve nature. in addition, an appeal to always be modest becomes the representation of social control. besides, the second function of mantra serves as a means of communication to the creator, as a form of inner satisfaction to the addressor and addressee of mantra. bibliography aminudin. 2004. pengantar apresiasi karya sastra. bandung: sinar baru algensindo. anwar, d. 2005. kamus lengkap bahasa indonesia. surabaya: amelia. hartarta. 2009. mantra pengasihan jawa dalam kehidupan masyarakat jawa modern di wilayah kabupaten klaten (kajian sosiologi sastra). tesis. universitas sebelas maret surakarta. harun mat piah. 1989. puisi melayu tradisional: suatu pembicaraan. genre dan fungsi. kuala lumpur: dewan bahasa dan pustaka. hehahia, p.l., dan farlin, s. 2008. kamus praktis bahasa indonesia. jakarta: scientific press. http//www.jstor.org/stable/536411/accessed :20/07/2011 jakobson, roman. 1971. word and language. washington dc: walter de gruyter. kridalaksana, harimurti. 2005. mongin-ferdinand de saussure (1857-1913): peletak dasar strukturalisme dan linguistik modern 1st ed. jakarta: yoi. maknun, tadjuddin. 2006. perilaku verbal dan nonverbal nelayan patorani di galesong kabupaten takalar, sulawesi selatan, lensa budaya: jurnal ilmu-ilmu budaya, vol 1 no 1, desember. unhas makassar. maknun, tadjuddin. 2006. tradisi pengkapan jukuk patorani nelayan makassar di galesong, kabupaten takalar, sulawesi selatan. walasuji jurnal budaya sulselra & barat, vol. 1 no3 september. makassar. nurhayati. 2013.analisis gaya bahasa wacana di asahi.com. lingua jurnal bahasa dan sastra vol 9, no 2 ratna, nyoman khuta. 2006. teori, metode, dan teknik penelitian sastra, yogyakarta: pustaka pelajar. ratnawaty, latifah. dkk. 2002. struktur sastra lisan aji. jakarta: pusat bahasa, departemen pendidikan nasional. 1 e-journal of linguistics middle diathesis in old javanese language by ni ketut ratna erawati email: ratnaerawati65@yahoo.com faculty of letters and cultures udayana university ketut artawa email: artawa56@yahoo.com study program of linguistics, school of postgraduate studies, udayana university i wayan pastika email: wayanpastika59@yahoo.com study program of linguistics, school of postgraduate studies, udayana university made sri satyawati email:srisatyawati@gmail.com study program of linguistics, school of postgraduate studies, udayana university abstract old javanese langusage (ojl) is the language of the archipelago which developed rapidly in the ix-xv centuries. the language has so many alternation verbs in the predicate of the clause structure. therefore, the problem of the present study is interesting to explore. the term refers to the opinion proposed by shibatani(1998) and artawa (2003).diathesis associated with middle in ojl was found to have three types, namely, the middle diathesis morphological, middle lexical, and middle perifrastic. keywords: stucture, function, semantic, diathesis, and middle. 2 1 introduction. old javanese language (ojl) is one of the local languages in the archipelago. today, ojl is a documentary language. ojl is predicted to develop in ix xv centuries and was used as a means of active communication by the javanese community at that time. uhlenbeck (1964: 108) says that ojl grew rapidly before the islam was introduced. today, ojl is a language that has been considered dead. but on one side, it contains highly great values and are recorded in the relics of the old written works. the first information was obtained from the discovery of knowledge about ojl in sukabumi inscription in east java. the inscription is dated to year 726 isaka or 804 ad. based on that discovery, ojl has great written tradition in the form of inscriptions or literature texts. zoetmulder and robson (1995: ix) say that such documents are the results of an invaluable cultural heritage. thus, ojl can be identified through inscriptions and literary texts. based on what was described above, the current ojl can be understood through texts either in prose or poetry. the father of the modern linguistics, ferdinand de saussure, says that langue is concrete because it is a sign language and a collectively agreed social fact that can be understood that the language has been categorized as a dead language (hidayat, 1996: 9). the fact shows that ojl certainly has a variety of shapes and structures of verbs to express linguistic events. dixon (2010: 60) says that the main function is as the core of the predicate verb. each clause has a predicate and its shapes vary. therefore, the verb has an important role in the construction of a broader level, such as clauses, sentences, and so on. visibly, ojl has considerable variation both in the field of morphology and syntax, so the typology of these two areas mutually supports the formation of a wider speech. judged from the structure of the verb, the verbs in ojl can be cassififed into intransitive and transitive verbs as the basic core clauses. if associated with the term diathesis, then the verb which forms morphemic alternation could have a predicate verb in the clause. thus, the structure of the clause is crucial in the analysis of diathesis. alternation verbs are used if a language speakers want to give emphasis on 3 greater participation in a particular clause. that means that the system is highly dependent on the diathesis of the perspective speakers concerned. thus, every language has certain tactics to alternate perspective of native speakers. based on those descriptions, the syntactic issue studied in this paper is "what are the types of middle diathesis in ojl?" furthermore, equipped with a discussion of methods and techniques of providing data, data analysis, and presentation of the results of data analysis, the following can be discussed. 2 basic theories and concepts 2.1 basic theory grammatical relation is a term used in relational grammar. the theory of relational grammar was originally developed by perlmuter and postal in the early 1970s. grammatical relations are defined as primitive. blake (1994: 76;) introduces three types of grammatical relations which are purely syntactic, that is, the subject (s), direct objects (do), and indirect object (io), in addition to the semantic relationships, such as locative, benefactive, and instrumental which are collectively called the oblique relationship. syntactic relations are considered forming a hierarchy by numbering 1, 2, 3 which are used to mark the relation in question as shown below: s do io obl 1 2 3 the hierarchy can be seen in the following example taken from blake (1994: 76) eva gave the apple to adam 1 2 3 these examples suggest that 1 is the subject (agent), 2 is the direct object (theme), 3 is the indirect object (benefactive). therefore, the nature of grammatical relations can be understood through the interaction of semantic roles and pragmatic relations. grammatical relations are a reference to describe various aspects of the clause structure and principles of the universe which control the structure and 4 organization of the natural language syntax. thus, grammatical relations cannot be restricted through other initiatives, such as the configuration of phrase structure, case, constituent order, or semantic roles. according diathesis proposed by shibatani (1988: 3), the voice is meant as a mechanism for selecting the main elements of 'subject' grammatically from the basic semantic functions (eg, special roles (thematic roles) in the clause. kridalaksana (1993: 43) reveals the term diathesis as a grammatical category shows the relationship between the participants or subjects with the action expressed by the verb in the clause. accordingly, as a predicate verb in the clause has a particular verb system that can change behavior based on the syntactic functions of the perspective of the speaker of languages in the world , generally there is a conflict known as the active-passive diathesis. opposition is referring to a semantic disagreement. at active diateisis , the subject acts / affects other functions, while in the passive diathesis the subject is influenced by or subjected to the action. categories and verb diathesis. shibatani (1998) describes the fundamental opposition diathesis as the following categories. (a) active is the action which occurs under the control of subjects. (b) passive action does not happen under the control of subjects, but may happen under the control of another entity outside the subject. (c) middle is the action that occurs under its relationship to the subject and the subject is limited to the environment. he also suggests three forms of the verb diathesis constructions related to the following fundamental opposition. (a) verbal active form; the subject is an agent, which extends to the act of being (entity) free, that is, the patient to influence that in certain circumstances, for instance, police hit a thief. (b) verbal middle forms; subjects perform actions that affect themselves ; they feel that experience changes in circumstances; for example, mother is powdering her face, combing mother, and father washes his feet. (c) verbal forms of passive, subject, patient, are in certain circumstances as a result of state changes caused by the actions taken by agents that function freely, for example, the thief was shot (by) the police. 5 as far as diathesis associated with middle is concerned, shibatani and artawa (2003) classify diathesis middle into the middle morphological diathesis, syntactic middle (periprastis) diathesis, and middle lexical diathesis. such a division becomes the basis for discussing the middle diathesis in ojl. 3 discussion each language has a strategy to alternate the speaker’s perspective. one of strategies is the alternation of diateisis, that is, the possibility of two or more forms of a verb in the predicate. each clause has a verb structure as a central element that can be alternated in such a way that speakers can alternate perspective. based on grammatical testing, ojl is grouped into typologies of split-s syntactically. in that regard, ojl has the structure of an active-passive diathesis. in addition, ojl also has other structure diathesis. the diathesis intended is middle. the types of middle diathesis found as are described below. 3.1 morphological diathesis middle ojl in ojl middle morphological categories can be formed from nouns with morphological markers, namely, the prefixes aand ma(see verb formation). a prefix can form a verb that can contain functions and middle meaning. the test of the middle diathesis in ojl can be seen in the following example. (1) k-in-on ta sira a-camana rumuhun, pass-ask part 3sg act-clean first, t-um-ame dalěm. (apz. 24) [e: a-i] act-intrane-prep in 'he was told to clean themselves first, before entrance again’ (2) masoca ta sira. (apz. 24) act-mirror part 3sg 'he looked in the mirror' (3) ma-layu ta sang satanika (wpj. 47) act-run part art name 'run sang satanika' 6 (4) ma-layu ta yomungsi nagara (wpj. 39) [ya-um-ungsi] act-run part 3tg-act-state refugees 'run him to flee the country (her)' (5) sang draupadi ma-layu mare kahanan maharaja matsyapati (wpj. 28) art name act-run prep where name ‘sang drupadi ran towards where maharaja matsya' in data (1), there is a verb (m)a-camana‘clean up'. the verb form of the noun base is camana (sanskrit) 'water dessert' and the prefix (m)a-. grammatically, the verb form (m)acaman has subject function that behaves as the patient's agent. thus, the subject of the middle construction that takes place may affect himself. the situation is understood that the subject has previously been in the situation which is not clear through his own actions so it becomes clear. in data (2) there is a verb masoca 'glass'; it is also formed from the verb noun soca 'mirror / glass', through the morphological marker ma-. the verb has the grammatical function of the subject and agent as well as patients. furthermore, in data (3) there is a verb malayu 'run'. morphologically, the verb malayu is formed from the prefix maand basic morpheme bound to wilt. the verb malayu ‘ran’ is the intransitive verb. verbs require a core argument as the subject, sang satanika. meanwhile, in data (4) there is a combination of two intransitive clauses. the data contains morphophonemic process which limits the lexicon, namely, yomungsi (ya-umungsi, a process of boundary morphophonemic lexicon). morphologically, umungsi is formed from the affixes -umand ungsi. the subject verb arguments malayu 'run’ can be as chronologically as agent and patient. meanwhile, the subject of the verb argument umungsi 'flee / find' may be as well as the patient's agent. coreferential construction causes s in the second clause to be deleted. the pattern is a sequence of clauses of the p-s and s-p. thus, s of grammatical predicate clause is after the first and before the predicate in the second clause. finally, in data (5) there is also malayu verb (see also, malayu above). malayu verbs are after the grammatical subject, sang drupadi. 7 the other constituent which appears in the clause is as a complement. the clause pattern is s-p. the subject performs actions that affect the subject's itself. the effect is that the subject becomes tired. based on the data, it can be said that the construction of the middle ojl can be formed from the noun and the base morpheme of morphological markers is tied with a-, ma-. -um-. the middle construction, the actions performed by the agent and the results, are returned to the agent itself. thus, the agent and the patient are realized in a grammatical function. based on the pattern sequence, ojl has two clause diathesis sequence patterns, namely, s-p and p-s. 3.2 middle diathesis periphrastic ojl middle periphrastic (syntax) is that middle requires the presence of the agent and patient. the presence of both these arguments have coreferential relationship. the verb used to form the middle periphrastic is a transitive verb. in ojl, middle periphrastic construction is realized in the form of reflexive. the test of the middle periphrastic construction can be seen in the following examples. (6) malara ta manah sang gandhari, matangyan act-sad part tink art name, because pupuh ta wĕtĕng-ira, (apz. 188) hit part stomach-3sg ‘sang gandhari be sad then hit his stomach' (7) sang uddalaka ng-aran-ta; apan man-(t)ambak-akěn art name act-name-2tg; conj act-span-caus awak-ta ring we (apz. 17) body -2sg prep water 'your name is the uddalaka because your body stretched out on the water. the coreferential construction is shown by data (3), namely, a transitive clause. the transitive verb pupuh 'hit' requires two core arguments, namely, the subject (agent) and object (the patient). construction is realized by a replexive form, namely, -ira 'his'. the subject sang gandhari is the agent, wĕtĕngira‘his stomach’ is patient. the agent in this case acts against itself. similarly, in data (4) there is a transitive verb (bitransitive), manambakakĕn 'spread'. the verb manambakakĕn 8 requires three core arguments, namely, sanguddalaka, subject and agent. awakta 'your body' is a patient at the same object, and the locative complement is ‘ ring in the water'. in this middle construction, agents take action against itself. based on these data, the middle periphrastic construction is built by transitive verbs. fn is present as the patient refers to antecedent (subject). 3.3 middle lexical diathesis in ojl middle diathesis in bjk is filled with verbs that are classified into intransitive verbs. intransitive verbs, such as, têdun ' go down', teka 'come', munggah‘go up’, lungha 'go', etc. inherently, the verb ‘like’ has a function and middle meaning. the verbs show results or circumstances performed by the agent itself. it includes the middle lexical verbs. the test of the middle lexical construction in the old javanese language can be seen in the following data. (8) ya ta datěng ring kadatwan, (wpj, 52) 3sg part come prep kingdom 'he came in the kingdom' (9) samantara, datěng sang sairindri ryumah sang kicaka, (wpj, 28). aspct, come art name prep home art names meanwhile, the si comes home sairindri kicaka ' (10) tědun pwa ya kalih sangkeng ratha man-(s)-ambut gadha (wpj, 49) down part 3sg two prep trains act-grab weapons gadha 'get off the train deprive them of weapons gadha' (11) munggah ta ring ratha sang arjuna lawan sang uttara, (wpj, 58) up part prep trains art name conj artnames 'up in the train of arjuna and the uttara' (12) lungha ta yãnusup ring alas (wpj, 67) [ya-anusup] go part 3sg -go prep forest ‘he gointrance into the forest’ (13) lungha ta sira l-um-umpat-lumpat an-amput-amput-an (wpj, 72) go part 3sg actdownred actholdred 'go on he jumped up and holding each other' 9 all clauses (8-13) above are clauses with intransitive verbs. syntactically, the intransitive verb has only one core argument that serves as the grammatical subject. meanwhile, semantically, it can also be the subject of a patient. as far as the diathesis associated with middle is concerned, the only argument that can serve as an agent as well as the patient. in data (8) there is a verb datěng 'come'. the verb is in the position after the grammatical subject ya 'he'. in data (9), the verb dateng is before the grammatical subject sangsairindri. in data (10) the verb is tědun 'go down'. the verb is positioned before the grammatical subject yakalih 'they'. tědun requires one core as the grammatical subject. furthermore, in data (11) the verb munggah 'ride' is before the grammatical subject sangarjuna with sanguttara. in data (12) and (13), the verb lungha is positioned before the grammatical subject. the subject is indicated by ya and sira ‘he’ / ‘his'. all of the above verbs have a core argument which functions as a grammatical subject. semantically, all the grammatical subject is the patient's agent. the pattern of the clause is p-s. p-s is a very productive pattern in ojl and the pattern s-p is very limited, as in data (8) above. thus, the middle lexical diathesis is filled with the basic transitive verb. based on the above data, the dual behavior is carried by the grammatical subject of a verb which can be classified as the middle lexical. syntactically, the diathesis of middle intransitive verbs have a grammatical function, but semantically, has two arguments. the semantic argument is the agent of the patient at the same time. 4 conclusions and recommendations based on what was described above, in ojl there are three middle diathesis; they are middle morphological, middle periphrastic (syntactic), and middle lexical. this is in line with the middle diathesis expressed by shibatani and artawa (2003). in middle diathesis and middle lexical morphological, the subject has a dual status (as well as the patient's agent). in the middle periphrastic, the second core argument is 10 explicitly stated as an agent and the patient is confined to the subject's own environment. thus, fn refers to the patient’s antecedent. research related to syntax in ojl is still limited. therefore, it is suggested that other researchers will conduct further research to explore ojl, as there are many aspects which have not been explored. references artawa, ketut . 2000. “alternasi diatesis bahasa-bahasa nusantara”. dalam kajian serba linguistik untuk anton moeliono pereksa bahasa. bambang kaswanti purwo (ed.). jakarta: kerjasama universitas katolik indonesia atma jaya dan pt bpk gunung mulia. blake, barry j. 1994. case. cambridge: cambridge university press. dixon, r. m. w. 2010. basic linguistic theory: grammatical topics. volume 2. new york: oxford university press. hidayat, rahayu s. 1996. pengantar linguistik umum. edisi terjemahan dari judul asli cours de linguistique generale oleh ferdinand de saussure. yogyakarta: gadjah mada university press. joynboll, h. h. 1912. wirataparwwa. martinus nijhoff. kridalaksana, harimurti. 1993. kamus linguistik. jakarta: pt gramedia. pastika, i wayan. 2004. proses fonologis melampaui batas leksikon” dalam linguisika nomor 20 vol. ii 2004. denpasar: program studi magister dan doktor linguistik universitas udayana. shibatani, masayoshi, 1998. “voice parameter” dalam kulikov, l. vater, h. (editor) typology of verbal categories.tubingen: max niemeyer verlag. shibatani, masayoshi and artawa ketut. 2003. ‘seals xiii paper from the 13th annual meeting of the southeast asian linguistic society 2003’ the australian national university. uhlenbeck, e. m. 1964. a critical survey of studies on the languages of jawa and madura. martinus nijhoff: ‘s-gravenhage. zoetmulder, p. j. 2006. adiparva cetakan ke-2. surabaya: paramita. zoetmulder, p. j.dan s. o. robson (edisi terjemahan). 1995. kamus bahasa jawa kuna-indonesia. oleh darusuprapta dan sumarti suprayitna. jakarta: pt. gramedia pustaka utama. 11 e-jurnal diatesis medial dalam bahasa jawa kuna oleh ni ketut ratna erawati abstrak bahasa jawa kuna (bjk) merupakan bahasa daerah di nusantara yang berkembang pesat pada abad ix-xv. bahasa ini cukup banyak memiliki alternasi verba di tempat predikat dalam struktur klausanya. oleh karena itu, masalah diatesis medial menarik untuk dikaji lebih lanjut. istilah diatesis mengacu pada pendapatnya shibatani (1998). sementara itu, diatesis middle mengacu pada shibatani dan artawa (2003). berkaitan dengan diatesis medial, dalam bjk ditemukan tiga jenis, yaitu diathesis medial morfologis, medial leksikal, dan medial perifrastik. kata kunci: struktur, fungsional, , semantis, diatesis, dan medial. 1. pendahuluan. bahasa jawa kuna (bjk) merupakan salah satu bahasa daerah di nusantara.dewasa ini, bjk adalah bahasa dokumenter. bjk diperkirakan berkembang pada abad ixxv dan dipakai sebagai alat komunikasi secara aktif oleh masyarakat jawa pada waktu itu. uhlenbeck (1964: 108) mengatakan bahwa bjk berkembang pesat sebelum masuknya agama islam. sekarang ini, bjk merupakan bahasayang telah dianggapmati. namun di suatu sisi, bjk mengandung nilai-nilai yang amat luhur dan terekam dalam peninggalan-peninggalan karya-karya tulis lama. tonggak awal pengetahuan tentang bjk adalah ditemukannya prasasti sukabumi di jawa timur. prasasti itu berangka tahun 726 isaka atau 804 masehi. berdasarkan penemuan itu, bjk memiliki tradisi tulisan yang cukup tua baik dalam bentuk prasasti ataupun teks-teks karya sastra. zoetmulder dan robson (1995: ix) mengatakan hasil dokumen-dokumen itulah merupakan warisan budaya yang tak ternilai. dengan demikian, bjk dapat merawiskan lange-nya melalui prasasti dan teks-teks karya sastra. 12 berdasarkan uraian di atas, saat ini bjk dapat dipahami melalui teks-teks baik dalam bentuk prosa ataupun puisi. sehubungan dengan hal itu, bjk memiliki langue yang cukup sebagailahan penelitian.tokoh lingustik modern, yakni ferdinand de saussure mengatakan bahwa langue bersifat kongkret karena merupakan perangkat tanda bahasa yang disepakati secara kolektif dan merupakan fakta sosial, sehingga dapat dipahami walaupun bahasa itu telah dikategorikan sebagai bahasa mati (hidayat, 1996: 9). peninggalan fakta bahasa seperti itu, bjk dipastikan memiliki berbagai bentuk dan struktur verba untuk mengungkapkan peristiwa kebahasaannya. dixon (2010: 60) mengatakan, fungsi utama verba adalah sebagai inti predikat. setiap klausa memiliki predikat dalam suatu klausa dan memiliki variasi bentuk klausa. oleh karena itu, verba memiliki peran penting dalam konstruksi tataran yang lebih luas, seperti klausa, kalimat, dan sebagainya. secara kasat mata, bjk memiliki variasi yang cukup banyak baik dalam bidang morfologi maupun sintaksisnya, sehingga secara tipologi kedua bidang ini saling mendukung dalam membentuk tuturan yang lebih luas. dilihat dari struktur verbanya, bjk memiliki verba yang digolongkan ke dalam verba intransitif dan transitif sebagai inti dasar klausa. jika dikaitkan dengan istilah diatesis, maka bentuk verba secara morfemis bisa memiliki alternasi verba di tempat predikat suatu klausa. dengan demikian, struktur klausa sangat menentukan dalam analisis sistem diatesis. alternasi verba digunakan, apabila suatu penutur bahasa ingin memberi penekanan terhadap partisipan-partisipan dalam klausa tertentu. hal itu berarti bahwa sistem diatesis ini sangat tergantung pada perspektif penutur bahasa bersangkutan. dengan demikian, setiap bahasa mempunyai siasat-siasat tertentu untuk mengalternasikan perspektif penuturnya. berdasarkan uraian tersebut, masalah sintaktis yang dikaji dalam tulisan ini adalah “tipe-tipe apa sajakah diatesis middle dalam bjk?” selanjutnya, pembahasan dilengkapi dengan metode dan teknik penyediaan data, analisis data, dan penyajian hasil analisis data. 13 2. landasan teori dan konsep 2.1 landasan teori relasi gramatikal merupakan istilah yang digunakan dalam tata bahasa relasional. teori tata bahasa relasional pada awalnya dikembangkan oleh perlmuter dan postal pada awal tahun 1970-an. relasi gramatikal didefinisikan sebagai primitif. blake (1994: 76;) memperkenalkan tiga jenis relasi gramatikal yang murni bersifat sintaktis, yaitu subjek (s), objek langsung (ol), dan objek tak langsung (otl), di samping itu relasi semantis, seperti lokatif, benefaktif, dan instrumental yang secara kolektif disebut dengan relasi oblik. relasi sintaktis dianggap membentuk suatu hirarki dengan memberi penomoran 1, 2, 3 yang digunakan untuk menandai relasi yang bersangkutan seperti terlihat berikut: s ol otl obl 1 2 3 hirarki itu dapat dilihat pada contoh berikut diambil dari blake (1994: 76) eva gave the apple to adam 1 2 3 contoh tersebut mengisyaratkan bahwa 1 adalah subjek (agen), 2 adalah objek langsung (tema), 3 adalah objek tak langsung (benefaktif). oleh karena itu, hakikat relasi gramatikal dapat dipahami melalui interaksi peran semantis dan relasi pragmatik.relasi-relasi gramatikal tersebut menjadi acuan untuk memerikan berbagai aspek struktur klausa serta prinsip-prinsip semesta yang menguasai struktur dan organisasi sintaksis bahasa alami.dengan demikian, relasi-relasi gramatikal tidak dapat dibatasi melalui gagasan-gagasan lain, seperti konfigurasi struktur frasa, kasus, urutan konstituen, atau peran-peran semantis. 2.2 konsep. diatesis. menurut shibatani (1988: 3), voice dimaksudkan sebagai satu mekanisme untuk memilih unsur-unsur utama ‘subjek’ secara gramatikal dari fungsifungsi semantis dasar (misalnya, peran khusus (thematic roles) dalam klausa. kridalkasana (1993: 43) mengungkapkan istilah diatesis sebagai kategori gramatikal 14 yang menunjukkan hubungan antara partisipan atau subjek dengan perbuatan yang dinyatakan oleh verba dalam klausa. dengan demikian, verba sebagai predikat dalam klausa memiliki sistem verba tertentu yang dapat mengubah perilaku fungsi-fungsi sintaktis berdasarkan perspektif penuturnya. pada umumnya, bahasa-bahasa di dunia memiliki pertentangan yang dikenal dengan diatesis aktif-pasif. pertentangan itu merujuk ke pertentangan semantis. pada diateisis aktif, subjek bertindak atau memen garuhi fungsi lain sedangkan dalam diatesis pasif, subjek dipengaruhi atau dikenai tindakan. kategori dan verba diatesis. shibatani (1998) menjelaskan oposisi mendasar kategori diatesis seperti berikut ini. (a) aktif adalah tindakan terjadi di bawah kontrol subjek. (b) pasif adalah tindakan terjadi tidak di bawah kontrol subjek, namun dapat di bawah kontrol entitas lain di luar subjek. (c) middle adalah tindakan yang terjadi di bawah subjek dan perhubungannya terbatas pada lingkungan subjek. beliau juga mengemukan tiga bentuk konstruksi verba diatesis berkaitan dengan oposisi mendasar sebagai berikut. (a) verbal bentuk aktif, subjek sebagai agen, melakukan tindakan yang meluas ke wujud (entitas) bebas, yakni pasien. mempengaruhinya sedemikian rupa sehingga sampai pada keadaan tertentu, misalnya, polisi memukul pencuri. (b) verbal bentuk middle, subjek melakukan tindakan yang mempengaruhi dirinya sendiri sedemikian rupa sehingga dia mengalami perubahan keadaan; misalnya, ibumembedakimukanya, ibu bersisir, ayah membasuh kakinya. (c) verbal bentuk pasif, subjek , pasien, berada dalam keadaan tertentu akibat mengalami perubahan keadaan yang disebabkan oleh tindakan yang dilakukan oleh agen yang berfungsi secara bebas, misalnya, pencuri itu ditembak (oleh) polisi. 15 berkaitan dengan diatesis medial, shibatani dan artawa (2003) mengklasifikasikan diatesis, yaitu diatesis medial ke dalam, medial morfologis , medial sintaksis (periprastis), dan medial leksikal. pembagian itulah menjadi dasar dalam membahas diatesis medial dalam bjk. 3. pembahasan setiap bahasa memiliki siasat untuk mengalternasikan perspektif penutur.salah satu siasat pengalternasian tersebut adalah alternasi diateisis. artinya, adanya kemungkinan dua atau lebih bentuk verba di tempat predikat. setiap struktur klausa memiliki verba sebagai unsur sentral yang dapat dialternasi sedemikian rupa, sehingga perspektif penutur dapat dialternasi. berdasarkan pengujian secara gramatikal, bjk dikelompokkan ke dalam tipologi split-s secara sintaktis. berkaitan dengan hal itu, bjk memiliki struktur diatesis aktif-pasif. di samping itu, bjk juga memiliki struktur diatesis yang lainnya. diatesis yang dimaksudkan adalah diatesis medial. tipe diatesis medial yang ditemukan dideskripsikan seperti berikut ini. 3.1 diatesis medial morfologis bjk dalam bjk medial morfologis dapat dibentuk dari kategori nomina dengan penanda morfologi, yaitu prefiks adan ma(lihat pembentukan verba). prefiks a dapat membentuk sebuah verba yang dapat mengandung fungsi dan makna medial. untuk mencermati diatesis medial dalam bjk dapat dilihat contoh berikut ini. (1) k-in-on ta sira a-camana rumuhun, kamena niran pas-suruh part 3tg akt-bersih dahulu, asp3tg-konj t-um-ame dalem.(apz. 24) [e:a-i] akt-masuk-prep dalam ‘disuruhlah beliau berbersih diri dahulu, sebelum masuk ke dalam lagi’ (2) ma-soca ta sira. (apz. 24) akt-cermin part 3tg ‘berkacalah ia/ ia bercermin’ 16 (3) ma-layu ta sang satanika (wpj. 47) akt-lari part art nama ‘berlarilah sang satanika’ (4) ma-layu ta yomungsi nagara (wpj. 39) [ ya-um-ungsi] akt-lari 3tg-akt-ungsi negara ‘berlarilah dia mengungsi negara(nya)’ (5) sang dropadi ma-layu mare kahanan maharaja matsyapati (wpj. 28) art nama akt-lari prep keberadaan nama ‘sang dropadi berlari menuju keberadaan maharaja matsya’ pada data (1), terdapat verba (m)a-camana ‘berbersih/membersihkan’. verba itu terbentuk dari dasar nomina camana (sansekerta) ‘air pencuci mulut’ dan prefiksasi (m)a-. setelah verba itu terbentuk, verba itu mangandung makna medial. secara gramatikal, bentuk verba (m)acaman memiliki fungsi subjek yang berperilaku sebagai agen sekaligus pasien. dengan demikian, subjek konstruksi medial ini melakukan tindakan yang dapat memengaruhi dirinya sendiri. keadaan itu dimaknai bahwa subjek sebelumnya berada dalam situasi belum bersih, melalui tindakannya sendiri sehingga menjadi bersih. pada data (2) terdapat verba masoca ‘berkaca’, verba itu juga terbentuk dari nomina soca ‘cermin/kaca’, melalui pemarkah morfologis ma-. verba itu memiliki fungsi gramatikal subjek sekaligus agen dan juga pasiennya. selanjutnya, pada data (3) terdapat verba malayu ‘berlari’. secara morfologis verba malayu terbentuk dari prefiks madan morfem dasar terikat layu. verba malayu ‘berlari’ adalah verba intransitif. verba itu membutuhkan satu argumen inti sebagai subjek, sangsatanika. sementara itu, pada data (4) terdapat gabungan dua klausa intransitif. s klausa pertama berkoreferensi dengan s klausa kedua. pada data itu terdapat proses morfofonemik batas leksikon, yaitu yomungsi (ya-umungsi, terjadi proses morfofonemik batas leksikon). secara morfologis, umungsi dibentuk dari afiks -umdan ungsi. argumen subjekverba malayu ‘berlari’, yaitu ya dapat sebagai agen dan secara kronologis sebagai pasien. sementara itu, argumen subjek verba umungsi ‘mengungsi/mencari’ dapat sebagai agen sekaligus pasien. konstruksi yang 17 kereferensial menyebabkan s pada klausa kedua dilesapkan. pola urutan klausa tersebut adalah p-s dan s-p.dengan demikian, s gramatikal berada setelah predikatnya klausa pertama dan sebelum predikat pada klausa kedua. terakhir, pada data (5) juga terdapat verba malayu (lihat juga, malayu di atas).verba malayu berada setelah subjek gramatikal, sang dropadi. konstituen lain yang muncul dalam klausa sebagai pelengkap tuturan. pola klausa tersebut adalah sp. subjek melakukan tindakan yang berpengaruh terhadap diri subjek itu sendiri. pengaruh yang ditimbulkan adalah subjek menjadi lelah. berdasarkan data tersebut, dapat dikatakan bahwa konstruksi medial dalam bjk dapat dibentuk dari nomina dan morfem dasar terikat dengan pemarkah morfologis a-, ma-. –um-. konstruksi medial, tindakan dilakukan oleh agen dan hasilnya kembali ke agen itu sendiri. dengan demikian, agen dan pasien diwujudkan dalam satu fungsi gramatikal. brdasarkan pola urutannya, bjk memiliki dua pola urutan klausa diathesis, yaitu s-p dan p-s. 3.2 diatesis medial perifrastik bjk medial periprastik (sintaksis) adalah medial yang memerlukan kehadiran agen dan pasien. kehadiran kedua argumen tersebut memiliki hubungan koreferensial. verba yang digunakan untuk membentuk medial periprastik adalah verba transitif. dalam bjk, konstruksi medial periprastik itu diwujudkan dalam bentuk refleksif. untuk mencermati konstruksi medial periprastik, dapat dilihat contoh berikut ini. (6) ma-lara ta manah sang gandhari, matangyan aktsedih part hati art nama, sebabnya pupuh ta wĕtĕng-ira, (apz. 188) pukul part perut-3tg ‘sakit hati sang gandhari makanya dipukullah perutnya’ (7) sang uddalaka ng-aran-ta; apan man-(t)ambak-akên art nama akt-nama-2tg; konj akt-bentang-kaus awak-ta ring we (apz. 17) tubuh-2tg prep air ‘namamu sang uddalaka karena membentangkan tubuhmu di air. 18 konstruksi koreferensial ditampilkan oleh data (6), yaitu s klausa intransitif adalah a klausa transitif. verba transitif pupuh ‘pukul’ membutuhkan dua argumen inti, yaitu subjek (agen) dan objek (pasien). konstruksi tersebut diwujudkan dengan bentuk repleksif, yaitu –ira ‘nya’. subjek, sang gandhari adalah agen, wĕtĕngira ‘perutnya’ adalah pasien. agen dalam hal ini melakukan tindakan terhadap dirinya sendiri (perutnya). demikian pula, pada data (7) terdapat verba transitif (dwitransitif), manambakakĕn ‘membentangkan’. verba manambakakĕn, membutuhkan tiga argumen inti, yaitu sang uddalaka, subjek sekaligus agen, awakta ‘tubuhmu’ adalah objek sekaligus pasien, dan pelengkap lokatif ring wwe ‘di air’. pada konstruksi medial ini, agen melakukan tindakan terhadap dirinya sendiri. berdasarkan data tersebut, konstruksi medial periprastik dibangun oleh verba transitif. fn yang hadir sebagai pasien tersebut mengacu pada antesedennya (subjek). 3.3 diatesis medial leksikal bjk diatesis medial dalam bjk diisi oleh verba yang digolongkan ke dalam verba intransitif. verba intransitif, seperti, tědun ‘turun’, těka ‘datang’, munggah ‘naik’, lungha‘pergi’, sebagainya. secara inheren, verba seperti itu memiliki fungsi dan makna medial. verba itu menunjukkan hasil atau keadaan yang dilakukan oleh agen itu sendiri. dengan demikian, verba itu termasuk medial leksikal. untuk mencermati konstruksi medial leksikal dalam bahasa jawa kuna dapat dilihat data berikut ini. (8) ya ta datěng ring kadatwan, (wpj, 52) 3tg part datang prep kerajaan ‘dialah datang di kerajaan’ (9) samantara, datěng sang sairindri ry umah sang kicaka, (wpj, 28). aspk, datang art nama prep rumah art nama ‘sementara, sang sairindri datangke rumah si kicaka’ (10) tědun pwa ya kalih sangkeng ratha man-(s)ambut gadha (wpj, 49) turun part 3tg dua prep kereta akt-ambil senjata gadha ‘turunlah mereka dari kereta mencabut senjata gadha’ (11) munggah ring ratha sang arjuna lawan sang uttara, (wpj, 58) naik prep kereta art nama part art nama ‘naik di kereta sang arjuna dan sang uttara’ 19 (12) lungha ta yãnusup ring alas (wpj, 67) pergi part 3tg-masuk prep hutan ’pergilah dia masuk ke hutan’ (13)lungha ta sira lumumpat-lumpat anamput-amputan (wpj, 72) pergi part 3tg akt-lompat-red akt-pegang-red ’pergilah dia melompat-lompat saling berpegangan’ semua klausa (8-13) di atas adalah klausa dengan verba intransitif. secara sintaktis, verba intransitif memiliki satu-satunya argumen inti yang berfungsi sebagai subjek gramatikal.sementara itu, secara semantis, subjek itu dapat pula sebagai pasien.terkait dengan diatesis medial, argumen satu-satunya itu dapat berfungsi sebagai agen dan juga pasien. pada data (8) terdapat verba dateng ‘datang’.verba tersebut berada pada posisi setelah subjek gramatikal ya ‘dia’. pada data (9), verba datěng berada pada sebelum subjek gramatikal sang sairindri. pada data (10) terdapat verba tědun ‘turun’. verba tersebut berada pada posisi sebelum subjek gramatikalyakalih ‘mereka’.verba tědun membutuhkan satu argumen inti sebagai subjek gramatikal. selanjutnya, pada data (11) terdapatverba munggah‘naik’ juga berada sebelum subjek gramatikal sang arjuna lawan sang uttara. pada data (12) dan (13), verba lungha berada pada posisi sebelum subjek gramatikalnya. subjek tersebut ditunjukkan oleh ya dan sira ‘dia/beliau’. semua verba di atas memiliki satu argumen inti berfungsi sebagai subjek gramatikal. secara semantis, semua subjek gramatikal itu sebagai agen sekaligus pasien. pola urutan klausa tersebut adalah p-s. pola p-s sangat produktif dalam bjk dan sangat sedikit berpola s-p, seperti pada data (8) di atas.dengan demikian, diatesis medial leksikal diisi oleh verba transitif dasar. berdasarkan uraian di atas, perilaku ganda yang disandang oleh subjek gramatikal tersebut dapat digolongkan sebagai verba medial, yaitu medial leksikal. secara sintaktis, diatesis medial verba intransitif memiliki satu fungsi gramatikal, namun secara semantis memiliki dua argumen. argumen semantis itu, adalah agen sekaligus pasien. 20 4. simpulan dan saran berdasarkan penjelasan di atas, dalam bjk terdapat tiga diatesis medial, yaitu medial morfologis, medial perifrastik (siktaksis), dan medial leksikal. hal ini, sejalan dengan diatesis medial yang diungkapkan oleh shibatani dan artawa (2003). dalam diatesis medial morfologis dan middle leksikal, subjek memiliki status ganda (sebagai agen sekaligus pasien). dalam medial periprastik, kedua argumen inti dinyatakan secara eksplisit sebagai agen dan pasien yang terbatas pada lingkungan subjek itu sendiri. dengan demikian, fn pasien mengacu pada antedennya. penelitian yang bersifat sintaktis dalam bjk masih sangat kurang. oleh karena itu, disarankan agar peneliti lain ikut menyumbang pemikirannya untuk meneliti teks-teks bjk karena masih banyak lahan bjk yang belum diteliti secara tuntas. 21 daftar pustaka artawa, ketut .2000. “alternasi diatesis bahasa-bahasa nusantara”. dalam kajianserba linguistikuntuk anton moeliono pereksa bahasa. bambang kaswanti purwo (ed.). jakarta: kerjasama universitas katolik indonesia atma jaya dan pt bpk gunung mulia. blake, barry j. 1994. case. cambridge: cambridge university press. dixon, r. m. w. 2010. basic linguistic theory: grammatical topics. volume 2. new york: oxford university press. hidayat, rahayu s. 1996. pengantar linguistik umum. edisi terjemahan dari judul asli cours de linguistique generale oleh ferdinand de saussure. yogyakarta: gadjah mada university press. joynboll, h. h. 1912. wirataparwwa. martinus nijhoff. kridalaksana, harimurti. 1993. kamus linguistik. jakarta: pt gramedia. pastika, i wayan. 2004. proses fonologis melampaui batas leksikon” dalam linguisika nomor 20 vol. ii 2004. denpasar: program studi magister dan doktor linguistik universitas udayan. shibatani, masayoshi, 1998. “voice parameter” dalam kulikov, l. vater, h. (editor) typology of verbal categories.tubingen: max niemeyer verlag. shibatani, masayoshi and artawa ketut. 2003. ‘seals xiii paper from the 13th annual meeting of the southeast asian linguistic society 2003’ the australian national university. uhlenbeck, e. m. 1964. a critical survey of studies on the languages of jawa and madura. martinus nijhoff: ‘s-gravenhage. zoetmulder, p. j. 2006. adiparva cetakan ke-2. surabaya: paramita. zoetmulder, p. j.dan s. o. robson (edisi terjemahan). 1995. kamus bahasa jawa kuna-indonesia. oleh darusuprapta dan sumarti suprayitna. jakarta: pt. gramedia pustaka utama. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 30--53 accreditation:- 31 e-journal of linguistics kangkilo oral tradition: reflection of sufism and political powers in buton community hamiruddin udu e-mail: hamirudin78@gmail.com halu oleo university i nyoman weda kusuma email: weda_kusuma@yahoo.com study program of linguistics, school of graduate studies, udayana university i nyoman suarka email: inyoman_suarka@unud.ac.ai study program of linguistics, school of graduate studies, udayana university muh. alifuddin e-mail: alif.gesit@yahoo.com study program of islamic study, islamic stated of kendari abstract—kangkilo oral tradition is a form of holiness ritual. the values can realize islamic ritual and social pieties. however, the pursuit of technology results to facilitate the achievement of material according to human needs has made this tradition endangered. this study aimed to analyze the discourse structure, reflection of sufism and political powers in function and meaning, and also inheritance strategies of kangkilo in buton community. data were collected by using an ethnographic approach and analyzed by using qualitative methods. the results showed that the discourse structure, function, and meaning of kangkilo is unique, different from other oral traditions ever observed. the values contained some sufism understandings and political policies of powers. from the aspect of the formula, for example, although kangkilo is qualified as a form of oral tradition, but actors of kangkilo still expected to follow the text which has been taught, can not to change the text appropriate to the circumstances that exist around kangkilo actors are, as a formula in oral tradition suggested by experts such as albert b. lord. this is related to the presence of kangkilo as a religious ritual. kangkilo oral tradition is a ritual holiness in buton influenced by sufism understanding in martabattujuh. by the influence of sufism in kangkilo, have made this holiness ritual different with the other ritual of purity which is known in the islamic world. kangkilo is used also as a marker for people who live in buton as butonese. the values in kangkilo are used as values standard for social and cultural development in buton community. from the aspect of meaning, chastity teachings both theocentric and anthropocentric in kangkilo oral tradition values led the creation of a harmonious e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 30--53 accreditation:- 32 of life, both in man's relationship with god, between one people and other people, as well as between the rulers and the people, and between people and nature universe. given the importance of these rituals for human life, especially the buton, kangkilo the oral tradition is expected to continue to be studied and implemented. therefore, in order to revive kangkilo oral tradition, inheritance need to adopt a system of formal education learning and use the modern media. keyword—oral tradition, kangkilo, butoncommunity 1. introduction one of the tribes that have a diversity of traditions in the archipelago is buton tribe. among buton distinctive culture is kangkilo oral tradition. this tradition is a ritual to cleanse ourselves. the contents is inspired by sufism of ibn al-arabi that came from arabic-parsi. in the archipelago, it is more known as martabattujuh. sufism is one of the schools that are able to explain the discontent of the intellectuals against dogma and religious ceremonies are considered too dry with the meaning, reminding man of the secret of eternal life that hidden behind all the dogma and ritual teaching, as well as provide an opportunity for humans to live familiarity in god mystique (braginsky, 1993: xi-xiv). the specificity of kangkilo oral tradition in buton communityis characterized by a number of sufismunderstanding. there is a collective memory of buton community who have committed to implement kangkiloperfectly will always be in a state of holy like a newborn baby, not debauched destructive. he will be holy as it the early events. the concept of early events are the concept of the sanctity of the creatures described in the seven dignity (martabattujuh), namely the sanctity of human beings as still in nature, his heart has not been tarnished by the influence of lust and temptation of satan. hopes for such a sacred events that initial a concept (newborns) as described above requires an effort to always cleanse the words and actions in the life, including purify beliefs e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 30--53 accreditation:- 33 about the oneness of allah, god almighty. the buton communitywant to purify their actions, both in devotion (worship/ritual) to allah and in service of mankind and nature or everything (pure taste and good manners). the devotion is performed in human capacity as the caliph and the servant of god. religious ritual purity and sanctity of flavor and character is the essence of the sanctity teaching that existsin kangkilo oral tradition. indicators of religious purity as a servant of god, especially in buton community consists of four levels of purification, namely: first, clearing parts of the body from all impurity and unclean to reach the perfection of worship. second, cleanupthe seven parts of the body, such as eyes, ears, tongue, stomach, vagina (genital), hands and feet from any outward immorality and various shades of sin and guilt that will produce some wickedness and hypocrisy. third, purify the temperament despicable of heart, such as: nature prowess proud of ourselves, worship with the intention to be praised, feeling unhappy to see other people succeed, arrogant, treacherous, and other matters are referred to as a heart disease. fourth, purifies the inner secrets as to purify the soul, the secret is in a kind of trajectory and delusion that cause confusion,and brings hesitated to anything other than allah. this is consistent with the opinion of imam al-ghazali (1995: 24) who said that there are fourlevels of sanctity, namely: (1) clean the body of impurity; (2) clean the body from evil and sin effects; (3) cleanse the heartfromamorality actions; and (4) purify the mind from other than allah. recognizing the importance of values in kangkilo oral tradition as described above, then the sultanate of buton took measures to preserve and pass on the kangkilo oral tradition to all people in the region of the sultanate of buton. kangkilo basically teaches the islamic sanctity, but e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 30--53 accreditation:- 34 these traditionis affected by sufism that developed in the sultanate of buton. on the other hand, the existence of sufism in the sultanate of buton has been used as part of a strategy to strengthen the power of sultanate. yunus (1995) in his book "posisitasawufdalamsistemkekuasaan di kesultanan buton pada abad ke-19" said that sufism in the sultanate of buton cannot be released with the system of power. it means that sufism taught in buton is a part of the political strategy of the empire in their policy to lead society. in that context, sultan noticed that the values contained in the kangkilo oral tradition can creategood character of the people and devout religious rituals socially. internalizing that knowledge and understanding into action and speech inbuton community will create a harmony of life in buton community, and it is expected to deliver citizens survivors in the world and hereafter. political policies of sultan as a leader and a sufi to lead society is controlled by his religious knowledge. sultan should be an example to his community in various aspects of life. he realized that as a leader, he must: (a) responsible for the society convenience, (b) implement an intelligent spiritual and compassionate to the people, (c) prioritize the interests of his communities than his self-interest and group, (d) uphold justice, (e ) maintain the honor of the country and the people, (f) enforce the law without selective, (g) wise in taking the decision, (h) place the religious law as the supreme law in leading his people, and (i) bean example in speech and action for the people. therefore, it is important for the sultan to take a political policy that kangkilo oral traditionis taught to all citizens of buton. reality in buton community, religious ritual purity and sanctity of taste and morals as described above have become a memento of the nobility of past civilizations. the sanctity of e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 30--53 accreditation:- 35 taste and morality in society of buton is rarely found, especially in younger generation. buton community almost did not recognize kangkilo well. signs and cultural code behind the texts of kangkiloare no longer legible. the same problem also occurs in the sanctity of a religious ritual. many people do not understand the implementation of religious ritual purity as taught in the kangkilo oral tradition. the younger generation no longer know the majority of civilized and ordinances as well as the discourse structure of the text of kangkilo oral tradition and its function in society. the results of the author's observation showed that since the new order era to the present, sanctity of taste and morals have been eroded or is not visible slowly, even many things showed the opposite phenomenon. the blurring of the value systems in most of buton youth and lack of understanding to the meaning of kangkilo oral traditionare followed by the less mannered in words and behavior of the people, whereas the values contained in the kangkilo oral tradition teach the sanctity of religious rituals, taste, and behavior. values in kangkilo oral tradition directedthe principal to control his speech and behavior to keep his sanctity, both religious ritual purity and sanctity of taste and morality based on the law of the taste, like pobinci-bincikikuli. this study aims to analyze: (1) discourse structure of kangkilo oral traditioninbuton community; (2) the reflection of sufism and political power in the function of the kangkilooral tradition in buton citizen; (3) the reflection of sufism and political power in the kangkilo oral tradition meaning for the people of buton; and (4) identify an effective and an efficient inheritance strategies of the kangkilo oral tradition in order to preserve it in buton community. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 30--53 accreditation:- 36 2. literature review, concept, theoretical framework and research model in this study the results of the study conducted by previous researchersare usedas reference relating to the kangkilo and culture of buton community. researchers who discussed material related to kangkilomaterial from language and literature aspects are: la ode sahidin (2006) and la niampe (2007). another article discussing kangkilothat are related to cultural and religious are: la aso (2015), imam al-ghazali (1995), ahmad sarwak (2010), muh. alifuddin (2007), and rahim yunus (1995). the difference of this study with previous studies, is described as follows. sahidinresearch did not provide sufficient cultural meaning. such as the meaning of a "timber" or "stone" for the people of buton when he did kangkilo. there wasa number of sociocultural codes in the text of kkp (kitabkangkilopataanguna)that are not explained. in addition, sahidinresearch (2006) has not revealed a number of issues related to the presence of kangkilo. things that have not seen or have not been explained bysahidin in relation to the existence of this study are as follows. 1) sahidinresearch lies more emphasis on text editing and review of the contents. however, the review of the content was only based on researcher interpretation. this is provedby the absence of quotation interviews conducted by researchers in conducting the research. this is probably caused by the researcherwho just focused on philology analysis, which only comes from a script. the research did not reveal what people collectively understand about kangkilo at this time. vansina (1985: 160) said that the collective memory is an active memory. vansina confirmed that the active memory will be remembered for long time. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 30--53 accreditation:- 37 2) in the explanation of the meaning of kkp text, researcher merely transliterates or paraphrases the kangkilo text in the script. the assessment of the meaning of the symbolic codeswas not done well, for example: "thumb clean the navel, forefinger cleans the right groin part, and pinkie cleans groin left side" were not explained well (sahidin, 2006: 69). he did not explain what the cultural meaning of the thumb, forefinger in buton culture. in the kangkilo oral tradition, the thumb has a special cultural meaning, as well as the fingers of the other hand, all have cultural significance, particularly in relation to kangkilo oral tradition. thus, the study of the meaning of kangkilo needs to be improvedto the analysis to second level of meaning. 3) in addition, sahidinresearch has not raised the question of how knowledge and understanding in the text of the kangkilo oral tradition filled with symbols of sufism. other studies have ever discussed the issue of kangkilo is la aso’s dissertation 2015 entitled "ritusperalihanpadaetnik muna, di kabupaten muna provinsi sulawesi tenggara: keberlanjutandanperubahan". in his research did not unravel more explanation about three subject matter of the advice containedin kangkilo. it looks that the study only described the rite of the kangkilo. the analysis and meaning of messages that appear in the symbolic rite are not yet visible. books that discussed the contents of the kangkilooral tradition are: first, book written by imam al ghazaliinto title: ihyamukhtasarulumuddin, translated by hussein al zaid hamid titled summary of ihya' ulumuddin (1995). this book has not elaborated how to purify ourselves at the second, third, and fourth levels of purification. second, the book written by ahmad sarwakentitled:fiqhthaharah, 2010. this book did not discuss the degree of purification as imam al ghazali mentioned above. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 30--53 accreditation:- 38 another article related to the content of the kangkilo oral tradition is found in posts and comments on the internet, especially in blogs. they are: (1) hukumthaharah, the post explained that thaharah was divided into two parts, the inner and outer thaharah. this post has not revealed how processes and procedures to clean ourheart and it did not mention about how to clean waste in cleansing ritual impurity and filth on the purification of the body. (2) jenisthaharah,this post did not discuss about the purification at the second, third, and fourth level as described by imam al ghazali, and (3) thaharah, this post discussed the types of purification. but this post did not discuss about the purification at the second, third, and fourth levelsof sainthood. that's what distinguishes the posts or any comments with this study. other studies have ever discussed about islam sufism or sufism in buton are: (1) la niampe (2007) in the form of a dissertation entitled saranawolio: unsurunsurtasawufdalamnaskahundang-undang buton serta edisiteks, (2) alifuddin (2007), dissertation with thetitle islam buton:interaksi islam danbudayalokal. both of these writings have not yet discussed the correlation between kangkilooral tradition with sufism in buton. furthermore rahim yunus (1995) never discussed sufism in buton in his book posisitasawufdalamsistemkekuasaan di kesultanan buton pada abad ke-19. in addition, there are also some other studies that only addressed the issue of islam sufism in general in buton and in relation to the specifications of their research goals. understanding of islam sufism described in the above article is not associated specifically with the object of this study. 2.1 concepts e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 30--53 accreditation:- 39 concepts that required explanation earlier in this study include: (a) reflection is defined as a reflection or an overview of the understanding of sufism and political of power committed by the authorities in the sultanate of buton, (b) sufism understanding in this research is a stream or view that contains the doctrine (ways and so on) to get to know and draw closer to god, the process to actualize the potential character of god in ourselves and make it to be our character, and knowledge on how to make mysticism leads to the countenance of allah, (c) political of power in this research is all matters and actions (policies, tactics, and so on) exercised by sultanate of buton to develop country according to his authority to control the behavior of his people, (d) kangkilo oral tradition is tradition to purify ourselves that present in the form of ritual, which includesritual of:sahadha, koobusa, uwesambahea, and ritual pebahojunubi, and (e) buton community in this research isreferred to as the people who inhabit in the nine regencies, namely (1) baubau, (2) buton, (3) muna, (4) wakatobi, (5) bombana , (6) north buton, (7) central of buton, (8) south of buton, and (9) people in western of muna regency. 2.2 theoretical framework theory is a tool, an instrument or mechanism to overcome the world of logic descriptions, definitions, prediction, and controlling tools. construction ofthe theory is discursive selfconscious effort (self-reflexive) to interpret and intervene the world. construction of the theory involves the study of concepts and arguments, redefinition, and criticized the previous work to find new tools that are used to understand the world. the theory can be understood as a narrative to differentiate and communicate common traits that define, describe, and explain the events that occur more than once (barker, 2005: 525). e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 30--53 accreditation:- 40 theory used in this research is the theory of discourse and discourse structure, theory of function, theory of semiotics and cultural strategy theory. discourse and discourse structuretheories are used to understand and explain the discourse structure ofkangkilo oral tradition. functional theory is used to understand and explain the function of the kangkilo oral tradition. semiotic theory is used to dissect the meaning contained in the kangkilo oral tradition, and theory of cultural strategy is used to guide the discovery of new inheritance strategy that can be used for kangkilo oral tradition in the midst of rapid development of science and technology. 2.4 research model the model of research used to recite the kangkilooral tradition in buton communityis described as follows. discourse structure of kangkilo world society, globalizations/science & technology kangkilo oral tradition global culture function of kangkilo theory of discourse & its structure, function, semiotics,& theory of cultural strategy buton people findings inheritance strategy of kangkilo meaning of kangkilo e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 30--53 accreditation:- 41 description: the line that shows the attachment between one another the line that gives the relationship or influence unilaterally the lines that give indirect influence unilaterally 3. research methods this research is qualitative research which refers to the approach of formalism and phenomenology. the location of this research is in the city of baubau. the source of data are words and actions taken when implementing kangkilo oral tradition. data were obtained through interviews with community’s leaders in baubau and from written documents research related to the object of the research, both in the form of books or personal documents. data were analyzed qualitatively using mixed methods, namely in induction and deduction methods. it means that, the analysis of data moved fromdata to abstraction and concepts, but sometimes, analysis of data moved from abstraction and concept to data. merging of this two methods give a distinctiveness on the research results. the results of the data analysis negotiated and discussed with the informant to obtain compliance with the conceptualization of kangkilodiscourse that is understood by the buton community. beside as a form of triangulation of the data and data sources, negotiations and discussions are related to the implementation of dialogue and analogical ethnographic approaches. dialogical ethnographic approach tends to give description from emic perspective, namely the interpretation of the meaning of kangkilobased on buton communityperspective, while the analogical ethnographic approach tends to give description from ethic perspective (cf. spradley, 2007). 4. results e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 30--53 accreditation:- 42 4.1 discourse structure of kangkilo oral tradition the formal structure of discourse in kangkilo oral tradition (wk) showed the uniqueness. kangkilo discourse formal structure in this research is analyzed from the aspect of the language use. from that aspect, at the level of sentences, the kangkiloshowed that some sentencesare not in accordance with the rules of syntax of the woliolanguage. inaccuracies in part of sentence construction are markersthat kangkilo oral tradition is handed down and carried out orally. at the level of discourse, speech in kangkilo oral tradition showed that the totality of the messagesis not revealed properly if it is not linked to the cultural context of kangkilo oral tradition. this is due to the presence of a number of symbolic messages that are not well understood when it is not linked to the cultural context, in particular to sufism developed in the community of buton. in the aspect of formula, the formula system that exists in kangkilo oral tradition does not follow the formula as formula theory of albert b. lord, but follow the teeuw’sorality theory. lord’s formula theory allows to change the text of oral tradition accordance to the audience situation. however, kangkilo oral tradition didnot require any changes as lord examined the oral tradition. this is caused by the text of kangkilooral tradition consists of mantra and beliefs used for religious rituals. it is relied on the power of memorization or actor’s memory in the implementation of kangkilo ishoped. thus, the formula in the implementation of kangkiloin accordance to the teeuw’soralitytheory that rely on rote learning and memory powers. the language style used in the kangkilo oral tradition is a figure of speech affirmation, opposition and comparison figure of speeches. the use of the language style is meant to get strong and deep messages. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 30--53 accreditation:- 43 wk narrative structure consists of the basic scheme discourse, namely: (a) introduction, (b) content, (c) closing, and (d) mood. introduction, content and closing in kangkilo oral tradition organically become a framework of meaning interlinked in a single unit to uncover conceptualization of sanctity understanding on religious practice in buton community. kangkilo implements any perpetrators in the mood seriously and earnestly. 4.2 function of the kangkilo oral tradition the kangkilo oral tradition in the study is analyzed from two main functions including textual and contextual functions. in both of these functions, the function of kangkilo oral traditionreflects sufism understanding and political powers. kangkilo oral traditionin the textual function includes: (1) emotive function, (2) conative function, (3) referential function, and (4) the poetic function. emotive function is associated with psychological language of kangkilo actors to: (1) obtain forgiveness from god; (2) a recognition of allah as the only god; (3) a recognition of the existence of prophet muhammad as a messenger of god; (4) expectation that he would like to be sacred; (5) expectation that he would like to be purified; (6) hopes to not pollute the world and hereafter; (7) attitude to immerse ourselves in nature and divinity asthma; (8) wants to worship vertically received; and (9) hope to live in an atmosphere of islamic values. conative function of language in the kangkilo oral traditionappears twice, namely a request of speaker to be consecrated god. referential function of language in the kangkilo oral traditionis seen in the use of pronouns: "i, you, him, us and them". the function of poetic language is emphasized on the use of language style of inferential, metaphorical, and affirmation. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 30--53 accreditation:- 44 contextual function in kangkilo oral tradition includes: (1) function as a religious medium, which deals with the conceptualization of ritual purification physically and mentally in buton society; (2) function as cultural control and attestation medium. this function is associated with a number of cultural values in the kangkilo oral tradition used as reference values and culture that flourished on the ratification of buton society; (3) function as education medium. order values in kangkilo ritual, both theocentric and anthropocentric are a medium of education for the community to realize a religious and social pieties; (4) function as cleaning and purification medium. for the people of buton, kangkilo oral tradition is a ritual to cleanse / purify themselves through speech shahada, istinja, junub, andwudu, which is dominated by sufism understanding; (5) function as an environmental preservation medium. this function is related to knowledge and understanding in kangkilo oral tradition that what on earth is the existence (tajalli) of allah that encourage everyone to not create damage, interfere with or contaminate nature and all ecosystems; and (6) function as human respect medium. theocentric and anthropocentricsufism understanding in the kangkilo oral tradition show appreciation and respect for human being. politically, sultan of buton expects all citizens to understand and carry out kangkilo oral tradition well, so his responsibility as a leader to show and deliver people survived in the world and save in hereafter can be realized. 4.3 the meaning of the kangkilo oral tradition reflection of sufism understanding and political power of the sultanate are seen from the analysis of the meaning of the kangkilo oral tradition. meaning of kangkilooral tradition for buton communityincludes: (1) the religious meaning.it is revealed from the conception of e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 30--53 accreditation:- 45 sahadha, koobusa, junubi, and uwesambahea rituals. it is a part of the process of the muslims worship to god; (2) social and cultural meanings. it showed from the existence of kangkilo as a marker of buton community with all of social and cultural values; (3) purification meaning. it is revealed from the inner and outer purification process through sahadha, koobusa, junubi, and uwesambahearituals; (4) didactic meaning. this meaning is revealed from the values and norms that guide the process of worship and behavior of people who learnedkangkilo; (5) preservation of the value system meaning. if the kangkilo oral traditionis maintained, thus indirectly supports the community to preserve the value system in kangkilo. thus, the policy of sultan buton to teach kangkilo oral tradition to all peoplewill create people live in harmony, mutual respect, mutual love, mutual trust, foster unity and integrity, or his people survival. this political policy showed the depths and breadth of insight of sultan as a leader and as a sufi (religious scholars). 4.4 inheritance strategy of kangkilo oral tradition inheritance strategy of kangkilo oral tradition forward can follow thesesteps: first, inheritance of the kangkilo oral tradition need to involve various parties, such as: (a) local authorities, (b) sultan of buton rules, (c) university, (d) public ( traditional leaders and ngos), and (e) family. second, teachers of kangkiloare persons who have been certified as a teacher of kangkilo oral tradition. third, teachers of kangkilo involve grandparents / parents of the students. fourth, the kangkilo oral traditionis taught from an early age (5-7 years) using doctrinalmethod, but in a relaxed atmosphere. fifth, kangkilo oral tradition material is delivered in the mother tongue of the students. sixth, before the material is delivered, teacher of kangkilo cultivate the e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 30--53 accreditation:- 46 curiosity of the students to learnkangkilo oral tradition. seventh, use technology as a learning medium inheritance. eighth, delivery of the objectives and benefits of kangkilo oral traditionin the life. nine, delivery of some steps the students have to follow in leaning kangkilo oral tradition. tenth, inheritance kangkilois done in a special atmosphere to get concentration of the students. eleventh, inheritance is followed by an explanation of the meaning and function of kangkilo oral tradition in the life. twelfth, responsibility to teachkangkilo oral traditionis handled by the sultanate of buton and still involves parents, communities, government, university, and / or institutions cultural observer, open to anyone who wishes to learn kangkilo, as well as utilize the results technologies for disseminating knowledge of kangkilo; and the thirteenth, parents are given the obligation to ensure their children carry out kangkilo in the life and enrich the understanding of mysticism associated with kangkilo oral tradition. 5 closing 5.1 conclusion discourse structure of kangkilo oral tradition (wk) in this study analyzed from formal structure and narrative structure of discourse. wk formal structure shows that: (a) there are some sentences not in accordance withthe rules of syntax and the totality of the messages in the discourse is not unfold properly if it is not linked to the cultural context of kangkilo oral tradition. discrepancies of sentences in kangkilo oral tradition with the rules of syntax marked thekangkiloas an oral tradition; (b) the formula system that exists in kangkilo oral tradition does not follow the formula as formula theory of albert b. lord, but followsteeuw’soralitytheory, e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 30--53 accreditation:- 47 because the kangkilo oral tradition relies on rote learning or memory strength of kangkilo actors; and (c) language style used in kangkilooral tradition is inferential, metaphorical figure of speech affirmation, opposition and comparison figure of speech. furthermore, the narrative structure of wk consists of: (a) introducing, (b) content, and (c) closing, and also (d) the perpetrator kangkilo mood. introducing, content and closing are a framework of meaning organically interlinked as a single entity to disclose sanctity conceptualization understanding on buton communityculture. kangkilo mood actors showed their sincerity and seriousness. the function of kangkilooral tradition for buton communityin this study is seen from textual and contextual functions. in both of these functions, kangkilooral tradition reflectssufism understanding and political power of the empire. kangkilo oral tradition textual function includes: (1) emotive function, (2) conative function, (3) referential function, and (4) the poetic function. the contextual functions as: (a) a medium of the establishment and improvement of religious knowledge; (b) medium of cultural attestation and control; (c) medium of education; (d) medium of cleansing and purification; (e) medium to protect the environment; and (f) medium to create human respect to others. sufism understanding and political power are seen in the results of the study of meaning in kangkilo oral tradition. the meaning of kangkilooral tradition, both politically and religiously (sufism) for buton consist of: (a) a religious meaning; (b) social and cultural meaning; (c) selfpurification meaning; (d) meaning for improvements of human character; and (e) preservation of the value system meaning, which includes hedonic, artistic, cultural, ethical, and practical values. while inheritance strategy of kangkilo oral tradition for the future must be: (1) adopt inheritance e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 30--53 accreditation:- 48 strategy of kangkilo oral tradition conducted in the sultanate of buton period, with improvement in planning, inheritance methods, and evaluation; (2) adopt modern learning system of formal education; (3) use inheritance media as a result of modern technology; and (4) inheritance kangkilo uses vertical and horizontal approaches. 5.2 findings referring to the results of research that has been described previously, some of the research findings displayfinding and dialectic relationship. the study's findings are reviewed from the theoretical aspect (theoretical findings), methodological aspects (methodological findings), and empirical (empirical findings). the research findings are as follows. 5.2.1 theoretical finding the finding of this study theoretically showed that the existence of thaharah present in kangkilo oral tradition reinforced the opinion of imam al-ghazali on four levels thaharah in the islamic world, namely: (1) clean the body from filth and impurity, (2) clean of the body from crime and sin, (3) clean the heart from bad morals, and (4) purify the inner recognition towards god, allah. thus, this study criticized opinion of some experts of thaharah shariathat only recognize two types of thaharah, namely haqiqi and hukmithaharah. haqiqithaharah is selfpurification from all forms of unclean, and hukmithaharah is purification from all forms of ritual impurity. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 30--53 accreditation:- 49 5.2.2 methodological finding dimension of novelty in methodological aspect of this research is characterized, in particular the use of phenomenological-hermeneuticparadigms in giving the meaning and interpretation of the symbolic message displayed in tradition. hermeneutic paradigm emphasizes the meaning and interpretation of the text while the phenomenological paradigm emphasizesgiving meaning and interpretation of the phenomenon on non-textual symbols ethically. results of meaning and interpretation are negotiated tobuton community, particularly the informant, so that the research had emic perspective to enrich the analysis. the use of this method showed the totality of the message of an endangered tradition. the combination of these two methodological paradigms, researchers call as aphenomenological-hermeneutic methodological paradigm. 5.2.3 empirical finding the finding of this study is empirically evident from the discovery of a number of symbolic messages typical of the kangkilo oral tradition, both present in the form of the text (speech) and movement as a cultural product of buton community. in kangkilo oral tradition the knowledge and sufism understanding of buton community are found. order valuesare in the kangkilo oral tradition, both theocentric and anthropocentric in the sultanate of buton are used to create harmony of life in the buton community. in addition, it’s also to realize the human relationship with god as a servant in the form of worship as well as the relationship between man and others, and man with the universe. therefore, aware of the importance of the presence of e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 30--53 accreditation:- 50 these values in words and deeds of buton community, the sultan of buton took the policy to teach kangkilo oral tradition to the entire community of buton. political policy has emerged for the political consciousness of the sultan as a leader, hehas to: (a) be responsible for the safety society, (b) teach spiritual intelligent and compassionate to his society, (c) prioritize the public interests than the self-interest and his group, (d ) have justice, (e) maintain the honor and good name of the country and the people, (f) enforce the law without selective, (g) be wise in taking decision, (h) place the religious law as the supreme law in leading his people, and (i) be exemplary in words and actions to the people. 5.3 suggestion based on the importance of the kangkilo oral tradition role in creating harmony in buton community, both in human relationships as a servant to the god in the form of worship as well as in the relationship between man and the others, and man with the universe, some suggestions are proposed. the suggestions are as below. 1) to academicians and researchers of oral tradition from literature scientific background, itis suggested that the integration of the literary theories and anthropological theories or oral traditions more leverage in exposing the totality of the message contained in the oral tradition. 2) the method used to find the inheritance strategy of oral tradition that has been endangered, can use the method of comparison. this method compare inheritance traditions that never e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 30--53 accreditation:- 51 existed in a society with modern formal learning system as well as the use of new technologies in the inheritance of the oral tradition. 3) the method used in this study can be replicated for research and / or develop other traditions in the country. in addition, a number of the wisdom in traditions can be used to formulate scientific development and indigenous people's behavior. value or wisdom in tradition that can be used to form a positive character through training activities to build social and cultural values of society. 4) the parties concerned with the development of tradition, especially in buton traditions,this study is expected to be used as reference for the development of the tradition. 5) people, especially buton community who want to: (a) enhance the knowledge and purification understanding about islam; (b) realize the purity ritual and sanctity humanist monotheism (social piety); and / or (c) explore and interpret the tradition as a cultural heritage of the past, it is advisable to make the results of this study as a reference. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 30--53 accreditation:- 52 bibliography alifuddin, muhammad. 2007. islam buton: interaksi islam danbudayalokal. yogyakarta: disertasi, ian sunankalijaga braginsky, vladimir i. 1993. tasawuf dan sastera melayu: kajian dan teks-teks. jakarta: seri publikasi bersama antara pusat pembinaan dan pengembangan bahasa dan universitas leiden bungin, burhan. 2010. penelitiankualitatif:komunikasi, ekonomi, kebijakanpublik, danilmusosiallainnya. jakarta: prenada media 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bahasa-bahasa daerah sulawesi tenggara yang dilaksanakanoleh kantor bahasaprovinsi sulawesi tenggara padatanggal 7 – 8 oktober 2014 e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 11. no. 1. january 2017 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 30--53 accreditation:- 53 udu, hamiruddin. 2014. ―strategipembelajaran tradisi lisan kangkilodalammasyarakat buton.‖ prosidingmakalah yang disampaikanpada forum ilmiah x (seminar internasionalbahasa, sastra, senidanpembelajarannya), fakultas pendidikan bahasadanseniuniversitas pendidikan indonesia padatanggal 19 – 20 november 2014 vansina, jan. 1985. oral tradition as a history. united state of america: the university of wisconsin press yunus, abdul rahim. 1995. posisitasawufdalamsistemkekuasaan di kesultanan buton pada abad ke-19. jakarta: inis impression in “i wandered lonely as a cloud” e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 10. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 165-171 165 implementation of brown & levinson’s sociological aspects in verbal interaction at hotel context 1 i made rai jaya widanta, 2 made budiarsa, 3 i wayan simpen, 4 i made netra 1. rai_widanta@yahoo.com pnb bukit jimbaran st., kuta selatan, badung, bali. 2. made_budiarsa@yahoo.com faculty of arts, udayana university 3. wayan_simpen@yahoo.com faculty of arts, udayana university 4. made_netra@yahoo.com faculty of arts, udayana university abstract—this research is an initiating reserach atempting to support the main project of developing pragmatic-based english teaching model at vocational college. specifically, it is aimed examining whether (or not) sociocultural aspects of power, distance, and rank of imposition (pdr) proposed by brown and levinson (1987) is applicable for hotel context. in addition, it was aimed at designing oral role play card used for the main research data collecting. the role play card focuses on speech act (sa) of request and refusal. twenty hotel staff were involved in doing exemplar generation, and activity undertaken to list situations at hotel dealing with request and refusal, and to inventory two most widely occured situation of each sa to be used as topic of role play card. the card was piloted by involving three students to see whether they were appropriate and obtain input of correction both content and language before being used. it was concluded that pdr is not tottaly suitable sosiological aspect used for criteria in doing verbal interaction at hotel context as power and distace (p d) are not distinctive aspects. key words: implementation, sociological aspects, verbal interaction, hotel context 1. introduction sociology is one of aspects based on which speakers get in touch with hearers. of the some sociological aspects people use, ’power’, ’distance and’, ’rank of imposition’ or pdr (brown and levinson, 1987) is quite famouse. there has been a number of researach in pragmatics in which it is implemented (kuhi, 2012 ; lin, 2014; taguchi, 2009; beltran, 2004; taguchi, 2013; felix-brasdefer, 2004; dan tian, 2014). this research was aimed at testing whether or not pdr is applicable distinctively in hotel communication. obviously, its applicabilty was examined in making speech acts of request and refusal done by hotel staff’s verbal interaction with the guests. sociocultural aspect of pdr has been mostly used in politeness studies. during undertaking the main research project, it was used to make data collecting instrument. pdr mailto:rai_widanta@yahoo.com mailto:made_budiarsa@yahoo.com mailto:wayan_simpen@yahoo.com mailto:made_netra@yahoo.com e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 10. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 165-171 166 was used in developing instruemnt of oral role play card, an instrument used to collect data of request and refusal utterances made by hotel staff during their giving hospitality services. generally, pdr is used 2. basic concept of pdr and its realitation in hotel context brown and levinson (1987) stated that there are three variables which influence speech acts situation, they are power (p), distance (d) and rank of imposition (r). power (p) regulates three kinds of relations between speakers and hearer in term of hearer social status, they are hearer’s higher social status, hearere’s same level social status, and hearer’s lower social status. distance (d) refers to familiarity which influences language and attittude of the both parties, speakers and listenres, they are close relationship and far relationship. and rank of imposition (r) refers to level of imposition the speakers give to hearer when utter the request and refusal speech acts, they are high imposition and low imposition. for instance, in the case of request, when someone asks for someone’s a necessary help, the imposition (r) will be high, coversaly, its r will be lower if he or she asks for a not very necessary help (geyang, 2007). tian (2014) stated that implementation of these strategy depend on relationship between speakers and hearers as well as utterances. the choice of certain strategies is determined by relationship between both parties and the topic. strategies of politeness shall be high in the case of high r. however in the case of lower social distance (d), strategi of politeness will certainly be low. in the situation of r+, a lot politeness forms or markers are hoped and vice versa. the three compositions are shown in the following figure. figure 1. brown and levinson’s sociocultural aspect (1987) (r) impositon politeness (d) social distance politeness e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 10. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 165-171 167 (p) power of speaker politeness 3. research method and research findings the reserach was done prior to the main reserach project of developing pragmaticbased english learning model at hotel context. the research was attempted to develop a data collecting instrument in the form of oral role play card. the role play cards consist of two main cards of request and refusal. these speech acts were chosen to be the ones utilized to investigate hotel staff competence in producing english utterances pursuant to the observation result that those sa are the most famous sa used at hotel. as request and refusal are the most widely occured sa at hospitality industry, ’exemplar generation’ (rose, 2000) was used to see the most commonly occured situation of request and refusal. thus, around 20 staff were given a form to list ten situstions in which request and refusal happen in order of its frequency. the lists were then inventory and only the most two situations for each sa were chosen. role play cards were made based on the situations sucessfully listed. based on social relationship between staff and the guests, there are absolute condition related to power (p) and distance (d) aspect. basically, social distance between the staff and the guest are constantly far (+). it is resulted by the situation of the hotel context where staff have to give show hospitable attitude, they have certainly keep the distance far to the guests. the situations also trigger condition where power of the guests certainly become higher than the staff as the concept of ‖customer is king’ is implemented in contrast, imposition differs as it deals with procedure and urgency. as both p and d are not distinctive in any situation in hotel context, they are not used to code the card. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 10. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 165-171 168 there are two types of imposition staff factually can produce, high and low impisition. low impositive request (rq r-) is a procedural request which is done based on standard operating procedure (sop) of the hotel and high impositive request was done when there is an urgency. for instance, the staff made highly impositive request (rq r+) was made when there is an unprocedural case where the staff requested the guest to check out earlier than the normal time as there are a lot of guests quing for a check out. it can be concluded that sociocultural theory is not purely applicable, particularly in hotel context. it can be modified in accordance with the needs and situation. the modification showed that in the case of requesting guest to do things, power (p) of the guest is absolutely stonger (+) than the staff at any situation. distance (d) also has positive (+) mark as distance between staff and hotel guests is always far. indistinctiveness of both aspects of sociology in hotel context bring about the situation. in the case of request, power (p +) is compulsary as the guests have certanly power (p+). thus, p is not used to be a measuring aspect. social distance (d) also has an absolut position and not changed for any situation. thus it is given p (+) as there is a far distance between staff and guest. however, rank of imposition (r) is the only aspect which is not absolute and changable. in situation of request, a staff can aske the guest to do thing in accordance with the procedure (rq r-) and can ask the guests to do thing by force which is not pursuat to procedure as there is an urgent situation (rq r+). thus, the formulas of those situation are rq p+ d+ rand rq p+ d+ r+. in the case of refusal, sociological aspects are not also fully implemented. as p and d are absolut aspects as guests power and distance is still high. imposition (r) is not applicable totallythis aspect is not dealing with refusal. thus, it cannot be designed to be rf r+ and rf r-. refusal however was designed to be rf terpaksa (by force) and rf biasa (common). the four situations can be seen in the following figure. figure 2. modification of sociological aspect of pdr in request and refusal sa at hotel context. request 1 request 2 refusal 1 refusal 2 e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 10. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 165-171 169 p+ d+ r+ p+ d+ r p+ d+ biasa p+ d+ khusus the modified sa situation of request and refusal coded rq (r-); rq (r+); rf (b); rf (k) can be realized in form of oral role play card as follows. 1. rq (r-): you are a receptionist receiving a guest who wants to stay in the hotel. you want to get him or her to show his or her passport. you will say……………………………………………………………………… 2. rq (r+) this is the high season. there are a lot of guests waiting to check in before the check in time (at 12. am). you beg the guests staying in room 100 to check out at earlier. you say……………………………………………………………………… rf (common) you are a waiter. a guest coming for breakfast wants to ask whether he is allowed to bring food and eat at the hotel lobby as the restaurant is full. as it is the hotel regulation, you don’t allow him to eat outside the restaurant. at the lobby. you will say…………………………….. ………………………………………………………………………….. rf (forced) you are a receptionist. a guest staying at the hotel comes to extend his stay. as the room has been booked by other guest coming later and other rooms have been occupied, you refuse his request by force. you will say……………………………………………………………….… ……………………………………………………………..…….…...... the cards were piloted by involving three college students majoring in tourism to see whether they usedable and comprehensible. in addition, it was aimed to obtain input of correction both content and language use. the cards were then used to collect data of students pragmatic competence for reserach. twenty students were involved in data collection of students’ pragmatic competence. each reserach participant was given the four cards (rq r-; rq r+; rf common; rf forced). data of request and reusal utterances from the research participants were collected, explicated and analyzed. 4. conclusion and suggestion e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 10. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 165-171 170 it could be concluded that pdr concept is less universal. it can not be used to as sociological aspect of verbal interaction in cerlain domain, like hotel. the concept is not applicable in hotel context where speakers only have lower level of power (p) and distance (d) than hearers. these aspects of sociology are not distinctive enough to a number of situation in hotel. apart form these aspect, rank of imposition (r) is the only aspect that can be used to differentiate request. however, all aspects failed to affix refusal speech act. the further investigation is to be undertaken to proove their validity. similar research can be done using different sa, such as colpiment, apology, invitation, advice, suggestion, disagreement, complaint, or reprimend using the same context. other context can also be used to see the sociological aspects validity, such as market, education, meeting, or others. references beltrán, elina vilar dan alicia martínez-flor (2004). ―analysing english native speakers’ use of request modification devices during a role-play activity (a) the spanish ministerio de educación y ciencia (hum2004-04435/filo), co-funded by feder, and (b) fundació universitat jaume i and caixa castelló-bancaixa” (p1.1b200434). brown, penelope dan steven levinson. 1987. politeness: some universals in language usage. cambridge: cambridge university press. felix-brasdefer, j. c. 2004. ―iterlanguage refusals: linguistic politeness and length of residence in the target community‖. language learning 54(4): 587-653 geyang z. (2007). ―a pilot study on refusal to suggestions in english by japanese and chinese efl learners‖. bull, grad. school edu. hiroshima univ, 56, pp.155-163. retrieved april 16, 2007 fromhttp://ir.lib.hiroshimau.ac.jp/metadb/up/kiyo/aa11618725/ aa11618725_56_155.pdf. kuhi, davud dan mohammad jadidi (2012). ‖a study of iranian efl learners' understanding and production of politeness in three speech acts: request, refusal, and apology‖ issn 1799-2591 theory and practice in language studies, vol. 2, no. 12, pp. 2624-2633, december 2012 © 2012 academy publisher manufactured in finland. doi:10.4304/tpls.2.12.2624-2633. lin, ming-fang, (2014). ―an interlanguage pragmatic study on chinese efl learners refusal: perception and performance‖. issn 1798-4769 journal of language teaching and research, vol. 5, no. 3, pp. 642-653, may 2014 © 2014 academy publisher manufactured in finland. doi:10.4304/jltr.5.3.642-653. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol july 2017. vol. 10. no. 2 issn: 2442-7586 (online) issn: 2541-5514 (print) page: 165-171 171 rose, kenneth, 2000. ―an exploratory cross-sectional study of interlanguage pragmatic development‖. studies in second language acquisition 22, 27–67. taguchi, naoko. (ed.). (2009). pragmatic competence. new york, berlin: mouton de gruyter. taguchi, naoko. (2013). ―individual differences and development of s peech act production‖. (associate professor, carnegie m ellon university, usa) taguchi@andrew.cmu.edu, (received: 01.05.2013, accepted: 28.05.2013) tian, xiufeng. (2014). ―investigating l2 refusals: a case study of chinese native speakers’ l2 pragmatic competence‖. issn 1799-2591. theory and practice in language studies, vol. 4, no. 1, pp. 212-216, january 2014 © 2014 academy publisher manufactured in finland.doi:10.4304/tpls.4.1.212 -216. hebei finance university, baoding city, china. mailto:taguchi@andrew.cmu.edu microsoft word khairil anwar_e-journal bagurau: minangkabau oral literature in luhak nan tigo west sumatra khairil anwar1, i wayan cika2, i nyoman kutha ratna2, i nyoman weda kusuma2 1postgraduate program, udayana university 2department of linguistics, faculty of letters, udayana university email: khan_msi@yahoo.co.id abstract this research presents the results of analysis and the description of several problems related to the oral literary work of bagurau which have not been completely and deeply analyzed by previous researchers. the problems are related to the oral literary text of bagurau. in line with the problems discussed, qualitative method with sociological approach is applied in this study. this means that the research was initiated by comprehending the data and then the theory of deconstruction, that is, the theory of “trace” functions and the theory of hypersemiotics were chosen for analyzing the data. the theories were observed in such a way that they could be synthesized into one theory or a novelty. the description of the results of analysis was initiated by presenting the social context of bagurau which was then continued with the forms of the text including the construction of the text with regard to its scheme, communicative pattern, formulas, sound elements, style, diction, theme, characters and setting. based on the deconstruction pattern introduced by derrida, as far as the text of bagurau is concerned, several new forms of text have been found developing. they are the forms of parody, schizophrenia, kitsch, pastiche, hybrid, eclectic, and nonsense. based on what has been traced, the text of bagurau used to function as amusement to express joy, production and reproduction of local culture, expression, representation, economy, introspection, and togetherness. then the meanings which have been found are the meanings of pluralism, egalitarianism, emancipation, democracy, the ideology of parewa, destruction of phallocentrism, solidarity, social control, and self esteem embarrassment. key words: bagurau oral literature, text, plurality, deconstruction 1. background bagurau is one of the genres in minangkabau oral literature in luhak nan tigo, west sumatra. this literary work is narrated in the form of joking dialogues. it is narrated spontaneously and situationally based on the time when and the place where the participants and the audience are currently available. the forms of text narrated are derived from those spreading in the community. such literary work is referred to in social relationship, functions to strengthen norms, contains cultural values, and is directly related to the societal activities. its roles, functions and values, that is, its “collective imagination” (piliang, kompas, 30 october 2000), and “collective concept” (koentjaraningrat, 1985: 112) in life (kusuma, 2005: 201) have not been clearly revealed. in addition, it is influenced by the societal dynamism so there is a threat that it and the concepts and values it contain will get extinct (eagleton, 2002: 4). it is such a situation which has led to this research. in particular, this research attempts to explain (1) the essence, the narrators, and the phenomenon of the oral literature bagurau performed by the community of luhak nan tigo; (2) the forms of the text of the oral literature bagurau performed at luhak nan tigo; (3) its functions for the community of luhak nan tigo; and (4) the meanings contained in it. 2. theoretical framework in explaining the problems mentioned above, the grand theory of deconstruction which includes the theory of “trace” functions and the theory of hypersemiotics is employed. the theory of deconstruction highly allows a text to be read and interpreted differently (al-fayyadl, 2006: 27-28). it understands marginal texts and the empty spaces influencing their content and social totality (ratna, 2004: 226). the texts are read in a deconstructive way. they are read in parodies leading to meanings (ratna, 2004: 223; pilang, 2005: 244-247; al-fayyadl, 2006: 8, 80). meanings constitute endless wealth of signs, which keep moving following the development of forms (signss). no meanings which are permanent and standard in nature (derrida, 2002: 33; sim, 2002: v; sunardi, 2002; 53m 323; piliang, 2005: 46, 280;harland, 2006: 191; hoed, 2008: 16). behind the existence of texts, there are traces of other texts. such other texts function and transform into the current texts referred to as “intertextuality” (pradopo, 1997: 227; ratna, 2003: 173; cika, 2006: 402). thus, the functions of texts may be understood by elaborating the functions of texts in the past which are in existence in the current text (al-fayyadl, 2006: 165). hypersemiotics highlights the excessive nature or the excesses on the signs, the sign system and the signifying process. the excessive nature means going beyond the structural semiotic boundary (piliang, 2005: 49). the process of meaningfulness is undertaken by “postponement” (asyhadie, 2004: 17). this theory is related to the spheres of hyperreality, production, and hyper-sign, that is, a sign which goes beyond its principle, definition, structure and function (piliang, 2005: 5359). 3. research method in this research qualitative method is employed, in which the oral literature bagurau performed at night at the cultural area of luhak nan tigo, minangkabau, west sumatra province was explored. this area is made up of luhak tanah data, luhak agam, and luhak 50 koto. it is in these three areas bagurau has been developing. the primary data in this research include (1) the text of bagurau; (2) the narration of bagurau; (3) the bagurau narrators from whom the oral literature is obtained; and (4) the opinions of the community leaders and the public. the additional data include written documents containing oral literature and minangkabau socio culture. the primary data were obtained by participatory observation. the natural performance of bagurau was observed and the data were collected by recording and note taking. then the data were analyzed from the time the data were collected to the time when the dissertation was completed. the data were analyzed by employing the technique of deconstructive analysis, that is, by deconstructing prospective through the following stages: (1) all the text elements were equally posited and separately comprehended, and (2) every element was related to the other elements to identify any network (endraswara, 2003: 270; 2008: 171). what is meant is that the structure of bagurau was deconstructed in order to understand its new form (reconstruction), functions and meanings contained. 4. discussion bagurau is derived from the egalitarian tradition of minangkabau community. in order to be the narrators, it is directly learned rather than from any senior. being the narrators means earning additional income for those who are the performers, while being the pagurau means spending income as they should contribute ‘maisi lapiek’. bagurau is performed without being bound to any religious ritual and vice versa. the narration is performed at night from 20.30 to 04.00 anywhere without being bound to any religion. it is performed by singing and reciting intonationally accompanied by the sounds produced by wind instruments known as saluang. currently the narrators of bagurau are from the young generation who live in urban areas and are educated. they function to create, to request, to fulfill what is requested for and to make bagurau lively. the text of bagurau constitutes dialogic traces involving the participants of pagurau who play the role of giving instruction; tukang oyak, the participants who play the role of mediating; and tukang dendang, the participants who play the role of fulfilling what is requested for and trembling the emotion of the pagurau. what is meant is that bagurau contains the paradox of power (widijanto, 2008). however, the dialogues are performed by the egalitarians. it is performed regardless the social status and the positions of the participants, who are free to express their ideas, feelings, emotions, and whatever aesthetics they have. in addition, the text narrated constitutes the traces of the texts in the past. bagurau is a celebration of diversity which originates from the performance situationally based on the time when and the place where the participants and the public are currently available (kekiniankedisinian) and which originated from various texts in the past coming from various regions in minangkabau. the text of bagurau is composed of the introductory scheme covering the introductory rhetoric and the song imbauan singgalang , the text materials gurau mudo and gurau tuo, and the closing covering the song jalu-jalu and the closing rhetoric. the text scheme is divided into two stages; they are the episodes of gurau mudo and gurau tuo. when creating and composing the text of bagurau the narrators refer to the formulas available (lord, 1976: 30), sound elements (final rhymes, alliteration, assonance, euphony, cacophony, and filler) (pradopo, 1997: 22), either denotative or connotative diction, literary style (simile, parable, metaphor, personification, inversion, and parallelism), imagery (sight, hearing, touching, telling nonsense, smelling, and thinking), the characters of the narrators (not to be taken seriously, solidarity, sentimentality), setting (place and time) and theme (matters related to biology, love, longing, suffering, disappointment, daily behavior, and so forth) (lord, 1976: 68). those are all intended to give clear pictures, to create particular atmospheres, and to attract attention. the forms of the text of bagurau vary, as it is the spontaneity of the narrators’ creative process when performing. the text varieties can be seen from several aspects such as the length of the text and the dialogues in it, the words chosen to express the main ideas and the formulas repeatedly used in it. the deconstructive reading results in the reconstruction of the text of bagurau, that is, the text develops in various new forms such as (1) the parody form which spreads all over the minangkabau community; (2) the schizophrenia form as the self identity of the pagurau in luhak nan tigo; (3) the kitsch form, that is, the form which maintains and continues bagurau; (4) the pastiche form, that is, what was culturally standard in the past is brought into the current pagurau era enthusiasm; (5) the hybrid form, that is, art crossing; (6) eclectic form, that is, various phenomena get diffused; (7) the form of nonsense words, that is, the words which are meaningless according to the dictionary. based on the functions of the bagurau in the past, it functioned as (a) amusement which could lead to joy, laugh, contentment and addiction; (b) production, reproduction, and local cultural heritage of minangkabau; (c) expression of aesthetics, contentment and sadness, logic, and reality; (d) representation of individuality and group, material, social awareness, societal integration, social criticism, socialization, and cultural strengthening; (e) economy; (f) informational media; (g) self introspection; (h) educational media; and (i) togetherness. the meanings of bagurau exceed the structural semiotic boundary. one of its meanings is related to plurality, that is, it appreciates pluralism as a reality which should be adopted from diversity. the next meaning is related to emancipation; it gives freedom to create and enjoy diversity in expressions and aesthetics made by the public. apart from that, it also has egalitarian meaning which regards all forms of expressions aesthetic ones. democratic meaning is its further meaning; what is meant is that openness is spontaneously created from whatever material made available by the environment. openness is a plural mode and the participant or the public has the spontaneous authority to claim that the text of bagurau has the value of beauty. in addition to the meanings mentioned above, bagurau still has many other meanings. one of them is that it has ideological meaning of parewa which expresses joy and ecstasy for the bagurau public. the next meaning is related to solidarity in that it forms associations and collective identity of the pagurau. any interaction in bagurau which is related to the essence of controlling the community as the owner is one of its further meaning. its last meaning includes embarrassment and self esteem. what is meant is that any interaction in bagurau is closely related to wealth and values of life, that is, embarrassment and self esteem. 5 novelties based on the analysis above, several novelties are found as far as this research is concerned. they are (a) bagurau adheres to the egalitarian culture; (b) bagurau is closely related to the public as the text contains the minangkabau local genius, main transactional language, adaptation ability, and oral literacy; (c) the text of bagurau develops in such a way that different varieties, which have broken the conventional rules, have emerged. they are in the forms of parody, schizophrenia, pastiche, kitsch, hybrid, eclectics, and nonsense; (d) it is used to express joy and ecstasy and contains socio cultural values, and functions as amusement, production, reproduction, heritage of local culture, expression, representation, economy, self esteem, and togetherness; and (e) bagurau has several new meanings such as egalitarian, plurality, democracy, parewa ideology, and destruction of phalocentrism. 6 acknowledgments thank god, allah swt, the almighty, that it is his blessing which has enabled the writer to finish his dissertation entitled “bagurau : minangkabau oral literature in luhak nan tigo, west sumatra” on time, as one of the requirements which should be fulfilled to complete the doctorate program in linguistics of the school of postgraduate studies of udayana university. the completion of this dissertation cannot be separated from the help provided by many parties. therefore, in this opportunity, the writer would like to thank the rector of udayana university, prof. dr. dr. i made bakta, sp.pd (khom) and the director of the school of postgraduate studies of udayana university, prof. dr. dr. a.a. raka sudewi, sp. s(k) and the head of the doctorate program in linguistics, prof. drs. i ketut artawa,m.a., ph.d. who have provided the writer with the opportunity to attend the doctorate program. high appreciation is extended to prof. dr. i wayan cika, m.s., as the supervisor; prof. dr. i nyoman kutha ratna, s.u., as co-supervisor i; and prof. dr. i nyoman weda kusuma, m.s., as cosupervisor ii for their guidance and supervision provided during the completion of the writer’s study. many thanks also go to the teaching staff such as prof. dr. aron meko mbete, prof. dr. i made suastika, s.u., prof. dr.drs. ida bagus putra yadnya, m.a.; prof. dr. i wayan pastika, m.s.; dr. darma putra, m.lit; and dr. i nyoman suarka, m.hum. finally, being indebtedness is also extended to all the parties who have been helpful during the completion of the writer’s study at the doctorate program of the school of postgraduate studies of udayana university, whom cannot be mentioned one by one. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 1, january 2023, pages: 93--99 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v17.i01.p11 93 a deixis analysis of song "devide" by ed sheeran 1 nurul aini, 2 khoirunniswa az-zihra. t, 3 shella fitri ramadhani, 4 rezky wulan januari, 5 emeliya sukma dara 1 nurulainipiw@gmail.com, 2 khoirunniswa.azzihra09@gmail.com 3 sellavivo08@gmail.com, 4 wulanrezky17@gmail.com, 5 emeliya@uinsu.ac.id uinsu, indonesia article info abstract* received date: 20 june 2022 accepted date:1 july 2022 published date: 31 january 2023 keywords:* deixis, song, and lyrics the purpose of this research is to identify the type of deixis and find the type of deixis that is generally mastered in the lyrics of the song ed sheeran divide. this includes the type of qualitative research. this research uses observation method. the data collection method uses listening & analyzing the song “divide” by ed sheeran. the results of this study found that all types of deixis were direct (68 dates ), location (4 dates), & time (1 dates). deixis is included on the lyrics to ed sheeran's song divide. people's deixis is often found in ed sheeran's divide lyrics. the most common types of deixis found in this study were me and people deixis, such as me. the most generic plural deixis is sie using loose 20. deixis serves to tell the role contained in the lyrics. the effect of using person deixis is to choose who is referred to in song lyrics. locale deixis is used to tell where or where the lyric incident took place.the effect of local deixis is to create the same interpretation of the location of the incident in the song lyrics. deixis when used in the lyrics to tell when the incident occurred. the effect according to clock deixis is to emphasize that an incident has occurred or has already occurred. 1. introduction deixis is a part of speech that is usually found in both everyday communications and text or discourse. deixis during the discourse can be found in the speech. speech is an example of spoken language spoken by a person in front of an audience of people. it is usually performed by a country, company,church, or leader of someone who can inspire an audience. levinson, he adds two more deixis. there are a total of 5 types of deixis, discourse deixis and social deixis. in this study, researcher used two theories to support the intended date of deixis. for this reason, researchers used five types of deixis to analyze the data. they are person deixis, space / place deixis, time / time deixis, discourse deixis, and social deixis. deixis is a branch of pragmatics that focuses on the reference analysis of saying. deixis is also found in literary works, such as movies or songs. in analyzing references speech, we need to know the context of the speech. music is human's primary instinct, a daily human activity that is universally involved, loved and experienced. music plays an important role in shaping a person's identity. previous studies have provided important insights into the importance of music in human mailto:emeliya@uinsu.ac.id 94 biology and history. not only did music confer the process and ability to experience music (levitin in piragasam, dkk: 2013), but music was also used to extend human life (dissanayakein piragasam, dkk: 2013). in addition, many lyrics also inspire life. therefore, when listening to lyrics, we may try to understand not only the meaning of the lyrics themselves, but also the meaning of the reader or speaker. the study of speaker meaning or speaker meaning is called pragmatics. yule (1996: 3) argued that pragmatics was related to the study of meaning conveyed by the speaker (or writer) and interpreted by the listener (or reader). communication recognizes a word in an utterance or sentence and the meaning of the speaker. there may be misunderstandings among users of languages. this understanding was related to utterances or references to sentences. in order to understand the reference to the utterance, the reader or listener needs to be able to identify the context of the utterance. 2. research method since the data in this survey are lyrics, this is a survey using a descriptive qualitative methodology. descriptive qualitative is a research method used to explain the relationship between a natural phenomenon and one phenomenon with another. since the survey does not use statistical methods, investigator describes the data obtained to answer the survey questions. this survey uses a descriptive qualitative survey because the survey data is words or utterances and is analyzed by explaining the data descriptively. santosa (2012: 42) states that data is the subject of research or the reality that is the focus of research. also note that there are two types of data. they are primary and secondary data. primary data is data collected directly from the research field by the researcher, and secondary data is data collected from other researchers and used by the researcher to support the research. (blaxter et al., 2006: 153). the data source for this study is a song by ed sheeran. the results of this study show these types of deixis, such as the person's deixis, the time's deixis, and the place's deixis, used in the lyrics of ed sheeran's split album. data collection is the collection of information from relevant sources to answer survey questions. this study uses documented library methods to collect data. library method is the resource used in the survey, or knowledge of the document used to retrieve data variables in the form of notes, transcription books, journals, photographs, and data. documentation methods collect data through books, newspapers, artistic languages, memorabilia, biographies, and more. researchers collect data by performing the following steps: first, the researchers listened to the split song by ed sheeran and understood the lyrics in detail. next, researchers searched the internet for ed sheeran's farewell script. third, researchers choose the text to analyze from ed sheeran's song "divide." fourth, researchers have flagged all text selected for analysis. after collecting the data from the text script, the researchers analyzed the data as follows: initially, researchers identified several word phrases, including deixis words. second, researchers used their criteria to classify the deixis identified. third, researchers analyzed the types of deixis: person deixis, time deixis, and deixis. 3 . literatur review deixis is the have a look at of deixis, or person illustration, in language. this may be concept of as a specific form of grammatical belongings instantiated in famous classes together with people, tenses, and places (levinson, 2004). according to hurford et al. (2007) deixis derives some factors of its meaning from the context or context of the utterance in which it is frequently used. deixis english examples 95 like the first, me, you, her, he, they, and pronouns like us refer to the person there are many types of deixis in based on yule (1996), there are three types of deixis. that is, deixis, area deixis, and time deixis. the deixis phrase or term refers to he defined it as a vast form of deixis, discourse, and social deixis. cruse (2000) further categorized deixis into five main types: deixis, spatial deixis, time deixis, discourse deixis, and social deixis. in other words, private deixis, spatial deixis, temporal deixis, discourse deixis. it analyzes private deixis in the discourse of mahel zain's album, largely based entirely on the ideas of george yule (1996). the reason for this is to recognize the nature and references of person deixis contained in the lyrics of the maher zain album. this means that the private deixis used in mahel zain's album has the first letter deixis, the second letter deixis, and the third letter deixis. overall, previous polls are very similar to modern polls, using rational methods and their reference means for studying deixis about texts. in contrast, modern times use the idea of george yule most often in the idea of mahel zain. 4. discussions the discussion focuses discussed about what kind of deixis that are used on divide album. there are person deixis, deixis time, place deixis. 4.1. person deixis the author uses these three types of person deixis in almost every song on the divide album. unlike the third person`s deixis, it doesn't appear on every song on the divide album. however, most of the deixis used in the "divide" album is first person. two songs, galway girl and happier, that tell the story of others, not the author's experience. person deixis from the divide album can be recognized by the word "i" in the lyrics lost in the song "eraser". the song's author uses deixis from a first-person perspective to tell the story of his own experience. the hearer will definitely assume that the song tells about the story of the writer. the researcher has summarized the person deixis which is used in divide song in a table below. from the table, the hearer will easy to distinguish what kinds of person deixis used in every song. person deixis no song first person second third 1 devide i ( 27 data), me (10 data), my ( 4 data) you ( 20 data) it ( 7 ) 4.2. place deixis cruse (2006) points out that spatial deixis words indicate their position in space with respect to the speaker. the most basic spatial deixis is the adverb "here and there". these can be placed near the speakers rather than near the speakers. another basic use of spatial deixis is directive "this and that", but in many cases it has a more abstract meaning. for example, this theory and its theory show a more abstract proximity and distance to the speaker, rather than specifying a literal theoretical space. this and here it is called the proximal deic word, and here and there it is called the distal deic word. researchers have found classified songs that show the use of spaces or deixis. no song spatial of place deixis 1 devide there (1 data) here (3 data) 96 from the table above, you can see that divide's songs contain 3 data deixis data for the room or location. there are lyrics, including the location deixis of distant words, in the lyrics "there is no other girl like you “. and “ here in your aeroplane “. it points somewhere. the spatial deixis feature is to show the use of distance or position in the lyrics of songs. 4.3. deixis time deixis is also known (levinson, 1983). cruse (2006) pointed out that the temporary deixis words indicate the timing of the event relative to the speaking time. temporal deixis has the ability to (finally) use the moment of speech as a reference point to identify points or intervals on the temporal deixis. researchers show where time is in deixis on song divide. no song time deixis 1 devide every day ( 1 data ) from the table above, researchers once discovered the deixis. in other words, "and i wake up every day." based on the above explanation, researchers conclude that the use of divide, deixis of time songs will be. the temporal deixis function is intended to show the use of timing in text. after analyzing and determining the deixis type and interpreting the meaning of the references used in the split text, the frequency result of the deixis type used in ed sheeran: types of deixis frequency 1 person deixis 68 2 place deixis 4 3 time deixis 1 the table above shows the number or frequency of deixis retrieved from the song. divide person deixis, place deixis, and time deixis are displayed in the divide text. the most dominant type of deixis used in divide songs is the personal deixis ( 68 data). therefore, the predominant word of in the first person deixis of divide song lyric uses i, my, me. 5. novelties pragmatics is an analysis about meaning of the speaker utterance. from the contextual point of view, pragmatics is the interpretation about the meaning of a person in a particular context and the influence of context to his or her statement. so, pragmatics is an approach used to explore the way of listener to inference an utterance uttered by the speaker in order to arrive at an interpretation of the speaker’s intended meaning. one of the issues within pragmatics is deixis. deixis is defined as technical term for one of the most basic things we do with utterances. people need to understand what to include, in order to produce effective utterances. deixes signifies different things to different people. when we are having conversation or discussion with our friends, the topics always 97 change. one person might have different idea at the same time we are talking about something else. in line with this, a word is said to be a deixes if the reference is moving or changing depending on the time and place. the reference can be anything or anyone depending on the situation. deictic expression helps readers or listeners to visualize or imagine the fictional circumstances reflected in the conversation texts. they can capture where and when the story takes place; who sees the events; who talks and to whom he is talking, and the like deixes is classified into: person, time, place, discourse and social deixis. person deixes deals with the correct identification of thegrammatical persons used to refer to speaker and addressee and concerns the encoding of therole of participants in the speech event in which the utterance in question is delivered. it is in form of first person deixis (i, me, myself, my), second person deixis (you, your, yours, yourself, we, our, us, ourself) or third person deixis (he, him, his, himself, she, her, herself, they, their, them, themselves). 6. conclusion finally, after the above discussion, researchers conclude that ed sheeran's divide lyrics use all kinds of deixis, people, places, and times. deixis appears in ed sheeran's divide song. the personal deixis used includes three types of personal deixis: first-person deixis, second-person deixis, and third-person deixis. in addition, other types of time and place deixis appear in divide songs. the deixis of most people in ed sheeran's divide lyrics refer to the speaker himself encoded by the deixis of the first peculiar person such as i, me, my. the second plural deixis most often refers to the object of the song. in this study, person deixis is the most dominant type of song. deixis people are more common than others because the singer talks to the girl about feelings of broken heart in his song. researchers say that using deixis makes it easier to explain the function of personal pronouns, tenses, and demonstratives that connect utterances to relationships between people, space, and time. it is also helpful to understand the meaning of the reference, such as who, where, and when it was spoken. 7. acknowledgements the authors would like to thank for all parties who facilitated this research and for uinsu (universitas islam negeri sumatera utara) which has supported the research. 98 references amilia, fitri. 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(2020). analisis pragmatik. klaten : unwidha press. comment [wu1]: sesuai kententuan jurnal 50 dari buku terbitan 5 tahun terakhir dan 50 persen dari artikel. comment [wu2]: kajian puastka baik dari referensi buku dan dari artikel masih sangat minim, 99 biography of author shella fitri ramadhani, bahorok, 7 december 2001, tadris bahasa inggris, uin sumatera utara khoirunniswa az-zihra. t, tarutung, 6 september 2001, tadris bahasa inggris, uin sumatera utara nurul aini. ujung padang, 17 februari 2002, tadris bahasa inggris, uin sumatera utara. rezky wulan january. tebing tinggi,17 januari 2002, tadris bahasa inggris, uin sumatera utara impression in “i wandered lonely as a cloud” e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 50 e-journal of linguistics the language attitude of jaba speakers in balinese speech community of singaraja city dewa putu ramendra e-mail: dewaramendra@yahoo.com ganesha university of education prof. drs. i made suastra, ph.d. e-mail: suastra@fs.unud.ac.id study program of linguistics, post graduate study program, udayana university prof. dr. made budiarsa, m.a. e-mail: imadebudiarsa@yahoo.com study program of linguistics, post graduate study program, udayana university prof. dr. putu kerti nitiasih, m.a. e-mail: titiekjegeg@gmail.com english education department, faculty of language and arts, ganesha university of education abstract this study aims to describe the language attitude of jaba speakers in balinese speech community of singaraja city toward balinese speech levels. to achieve that goal, this research applies mixed method that combines survey and interview method so that the data obtained are of two kinds, that is, quantitative and qualitative data. the samples are grouped into 12 groups based on the variable of occupation, age, and gender, and each group consists of 14 people. besides, one representative from each group is chosen as language informant to be interviewed. the result of this study shows that the speakers‟ attitude toward balinese speech levels tend to be uniform regardless of the differences in occupation, age, and gender. in this case, the attitude toward alus „refined‟ and biasa „neutral‟ is categorized as positive, while the attitude toward kasar ‟coarse‟ is categorized as neutral. this type of attitude actually shows that jaba speaker like balinese speeh levels and that balinese language appears to be in good health. furthermore, the results of this study also reveal that the attitudes toward balinese speech levels decreased regularly from the cognitive component to the conative component. the factor responsible for the decline is the presence of indonesian that has become a heavy competitor for the presence of balinese language. key word: langauage, component, and attitudes e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 51 i. introduction indeed, balinese speech levels in details can be divided into six levels, namely alus singgih, alus sor, alus madia, alus mider, biasa, and kasar. however, by modelling the pattern of diglosic language which consists of high and low language, balinese speech level is often distinguished by alus (singgih) – kasar (andap). alus speech level is a generic term that includes all variance of alus, while coarse includes biasa and kasar. the dichotomic division is often done because it is more practical and easier to be studied theoretically. even, there are some researchers (??) who do not distinguish between biasa and kasar. however, in this article the level of biasa and kasar is differentiated so that balinese speech levels are classified into alus, biasa, and kasar. traditionally, alus should be used by jaba speakers to adress triwangsa or to converse among triwangsa; biasa should be used among jaba speakers or by triwangsa to address jaba; and kasar should be used to express anger, to converse with very intimate friends, or to talk about animals. in other words, the use of balinese speech levels aims to mark the differences in status and social distance between speaker-hearer associated with language politeness. improper choice on speech level can make the speaker reprimanded and less favored in balinese society in general. the phrases that is commonly used for such speakers are sing nawang tata or sing bisa ngomong 'do not know manners' or 'cannot speak'. therefore, the ability to use appropriate speech level becomes an important part in the linguistic competence of balinese society in general. related to the above explanation, balinese speech community of singaraja city (buleleng) has gained a negative stereotype from other balinese speech community. this is supported by wingarta‟s observations (2009) which revealed that the use of balinese in singaraja speech community tend to be percieved as rude by other balinese speakers. in connection with it, laksana (2009) pointed out as an illustration that a young speaker from gianyar who attended a senior high school in singaraja often shocked to be addressed with kasar speech level by his friends from the city. regardless of whether it is true or not, the stereotypes and use of balinese speech level in balinese speech community of singaraja city is interesting to study. one of the questions that is worth addressing is how the speech community perceive and feel the balinese language. thus, the study of language attitudes is important to do. attitudes can be defined as someone‟s evaluation toward something or someone that can give rise to feelings of like and dislike (baron and byrne, 2002: 120). in language attitude, the object of the attitude is language. the structure of language attitude, like other types of attitude, concerns with the triadic scheme consisting of three interrelated components, namely, components of cognitive, affective and conative (garrett, 2010: 23; and anwar, 1995: 23-24). cognitive or knowledge component covers all kinds of one's knowledge about the attitude object. the knowledge includes beliefs or knowledge of right or wrong, good or bad, and desirable or undesirable. once a belief is formed, then it will be the basis for one's knowledge of what can be expected from a particular object. affective or e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 52 evaluative component can be interpreted as a judgment or emotional value which is related with the beliefs. a person can feel happy or unhappy about an attitude object through the feeling aroused by the beliefs about the attitude object. furthermore, conative or behavioral component can be defined as the tendency to act. conative component is influenced by cognitive and affective components. in other words, it can be stated that beliefs accompanied by certain emotions (feelings) are manifested into tendency to act. besides, language attitude also has three dimensions, namely language loyalty, language pride and awareness of language norms. language loyalty implies firmness or allegiance to use, maintain, and sustain a language. it is usually manifested by preventing the influences of other languages into the language. pride concerns the respect of a language. the pride is usually manifested in the speech community‟s desire to develop the language and make it the emblem of group‟s identity and unity. furthermore, awareness of language norms implies an understanding of the correct and appropriate use of language. the understanding of language norms subsequently makes a person use language carefully and politely. the three dimensions of language attitude play an important role for the maintenance of a language. if all three are present together with a high intensity in a speech community, it means that the language attitude of the speech community is positive. as a consequence, the language will have a high degree of independence and maintenance because of being used with loyalty, pride, and consistency. conversely, if the three dimensions are weak, the attitude of the speech community also becomes negative. therefore, the independence and maintenance of the language is also weaker. furthermore, baker (in katubi 2010) explains that the study of language attitudes is useful for gathering information about the language health in relation to the issue of language maintenance; thoughts indicators, beliefs, and desires of the community related to their language; and success indicators for the successful implementation of the language policy. besides, fasold (1984) adds that the direction of change in sound of a language is influenced by the speech community‟s attitude in the sense that the language attitude plays an important role in the language dynamics. in addition, language attitudes affect how teachers connect with their students as well as students‟ success in learning a language, particularly a second language or foreign language. regarding the above description, this article seeks to explain the attitude of jaba speakers of singaraja speech community toward balinese speech level. jaba speakers are used as subject of the study because they are the majority of balinese speakers in singaraja speech community. this is different from the number of triwangsa speakers, who are very little in number. in this case, from 19 villages in singaraja, triwangsa speakers only occupy 3-4 villages with a small number. methods research methods this research is based on the pragmatism approach and specifically, applies triangulation mixed method, i.e., the application of quantitative and qualitative methods e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 53 together to study one research question. this mixed method is used to study the language attitude of jaba speakers toward balinese speech levels. the primary data are collected through survey and interview method. the survey method is applied through questionnaire in order to collect samples‟ (respondents‟) responses toward language attitude statements. those responses are then converted quantitatively. besides, interview method is applied with the assistance of recording and noting technique with the aim to collect qualitative data, which take the form of speech, comments, and reasons disclosed by the subjects of research concerning language attitude. research population and sample the research population is balinese speech community in singaraja city who feel themselves to have primary membership in the speech community. it means that the studied population was "native" speakers of singaraja city. the population was classified by occupation (high, medium, and low); age (young and old); and gender (male and female) because the samples are also grouped according to the three social variables. in this case, the proportion of the population is less known by social class, age, and gender so that the samples are drawn disproportionately. of the population, the samples are drawn through disproportionate stratified purposive sampling technique as shown in table 1. this sampling method is used because the population referred to is stratified socially by occupation, age, and gender; and the data on the proportion of the population based on the stratification is not available. therefore, the number of samples is decided disproportionately to be consisted of 14 people in each group so that there are 168 people all together. besides, respondents are also selected purposively because only those respondents who are willing are used as the samples of the study. furthermore, the respondents in each group are taken purposively to be interviewed. table 1 sample (respondents) on jaba occupation age gender short number of sample high (h) old (o) male (m) jhom 14 female (f) jhof 14 young (y) male (m) jhym 14 female (f) jhyf 14 middle (m) old (o) male (m) jmom 14 female (f) jmof 14 e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 54 young (y) male (m) jmym 14 female (f) jmyf 14 low (l) old (o) male (m) jlom 14 female (f) jlof 14 young (y) male (m) jlym 14 female (f) jlyf 14 table 1 shows that the samples are grouped into twelve groups according to the social characteristics of balinese speech community in singaraja city, i.e., occupation, age, and gender. occupation is divided into high-status jobs -manager, vice manager, director, vice director, head and subhead of the government office section, head and subhead of government subsection office, members of parliament, deans, and other similar jobs; middle-status job – regular civil servants, teachers, hotel clerks, shop keepers, and other similar jobs; and low-status job – drivers, physical workers, small farmers, small traders, domestic servants, and night watchmen. besides, age is distinguished by young age, that is, 20-39 years old and old age, that is, ≥40 years old. furthermore, gender is differentiated into male and female. research instruments the research instruments applied in this study are a language attitude questionnaire and interview guide. the language attitudes questionnaire is composed using a likert scale. likert scale is commonly used to measure attitudes, opinions, perceptions of a person related to certain social phenomena (riduwan, 2010: 86). on a likert scale, variables measured are translated into dimensions; subsequently, become variable; and then subvariable. from that sub-variable, indicators using likert scale are composed. the likert scale questionnaire is composed by considering the attitude components themselves which consist of cognitive component, affective component, and conative component. from each of these components, statements are made about the language attitudes related to language attitudes dimension, namely language loyalty, language pride and awareness of language norms. moreover, the language attitude is also divided into three according to the speech levels of balinese, namely attitudes toward alus speech level, attitude toward biasa speech level, and attitude toward kasar speech level. for more details, see the blueprint of the questionnaire in table 2, which shows the components of language attitude, dimensions of language attitude, the aspects of balinese speech levels, and the number of statements. table 2 the blueprints of language attitude e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 55 attitude component dimensions of language attitude language loyalty language pride awareness of norms al bi ka al bi ka al bi ka cognitive 1,7, 10, 19 2,8, 11, 20 3,9, 12, 21 4, 13, 16 5,14, 17 6, 15, 18 22, 23, 24 25, 26, 27, 28 29, 30 affective 37 44 52, 53 31, 32, 33, 35 42, 45 49, 51 34, 36, 38, 39, 40, 41 43, 46, 47, 48 50, 54, 55, 56, 57 conative 58, 70 59, 71 60, 72 67,73, 76 68, 74, 77 69, 75, 78 61, 62 63, 64 65, 66 notes: al: alus speech level; bi: biasa speech level; ka: kasar speech level table 2 shows that a total of 78 statements on the questionnaire are drawn up based on the components of language attitude, dimensions of language attitude, and aspects of balinese speech levels. the statements are used to seek the respondents‟ level of agreement consisting of strongly disagree (sd), disagree (d), neutral (n), agree (a) and strongly agree (sa). in addition to the questionnaire, interview guide is also used. the interview guide contains open-ended questions to determine and complete the data obtained through the questionnaire. methods of analyzing data to analyze the results of the language attitude questionnaire, the researcher first determines the direction of the attitude statement to determine the attitude score quantitatively. on the positive statements, strongly agree scores 5, agree 4, neutral 3, disagree 2, and strongly disagree 1. in contrast, on the negative statements, strongly disagree scores 5, disagree 4, neutral 3, agree 2, and strongly agree 1. the data acquired from the language attitude questionnaire were subsequently tabulated by observing the attitude components and the dimensions of language attitudes by applying the following steps: e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 56 1) for example, of the 100 respondents who responded, the following distribution of answers is obtained. answer 5 = 20 respondents answer 4 = 30 respondents answer 3 = 10 respondents answer 2 = 40 respondents answer 1 = 10 respondents 2) then, the following calculation is conducted: total score for 20 respondents answering 5 = 100 total score for 30 respondents answering 4 = 120 total score for 10 respondents answering 3 = 30 total score for 40 respondents answering 2 = 80 total score for 10 respondents answering 1 = 10 total score gained =340 the maximum score =5 x 100 = 500 the minimum score =1x100 = 100 3) the gained score is located in the questionnaire responses and is found to position between neutral and agree. 4) furthermore, the score is converted into a percentage through the following way. 5) then, the percentage is positioned in percentages range through the following way. 5) finally, based on the position and having regard to the scores interpretation category, it was concluded that the percentage is in the neutral category (quite positive). in this sense, the category of scores interpretation is as follows: 81-100 very positive 6180 positive 4160 neutral (quite positive) 2140 negative 20 very negative e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 57 in contrast to the analysis method on the results of the questionnaire, the results of the interview are first grouped into patterns or categories based on the respondents‟ responses to the questions posed. the variety of responses with regard to the question of the attitude toward kasar speech level are, for example, classified and categorized according to the responses given. similar responses are grouped together in the same classification, while different responses are grouped in different classifications. the classified responses are subsequently used to reinforce the findings obtained through the language attitudes questionnaire. discussion questionnaire results the average percentage of jaba speakers‟ attitude toward balinese speech level in singaraja city speech community can be seen in table 3 below. table 3 the language attitude of jaba speakers of singaraja speech community toward balinese speech levels no group al1 al2 al3 al4 bi1 bi2 bi3 bi4 ka1 ka2 ka3 ka4 1 jhom 86,4 80,1 70,4 75,2 81 80 80 80 53 40 35 44,3 2 jhof 86,8 79,8 70 79,2 80,5 74,6 67,5 74,2 46,8 40,1 36 40,9 3 jhym 80 72 67 74,1 80 80 76 77,3 51 48,2 41,3 47,1 4 jhyf 80 71 66 73,3 78,7 77,5 70 74,4 47 44 40 43,5 5 jmom 78,6 77 64,5 74,4 79,2 73,1 71 75,2 53,5 48,9 43,7 49,1 6 jmof 82 79,1 73,7 78,8 79 74,5 67,3 74,5 49,8 45,6 39 45,3 7 jmym 74,4 73,5 62,7 71,1 77,4 73,7 63,9 72,6 55,6 50,5 44,1 50,5 8 jmyf 75,4 72,2 63,9 71,3 74,5 72,2 60,8 70,1 49,4 44 40 44,8 9 jlom 77,4 73,1 69,8 73,8 83,5 79,8 70,6 78,9 56,8 56,8 51,2 55,3 10 jlof 73,6 72,5 71,4 72,6 81,9 76,5 69,2 76,9 53,2 53,2 47,6 51,6 11 jlym 73,6 70,1 63,7 69,7 82,7 80,2 70,4 78,6 56,2 56,8 49,4 54,5 12 jlyf 72,3 70,5 65,3 69,8 77,9 75,1 65,1 73,5 51 51,9 43,9 49,3 rerata 78,4 74,2 67,4 73,6 79,7 76,4 69,3 75,5 51,9 48,3 42,6 48 annotation: al: alus speech level bi: biasa speech level ka: kasar speech level 1: cognitive component 2: afektive component 3: conative component 4: average percentage table 3 shows that the language attitude toward biasa code is in the highest percentage, that is, 75.5% of a positive category; and, the language attitude toward alus e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 58 speech level, which is 73.6% of a positive category; then, the language attitude toward kasar speech level, that is, 48% of a neutral category. specifically, the table shows a uniform attitude toward balinese speech levels, regardless of differences in occupation, age, and gender. in this regards, the language attitude toward biasa speech levels is categorized as positive in each group of jaba speakers with the percentages ranging between 61-80%. the language attitude toward alus speech level also shows similar category, i.e., positive. however, the language attitude toward kasar speech level is categorized as neutral. for more details, see figure 1 below. figure 1 the language attitude of jaba speakers toward balinese speech levels figure 1 shows that the attitude toward biasa speech level has the highest average percentage than attitudes toward alus or kasar speech level. however, the attitude toward biasa and alus speech level is in the same category, that is, positive. in contrast, the average percentage of the attitude toward kasar speech level is on the lower level, that is, neutral. the average percentage shows that jaba speakers of singaraja speech community have high loyalty and pride, and understand well the norm of use for alus and biasa speech levels. it also means that they want to keep, preserve, develop, and use alus and biasa speech level in their everyday life. however, the data percentage on kasar speech level show that the language attitude toward kasar speech level is neutral. in depth analysis indicates that the data percentage concerning the dimension of language loyalty and language pride are categorized as negative, while those associated with awareness on language norm is positive. this negativity of attitude in the dimension of language loyalty and language pride shows that jaba speakers are less likely to keep, preserve, develop, and use kasar speech level, even though they understand the norms of speech levels used well. besides, a careful look on the average percentage score of the language attitude components, namely, alus speech level, biasa speech levels, as well as kasar speech levels e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 59 shows the same phenomenon, that is, a uniform decline. the average percentage of the language attitude on the cognitive component shows the highest score, lower on the affective component, and even lower in the conative component. for more details, see figure 2 below. figure 2 the comparisons of jaba speakers’ language attitude toward balinese speech levels based on the components of language attitude figure 2 shows that the attitude toward alus speech level, biasa speech levels, and kasar speech level decreased gradually in uniform from the cognitive component to the conative component. in this sense, there are two kinds of decline, that is, a cross category decline that is significant in nature and non-cross category decline that is not a significant decline in nature. in jhom, for example, the attitude toward alus speech level is very positive on the cognitive component and down into positive category on the affective and conative components. the attitude toward biasa speech levels is also categorized as very positive on the cognitive component and down into the category of positive on the affective and conative components. the attitudes toward kasar speech level indicates a neutral category on the cognitive component and down into the negative category on affective and conative components. in another example, the jlyf, there is a decline in the attitude toward alus speech level, but the decline does not involve category change because the attitudes toward alus remain fixed in positive category on the cognitive, affective, and conative component. similar type of decline also occurs in the attitudes toward biasa and kasar speech level in the sense that the decline in the attitude toward biasa speech level remains in the positive category in all the three attitude components and the decline in the e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 60 attitudes toward kasar speech level remains in the neutral category in all the three attitude components. interviews results the interviews which are conducted on the subjects that represent each group of respondents support the findings obtained through the questionnaire of language attitude. all subjects reveals that they want alus speech level and biasa speech level be maintained in continuity and to always use them in everyday interactions. they also reveal that they are proud of alus speech level and biasa speech levels, and understand well about their norms of use. however, the results of interview reveal that the attitudes toward kasar speech level tend to be neutral in the sense that they only see kasar speech level as part of balinese language speech level which is not very important. they reveal that kasar speech level may be used to mark a high intimacy between the speaker-hearer, but biasa speech levels can also be used for the same thing, without worrying to be seen disrespectful. in addition, the use of kasar speech level to express anger or resentment tend to be unethical because the use of the speech level to express anger is perceived as if to equate humans with animals. explanations related to the decline in the percentage scores on attitudes toward balinese speech levels from the cognitive component which is in the form of knowledge, to the affective component which is in the form of preference for balinese speech level, and further, conative component which is in the form of intention to act can be explained as follows. though loyal and proud of the balinese speech level, jaba speakers also show their concern for the sustainability of the language speech levels, especially on alus and biasa speech levels. balinese language speech levels tend to be stagnant and difficult to adapt to the society development which are moving toward modernization, which is characterized by technological and information advances. balinese vocabulary can only be used to talk about local simple issues, but not when the speech topic is shifted toward education, official, technology, and globalization. thus, it is not impossible that balinese may experience language shifts if adjustment to changes in the social environment is not done. in this regard, the presence of indonesian can be a strong competitor for balinese speech level. indonesian has many advantages compared to balinese and those are as follows. indonesian is the official language of the country which is used in education, and for official and legal purposes. besides, indonesian is also a language of unity, which means that the language is used for communication between tribes. finally, indonesian language is very adaptive because it has absorbed a large number of vocabulary and can be used to talk about a variety of topics well. finally, indonesian does not have speech levels so that it can be used by anyone to anyone in the context of democracy without too much worry being regarded as disrespectful or impolite. in other words, the presence of indonesian seems to give a better option for the language need of jaba speakers of balinese speech community in singaraja city so that indonesian becomes a strong competitor that might endanger the use of balinese language. e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 61 in turn, it can affect the attitudes of jaba speakers toward balinese speech levels in a negative way. meanwhile, with regard to the attitudes toward kasar speech level, jaba speakers of singaraja city speech community, resulted from information disclosure and external influences associated with speaking ethics, began to feel kasar speech level as a rough or coarse speech level. they believe that kasar speech level is rough, less like it, and feel it as rough so that they are eager to avoid. in fact, in some situations when the subjects were observed using kasar speech level to talk were interviewed about the use, refused to comment and "lied" that they had never used kasar speech level. it proves that they are less loyal and less proud of kasar speech level. conclusions and suggestions conclusion from the above explanation, it can be concluded that the respondents‟ language attitude, although differentiated by occupation, age, and gender, is uniform on balinese speech level. in this case, the attitude toward alus and biasa speech level is in positive category, and the attitude toward kasar speech level is in neutral category. that language attitude is in general encouraging because it means that the expectations for the sustainability of balinese speech level is still high. therefore, contrary to the social changes that are less likely to support the existence of the balinese language, the language of bali will remain sustainable in the long term. nevertheless, the language attitude also shows a gradual decline from cognitive component to the conative component. in this case, the presence of indonesian that has more advantages than balinese is responsible for the decline. in this sense, indonesian conatively provides a suitable language option to use concerning the situation of today's modern society. suggestion this research results have actually been able to give a simple and accurate description on the language attitude of jaba speakers in singaraja speech community toward balinese speech levels. however, to get a more detail picture, other data need to be collected, such as how triwangsa speakers as well as other balinese speech community perceive the language used in singaraja speech community. in addition, other theory, i.e., linguistic anthropology is needed to gain a deeper insight about what the language attitude and the balinese speech levels really symbolize. reference azwar, s. 2003. sikap manusia: teori dan pengukurannya. yogyakarta: pustaka pelajar. bagus, i g.n. 1979. “perubahan pemakaian bentuk hormat dalam masyarakat bali: sebuah pendekatan etnografi berbahasa”. (dissertation). jakarta: universitas indonesia. chaer, a. dan leonie, a. 2004. sosiolinguistik: perkenalan awal. jakarta: penerbit rineka cipta e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 62 creswell, j. w dan clark, v.l.p. 2009. designing and conducting mixed methods research. california: sage publication, inc. fasold, r. 1984. the sociolinguistics of society. usa: basil blackwell inc. garrett, p. 2010. attitudes to language. cambridge: cambridge university press. jendra, i w. 2007. sosiolinguistik: teori dan penerapannya. surabaya: paramita. katubi. 2010. ”sikap bahasa penutur jati bahasa lampung”. dalam linguistik indonesia, tahun 28, no 1: 41-45. jakarta: masyarakat linguistik indonesia laksana, i k. d. 2009. tabu bahasa: salah satu cara memahami kebudayaan bali. denpasar: udayana university press. o‟rourke, b. 2011. galician and irish in the european context: attitudes towards weak and strong minority languages. london: palgrave macmillan suarjana, i n. p. 2008. sor-singgih basa bali: ke-bali-an manusia bali dalam dharma papadikan, pidarta sambrama wacana dan dharma wacana. denpasar: tohpati grafika utama. suastra, i m. 1998. “speech levels and social change: a sociolinguistic study in the urban balinese setting” (disertasi). australia: la trobe university. tim peneliti fakultas sastra universitas udayana. 1978/1979. unda usuk bahasa bali. (research report). jakarta: departemen pendidikan dan kebudayaan. tinggen, i n. 1986. sor singgih basa bali. singaraja: penerbit rhika singaraja. wingarta, p. s. 2009. meboya: kearifan lokal buleleng dan restorasi nilainya. yogyakarta: universitas gajah mada. baron, r.a. dan byrne, d. psikologi sosial: jilid 1. edisi kesepuluh. (djuwita, r. dkk., transl.). jakarta: penerbit erlangga. e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 63 sikap bahasa penutur jaba guyub tutur bahasa bali kota singaraja d.p. ramendra fakultas bahasa dan seni universitas pendidikan ganesha e-mail: dewaramendra@yahoo.com abstrak penelitian ini bertujuan untuk memaparkan sikap bahasa penutur jaba guyub tutur bahasa bali kota singaraja terhadap tingkat tutur bahasa bali. untuk mencapai tujuan itu, penelitian ini menggunakan metode ganda yang memadukan metode survei dan metode cakap semuka sehingga data yang diperoleh ada dua jenis, yakni data kuantitatif dan juga kualitatif. sampel penelitian dikelompokkan menjadi 12 kelompok berdasarkan variabel pekerjaan, umur, dan gender dan setiap kelompok terdiri atas 14 orang. selain itu, satu orang perwakilan dari setiap kelompok dipilih sebagai informan bahasa untuk diwawancarai. hasil penelitian ini menunjukkan bahwa sikap penutur jaba terhadap tingkat tutur cenderung seragam tanpa menghiraukan perbedaan pekerjaan, umur, dan gender. dalam hal ini, sikap terhadap tingkat tutur alus dan biasa berkategori positif, sedangkan sikap terhadap tingkat tutur kasar berkategori netral. situasi sikap seperti itu sesungguhnya menunjukkan bahwa penutur jaba menyukai tingkat tutur bahasa bali dan bahwa bahasa bali berada dalam kondisi yang sehat. selanjutnya, hasil penelitian ini juga mengungkapkan bahwa sikap terhadap tingkat tutur bahasa bali mengalami penurunan teratur dari komponen kognitif sampai komponen konatif. faktor yang bertanggungjawab terhadap penurunan itu adalah kehadiran bahasa indonesia yang telah menjadi kompetitor berat bagi keberadaan bahasa bali. kata kunci: sikap bahasa, guyub tutur, dan tingkat tutur. abstract this study aims to describe the language attitude of jaba speakers in balinese speech community of singaraja city toward balinese speech levels. to achieve that goal, this research applies mixed method that combines survey and interview method so that the data obtained are of two kinds, that is, quantitative and qualitative data. the samples are grouped into 12 groups based on the variable of occupation, age, and gender, and each group consists of 14 people. besides, one representative from each group is chosen as language informants to be interviewed. the results of this study shows that the speakers‟ attitude toward balinese speech levels tend to be uniform regardless of the differences in occupation, age, and gender. in this case, the attitude towards alus „refined‟ and biasa „neutral‟ is catagorized as positive, while the attitude towards kasar ‟coarse‟ is catagorized as neutral. this type of attitude actually shows that jaba speaker like balinese speech levels and that balinese language appears to be in good health. furthermore, the results of this study also reveal that the attitudes toward balinese speech levels decreased regularly from the cognitive component to the conative component. the factor responsible for the decline is the presence of indonesian that has become a heavy competitor for the presence of balinese language. e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 64 keywords: language attitude, jaba speakers, speech community, and speech levels. i. pendahuluan sesungguhnya, tingkat tutur bahasa bali secara rinci terdiri atas enam tingkat, yakni alus singgih, alus sor, alus madia, alus mider, biasa, dan kasar. namun, dengan mengikuti pola diglosik high language „bahasa tinggi‟ dan low language „bahasa rendah‟, tingkat tutur kerap dibedakan atas alus (singgih) – kasar (andap). tingkat tutur alus merupakan istilah generik yang meliputi semua tingkat tutur ragam alus, sedangkan kasar (andap) meliputi biasa dan kasar. pembagian yang berdikotomi itu kerap dilakukan karena lebih praktis dan lebih mudah untuk dikaji secara teoretis. bahkan, ada beberapa peneliti, seperti tim peneliti fakultas sastra udayana (1978/1979), bagus (1979), dan beratha dkk. (1999) yang tidak membedakan tingkat tutur biasa dan kasar. namun, pada artikel ini, tingkat tutur biasa dan kasar dibedakan sehingga tingkat tutur dibedakan atas alus, biasa, dan kasar. secara tradisional, tingkat tutur alus lazim digunakan oleh penutur jaba untuk berinteraksi dengan mitra tutur triwangsa atau di antara penutur triwangsa; kode biasa lazim digunakan untuk berinteraksi di antara penutur jaba atau oleh penutur triwangsa kepada penutur jaba; dan kode kasar lazim digunakan pada saat marah, pada percakapan yang sangat akrab, atau merujuk pada binatang. dengan kata lain, penggunaan tingkat tutur bahasa bali bertujuan untuk menandai perbedaan status dan jarak sosial penutur-mitra tutur yang berkaitan dengan sopan santun berbahasa. oleh sebab itu, pilihan tingkat tutur yang tidak tepat dapat membuat penutur ditegur dan kurang disukai di masyarakat bali pada umumnya. ungkapan yang kerap digunakan kepada penutur seperti itu adalah sing nawang tata atau sing bisa ngomong „ tidak tahu tata krama‟ atau „tidak bisa berbicara‟. dengan demikian, kemampuan untuk menggunakan tingkat tutur secara tepat menjadi bagian yang penting pada kompetensi linguistik masyarakat bali secara umum. terkait dengan paparan di atas, guyub tutur bahasa bali kota singaraja (buleleng) telah memperoleh stereotip negatif dari guyub tutur bahasa bali lainnya. hal itu didukung oleh hasil pengamatan wingarta (2009) yang mengungkapkan bahwa penggunaan bahasa bali di kota singaraja cenderung untuk dilihat kasar oleh penutur bahasa bali yang lainnya. sehubungan dengan hal itu, laksana (2009) mencontohkan bahwa seorang penutur muda dari gianyar yang bersekolah di kota singaraja kerap kaget karena kerap disapa dengan menggunakan tingkat tutur kasar oleh teman-temannya dari kota singaraja. terlepas dari apakah itu benar atau tidak, stereotip dan penggunaan tingkat tutur bahasa bali di masyarakat tutur kota singaraja menarik untuk dikaji. salah satu pertanyaan yang dapat dikaji adalah bagaimanakah masyarakat itu mempersepsi dan merasakan tingkat tutur bahasa bali. dengan demikian, penelitian tentang sikap bahasa menjadi penting untuk dilakukan. sikap dapat diartikan sebagai evaluasi seseorang terhadap sesuatu atau seseorang yang dapat menimbulkan perasaan suka dan tidak suka terhadap sesuatu atau seseorang itu (baron dan byrne, 2002: 120). dengan demikian, sikap bahasa merupakan suatu sikap yang objeknya adalah bahasa. struktur sikap bahasa, seperti juga sikap-sikap yang objeknya lain, mengikuti skema triadik yang terdiri atas tiga komponen yang saling terkait, yaitu komponen kognitif, komponen afektif dan komponen konatif (garret, 2010: 23; dan azwar, 1995: 2324). komponen kognitif atau pengetahuan meliputi semua jenis pengetahuan seseorang e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 65 tentang objek sikap. kepercayaan itu meliputi kepercayaan atau pengetahuan mengenai benar atau salah, baik atau buruk, dan diinginkan atau tidak diinginkan. sekali suatu kepercayaan terbentuk, maka itu akan menjadi dasar bagi pengetahuan seseorang tentang apa yang bisa diharapkan dari objek tertentu. komponen afektif atau evaluatif bisa diartikan sebagai penilaian atau nilai-nilai emosi yang terkait dengan kepercayaan. seseorang bisa merasa senang atau tidak senang terhadap suatu objek sikap melalui rasa yang ditimbulkan oleh kepercayaan-kepercayaan mengenai objek sikap tersebut. selanjutnya, komponen konatif atau perilaku bisa diartikan sebagai kecenderungan untuk bertindak. komponen konatif itu dipengaruhi oleh komponen kognitif dan afektif. dengan rumusan lain dapat diungkapkan bahwa kepercayaan yang sesuai dan nilai-nilai emosi (rasa) yang menyertainya diwujudkan menjadi kehendak-kehendak perilaku. selain itu, sikap bahasa juga memiliki tiga dimensi, yakni kesetiaan bahasa, kebanggaan bahasa, dan kesadaran akan norma bahasa. kesetiaan bahasa mengisyaratkan keteguhan atau ketaatan untuk menggunakan, menjaga dan mempertahankan suatu bahasa. hal itu diwujudkan dengan mencegah masuknya pengaruh lain ke dalam bahasa tersebut. kebanggaan merupakan sikap menghargai suatu bahasa. rasa puas itu diwujudkan pada keinginan suatu masyarakat pengguna bahasa untuk mengembangkan dan menjadikan bahasanya lambang identitas dan kesatuan kelompok. selanjutnya, kesadaran akan norma penggunaan bahasa menyiratkan pemahaman tentang penggunaan bahasa secara baik dan benar. pemahaman tersebut selanjutnya membuat seseorang dapat menggunakan bahasa secara cermat dan santun. ketiga dimensi sikap bahasa tersebut berperan penting bagi kebertahanan suatu bahasa. jika ketiganya hadir bersamaan dengan intensitas yang tinggi pada suatu masyarakat pengguna bahasa, itu berarti bahwa sikap bahasa masyarakat tersebut positif. selanjutnya, bahasa tersebut akan memiliki tingkat kemandirian dan kebertahanan yang tinggi karena digunakan dengan setia, bangga, dan taat azas. sebaliknya, jika ketiga dimensi itu lemah, sikap bahasa masyarakat juga menjadi negatif. oleh karena itu, kemandirian dan kebertahanan bahasa pun menjadi lemah. lebih lanjut, baker (dalam katubi, 2010) menjelaskan bahwa penelitian mengenai sikap bahasa berguna bagi pengumpulan informasi tentang ukuran kesehatan bahasa dalam kaitannya dengan isu kebertahanan bahasa; indikator pikiran, kepercayaan, dan keinginan masyarakat terkait dengan bahasa mereka; dan indikator keberhasilan bagi keberhasilan implementasi kebijakan. selain itu, fasold (1984) menambahkan bahwa arah perubahan bunyi dipengaruhi oleh sikap bahasa dari suatu masyarakat, dalam artian bahwa sikap bahasa ikut berperan penting pada dinamika bahasa. sebagai tambahan, sikap bahasa memengaruhi cara guru untuk berhubungan dengan siswa dan keberhasilan siswa dalam mempelajari suatu bahasa, khususnya bahasa kedua atau bahasa asing. berhubungan dengan paparan di atas, artikel ini berupaya untuk memaparkan sikap penutur jaba guyub tutur kota singaraja terhadap tingkat tutur bahasa bali. penutur jaba digunakan sebagai subjek kajian karena penutur itu merupakan jumlah mayoritas penutur bahasa bali guyub tutur kota singaraja. sebaliknya, penutur triwangsa berjumlah sangat sedikit yang dalam hal ini dari 19 kelurahan di kota singaraja, penutur kota singaraja hanya berada di 3-4 kelurahan dengan jumlah minoritas. metode metode penelitian e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 66 penelitian ini berlandaskan pada pendekatan pragmatisme dan secara lebih spesifik, menerapkan metode ganda triangulasi yakni penggunaan metode kuantitatif dan kualitatif secara bersama-sama untuk mengkaji masalah yang sama pada suatu penelitian. kedua metode itu dipadukan untuk mengkaji sikap penutur jaba guyub tutur kota singaraja terhadap tingkat tutur bahasa bali. data primer dikumpulkan melalui penerapandengan menggunakan metode survei dan metode cakap semuka. penerapan mmetode survei dibantu olehditerapkan dengan teknik angket dan dan bertujuan untuk mengumpulkan tanggapan-tanggapan sampel (responden) terhadap pernyataan-pernyataan sikap bahasa. tanggapan tersebut selanjutnya dikonversi secara kuantitatif. sebaliknya, penerapan metode cakap semuka dibantu olehditerapkan dengan bantuan teknik rekam dan teknik catat, dan bertujuan untuk mengumpulkan data-data kualitatif yang berwujud tutur, ujaran, kalimat, komentar, opini, dan alasan-alasan yang diungkapkan subjek penelitian terkait dengan sikap bahasa. populasi dan sampel penelitian populasi penelitian ini adalah masyarakat tutur bahasa bali di kota singaraja yang merasakan dirinya memiliki keanggotaan primer pada guyub tersebut. hal itu berarti bahwa yang dijadikan sebagai populasi penelitian adalah penduduk “asli” kota singaraja. populasi itu diklasifikasikan menurut pekerjaan (tinggi, sedang, dan rendah); umur (tua dan muda); dan gender (laki-laki dan perempuan) karena sampel penelitian juga dikelompokkan menurut ketiga variabel sosial tersebut. dalam hal ini, proporsi populasi kurang diketahui menurut kelas sosial, umur, dan gender sehingga sampel penelitian ditarik secara nonproporsional. dari populasi tersebut, sampel diambil secara disproportionate stratified purposive sampling „sampel nonacak berlapis-takproporsional‟ seperti terlihat pada tabel 1. metode penarikan sampel nonproporsional digunakan karena populasi yang diacu berlapis secara sosial menurut pekerjaan, umur, dan gender; dan data tentang proporsi populasi dari lapisanlapisan tersebut tersebut tidak ada. oleh karena itu, jumlah sampel ditetapkan secara nonproporsional sejumlah 14 orang. selain itu, responden juga dipilih secara purposif karena responden yang digunakan hanya yang bersedia saja. selanjutnya, satu responden pada setiap sel diambil satu secara nonacak untuk diwawancarai. tabel 1 sampel (responden) jaba status pekerjaan umur gender singkatan jumlah sampel tinggi (t) tua (t) laki-laki (l) jtdl 14 perempuan (p) jtdp 14 muda (m) laki-laki (l) jtml 14 perempuan (p) jtmp 14 e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 67 sedang (s) tua (t) laki-laki (l) jsdl 14 perempuan (p) jsdp 14 muda (m) laki-laki (l) jsml 14 perempuan (p) jsmp 14 rendah (r) tua (t) laki-laki (l) jrdl 14 perempuan (p) jrdp 14 muda (m) laki-laki (l) jrml 14 perempuan (p) jrmp 14 tabel 1 menunjukkan bahwa sampel dikelompokan menjadi dua belas sesuai dengan karakteristik sosial masyarakat tutur kota singaraja, yakni wangsa, status pekerjaan, umur, dan gender. wangsa dibedakan atas triwangsa –brahmana, ksatria, dan wesia –dan jaba. pekerjaan dibedakan atas status pekerjaan tinggi –manager, direktur, kepala bagian, kepala subbagian, anggota dewan perwakilan rakyat, dekan, dan pekerjaan-pekerjaan lain yang sejenis; status pekerjaan sedang – staf pns, guru, pegawai hotel, pemilik toko, dan pekerjaan-pekerjaan lain yang sejenis; dan status pekerjaan rendah – sopir, buruh, petani kecil, pedagang kecil, pembantu rumah tangga, dan penjaga malam. sebaliknya, umur dibedakan atas muda, yakni 20-39 tahun dan tua ≥40 tahun. selanjutnya, gender dibedakan atas laki-laki dan perempuan. instrumen penelitian instrumen penelitian yang diterapkan pada penelitian ini adalah angket sikap bahasa dan pedoman wawancara. angket sikap bahasa disusun dengan menggunakan skala likert. skala likert lazim digunakan untuk mengukur sikap, pendapat, persepsi seseorang terkait dengan fenomena sosial tertentu (riduwan, 2010:86). pada skala likert, variabel yang diukur dijabarkan menjadi dimensi; selanjutnya menjadi variabel; dan kemudian subvariabel. dari subvariabel itulah, indikator-indikator pernyataan pada skala likert disusun. angket skala likert pada penelitian ini disusun dengan memperhatikan komponen sikap itu sendiri yang terdiri atas komponen kognitif, komponen afektif, dan komponen konatif. dari masing-masing komponen tersebut dibuatkan pernyataan-pernyataan sikap bahasa yang terkait dengan dimensi sikap bahasa, yakni kesetiaan bahasa, kebanggaan bahasa, dan kesadaran akan norma penggunaan bahasa. selain itu, sikap bahasa juga dibedakan menjadi tiga sesuai dengan kondisi bahasa bali yang mengenal tingkat tutur, yakni sikap terhadap tingkat tutur alus, sikap terhadap tingkat tutur biasa, dan sikap terhadap tingkat tutur kasar. untuk lebih jelasnya, lihat kisi-kisi angket pada tabel 2 yang menunjukkan komponen sikap, dimensi sikap bahasa, aspek bahasa bali, dan jumlah pernyataan. tabel 2 e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 68 kisi-kisi angket skala sikap komponen sikap dimensi sikap bahasa kesetiaan bahasa kebanggaan bahasa kesadaran akan norma al bi ka al bi ka al bi ka kognitif 1,7, 10, 19 2,8, 11, 20 3,9, 12, 21 4, 13, 16 5,14, 17 6, 15, 18 22, 23, 24 25, 26, 27, 28 29, 30 afektif 37 44 52, 53 31, 32, 33, 35 42, 45 49, 51 34, 36, 38, 39, 40, 41 43, 46, 47, 48 50, 54, 55, 56, 57 konatif 58, 70 59, 71 60, 72 67,73, 76 68, 74, 77 69, 75, 78 61, 62 63, 64 65, 66 keterangan: al: tingkat tutur alus bi: tingkat tutur biasa ka: tingkat tutur kasar tabel 2 menunjukkan bahwa total pernyataan pada angket adalah 78 yang disusun berdasarkan komponen sikap, dimensi sikap bahasa, dan aspek tingkat tutur bahasa bali. pernyataan-pernyataan itu digunakan untuk mencari tingkat kesetujuan responden yang terdiri atas sangat tidak setuju (sts), tidak setuju (ts), netral (n), setuju (s) dan sangat setuju (ss). selain angket, pedoman wawancara juga digunakan. pedoman wawancara itu terdiri atas pertanyaan-pertanyaan terbuka untuk mengetahui dan melengkapi data-data yang diperoleh melalui angket. metode analisis data untuk menganalisis hasil angket skala sikap, peneliti terlebih dahulu menentukan sifat dari pernyataan sikap untuk menentukan skor sikap secara kuantitatif. pada pernyataan positif, jawaban sangat setuju diskor 5, setuju 4, netral 3, tidak setuju 2, dan sangat tidak setuju 1. sebaliknya, pada pernyataan negatif, jawaban sangat tidak setuju diskor 5, tidak setuju 4, netral 3, setuju 2, dan sangat setuju 1. data hasil angket skala sikap itu selanjutnya direkap dengan memperhatikan komponen sikap dan dimensi sikap bahasa melalui penerapan langkah-langkah berikut: 1) misalnya, dari 100 responden yang merespon ditemukan distribusi jawaban sebagai berikut: e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 69 menjawab 5 menjawab 4 menjawab 3 menjawab 2 menjawab 1 = = = = = 20 30 10 40 10 2) maka, akan dihitung: jumlah skor untuk 20 responden menjawab 5 jumlah skor untuk 30 responden menjawab 4 jumlah skor untuk 10 responden menjawab 3 jumlah skor untuk 40 responden menjawab 2 jumlah skor untuk 10 responden menjawab 1 = = = = = 100 120 30 80 10 jumlah skor = 340 jumlah ideal untuk item tersebut = 5 x 100 = 500 jumlah skor terendah = 1 x 100 = 100 3) skor diposisikan dalam respon angket dan ditemukan bahwa skor tersebut terletak diantara netral dan setuju. 4) selanjutnya, skor tersebut dikonversikan ke dalam bentuk persentase melalui cara berikut. 5) kemudian, persentase tersebut diposisikan pada rentang persentase melalui cara berikut. e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 70 6) terakhir, berdasarkan posisi tersebut dan dengan memperhatikan kategori interpretasi skor disimpulkan bahwa persentase itu berada pada kategori netral (cukup positif). kategori interpretasi skor yang digunakan adalah sebagai berikut: 81-100 sangat positif 61 80 positif 41 60 netral (cukup positif) 21 40 negatif 20 sangat negatif berbeda dengan analisis hasil angket, hasil wawancara pertama-tama dikelompokkan menjadi pola-pola atau kategori-kategori berdasarkan tanggapan sampel terhadap pertanyaan yang diberikan. tanggapan beragam yang berkaitan dengan pertanyaan mengenai sikap terhadap tingkat tutur kasar, misalnya, diklasifikasikan dan dikategorikan menurut tanggapan yang diberikan. tanggapan yang sama dikelompokan pada klasifikasi yang sama, sedangkan tanggapan yang berbeda dikelompokkan pada klasifikasi yang berbeda. tanggapan terklasifikasi tersebut selanjutnya digunakan untuk memperkuat temuan yang diperoleh melalui angket sikap bahasa. pembahasan hasil angket persentase rerata sikap penutur jaba terhadap tingkat tutur bahasa bali kota singaraja dapat dilihat pada tabel 3 berikut. e-journal of linguistics vol. 9. na.1 page - issn: accreditation:- 71 tabel 3 sikap penutur jaba guyub tutur kota singaraja terhadap tingkat tutur bahasa bali no kelompok al1 al 2 al 3 al 4 bi1 bi 2 bi 3 bi 4 ka1 ka 2 ka 3 ka 4 1 jttl 86,4 80,1 70,4 75,2 81 80 80 80 53 40 35 44,3 2 jttp 86,8 79,8 70 79,2 80,5 74,6 67,5 74,2 46,8 40,1 36 40,9 3 jtml 80 72 67 74,1 80 80 76 77,3 51 48,2 41,3 47,1 4 jtmp 80 71 66 73,3 78,7 77,5 70 74,4 47 44 40 43,5 5 jstl 78,6 77 64,5 74,4 79,2 73,1 71 75,2 53,5 48,9 43,7 49,1 6 jstp 82 79,1 73,7 78,8 79 74,5 67,3 74,5 49,8 45,6 39 45,3 7 jsml 74,4 73,5 62,7 71,1 77,4 73,7 63,9 72,6 55,6 50,5 44,1 50,5 8 jsmp 75,4 72,2 63,9 71,3 74,5 72,2 60,8 70,1 49,4 44 40 44,8 9 jrtl 77,4 73,1 69,8 73,8 83,5 79,8 70,6 78,9 56,8 56,8 51,2 55,3 10 jrtp 73,6 72,5 71,4 72,6 81,9 76,5 69,2 76,9 53,2 53,2 47,6 51,6 11 jrml 73,6 70,1 63,7 69,7 82,7 80,2 70,4 78,6 56,2 56,8 49,4 54,5 12 jrmp 72,3 70,5 65,3 69,8 77,9 75,1 65,1 73,5 51 51,9 43,9 49,3 rerata 78,4 74,2 67,4 73,6 79,7 76,4 69,3 75,5 51,9 48,3 42,6 48 keterangan: al: tingkat tutur alus bi: tingkat tutur biasa ka: tingkat tutur kasar 1: komponen kognitif 2: komponen afektif 3: komponen konatif 4: rerata tabel 3 menunjukkan bahwa sikap terhadap tingkat tutur biasa menunjukkan persentase rerata tertinggi, yakni 75,5% dengan kategori positif; selanjutnya, terhadap tingkat tutur alus, yakni 73,6% dengan kategori positif; dan, sikap terhadap tingkat tutur kasar, yakni 48% dengan kategori netral. secara spesifik, tabel itu menunjukkan sikap yang seragam terhadap tingkat tutur bahasa bali, tanpa memandang perbedaan pekerjaan, umur, dan gender. sehubungan dengan hal itu, sikap terhadap tingkat tutur biasa berkategori positif pada setiap kelompok penutur jaba dengan persentase berkisar di antara 61-80%. sikap terhadap tingkat tutur alus juga menunjukkan kategori yang sama, yakni positif. akan tetapi, sikap terhadap tingkat tutur kasar berkategori netral. untuk lebih jelasnya, lihat diagram 1 berikut ini. e-journal of linguistics vol. 9. na.1 page - issn: accreditation:- 72 gambar 1 sikap penutur jaba terhadap tingkat tutur bahasa bali gambar 1 menunjukkan bahwa sikap terhadap tingkat tutur biasa menunjukkan persentase rerata tertinggi daripada sikap terhadap tingkat tutur alus atau tingkat tutur kasar. meskipun demikian, sikap terhadap tingkat tutur biasa dan tingkat tutur alus berada pada kategori yang sama, yakni positif. sebaliknya, persentase rerata sikap terhadap tingkat tutur kasar terendah dengan kategori yang cenderung netral. persentase rerata itu menunjukkan bahwa penutur jaba guyub tutur kota singaraja memiliki kesetiaan dan kebanggaan yang tinggi, dan memahami kaidah penggunaan tingkat tutur alus dan tingkat tutur biasa dengan baik. hal itu juga berarti bahwa mereka ingin menjaga, melestarikan, mengembangkan, dan menggunakan tingkat tutur alus dan tingkat tutur biasa dalam kehidupan berbahasa sehari-hari. namun, data pada tingkat tutur kasar menunjukkan bahwa sikap terhadap tingkat tutur kasar netral. kalau dicermati dengan mendalam, data persentase yang berkaitan dengan dimensi kesetiaan dan kebanggaan terhadap tingkat tutur kasar berkategori negatif, sedangkan yang berkaitan dengan kesadaran norma positif. kenegatifan sikap pada dimensi kesetiaan dan kebanggaan terhadap tingkat tutur kasar menunjukkan bahwa penutur jaba kurang ingin menjaga, melestarikan, mengembangkan, dan menggunakan tingkat tutur kasar, meskipun mereka paham dengan baik norma penggunaan tingkat tutur kasar. selain itu, kalau diperhatikan dengan seksama komponen sikap, baik tingkat tutur alus, tingkat tutur biasa, maupun tingkat tutur kasar menunjukkan suatu fenomena yang sama, yakni penurunan yang cenderung seragam. rerata persentase sikap pada komponen kognitif menunjukkan skor tertinggi, lebih rendah pada komponen afektif, dan lebih rendah lagi pada komponen konatif. untuk lebih jelasnya, perhatikan gambar 2 berikut ini. e-journal of linguistics vol. 9. na.1 page - issn: accreditation:- 73 gambar 2 perbandingan sikap penutur jaba terhadap tingkat tutur bahasa bali berdasarkan komponen sikap bahasa gambar 2 menunjukkan bahwa sikap terhadap tingkat tutur alus, tingkat tutur biasa, dan tingkat tutur kasar secara seragam mengalami penurunan secara bertahap dari komponen kognitif sampai komponen konatif. dalam hal ini, ada dua tipe penurunan, yakni penurunan lintas kategori yang bersifat signifikan dan penurunan nonkategori yang tidak dianggap signifikan. pada jttl, misalnya, sikap terhadap tingkat tutur alus berkategori sangat positif pada komponen afektif dan turun ke kategori positif pada komponen afektif dan konatif. sikap terhadap tingkat tutur biasa juga berkategori sangat positif pada komponen kognitif dan turun ke kategori positif pada komponen afektif dan konatif. sikap terhadap tingkat tutur kasar menunjukkan kategori netral pada komponen kognitif dan turun ke kategori negatif pada komponen afektif dan konatif. pada contoh lainnya, pada jrmp, terjadi penurunan rerata persentase sikap terhadap tingkat tutur alus, tetapi penurunan itu tidak bersifat lintas kategori karena sikap terhadap tingkat tutur alus pada komponen kognitif, afektif, dan konatif tetap, yakni positif. sifat penurunan yang sama juga terlihat pada sikap terhadap tingkat tutur biasa dan tingkat tutur kasar yang dalam hal ini sikap terhadap tingkat tutur biasa tetap berkategori positif, baik pada komponen kognitif, afektif, maupun konatif; dan sikap terhadap tingkat tutur kasar tetap dalam kategori netral, baik pada komponen kognitif, afektif, maupun konatif. hasil wawancara e-journal of linguistics vol. 9. na.1 page - issn: accreditation:- 74 wawancara yang dilakukan terhadap subjek yang mewakili setiap kelompok responden mendukung temuan yang diperoleh melalui angket skala sikap. subjek-subjek tersebut mengungkapkan bahwa mereka ingin agar tingkat tutur alus dan tingkat tutur biasa tetap terjaga kelestariannya dan ingin selalu menggunakannya dalam interaksi sehari-hari. mereka juga mengungkapkan bahwa mereka bangga dengan tingkat tutur alus dan tingkat tutur biasa, serta paham dengan baik mengenai penggunaannya. sebaliknya, hasil wawancara mengungkapkan bahwa sikap terhadap tingkat tutur kasar cenderung netral dalam artian mereka hanya melihat tingkat tutur kasar sebagai bagian dari tingkat tutur bahasa bali yang tidak begitu penting. mereka mengungkapkan bahwa tingkat tutur kasar mungkin dapat digunakan untuk menandai keakraban yang tinggi di antara penutur-mitra tutur, tetapi tingkat tutur biasa pun dapat digunakan untuk hal yang sama, tanpa khawatir terlihat tidak hormat. selain itu, penggunaan tingkat tutur kasar untuk mengungkapkan kemarahan atau kekesalan cenderung untuk kurang etis karena penggunaan tingkat tutur itu untuk mengungkapkan kemarahan seolah-olah menyamakan manusia dengan hewan. penjelasan yang berkaitan dengan penurunan persentase skor sikap dari komponen kognitif terhadap tingkat tutur bahasa bali, ke komponen afektif yang berupa kesukaan terhadap tingkat tutur bahasa bali, dan selanjutnya, komponen konatif yang berupa intensi perilaku dapat dijelaskan sebagai berikut. walaupun bersetia dan bangga dengan tingkat tutur bahasa bali, penutur jaba juga memperlihatkan keprihatinan mereka akan keberlangsungan tingkat tutur bahasa bali, terutama tingkat tutur alus dan biasa. tingkat tutur bahasa bali cenderung stagnan dan sulit untuk beradaptasi dengan perkembangan zaman yang bergerak ke arah modernisasi yang dicirikan oleh kemajuan teknologi dan informasi. kosakata bahasa bali hanya dapat digunakan untuk berbicara tentang isuisu lokal sederhana, tetapi tidak ketika topik tutur bergeser ke arah pendidikan, kedinasan, teknologi, dan globalisasi. jadi, bukan tidak mungkin bahwa bahasa bali dapat mengalami pergeseranpergeseran jika upaya penyesuaian dengan perubahan lingkungan sosial tidak dilakukan. sehubungan dengan hal itu, kehadiran bahasa indonesia dapat menjadi kompetitor yang kuat bagi tingkat tutur bahasa bali. bahasa indonesia memiliki banyak kelebihan dibandingkan dengan bahasa bali dan di antaranya adalah sebagai berikut. bahasa indonesia merupakan bahasa resmi negara yang digunakan di dunia pendidikan, dan untuk keperluan kedinasan dan kenegaraan. selain itu, bahasa indonesia juga digunakan sebagai bahasa persatuan yang berarti bahwa bahasa itu digunakan untuk komunikasi antarsuku. selanjutnya, bahasa indonesia bersifat sangat adaptif karena telah menyerap berbagai kosakata dan dapat digunakan untuk berbicara tentang berbagai topik dengan baik. terakhir, bahasa indonesia tidak mengenal tingkat tutur sehingga dapat digunakan oleh siapa pun kepada siapa pun dalam konteks demokrasi tanpa terlalu khawatir dinyatakan tidak hormat atau tidak sopan. dengan kata lain, kehadiran bahasa indonesia sepertinya memberikan pilihan yang lebih baik bagi kebutuhan berbahasa penutur jaba guyub tutur kota singaraja sehingga bahasa indonesia dapat menjadi kompetitor yang kuat bagi penggunaan bahasa bali. hal itu pada gilirannya dapat memengaruhi sikap penutur jaba terhadap tingkat tutur bahasa bali. sementara itu, berkaitan dengan sikap terhadap tingkat tutur kasar penutur jaba guyub tutur kota singaraja, penutur jaba sebagai akibat dari keterbukaan informasi dan pengaruh-pengaruh luar terkait dengan etika berbahasa mulai merasakan tingkat tutur kasar sebagai kasar. mereka percaya bahwa kode kasar sebagai kasar, kurang menyukainya, dan merasakannya sebagai kasar sehingga berkeinginan untuk menghindarinya. bahkan, pada beberapa situasi ketika subjek yang teramati e-journal of linguistics vol. 9. na.1 page - issn: accreditation:- 75 menggunakan tingkat tutur kasar untuk berbicara diwawancarai tentang penggunaan tingkat tutur kasar itu, menolak untuk berkomentar dan “berbohong” bahwa mereka sama sekali tidak pernah menggunakan tingkat tutur kasar. hal itu membuktikan bahwa mereka kurang setia dan kurang bangga terhadap tingkat tutur kasar. simpulan dan saran simpulan dari paparan di atas diperoleh simpulan bahwa sikap bahasa responden, walaupun dibedakan menurut pekerjaan, umur, dan gender, memiliki sikap yang seragam terhadap tingkat tutur bahasa bali. dalam hal ini, sikap terhadap tingkat tutur alus dan biasa berkategori positif, dan sikap terhadap tingkat tutur kasar berkategori netral. sikap itu secara umum menggembirakan karena hal itu berarti bahwa harapan-harapan akan keberlangsungan tingkat tutur bahasa bali masih tinggi. oleh sebab itu, berlawanan dengan perubahan sosial yang cenderung kurang mendukung keberadaan bahasa bali, bahasa bali akan tetap lestari dalam jangka waktu yang lama. meskipun demikian, sikap itu juga menunjukkan penurunan bertahap dari komponen kognitif sampai komponen konatif. dalam hal ini, kehadiran bahasa indonesia yang memiliki lebih banyak kelebihan daripada bahasa bali ditenggarai bertanggungjawab terhadap penurunan itu. selain itu, secara konatif bahasa indonesia menyediakan pilihan penggunaan bahasa yang sesuai dengan situasi modern dewasa ini. saran penelitian ini sesungguhnya sudah dapat menggambarkan sikap bahasa penutur jaba guyub tutur kota singaraja terhadap tingkat tutur bahasa bali secara sederhana. akan tetapi, untuk mendapatkan gambaran yang lebih detail, metode-metode pengumpulan data yang lain perlu untuk dilakukan, misalnya, terkait dengan persepsi (sikap) masyarakat tutur nonkota singaraja terhadap penutur bahasa bali kota singaraja. selain itu, kajian yang dilakukan perlu juga dilengkapi dengan teori-teori antropologi linguistik untuk mendapatkan gambaran yang lebih mendalam. daftar pustaka azwar, s. 2003.sikap manusia: teori dan pengukurannya. yogyakarta: pustaka pelajar. bagus, i g.n. 1979. “perubahan pemakaian bentuk hormat dalam masyarakat bali: sebuah pendekatan etnografi berbahasa”. (disertasi). jakarta: universitas indonesia. chaer, a. dan leonie, a. 2004. sosiolinguistik: perkenalan awal. jakarta: penerbit rineka cipta creswell, j. w dan clark, v.l.p. 2009. designing and conducting mixed methods research. california: sage publication, inc. fasold, r. 1984. the sociolinguistics of society. usa: basil blackwell inc. garrett, p. 2010. attitudes to language. cambridge: cambridge university press. jendra, i w. 2007. sosiolinguistik: teori dan penerapannya. surabaya: paramita. katubi. 2010. ”sikap bahasa penutur jati bahasa lampung”. dalam linguistik indonesia, tahun 28, no 1: 41-45. jakarta: masyarakat linguistik indonesia e-journal of linguistics vol. 9. na.1 page - issn: accreditation:- 76 laksana, i k. d. 2009. tabu bahasa: salah satu cara memahami kebudayaan bali. denpasar: udayana university press. o‟rourke, b. 2011. galician and irish in the european context: attitudes towards weak and strong minority languages. london: palgrave macmillan suarjana, i n. p. 2008. sor-singgih basa bali: ke-bali-an manusia bali dalam dharma papadikan, pidarta sambrama wacana dan dharma wacana. denpasar: tohpati grafika utama. suastra, i m. 1998. “speech levels and social change: a sociolinguistic study in the urban balinese setting” (disertasi). australia: la trobe university. tim peneliti fakultas sastra universitas udayana. 1978/1979. unda usuk bahasa bali. (laporan penelitian). jakarta: departemen pendidikan dan kebudayaan. tinggen, i n. 1986. sor singgih basa bali. singaraja: penerbit rhika singaraja. wingarta, p. s. 2009. meboya: kearifan lokal buleleng dan restorasi nilainya. yogyakarta: universitas gajah mada. baron, r.a. dan byrne, d. psikologi sosial: jilid 1. edisi kesepuluh. (djuwita, r. dkk., pentj). jakarta: penerbit erlangga. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p: 136—142 doi. 10.24843/ejl.2018.v12. i02. p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 135 indonesian derivative verb affixes: a study of typological linguistics 1 lien darlina, politeknik negeri bali 2 ketut artawa, ketutartawa@gmail.com, udayana university 3 i nyoman sedeng, nyoman_sedeng@hotmail.com, udayana university 4 made sri satyawati, srisatyawati@gmail.com, udayana university *corresponding author: liendarlina@gmail.com received date: 15-12-2017 accepted date: 28-12-2017 published date: 11-07-2018 abstract—based on the typology of the morphological point of view, indonesian is an agglutinative language. affixation plays an important role in its morphological processes, meaning that prefixes, suffixes and affixes are added to the word stems to form new words. from the syntactical point of view, its basic word order adheres to svo. the predicate, which is in the form of verb, has the ability to bind arguments to create a clausal structure. therefore, it is possible that one verb binds one argument, two arguments and three arguments, highly depending on the type of the verb. as a case study of typological linguistics, this present study is an initial one which explores the indonesian derivative verbs. the theory of typological linguistics is used to analyze the system through which how the indonesian derivative verbs are morphologically formed is analyzed. in this case, the verb functioning as the predicate, can bind arguments in order to create a clausal structure. the result of the analysis shows that, from the perspective of the typological linguistics, the indonesian derivative verbs can be derived from the stems under the categories of 1) noun, 2) adjective, 3) precategory, and 4) verb. it also shows that there are six types of derivational affixes which can be used to form derivative verbs from the four stems mentioned above; they are (1) ber-, (2) ber-an, (3) ter-, (4) meng-, (5) –kan, and (6) –i. the ones which can be attached to nouns to form derivative verbs are ber-, ter-, meng-, -kan , and –i ; the ones which can be attached to adjectives to form derivative verbs are ber-, ter-, meng-, -kan and –i; the ones which can be attached to precategory to form derivative verbs are ber-, ber-an, ter-, meng-, -kan, and –i; and the ones which can be attached to verbs are – kan and –i. the derivational affixes ber-, ter-, and mengare used to form intransitive derivative verbs, and the derivational affixes meng-, -kan, and –i are used to form transitive derivative verbs. keywords: linguistics, typology, derivative https://ojs.unud.ac.id/index.php/eol/ mailto:liendarlina@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p: 136—142 doi. 10.24843/ejl.2018.v12. i02. p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 136 1. introduction the study of the indonesian derivative verb typological linguistics is one of the ways in which the indonesian morphology and syntax can be analyzed from the typological perspective. it can present the universal conception of a language. it is intended to describe the universality of a language so its findings can be easily understood by both indonesians and foreigners. in the current globalized era, many foreigners intend to learn indonesian language; therefore, many universities have created the indonesian program designed for foreigners „bahasa indonesia untuk penutur asing (bipa)‟. the indonesian derivative verbs can be derived from noun (n), precatetory (p), and verb (v). as an illustration, batu „tone‟ (n) which becomes membatu „getting petrified‟ (v), darat „shore‟ (n) which becomes mendarat „landing‟ (v), baik „good‟ (a) which becomes perbaiki ‘repairing/revising‟ (v), alir (p) which becomes mengalir „flowing‟, duduk (v) which becomes duduki ‘sitting on/occupying‟. from the affixes used to form the indonesian derivative verbs described above, several unique things can be observed. first, the indonesian derivative verbs can be formed from four word roots; namely, noun, adjective, precategory and verb. therefore, it is assumed that the derivative verbs produced highly vary. second, the derivational affixes can produce 1) intransitive derivative verbs, as exemplified by the word root „batu‟ (stone) which becomes membatu after the prefix memis added to it; 2) transitive derivative verbs, as exemplified by the word root duduk (sitting) which becomes duduki (sitting on or occupying), dudukan (seating); 3) both transitive and intransitive verbs, as illustrated by the word root alir which becomes alirkan (making something to flow) as a transitive verb and mengalir (flowing) as an intransitive verb. third, the arguments needed in a clause differ, as illustrated by the verb root duduk (sitting) in the clause ibu duduk (the mother is sitting), there is one argument, namely ibu; however, in the clause ibu menduduki kursi (the mother is occupying the chair), there are two arguments, namely ibu (mother) and kursi (chair). furthermore, in the clause ibu mendudukan adik di kursi (mother is causing younger sibling to sit on the chair), there are three arguments; they are ibu (mother), adek (younger sibling), and kursi (chair). https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p: 136—142 doi. 10.24843/ejl.2018.v12. i02. p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 137 the other reason why it is necessary to explore the indonesian derivative verbs is the fact that no research has been conducted to analyze the indonesian derivative verbs as stated above. moreover, only a few indonesian grammar books discuss the morphological formation of the indonesian derivative verbs from the derivational perspective. apart from that, on the one hand, none has analyzed the indonesian derivative verbs using the theory of typology; on the other hand, the formation of the indonesian derivative verbs from the typological perspective is worth exploring. it is expected the findings of the present study may contribute to the typology of the indonesian verbs. as well, it is expected that the findings of the present study can give a new paradigm of the conception of the affixation used to form the indonesian derivative verb as the core predicate which binds the arguments needed to construct a clausal structure. this current study is an initial study conducted to investigate the indonesian derivative verbs. as a study of typological linguistics, it only focuses on the formation of the derivative verb and the structure of its arguments. based on what is described above, the writer feels interested and finds it necessary to further investigate the indonesian derivative verbs from the typological perspective. the problems of the study can be formulated in three questions. they are 1) how the indonesian derivative verbs are formed, 2) what affixes can be used to form the indonesian derivative verbs; 3) what affixes can be used to form the indonesian transitive and intransitive verbs. 2. research method the method used to analyze the formation of the indonesian derivative verbs is the descriptive qualitative method. this method can systematically, factually, and accurately give the data needed and the nature of and relationship among the phenomena investigated so that the scientific picture of the data can be obtained. the theory used to analyze the formation of the indonesian derivative verbs is the theory of typology, which is basically intended to answer the question of what language x is like. as far as this current study is concerned, the steps taken from collecting to analyzing the data are as follows. first, the novel “sang pemimpi”, as the data source, was scanned using the pdf format. after that, it https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p: 136—142 doi. 10.24843/ejl.2018.v12. i02. p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 138 was converted into the word format. the data were identified from the converted file using the software antcount. the data were processed first by opening the software antcount from which the file of the data source (the converted file) was opened. after the file was opened, the data were collected by typing the derivational affixes. before pressing start the column search was pressed, then the affix meng-, for example, was typed. the corpus program as the data provider showed all the verbs with the prefix {meng-} on the computer screen, which were then saved on a separate file. similar steps were taken to find the other derivational affixes such as {-i}, {ter-}, {ber-}, {ber-an}, and {-kan}. the derived verbs saved on the separate file were then processed based on the problems of the study, namely the formation of derivative verbs. they were classified based on the classes of the word roots, namely noun, adjective, precategory, and verb. then what affixes could be attached to noun, what affixes could be added to adjective, what affixes could be attached to precategory and which ones could be attached to verb were classified. finally, what affixes could be used to form intransitive derivative verbs and which ones could be used to form transitive derivative verbs were grouped as well. 3. theoretical framework the main theory used to analyze the indonesian derivative verbs is the theory of typological linguistics. it is commonly used to describe the universality of a language. the basic principle in the typological linguistic study includes scientific-descriptive and cross languages. it is basically intended to answer the question of what language x is like. it can explain that (1) the structure of one language can be compared with that of another, and (2) one language is different from another (mallinson and blake, 1991; dixon, 2010; comrie, 1988, and artawa, 1988). 4. results and discussion 4.1 formation of the indonesian derivative verbs based on the data obtained, the indonesian derivative verbs can be derived from 1) noun, 2) adjective, 3) precatetory, and 4) verb. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p: 136—142 doi. 10.24843/ejl.2018.v12. i02. p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 139 1) the derivative verb derived from the word root noun data: berjiwa (having the spirit of), berkilat (shining, glistening), berminat (having an interest in) 2) the derivative verb derived from the word root adjective data: memerah (getting red), berdusta (telling a lie), membenci (hating) 3) the derivative verb derived from the word root precategory data: berbisik (whispering), bergetar (shaking, trembling), mengerti (understanding) 4) the derivative verb derived from the word root verb data: menuliskan (writing something down), menampilkan (showing, presenting), memasuki (entering) 4.2 the derivational affix forming the indonesian derivative verb 1) the derivational affixes attached to noun to form the derivative verbs are ber-, ter-, meng-, -kan, and –i. data: 1. ber : berjas (wearing coat) 2. ter : terpesona (being hypnotized) 3. meng: memihak (siding with) 4. –kan : mengancingkan (being buttoned) 5. –i : menghantui (frightening) 2) the derivational affixes attached to adjective to form the derivative verbs are ber-, ter-, meng-, -kan, and –i) data: 1. ber: berkeras (being persistent) 2. ter: terbaik (the best) 3. meng: mendekat (approaching) https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p: 136—142 doi. 10.24843/ejl.2018.v12. i02. p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 140 4. –kan : membersihkan (cleaning) 5. –i : menggunduli (shaving someone bald) 3) the derivational affixes attached to precategory to form the derivative verbs are: ber-, ber-an, ter-, meng-, -kan, and –i. data: 1. ber: bersandar (leaning on) 2. ber-an : berlinangan (trackling with tears etc) 3. ter : terharu (being affected) 4. meng: merengut (making something come off) 5. -kan : memalingkan (swinging around, altering the course of) 6. -i : mengamati (observing) 4) the derivational affixes attached to verbs to form the derivative verbs are –kan and –i. data : 1. –kan : menumpahkan (causing something to spill) 2. –i : memasuki (entering) 4.3. the derivational affixes used to form both intransitive and derivative verbs 1) the derivational affixes used to form the intransitive verbs are: ber-, ter-, and meng data: 1. ber : bersandar (leaning on) 2. ter: terharu (being affected) 3. meng: mempesona (being hypnotizing), memerah (getting red) 2) the derivational affixes used to form the transitive verbs are: meng-, -kan, and –i. data: 1. meng: merengut (causing something to come off), memihak (siding with) 2. –kan : menumpahkan (causing something to spill) 3. -i : memasuki (entering) https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p: 136—142 doi. 10.24843/ejl.2018.v12. i02. p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 141 5. novelties the current study the most prolific words in forming derivative verb is pre-category, and then the second place in the basic form of verbs. in addition, the productive derivative affixes are based on the order is suffix –kan, and the second most is the suffix -i. 6. conclusions the result of analysis shows that the indonesian derivative verbs (a case study in which the novel “sang pemimpi” is used as the data source) can be derived from noun, adjective, precatetroy, and verb. the derivational suffixes used to form the derived verbs are: ber-, ber-an, ter-, meng-, -kan, and –i, as can be seen from the following table. number affixes noun adjective precategory verb total 1. ber28 3 31 62 (4) 2. ber-an 5 5 (6) 3. ter3 2 24 29 (5) 4. meng4 7 64 75 (3) 5. -kan 10 16 36 68 130 (1) 6. -i 8 11 22 36 77 (2) total 53 39 182 104 378 based on what is presented in the above table, it can be seen that most derivative verbs used in the data source are derived from the word root precatetory; therefore, it can be concluded that precategory can be so productively used to form the indonesian derivative verbs. they were used in 182 clauses. the second derivative verbs mostly used in the data source are derived from the word root verb; it was found that they were used in 104 clauses. the third derivative verbs mostly used in the data source are derived from the word root noun; it was found that they were used in 53 clauses, and the derivative verbs derived from the word root adjective were the least of all. it was found that they were used in 39 clauses. the affixes which productively formed the derivative verbs were the affix –kan. it was found that it was used in 130 clauses, followed by the affix –i used in 77 clauses, the affix –meng https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p: 136—142 doi. 10.24843/ejl.2018.v12. i02. p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 142 used in 75 clauses, the affix ber used in 62 clauses, the affix terused in 29 clauses, and the last was the affix ber-an used in 5 clauses. references: aronoff, mark. and kristen fudeman. 2011. what is morphology? (second edition). united kingdom: willey blackweel publishing. comrie, b. 1989. lynguistic typology. dalam newmeyer (ed) linguistics: the cambridge survey vol. 1. cambridge: cambridge university press. dixon, r.m.w. 2010. basic linguistic theory vol.2. oxford: oxford university press. haspelmath, martin and andrea d.sim. 2010. understanding morphology : understanding language series. london: an hachettehoder education an hachette uk company. katamba, francis. 2006. modern linguistics morphology. london: macmillan press ltd. mahsun. 2005. metode penelitian bahasa tahapan strategi metode dan tekniknya. jakarta: raja grafindo. jakarta: universitas indonesia. mirsa, umiyati. 2014. tipologi perilaku gramatikal adjektiva bahasa indonesia (disertasi). denpasar : program pasca sarjana. universitas udayana. song, jae jung. 2001. linguistic typology: morphology and syntax. london: longman. wangke, humphrey. 2014. peluang masyarakat ekonomi asean (mea) 2015. https://www.google.com/search?q=wangke%2c+humphrey.+masyarakat+ekonomi +asean. zainuddin. 2016. a study on derivational affixes of indonesian noun-formation in newspaper editorial: a semantic perspective pada international journal of english linguistics: vol.6, no.3; 2016, issn 1923-869x e-issn 1923-8703. canadian center of science and education. 7. acknowledgments in this opportunity the authors would like to address our greatest thanks to those who have given valuable contribution to this research so that it can be publicized through this publication to prof. dr. i ketut darma laksana, m.hum., dr. ni made dhanawaty, m.s., dr. dra. ni luh i ketut mas indrawati, tefl., m.a., drs. i nyoman udayana, m.litt., ph.d. and i nyoman sadra, thank you for the time and help in editing this research so that this research will be worthwhile to the development of the translation studies in applied linguistics. https://ojs.unud.ac.id/index.php/eol/ https://www.google.com/search?q=wangke%2c+humphrey.+masyarakat+ekonomi sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 14, no. 1, january 2020, pages: 97-102 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i01.p010 97 pemaliq of sexual organ within the culture of sasak community: linguistic anthropology study suliadi 1 lombok, indonesia suliadiabet@yahoo.com article info abstract* received date: 20 dec 2019 accepted date: 23 dec 2019 published date: 31 jan 2020 keywords:* pemaliq and sexual organ the focus of this study is pemaliq (taboo) of sexual organs within the culture of the sasak community. this research was conducted with the aims of finding certain words used as an evasion for sexual organs and investigating the sasak community’s view through the expression of evasion words. the data was collected by applying the method of participant observation and in-depth interviews. the data analysis showed that the evasion words used by the sasak community for sexual organs are words in the form of euphemisms: pepa (for male and female genitals) and also words in metaphorical form: anak cobek (for male genital), cobek tombong, and dompet (for female genital). the sasak community believes the use of evasion words in communication can create a psychological comfort and will not make the speakers feel abashed 1. introduction within the culture of sasak community, taboo is refereed as pemaliq (suliadi, 2019:1125; hakim, 2015:342). the sasak community practice pemaliq in managing their everyday lives, both personal and communal. pemaliq is used within the aspects of speech, behavior, and act. these three things are applied carefully by the sasak community in their daily lives. this is triggered by their belief on the occurrence of disasters or bad luck when they are being ignored or act arbitrarily, which means that in the aspects of words, behaviour, and act there are things that are forbidden and the violation may harm the offenders (cf. selake, 2011:31). this study discusses pemaliq that regulates speech, especially regarding the words for sexual organs. the sasak community and even the world community in general are seeing the human sexual organs as intimate organs and has become everyone's privacy. in this regard, sexual organs in various cultures of the world community, including the culture of the sasak community, are taboo if the vulgar words are applied directly. in indonesia, research on taboo of sexual organs itself has been widely carried out by researchers from various regions, such as a study conducted by laksana (2009) regarding taboos in the culture of balinese society and in a research conducted by barus, et al. (2018) on taboos in the culture of the minangkabau society. both of these studies basically have the same objectives as this study, namely the taboo of sexual organs. however, the research location of this study compared to the other two are different, which shows that the culture and language of the community being studied are also different. therefore, the differences in language and culture of the studied community indicated different use of pemaliq especially the evasion words for sexual mailto:suliadiabet@yahoo.com 98 organs, which of course will also display a different world view. this is accord to the principle of sapir-whorf’s language relativity where each different culture will interpret the world differently through the language use (singh, 2007:37). research on taboo of sexual organs within the culture of the sasak community is important to be conducted in order to give understanding to the younger generation of the sasak community or to other regional communities on the communication competencies used by the sasak community within the practice of taboo of sexual organs. therefore, the purpose of this study is to find certain words used as evasion words for sexual organs. also, this study also aims to explore the views of the sasak community expressed through evasion words for sexual organs. 2. theoretical framework the applied theory in this study is anthropological linguistic. according to hymes (1983:1), anthropological linguistics is a discipline that examines the language and the language use in the context of anthropology. meanwhile, foley (1997:3; 2016:251) states that anthropological linguistics is a discipline focusing to explore the meaning of the language use as an effort in understanding the cultural group of a society (cf. ottenheimer & pine, 2019:2; salzman dkk., 2012:14--25; dan sibarani, 2015:96). in line with hymes and foley, duranti (1997:2) sees that linguistic anthropology studies language as a cultural resource and language use or speaking as a cultural practice. based on the three experts above, it can be concluded that anthropological linguistic is not merely studying the form of a language, but it also examines the use of that language form within the society in order to discover and understand the cultural significance created by a group of society through the language used. hence, duranti (1997:14) emphasizes that the study of anthropological linguistics is focused on three aspects, namely (1) performance, (2) indexicality, and (3) participation. when these three aspects are associated with the object of this study, the performance refers to the use of evasion words for sexual organs in the act of communication, indexicality refers to the types of words used as an evasion, and participation refers to the parties that utter the evasion words. however, among the three aspects the focus of this study is on the aspect of indexicality. in this aspect, the study does not only focus on the types of words used as an evasion, but it also discovers the perspective of the speakers regarding sexual organs through the evasion words. 3. research method this study was conducted in bayan village, one of the villages in bayan district, north lombok. it used miles and huberman's research method (1994:10-12), which consists of four processes: data collection, data reduction, data display and conclusion. the data was collected by applying the method of participant observation and in-depth interviews. the collected data is the primary data in the form of conversations and single words used as evasion. the conversation data contained the use of evasion words for sexual organs within the act of communication. therefore, the conversation data in this study was collected during the observation on the people’s communication activities in daily life. meanwhile, the data of single words was gained during interviews with the informants. the conversation and single-word data, which was collected directly, was selected during the observation and interviews with the informants. the selected data was then being transcribed and translated into indonesian. the conversation data was transcribed and translated according to the format of the original text’s translation steps, glossing morpheme by morpheme and then followed by free translation (duranti, 1997:158). meanwhile, the single words or data in the form of phrases was transcribed and translated 99 directly based on the referred index. furthermore, every data presentation was followed by a narrative explanation on the views of the sasak bayan community gained through an etic and emic approaches. at the end, conclusion was drawn from the expected objectives of this study. 4. result and discussion genitals are vital organs owned by everyone (male and female). in this case, every male or female always takes care and covers their genitals especially when they are teenagers/adults. in sasaknese, the female genital is called telѐ while the male is lesѐq. related to these two words, the sasak bayan community believes that uttering those two words, especially the word for the female genital, is considered as a bad behavior not to mention if it is being spoken in public places. they believe the action can lower a person’s self-esteem; the woman whose genital is being mentioned will feel abashed. this shows that both words contain meanings with a low sense of value. therefore, the ancestors of the sasak bayan community created certain words to replace the two words, i.e. words that are considered to have subtle meanings and able to disguise the actual object (vital organ), as expressed in the following data. (1) sp : nyaraq keruan tan kadu selana kanak nina nengka, neg obvious way wear pants child female now kadu selana laguq pepa ngenah wear pants but genital seen ‘girls now days even though they are wearing pants, but their genitals are to be seen’ ls : kadu selana ketat mbe tadah soraq segitan wear pants tight how manner neg seen tombong-a pada genital-poss-3pl ‘they are wearing tight pants, how can we not see their genitals’ the above data show that sp (speaker) and ls (listener) use certain words when referring to the female genital. sp uses the word pepa, while ls uses the word tombong. in this case, the word pepa is a form of euphemism referring to the valuable part of the body between the thighs; the genital. the word pepa is not only used for the female genital, but it is also used for the male genital. whilst, the word tombong is a form of metaphor describing the female genital like a coconut plant (the seed within the coconut). the metaphor illustrates that the female genital grows and it is attached between the thighs. the words above that are used to replace the actual word of the female genital have subtle meanings because they can disguise the meaning of the actual object. this is different from using the word telѐ; the listeners sometimes feel disgusted and angry due to the word is well known in which its meaning directly refers to the female genital. hence, within the culture of the sasak community in central lombok, if the word telѐ is used as a curse by a husband to his wife, for example in the sentence ‘telen inaq-de’ “your mother's genital”, it will certainly make the wife angry and oppose the husband. the prohibition of uttering the female and male genitals using basa jamaq ‘language for the lower class’ as described above are basically aiming to maintain the honor of everyone, especially the adults. in this case, uttering the genitals with basa jamaq 'language for the lower class' is seen as a bad behaviour, especially for the female genital because it can make the women feel abashed and considered as a person with bad manners, whom in the end is said to be 100 impolite. therefore, women who have been mocked on their genitals will feel that their genitals had been seen, held, and touched by the speaker. because of that, those women will be angry, moreover, the speakers’ actions will be reported to the authorities (the head of the hamlet, rt, and the traditional leaders) due to the act is seen as verbal sexual harassment for the humiliation of others’ genitals (the symbol of honor) in public places. someone whom by purpose utters the female genital will be subjected to social sanctions; the sanction if the lips have made ‘wrong talk'. based on the results of an interview with one of the key informants, mr. rianom, who explained that mentioning genitals using the word telѐ-lesѐq is an impolite act because fundamentally those words have very rude meanings, therefore, they shouldn’t be used in front of others. the word telѐ-lesѐq can only be used by husband and wife in the bed room and only if it has been agreed upon them. in addition, the prohibition of using these two words is actually to educate the children or teenagers not to perform verbal sexual abuse. moreover, mr. rianom explains that if the cloth or pants worn by a woman or a man is in a state of keselѐr, in which it could make the genital visible, then in this case, anyone who sees such situation should whisper to them using the sentence pepa cia segitan 'the genital is visible'. other than the words pepa and tombong as in the data (1) above, the north lombok sasak community in general (sasak community in bayan, kayangan, ganges, tanjung, and pemenang districts) also use other euphemism words, namely: (2) telѐ ‘female genital’ → cobek (3) lesѐq ‘male genital’ → anak cobek both of the above data showed the evasion words for telѐ and lesѐq, are cobek for female’s genital and anak cobek for male’s genital. these two evasion words are not only used by the sasak community, but also by the balinese community (see laksana, 2009:97). this indicates that the evasion words were actually produced by the ancestors of the balinese community and practiced within the sasak community by the balinese during the expansion of karang asem kingdom to the kingdom of lombok in the 17th century, which caused the sasak community as the colonized community to also use these evasion words. aside from the words above, the sasak bayan community also uses other metaphorical forms, as expressed in the following data. (4) sp : kanak, dompet diriq ca segitan. perikeq kerѐng child, genital poss-2sg dem seen. fix sarong diriq ca poss-2sg dem ‘your genital is visible, child. please fix your sarong!’ the data above is captured when the speaker (sp) tells his daughter to repair the sarong she is wearing. the reason sp sent his daughter to fix the sarong she wore was because sp accidentally saw her daughter's genital. the data shows that sp uses the word dompet to refer to his daughter genital. in this context, the word dompet illustrates that the female genital is a place to store something of value. 101 5. novelties in this research, three words of evasion for the taboo of sexual organs were found and different from the findings of previous researchers (barus, et al., 2018; laksana, 2009), namely the word pepa (for men and women genital), tombong, and dompet (for women genital). 6. conclusion based on the description above, it can be concluded that the sasak bayan community has produced and used certain words as an evasion for the taboo of sexual organs. the words being used as an evasion for sexual organs consist of words in the form of euphemisms: pepa (for male and female genitals) and also words in metaphorical form: anak cobek (for male genital), cobek, tombong, and dompet (for female genital). the evasion words express the views of the sasak bayan community towards sexual organs; sexual organs are seen as valuable parts of the body, so their honor must be maintained. one way of maintaining the honor of sexual organs is by not mentioning the sexual organs using their actual words (telѐ-lesѐq), but to use these evasion words in which their meanings are considered not to be vulgar in order to give psychological comfort for everyone. it means, if the sexual organs are called using their actual words (telѐ-lesѐq), it will make the people feel abashed, which can cause a relationship break. in other words, if the evasion words of sexual organs are always expressed in the act of communication, it can make the relationship of the participants of communication harmonious. this is in line with simpen’s point of view (2008:2) that participants of communication in the act of communication must develop emotional intelligence; not only it is required to convey the truth of what is being said, but it is also committed to maintain harmony within the relationship by reassuring that the participants would not feel abashed (cf. murdana, et al., 2014:2). 7. acknowledgments i want to express my gratitude to raden gedarif and rianom, the leaders of sasak community in bayan, north lombok regency, indonesia, who have provided many directions, data, and content on pemaliq of sexual organ. references: barus dkk. 2018. “linguistic taboos in karonese culture”. the 1st annual international conference on language and literature, kne social sciences, hlm. 411--421. duranti, alessandro. 1997. linguistic anthropology. cambridge: cambridge university press. foley, william a. 1997. antrhopological linguistics: an introduction. malden & oxford: blackwell publisher ltd. foley, william a. 2016. anthropological linguistics and field linguistics. dalam: allan, keith, ed., the routledge handbook of linguistics. london & new york: routledge. hakim, lukmanul dkk. 2015. kamus sasak-indonesia. mataram: kantor bahasa provinsi ntb. hymes, dell. 1983. essays in the history of linguistic anthropology. dalam: e.f. konrad koerner., ed., amsterdam studies in the theory and history of linguistic science. amsterdam: john benjamins publishing company. 102 laksana, i ketut darma. 2009. tabu bahasa: salah satu cara memahami kebudayaan bali. denpasar: udayana university press. miles, matthew b & huberman, a. michael. 1994. qualiative data analysis. london: sage publications. murdana, i ketut dkk. 2014. “english language politenes of tourist guides in bali”. e-journal of linguistics, vol. 8, no. 2. udayana university: linguistic program postgraduate ottenheimer, harriet joseph & pine, judith m. s. 2019. the anthropology of language: an introduction to linguistic anthropology. edisi keempat. usa: cengage. salzman, zdenek., dkk. 2012. language, culture, and society: an introduction to linguistic anthropology. united state of america: westview press. sibarani, robert. 2004. linguistik antropologi: antropologi linguistik-linguistik antropologi. medan: poda. simpen, i wayan. 2008. “kesantunan berbahasa pada penutur bahasa kambera di sumba timur”. e-journal of linguistics, vol. 2, no. 1. udayana university: linguistic program postgraduate. singh, ishtla. 2007. “bahasa, pikiran, dan representasi”. dalam: linda, thomas & wareing, shan., ed, bahasa, masyarakat, dan kekuasaan. (sunoto dkk., penerjemah). yogyakarta: pustaka pelajar. slake, kurdap. 2011. mengenal budaya dan adat istiadat komunitas suku sasak di desa tradisional sade. mataram: dinas kebudayaan dan pariwisata provinsi nusa tenggara barat. suliadi. 2019. “pemaliq words of human death within the society of sasak-indonesia: a linguistic anthropology study”. journal of language teaching and research, vol. 10, no. 5, pp. 1125-1129, september 2019. biography of author suliadi was born in rangsot, july 05, 1986. he lives at sanggar sari, sigar penjalin village, district of tanjung, north lombok, west nusa tenggara, indonesia. he graduated his bachelor degree from indonesian language education, hamzanwadi university, selong, east lombok 2013. he finished his master of indonesian language education from mataram university email: suliadiabet@yahoo.com mailto:suliadiabet@yahoo.com impression in “i wandered lonely as a cloud” e-journal of linguistics vol. 9. na. 2 issn: 2442-7586 accreditation:- 117 e-journal of linguistics novel mlantjaran ka sasak: from dillematic teachers to humorous ones i nyomantingkat e-mail: tingkat66@yahoo.com senior high school at kuta selatan (sma 1 kuta selatan) nyoman kutha ratna e-mail: kutha_ratna@yahoo.com study program of linguistics, school of graduate studies, udayana university i nyoman weda kusuma e-mail: weda_kusuma@yahoo.com study program of linguistics, school of graduate studies, udayana university abstract this article discusses the representation of the image of teachers in the novel entitled mlantjaran ka sasak written by gde srawana. using the theory of literary sociology and the theory of representation as the basis of analysis, it was found that teachers were imaged of being dilemmatic, humanistic idealistic, caring about the balinese culture, and being humorous. sociologically, the novel entitled mlantjaran ka sasak pictured the life background of the balinese society during 1930s, indicated by the critical attitude of the intellectuals through i made sarati and ida ayu priya, the characters who played a role as teachers, towards the caste feudalism in marriage. such a critical attitude was expressed in such an inciting way that the ethic and aesthetic values needed to educate society were not neglected. keywords: representation, image of teachers, modernity, caste feudalism, gender equality, and self identity 1. introduction since the dutch colonial era, teachers had inspired both the indonesian and balinese men of letters. the indonesian men of letters which had been inspired by the characters who e-journal of linguistics vol. 9. na. 2 issn: 2442-7586 accreditation:- 118 play their role as teachers can be traced from the balai pustaka novels such as darah muda written by adinegoro (1927), pertemuan written by abbas sutan pamuncak nan sati (1927), and kasih ibu written by paulus supit (1932). in such novels, the characters that played their role as teachers were pictured as the figures that were economically and traditionally weak. the balinese writers which had been inspired by the teachers in the dutch colonial era in indonesia was evidenced by a modern balinese novel entitled mlantjaran ka sasak (going to lombok for a tour) written in 1930s by gde srawana ( i wayan bhadra). after almost half a century no novel which could be classified as belonging to the modern balinese literary work had not been written, in 1981 the novels picturing the characters that played role as teachers were written such as tresnane lebur ajur satonden kembang (love is broken before it grows) written by djelantik santha. in 2002 manah bungah lenyah di toyobungkah (love grows and gets broken at toyobungkah) was written by i nyoman manda, and in 2004 another novel entitled bukit buung bukit mentik was written by agung wiyat s ardhi. this article only discusses the novel entitled mlantjaran ka sasak with two problems; they are (1) how was the life of the balinese community pictured in the novel entitled mlantjaran ka sasak? ; and (2) how teachers were presented in that novel? the theory of literary sociology and the theory of representation were used to answer such questions. e-journal of linguistics vol. 9. na. 2 issn: 2442-7586 accreditation:- 119 the theory of literary sociology was used to identify the relation among the literary work, the writer, the society and the context of the era when it is written (damono, 1979; sumardjo, 1982; yunus, 1986: ratna, 2004). the reason is that the literary work is not written during the cultural absence (teeuw, 2003). the theory of representation was used to identify how the writer pictured the characters playing role as teachers in the novel he wrote. barker (2005: 10) explains that representation is a social construction and presentation of the world in order to produce knowledge. eriyanto (2011: 113) explains that the term representation shows how someone, a group or a certain opinion is presented on news release. the news release does not only refer to the news with its narrow definition, but it also refers to its wider meaning, including the literary work in general and the novel in particular. this strengthens that proposition and literary work are imaginative (fiction, story) containing unbroken facts (news). based on the problems and the theories used, the biography of i wayan bhadra (the writer of the novel mlantjaran ka sasak), the social condition of the balinese society pictured, and the image of teachers represented are discussed as follows. 2. the brief biography of i wayan bhadra it is not easy to trace the existence of i wayan bhadra whose pen name is gde srawana in the novel mlantjaran ka sasak due to the limited number of written sources. the biography of i wayan bhadra could only be traced from two written sources. the first source is the book entitled kembang rampe kesusastraan bali anyar (1978) written by i gusti ngurah bagus and i ketut ginarsa; the second source is the essay written by dharma e-journal of linguistics vol. 9. na. 2 issn: 2442-7586 accreditation:- 120 putra entitled ―i wayan bhadra; an intellectual, man of literature, and editor who had almost been forgotten (2003) entitled guratan budaya dalam perspektif multicultural persembahan untuk prof. dr. i gusti ngurah bagus. i wayan bhadra, whose pen name is gde srawana, was born at banjar delod peken, singaraja, on 19 october 1905 and died when he was 72 years old, exactly, on 26 may 1977. gde srawana was made to be monumental by his novel entitled mlantjaran ka sasak (going to lombok for a tour). it was initially published in the djatajoe magazine (1936 – 1939). in accordance with darma putra (2003: 820), the novel mlantjaran ka sasak is better known by the public than the novel entitled nemoe karma written by i wayan gobiah which was crowned as the first modern balinese literary work. the reason was that it was easier to find the novel mlantharan ka sasak and that it was mimeographed and published by sabha sastra bali foundation in 1978. apart from that, the aesthetic factor, the narrative structure, and the combination of the themes of love, caste, and modernity were also interesting; therefore, the literary critic appreciated and analyzed it. i wayan bhadra was a government civil servant who started his career from the lowest level and was finally appointed head of the department of culture. it was an achievement that was achieved through a long process (20 years), starting from becoming a monthly employee. what was interesting was that what he was supposed to do was in accordance with his talent and interest. his work was related to language, culture and religion. e-journal of linguistics vol. 9. na. 2 issn: 2442-7586 accreditation:- 121 if further traced, his non bureaucratic work was also related to what he did to lead an organization called perkumpulan bali darma laksana, published the ―djatajoe‖ magazine with mr. gde panetha. his experience in leading such a journalistic activity was continued until he became the cultural editor of the bhakti magazine. his leading experience was useful to what he was supposed to do in bureaucracy. he became head of the department of archeology, the department of religious affairs and the department of education. as a writer, he wrote a number of literary works including essays. therefore, i gusti ngugah bagus evaluated him as a man of literature as well as a researcher (bali post, 1/6/1977) as quoted by darma putra (2003: 818). as an appreciation and respect to i wayan bhadra, prof. dr. i gusti ngurah bagus held a seminar on 12 december 2002 at gedong kirtya, singaraja, attended by i wayan bhadra‘s oldest son named i putu aswin. darma putra (2003: 819) made a note of what was stated by aswin that i wayan bhadra had been once socially isolated by the community when he was old. the people suspected that he got involved in the prohibited party in 1960s. such a socio-political suspicion disappeared when ngurah bagus wrote an article in which he stated that i wayan bhadra was an intellectual who had rendered a service for the scientific world and government. i wayan bhadra was one of the lucky persons as when he finished ‗sekolah rakyat‘ (elementary school) and mulo in singaraja, he continued his study to ams in malang. the novel mlantjaran ka sasak pictured his education and experience when he was employed as a monthly employee at the bali and lombok resident office. when he e-journal of linguistics vol. 9. na. 2 issn: 2442-7586 accreditation:- 122 returned to bali, bhadra occupied himself with literature and culture. when he worked as a clerk at gedung kirtya (1930s), he studied palm leaf manuscripts in depth (darma putra, 2003: 824). from what was described above, i wayan bhadra was someone who tended to be neutral and not to want to be engaged in polemics. he chose to be neutral and did not want to be engaged in sensitive polemics. he used the bhawanagara magazine published by gedong kirtya to spread his intellectual concepts. at that time gedong kertya was under the dutch government. he, as one of the employees of gedong kertya, did not want to betray the office where he worked. in this context, he was a writer who was pro the dutch government in relation to the attempt he made to maintain the harmonious relation among the balinese people; he hid the sensitive conflict about caste which tended to make troubles away. as an intellectual who lived in two eras, that is, the colonial era and the independence era, i wayan bhadra was an editor of two eras as well. in addition, he was also a figure who lived in four different eras of government. darma putra (2003a: 829-940) showed that i wayan bhadra was the editor of the djatajoe magazine in the colonial era (1938-1941), and in the independence era he was the editor of the bhakti magazine (1952-1954). the four eras of government during which he had gone through were the dutch colonial government, the japanese government, and old order government under president soekarno and the new order government under president soeharto. e-journal of linguistics vol. 9. na. 2 issn: 2442-7586 accreditation:- 123 darma putra (2003: 829) stated that i wayan bhadra and mr. i gde panetja were the editors of the djatajoe magazine replacing panji tisna through the second congress held by bali darma laksana in denpasar from 25 to 26 july 1938. this magazine was firstly published in august 1936 and contained the social, educational, literary and balinese cultural articles. the literary matters to which attention was paid were related to caste, the impact of tourism, and gender equality. therefore, it was logical that the djatajoe magazine which was widely distributed in java, bali, and lombok published the novel mlantjaran ka sasak written by i wayan bhadra. its distribution in such three islands could be identified in the novel mlantjaran ka sasak. after the independence era, i wayan bhadra was also recorded as the editor of the bhakti magazine (1952—1954) which was once suspected of having affiliation with the communist political party, for which he was isolated by the community when he was old, as stated by putu aswin (darma putra, 2003a: 819). bhadra and n. kadjeng worked as the editors of ―arts, literature and philosophy‖ until the magazine was closed in 1954. he underwent the same thing when he and i gde panetja worked as the editors of the djatajoe magazine. as decreed by the era, they were the final editors of the historical magazines in bali, namely, the djatajoe magazine and bhakti magazine. 3. what the balinese community knew of the novel mlantjaran ka sasak what the balinese people knew of the novel mlantjaran ka sasak, at least, included four things; they are: it contained going for a vacation as self entertainment, caste-based arranged marriage with an unwilling bride or groom, cockfighting, and modernity. the e-journal of linguistics vol. 9. na. 2 issn: 2442-7586 accreditation:- 124 novel mlantjaran ka sasak narrated that made sarati, as a teacher, luh sari and ida ayu putu priya went to lombok for vacation. they went to lombok by ship. they planned to spend the first night at guru ketut gunawan‘s house. however, guru ketut gunawan went to gerung, central lombok. therefore, they were welcome by guru ketut gunawan‘s parents and helper named wak ali. they promised to return the following morning. finally, they spent the first and second nights at pesanggahan suranadi, lombok. what was described above implies that the tradition of going for a vacation when school students did not go to school (a few days before galungan comes) was the beginning of the development of tourism in bali. what was historically recorded also showed that the bali tourism started in 1930s. however, the tourism which was managed at that time gave more emphasis on family relation than on business relation. this was pictured by the balinese writers through the characters that went to lombok for vacation, when they planned to stay at the house of ketut gunawan, a teacher, without paying for anything. he was a friend of made sarati, who was also a teacher, meaning that the balinese group went to lombok for a vacation in which more emphasis was given on family relation than on business relation as it is now. they went for vacation to amuse themselves; there was no economic motivation. it was pictured in the novel that made sarati and dayu priya had loved each other; however, due to they belonged to different castes, they decided not to get married. finally, dayu priya was forced to marry ida kade ngurah, who belonged to the same caste and was e-journal of linguistics vol. 9. na. 2 issn: 2442-7586 accreditation:- 125 from gria sunia, by her father. ―… meled, kedeh praya mamanjak ring anake istri ring sampinghya, nanging bas kuku haling-alinge nylatin shipune ring ida.” (srawana, 1978: 81), meaning that made sarati would like to live with dayu; however, the geria wall was too strong to break through. the metaphorical form bas kuku haling-alinge nylatin sihipune ring ida showed that it was difficult to break through the difference in caste. this did not only take place in the dutch government era in indonesia, but it also took place in the independence era as pictured in the novel tresnane lebur ajur satonden kembang (love is withered before it opens up) written by djelantik santha (1981). however, when those belonging to the triwangsa group (higher caste) fell in love with those belonging to sudra (the lower caste), they could do what they liked without any objection from those coming from the lower caste. democratically, this was a form of discrimination which was in accordance with the current emancipation more popularly known as gender equality. this was also pictured in the novel entitled layar terkembang written by sutan takdir alisjahbatana in 1936. such discrimination resulted from the fact that it was difficult to oppose tradition although its leaders were highly educated. made sarati and dayu priya studied in java; however, they submitted to ida bagus kusuma (dayu priya‘s father). although education symbolized modernity, the modern leaders that carried change could not easily apply it as there was a collision between the feudalistic traditional ideology and the dynamic modern ideology. e-journal of linguistics vol. 9. na. 2 issn: 2442-7586 accreditation:- 126 culturally, what was interesting in this novel was not a claim for the caste feudalism made by dayu priya, but how a lady belonging to the higher caste (menak) opposed the man belonging to the higher caste (menak) who forced dayu pria to marry someone as he liked. this symbolized the rebellion made by the ruler against itself, as the rebellion made by douwes dekker, a dutch, who opposed the dutch colonization in indonesia. as intellectuals, dayu priya and made sarati, positioned themselves as ―intellectual feudalism‖ as introduced by thomas jefferson (tilaar, 2003: 202). by positioning themselves as intellectuals, they treated themselves as educated persons who should not be engaged in the polemics of caste taking place in the end of 1920s. in addition to picturing the caste feudalism, mlantjaran ka sasak also pictured how the cockfighting was getting more serious and how the men having several legal wives were. if the balinese documentary films in 1930s were observed, nobody could refute that cockfighting was a socio-cultural picture taking place in the balinese community at that time. such a frightening socio-cultural picture was also pictured through made sarati‘s father who, apart from being a gambler, was also a playboy. he always quarreled ―stata ricu kwanten‖ (srawana, 1978: 72). “aduh padalem memen madene.” “sangkal anak agung punggawa nyakolahang made ke bandung?” “sampun ja telas tegal reraman titiange amah taji, sami masanda. yening tan anak agung punggawa ica ring titiang, masa titian uning ring bandung …?” (srawana, 1978: 74). indonesian translation: ―aduh kasihan ibunya, made‖ ―kenapa anak agung punggawa menyekolahkan made ke bandung?‖ ―sudah habis tegalan orangtua saya karena judi sabungan ayam, semua tak tersisa lagi‖. e-journal of linguistics vol. 9. na. 2 issn: 2442-7586 accreditation:- 127 kalau tidak anak agung punggawa peduli kepada saya, mustahillah saya tahun bandung …? [what a pity made‘s mother is.‖ ‗why anak agung punggawa sent made to bandung?‖ ―my parent‘s dry land was all gone due to cock fighting, nothing was left‖ if anak agung punggawa had not been concerned about me, it would not have been possible for me to know bandung …?‖ the quotation above shows that a child will be neglected if his/her father likes gambling and is a play boy, and the family burden will be getting heavier. aware of being neglected, made sarati did his best to study (jengah), which then led him to success. he always obtained good marks when he studied in teachers‘ training school in java and what he did was always useful to the community. unlike dayu priya‘s father, he had three wives who lived harmoniously. ―ida aget madue aji, madue rabi tatiga, pakenyung‖ (srawana, 1978: 72), meaning that ida (dayu priya) was lucky that his father had three wives but they lived harmoniously. this benefited dayu priya; therefore, she was the only lady in her family, he was able to go to java to study. as a novel which belongs to the modern balinese literary work, gde srawana, who always positioned intellectuals as the characters in his work, criticized as he liked the tradition which was not good due to the modern education which had been acquired. based on what took place in 1930s, the balinese women‘s modernity started from education supported by the educated men, who, at that time, most worked as teachers (darma putra, 2007: 17). the women belonging to the higher caste were also supported by their parents. this was pictured in the novel mlantjaran ka sasak through the characters dayu pria and e-journal of linguistics vol. 9. na. 2 issn: 2442-7586 accreditation:- 128 made sarati. they both symbolized the modern struggle which was intended to enlighten society. darma putra (2007: 21) also showed a historical fact that 1931 was an important year for the balinese women in education. it was recorded that 25 ladies from bali and lombok were sent to blitar to study; 20 were from bali and 5 were from lombok. they did not only belong to the upper caste (menak) but also the lower caste (jaba) as the representation of equality in social status. it was at that time when the balinese women lived a modern and western life. they ate using spoons and forks. this was clearly pictured in the novel mlantjaran ka sasak when a group of balinese went to lombok for a vacation and stayed at suranadi, lombok. 4. the teachers who were imaged of being dilemmatic and humorous the criticism of the tradition prevailing in bali was not only pictured in the novel mlantjaran ka sasak but also in the novel tresnane lebur ajur satoden kembang (1981), the novel manah bungah lenyah di toyobungkah (2002) and the novel bukit buung bukit mentik (2004). the novel mlantjaran ka sasak criticized the feudalistic tradition through the characters dayu tirta and made sarati. the novel tresnane lebur ajur satonden kembang criticized the power that those coming from the upper caste had (menak). they married the ladies belonging to the lower caste (sudra) as they liked without love and affection. the novel manah bungah lenyah di toyobungkah and the novel bukit buung bukit mentik e-journal of linguistics vol. 9. na. 2 issn: 2442-7586 accreditation:- 129 criticized the tradition through the teachers who were born as the only children in their families. the novel mlantjaran ka sasak was firstly published in the djatajoe magazine (1936—1939), indicating modernity through education represented through the characters dayu priya (the lady belonging to the upper class) and made sarati (a man belonging to the lower class). the two characters that came from different castes represented intellectuals in their era; they symbolized the demolishing women; they were supported by a teacher named made sarati; they would like to be successful through education. however, dayu priya still followed what was instructed by her parents. “apa malih pidan, de … oo, yang lakar ambil ida? bin pidan ja ajin yange ngandikaang yang memanjak ka geria sunia. yang ngasen dewek luh, apa ajin anake luh di bali, oo de? yang sing bani langgia teken ajin yange. aduh, de sapalaan yang dadi jelma lacur di paundukan. nasi ada gamgam, pipis ada gamgam, paundukane nyisit ati. pupusuh yange satata buka empos, de! yang ukuh sing nyak, tawang de! ukana yang macebur uli kapale, ugase ajak made apa? ugase yang sing maan kamar apa, makasur di deg … masih made ngebag yang. mara ibine yang pakilingida” (srawana, 1978: 110). indonesian translation: ―apa, lagi berapa hari, de … oo, saya akan segera diambil, tergantung ayah saya memutuskan saya mengabdi ke geria sunia. saya merasa sebagai perempuan bali tidak punya harga, oo de? saya tak berani melawan titah ayah. aduh, biarkanlah saya jadi manusia yang dilacurkan dalam hukum tradisi. soal nasi, uang tidak ada masalah, tetapi adat dan tradisi begitu kejam menyayat hati. jantung saya seperti mau copot, de! ketidak saya tidak dapat kamar di kapal dalam perjalanan ke lombok … tetapi made tetap setia menjaga saya. sehari sebelum diingatkan ayah agar kawin dengan ida kade ngurah dari geri sunia‖. english translation: ―in a few days, de … someone will marry me, depending on my father; he has decided that i will be part of geria sunia. as a balinese lady, i feel that i do not have self-esteem, oo de? i do not dare oppose what is instructed by my father. ow!, let me a human being that is dehumanized by the law of tradition. rice to eat and money are not problems to me; e-journal of linguistics vol. 9. na. 2 issn: 2442-7586 accreditation:- 130 however, the customs and traditions have treated me badly. i feel that i am suffering from heart attack, de! i would like to say that i disagree, de! i would like to go with made without permission from my family/when i did not obtain any room on the ship to lombok … but made faithfully took care of me. the day before, i was reminded by my father that i would marry ida kade ngurah from geria sunia.‖ although dayu priya studied in java where she was modernly educated, she was not able to refuse customs and traditions. she had to accept the husband her father had chosen for her named i kade ngurah. her critical attitude towards the shackling tradition was supported by made sarati. as a woman, through education, she went to java to study, even she would like to go the netherlands to continue her study. she intended that there was no difference between women and men. she would like to be independent. she struggled for emancipation, as tuti did in the novel layar terkembang written by sta. both dayu priya and tuti were the characters playing a role as the pioneer of the indonesian movement of feminism. kuta ratna (2004: 186) stated that feminism refused injustice resulting from patriarchal system, history and philosophy as the disciplines centered on men, a subject as something which is ego-centric (using thoughts) while women are regarded as things which are hetero-centric (for others). dayu priya‘s critical view was interesting as the protest against the shackling tradition was shown by a lady belonging to the upper caste (menak) rather than by the teacher who belonged to the lower caste (jaba). the way in which gde srawana criticized tradition was the same as the way in which a fighter hided the actor. the teacher did not show any resistance to the shackling tradition; however, he/she was someone where others went to seek after the best solution. this was a literate strategy to position the teacher neutrally and, e-journal of linguistics vol. 9. na. 2 issn: 2442-7586 accreditation:- 131 at the same time, to maintain a harmonious relation with the society, as illustrated by gde srawana‘s neutral attitude. the struggle for emancipation shown by dayu priya was only a dream. it could not be applied in accordance with what she had learned at school. “lacur sajaan i raga dadi jelma luh di bali, oo, de! anggona gagendingan sangkala, sangkal lacur dadi jelema luh. i meme nyayangang … i bapa medpedang mati …!” (srawana, 1978: 111). indonesian translation: ―sial sekali kita menjadi wanita bali, oo, de! dipakai nyanyian sedih, sial sebagai wanita. ibu menyayangi … bapak mendoakan agar meninggal …!‖ english translation: it is a pity to become a balinese woman, oo, de! it is used as a sad song, it is a pity to become a balinese woman. the mother loves … but the father prays that death will come soon …!‖ the quotation above reflects that the women‘s position is identical with the fact that the character playing a role as the teacher is too afraid to break the feudalistic traditional binding. such a teacher‘s image was not only narrated in the novel mlantjaran ka sasak but also in the novel tresnane lebur ajur satonden kembang, and in the story ―guru made‖ written by i nyoman manda. apart from dayu priya‘s critical attitude, the teacher was also imaged of being dilemmatic, as what was shown by made sarati who was different from dayu priya in regard to the castes they belonged to. they loved each other; however, made sarati, as a teacher, understood that he was wong jaba ‗sudra‘ (belonging to the lower caste) and should not marry dayu, who belonged to brahamana wangsa (the upper class). made sarati e-journal of linguistics vol. 9. na. 2 issn: 2442-7586 accreditation:- 132 behaved in such a way as he was trusted by ida bagus kumara to take care of dayu priya. he did not want to break what he was trusted at all. he opposed what he had in his mind by doing what was desired by ida bagus kumara. dayu priya did not refuse who was chosen as her husband by her father either. as a man belonging to the lower caste (jaba) and as a teacher, he did not want to show resistance to those belonging to the higher caste (brahmana). this indicated that the patron-client relation was very strong. dayu priya was too weak not to accept a husband who was chosen by her father; as a result, she submitted although she was modernly educated. she learned emancipation but she could not apply it. however, the modern concepts reflected by dayu priya and made sarati in the novel mlantjaran ka sasak did not neglect what was taught in the balinese culture. they translated the traditional balinese culture into the idealistic and humanistic modern life. the teacher‘s idealistic and humanistic attitude was reflected from two things. first, when made sarati was trusted by ida bagus kumara to accompany ida ayu priya to lombok. at that time, such a couple of young people, who loved each other, could successfully prevent their erotic love. the idealism of such a couple was presented by taking care of their honor and implemented the moral messages given by ida bagus kumara, dayu pria‘s father. such moral messages were a strategy to implant human values. ―martabat kemanusiaan adalah sjarat mutlak buat memungkinkan perkembangan kebudayaan yang sehat serta jang serasi dengan djiwa dan kehidupan bangsa itu‖ (anwar, 2000: 12). [the human status is absolutely required to develop a healthy culture which is in harmony with the state soul and life]. e-journal of linguistics vol. 9. na. 2 issn: 2442-7586 accreditation:- 133 second, being idealistic and humanistic was also reflected from the names of the two characters playing a role as the teachers; they were made sarati and ketut gunawan. their names implied that the two characters playing a role as the teachers in the novel mlantjaran ka sasak came from the lower caste (sudra). however, they were responsible for educating and teaching the learners; therefore, they were entitled to being brahmana based on profession. in addition, they were strong and wise as implied by their names sarati and gunawan. in the balinese language, sarati means tukang banten (someone who is very good at making offerings). a sarati is usually chosen based on morality and integrity, and reflects the natures of taking care of (ngemong), hard work, seriousness, awareness, and carefulness when he/she is supposed to lead a group. dewantara (2004: 48) stated that the model developed made sarati in leading the group was the model of taking care of. as a teacher, he seemed to educate people and to make them aware. the function of educating other people and making them aware was implied from the name sarati ‗tukang banten‘. the name was analogical with the coachman and the horses in bhagawad gita. ―… i made sarati, sakadi wastannya sarati, kusir amangkinan sida antukipun ngeret, ngodag, ngedetin, kudane ne mawasta indria, satata ipun mastitis nene utamaan ring mandagingin kalegan manahnya ajahan (asledetan tatit) sakadi slokane „ngisinin legane agridogan, purun ipun kantun sering parek ka geria sirikan” (srawana, 1978: 86). indonesian translation: ―… i made sarati, sebagaimana namanya, sarati, kusir yang bisa mengendalikan indra yang tak ubahnya kuda liar. oleh karena itu, ia selalu mengutamakan keutamaan budi daripada kesenangan sesaat, apalagi ia sering menjadi abdi di geria sirikan. ia tak sampai hati mencederai orang yang memercayainya, ida bagus kumara.‖ e-journal of linguistics vol. 9. na. 2 issn: 2442-7586 accreditation:- 134 english translation: ―… i made sarati is his name; sarati is the coachman who can drive desires which are identical with wild horses. therefore, he always gives priority to morality over temporary pleasure. even he often works as a servant at geria sirikan. he does not want to hurt ida bagus kumara, someone who trusts him. similarly, the name ketut gunawan means someone who is useful. in kbbi (the indonesian-indonesian dictionary) (2002: 375), gunawan means someone with good natures; someone who or an object which is highly useful. in the balinese-indonesian dictionary (1978: 222), gunawan is another word for wibisana, a character in the puppet show. wibisana is described as having the natures of being wise and clever. in the story of ramayana, he is the adviser of rama, the king of ayodya. therefore, it was not wrong if this character was narrated to be trusted as an educational institution in lombok. made sarati and his group intended to use gunawan‘s house as a place they could stay while they were having vacation in lombok. the idealistic-humanistic attitude shown by dayu priya and made sarati strengthened their balinese identity that it was important to maintain the balinese culture. ―luung masi, api nu mauruk di jawa nu runggu geguritan bali‖ (srawana, 1978: 105), meaning that although studying in java, an attempt was still made to maintain the balinese verse (geguritan). the quotation above was the same as what was stated by darma putra (2007: 83) who compared the short story ―kurban‖ and the novel mlantjaran ka sasak. he found that the female character, gusti ayu amba in the short story ―kurban‖, and dayu priya in the e-journal of linguistics vol. 9. na. 2 issn: 2442-7586 accreditation:- 135 novel mlantjaran ka sasak, were modern and intelligent women. in addition, he also found that he did not feel inferior if they interacted with men. they symbolized the modern balinese women whom had been dreamed of; they went to java to continue their studies; they strengthened the balinese identity. the messages provided by the modern women who still strongly maintained the balinese customs, tradition and culture seemed to be related to the biography of gde srawana who narrated his life experiences through the novel mlantjaran ka sasak. as an employee once employed at the department of archeology, gedong kriya, the office of religious affairs, and the department of culture pictured that what they had been supposed to do was related to the supervision and development of the balinese culture. the modern sciences were seriously learned but the traditional values were still maintained and developed. their high interest in reading and the fact that they always brought books with them wherever they went, and the fact that after finishing her study dayu priya intended to study in the netherlands, although, finally, she could not go due to the war, proved that they seriously learned the modern sciences. they used sciences as clothes in their lives; they spent more on books than on clothes. that reflected that made sarati and dayu priya were educated persons. they highly appreciated literary works, especially the traditional verses (geguritan). the fact that they enjoyed the traditional verses and then implemented what they had learned from the verses in their lives proved their appreciation. such an appreciation caused their speech act to grow positively; as a result, the persuasive aesthetic function of literary works could be realized. teew (2003: 60) stated that e-journal of linguistics vol. 9. na. 2 issn: 2442-7586 accreditation:- 136 the persuasive function of the literary work contained three aspects; they are docere (teaching), delectare (giving enjoyment), and movere (moving). the fact that made sarati and dayu priya were concerned about the balinese culture was funny and interesting. contextually, the humors reflected the era when they lived were used and based on the satire related to caste and the fact that young people could not free their prospective husbands/wives freely. made satari, as the character playing a role as a teacher, criticized power (caste) through the dialogue with dayu prita as follows. ―suba ja sing ada tegakan, apa men anggon yang? daya pesane mae … motore maluine ngulah‖. ―napi. tu, daya? ―dayaaaaa!‖ ―mula dayu dayaain …! ―aruh, kalah yang; dueg sajan made namplak rawes!‖ (srawana, 1978: 69). indonesian translation: ―sudah tidak ada kendaraan, apa yang saya tumpangi? banyak akal i made, mobilnya lebih awal berjalan. ―apa, tu. daya? ―dayaaaa!‖ ―benar, dayu diperdaya ….!‖ ―waduh, kalah saya; pintar benar made bermain kata!‖ english translation: ―there is no vehicle, what should i go by? i made has a lot of reasons. the vehicle he goes by has left. ―pardon, tu. betraying? ―betraying!‖ ―it is true that dayu is betrayed …!‖ ―ow! i am defeated …!‖ made is very good at playing with words!‖ the dialogue between dayu priya and made sarati reflected the image of being highly humorous. such a humor was made by someone belonging to the lower caste (jaba) without offending those belonging to the upper class (menak). it was used to cool down the e-journal of linguistics vol. 9. na. 2 issn: 2442-7586 accreditation:- 137 hot polemics. this indicated that made sarati, as a teacher, was able to communicate interactively and functionally. he could reach the target without making the addressee offended; however, he could make the addressee laugh. that was called a reflective laugh, namely, a laugh which is intended to laugh at one‘s self. ―api ida ngulah, yening sang madrue geriane sueca, masih tulus titian parek rig ajine.‖ ―api ajin yange sueca, lamun yang sing nampi made, nyen tunasin teh?‖ i made ngeh ipun ring deweknya ketuut-tuutang antuk ida … ―api … ― sapunika ipun malih. ―api … apa, de!‖ ―api kebus …‖ i dayu ica ngrikgik (srawana, 1978: 69). indonesian translation: ―walau dayu mengusir, kalau pemilik rumah mengizinkan, tetap saya mengabdi pada ayahnya‖. ―walau ayah dayu mengizinkan, kalau saya tak menerima made, siapa membuatkan teh?‖ ―i made sadar diri dituruti dirinya oleh dayu … ―walau …‖ demikian dia mengulangi ―api .. apa, de! ―api panas …‖ i dayu tertawa senang. english translation: ―although dayu wants me to go, if the owner of the house allows me, i will remain serving her father‖. ―although dayu‘s father allows, if i do not accept made, who will make tea? ― i made recognizes that he is followed by dayu … ―although … ― he repeats. ―fire .. fire, de! ―hot fire …‖ i dayu is laughing as she is pleased. the above quotation confirms that the dialogue on humanity could not be continued; therefore, made sarati, the character playing a role as a teacher, took the opportunity to save e-journal of linguistics vol. 9. na. 2 issn: 2442-7586 accreditation:- 138 it. such a communication relation could be diluted using jokes which led to laughters. for example, the joke such as ―dagang, dagingin, degeng” which was addressed to the trader whose commodities sold well. the other jokes were ―desak desek, dayu dayanin, jaba jabagin‖ , meaning desak is approached, dayu is deceived, jabais tried). however, behind the jokes there were serious communications. this was made to be possible by the educated and learned characters. the messages were indirectly transmitted. from the linguistic point of view, according to austin, such messages were transmitted using the rules of illocution and perlocution (sumarsono and partana, 2002: 322). when there was misunderstanding between the modern value and traditional value, the teacher acted as the catalyst. in other words, the teacher was the peace maker among the changes taking place. this was logical as the teacher prepared the children‘s future in such a way that they could follow the dynamism of the era. therefore, it is correct that school is a place where values which come from the nature are culturalized in order to be culture. in accordance with dewantara (2004: 72), a teacher is a civilized leader; he leads the mind intelligence and gives knowledge; as well, he is a model of socialization. education provided at school is the unification of the family‘s nature, institution, and the movement of young people. it is at such three domains that changes take place. it is necessary to communicate such changes in an amusing way. the teacher has the art of that. in the novel mlantjaran ka sasak, made sarati was successful in making the journey to lombok not a boring one. the jokes which were usually provided in the classroom were managed in such a way along the journey that they group became happy. the humors in the e-journal of linguistics vol. 9. na. 2 issn: 2442-7586 accreditation:- 139 mlantjaran ka sasak were dominated by the games of alliteration rhyme, traditional poetry, metaphors, and dialogues between made sarati and dayu priya. 5. closing sociologically, the novel mlantjaran ka sasak pictured the life of the balinese life in 1930s through the intellectual characters as the central ones, especially the teacher and the lady belonging to the upper caste. the concepts offered by the characters pictured the life in that era, indicated by the initial development of tourism, the growing awareness that education was important to women, supported by the teachers. the modernity offered by the intellectual characters strengthened the balinese identity and culture. in addition, it also pictured the complexity of life which was made to be getting worse by the cockfighting and the fact that some fathers had more than one wife, causing their children to be neglected. the socio-cultural picture presented by the writer in his literary work presented the mutual relation between facts and fictions used by the characters to criticize the situation. such a critical attitude was a form of protest. on one hand, it led to dilemmas and on the other hand it was useful to the teachers for making jokes; as a result, they were imaged of being humorous. the jokes made by the teachers were highly interesting and reached what they had been aimed at, and were in accordance with the era without neglecting the ethic and aesthetic values that they should educate the society. bibliography anwar, rosihan. 2000. ―angkatan 1945 buat martabat kemanusiaan‖ dalam sumber terpilih e-journal of linguistics vol. 9. na. 2 issn: 2442-7586 accreditation:- 140 sejarah sastra indonesia abad xx. (peny. e. ulrich kratz). jakarta : gramedia. barker, chris. 2005. cultural studies teori dan praktik.(terj. ). yogyakarta: bentang. damono, sapardi djoko. 1979. sosiologi sastra sebuah pengantar ringkas. jakarta : pusat pembinaan dan pengembangan bahasa. darma putra, i nyoman. 2003. ―i wayan bhadra: intelektual, sastrawan, dan redaktur yang nyaris terlupakan.‖ dalam guratan budaya dalam perspektif multikultural. denpasar : fakultas sastra dan budaya unud. darma putra, i nyoman. 2007. wanita bali tempo doeloe perspektif masa kini. denpasar: pustaka larasan. dewantara, ki hajar. 2004. karya ki hajar dewantara bagian i: pendidikan. yogyakarta: majelis luhur persatuan taman siswa. eriyanto. 2001. analaisis wacana pengantar analisis teks media. yogyakarta: lkis. kuta ratna, i nyoman. 2004. teori, metode, dan teknik penelitian sastra dari strukturalisme hingga poststrukturalisme. yogyakarta : pustaka pelajar. robinson, geoffrey. 2006. sisi gelap pulau dewata sejarah kekerasan politik. yogyakarta: pt lkis pelangi aksara. santha, djelantik.1981. tresnane lebur ajur satonden kembang. tt. sumarsono dan partana. 2002. sosiolingistik. yogyakarta : pustaka pelajar. srawana, gde. 1978. mlantjaran ka sasak. denpasar : yayasan saba sastra bali. teeuw, a. 2003. sastra dan ilmu sastra. jakarta: pustaka jaya. tilaar, h.a.r. 2003. kekuasaan & pendidikan (suatu tinjauan dari perspektif studi kultural). magelang: indonesiatera. tim penyusun.1978. kamus bali-indonesia. denpasar : dinas pengajaran provinsi bali. tim penyusun . 2002. kamus besar bahasa indonesia. jakarta : balai pustaka. sumardjo, djakob. 1982. masyarakat dan sastra indonesia. yogyakarta : cv nurcahaya. yunus, umar. 1986. sosiologi sastra persoalan teori dan metode. kualalumpur: dewan bahasa dan pustaka kementerian pelajaran malaysia. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 2, july 2022, pages: 227--235 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i02.p08 227 the analysis of the english use and barriers in front office in hotels in bali kadek feni aryati institut pariwisata dan bisnis internasional, denpasar, indonesia, kadekfeniaryati@gmail.com article info abstract* received date: 28 dec 2021 accepted date: 3 jan 2022 published date: 31 july 2022 keywords:* linguistics, english, hospitality, skill, tourism communication is an essential element of the hospitality industry. spoken and written communication skill is important for all hoteliers. the most important is the english skill. the significance of english skills from front office staff at hotels in bali is a specific perception case occurring in the hospitality industry. in this case, communication skills, language skills, the willingness to understand guests' interests, and showing politeness are the leading factors in improving the quality of service. this study aimed at analyzing the function and obstacles in using english by the front office staff at hotels in bali. data were collected through depth interviews with the hotel front office staff. the results show that english plays an essential role in the front office for greeting and welcoming, registering, handling check-in and checkout, providing information, diplomatic agent, and problem solver. the obstacles faced in using english happening in the front office department should be minimized by providing special training to the staff. besides, the obstacle in using english can also be solved by the collaboration between the government and educational institutions focusing on tourism study to graduate qualified students who are ready to face the real work practice and be the ones with excellent communication skills. 1. introduction the front office is one of the departments in a hotel playing essential roles. the important role of the front office is connecting hotel management and external parties (wijayanti, 2019). bagyono (2006) in his book entitle hotel front office mentioned that front office is derived from english words that are front and office. then front office can be defined as a department placed on the front side of an office or hotel. the area of the front office is the busiest in a hotel. this is https://ojs.unud.ac.id/index.php/eol/index mailto:kadekfeniaryati@gmail.com 228 because almost all the hotel activities happen or occur in the front office department (murdana et.al, 2017). the location where the front office is placed in a hotel is one of the departments that can be easily seen and reached by the hotel guests (maiziva & andri sulistyani, 2017). based on that matter, the front office is the crucial department in a hotel. the front office department is a medium of communication connecting the guests and all hotel departments and the hotel management. referring to the definition of the front office, then front office staff are required to possess excellent communication skills to boost the function of the front office itself. an excellent communication skill, both written and spoken skills, is highly needed by the front office staff to provide adequate and satisfying services to tourists or guests and other external parties. good communication skills may lead to proper understanding and prevent misunderstanding that may occur during the communication between hotel management and guests. specifically, communication using english is the basic skill needed by the front office staff. damayanti (2019) stated that tourism and hospitality workers need to master english as an essential skill. in line with damayanti (2019), murdana et al. (2017) mentioned that english is one of the official foreign languages in the international scope used in all fields, such as the tourism sector, hospitality business, international affairs, politics, government, education, trade and business, media, and else. according to joseph and munghate (n.d.), english in the tourism and hospitality sectors owns six significant roles. those are mentioned below. a. communicative role the first role of english in the tourism and hospitality sectors is being the communication medium among all the parties involved in the tourism sector and hospitality business. b. integrative role english in the tourism and hospitality sectors plays the role of integrating and connecting all the people coming from different countries with different languages and cultures. c. lingua-franca role this role is quite similar to the role of communication medium. english helps and eases tourists to communicate. a tourist can travel to different regions or countries, but she/he does not need to learn the languages used there since she/he masters english. d. relation-fostering role english strengthens the relationship between one person to another because of the interaction and discussion that they do. e. economic role another significant role of english is in the economic field, especially business. english brings the cross-countries trading happens. f. functional role english helps tourists and the local community to get the information they need. the importance and crucial of english in the tourism sector and hospitality business requires people working in the sector of tourism to master sufficient communication skills using english, particularly for hotel staff in the front office department. hotel staff is required to have the ability to communicate in english to give the best services to the hotel guests and make them satisfied which later will increase the revenue. english competence in tourism and hospitality sectors also affects the job placement, position, and also self-image (damayanti, 2019). researches related to the use of english in the tourism and hospitality sectors as well the barriers and problems faced in using english have been discussed and conducted by some of the previous researchers. prachanant (2012) discussed three major matters related to the use of english in the tourism and hospitality sectors which were the needs of english skills in the tourism and hospitality sectors, the function of english, and the problems in communicating 229 using english faced by 40 tourism workers in tour and travel agencies in thailand. the data analyzed in the research were obtained using questionnaires. the analysis was done to find out the frequency, percentage, average, and deviation standard. the results of the analysis showed that the most needed and used english skills in tourism and hospitality sectors were speaking, then followed by listening, reading, and the last one was writing. besides, the research also found out that the function of english that commonly used in the tourism and hospitality sectors were (1) giving information, (2) providing services, (3) offering help, (4) asking for cooperation, (5) answering questions and solving problems, and (6) general conversation. other results were the problems of using english faced by the respondents that were (1) the difficulties in understanding guests’ english accents, (2) vocabulary and expressions that were out of contexts, (3) the limitation of english vocabulary mastery, and (4) the lack of grammar competence. those four problems represented all the english skills; speaking, listening, reading, and writing. damayanti (2019) also investigated the significant roles of english in the tourism and hospitality sectors. the library research concluded that english plays a significant role in conducting communication in the tourism and hospitality sectors including the communication between the tourists and tourism workers and the communication for business and economic purposes. english unites all people with different backgrounds. this significant role of english causes the requirement of english communication skills for all the tourism and hospitality workers as the basic skill. the english mastery of the tourism and hospitality workers, especially the hotel staff or other business sectors in tourism also influenced the job placement, positions, and self-image. a similar point was also researched by khabib (2019) describing the role of english in the tourism sector. but the research was more likely to focus on higher education students. khabib (2019) investigated the students’ motivations to learn english as well as to come across the problems and difficulties experienced by the students in improving their english. khabib (2019) revealed that students utilized the internet to explore and learn english. that is not surprising since, in this digital era, the internet provided easier access to learning for everyone. that easy access to learning through the internet leads the students to look for and find out learning sources and all information that they need which cannot be found in books or libraries. moreover, tourism agencies and workers in the tourism and hospitality sectors do the same things in doing communicating with business partners all over the world since it is many ways easier, faster, and cheaper. another research related to the role of the front office had been done by maiziva & andri sulistyani (2017) at hotel grand zuri pekanbaru. the research was a qualitative descriptive focusing on the roles and obstacles faced by the hotel receptionists in providing services to the hotel guests. the data of the research were gained through observation and depth interviews which lead to the conclusion. maiziva & andri sulistyani (2017) found that the receptionists of hotel grand zuri pekanbaru carried out double positions as the operator, reservation agents, cashier, and information center. this was done by the hotel management to minimize and decrease the cost because the hotel management did not need to recruit new staff to fill the available positions in the front office department. the hotel receptionists experienced some problems that were lack of focus because of the concurrent works, fail to remember the basic tasks, missing the break times, problems in communication with foreign guests cause of the limited english skills. the hotel receptionist found it difficult to explain and provide information to the foreign guests when they asked them to provide the information. based on the previous researches, then the research was interested to provide and supply information that was still missing. this research aimed at analyzing the function and problems faced by the front office staff in doing communication using english in hotels in bali. the data 230 were taken by interviewing the front office staff of three hotels in canggu, sanur, and kuta. the results of the interview were transcribed and analyzed to get a comprehensive and deep conclusion. 2. research methods this research was carried out using a qualitative approach, specifically using the descriptive qualitative method. somantri (2005) stated that qualitative research is an approach in research focusing on the process, phenomena, and authenticity. the qualitative approach describes the results of research that are gained in a systematic, detailed, original, and objective way. the data used in this research were obtained through an interview, observation, as well as literature study. the interview method is a process of gaining explanations to collect information by asking and answering questions which can be done face to face and also via telecommunication media. an interview can be done by using the guidance in the form of a list of questions or without any guidance. the researcher does the interview directly with respondents to get valid and reliable data. meanwhile, the observation method is an activity of gaining information needed to present the real pictures of an event or moment or phenomenon to answer the research questions, to understand humans’ behaviors, and to evaluate or give feedback towards the measurement. the researcher commonly visits the research setting to do a direct observation. in this study, the interview was done with three front office staff at three hotels around canggu, seminyak, and sanur. the researcher was guided by an interview guide in the form of a questions list. but during the interview, the researcher added questions based on the respondents’ answers. besides using interview technique, the data was also collected through a literature study which was done by collecting relevant data from many pieces of literature, such as books and articles that were published in academic journal. the gained data then were analyzed by grouping or categorizing them into two main parts that were the functions of english and the problems faced in using english by the front office staff in hotels in bali. the results of the analysis then were described objectively and in detail. 3. discussions (bold 12) the results of the analysis are described into two main categories; the function of english in delivering the services of the front office and the problems faced by the front office staff to communicate in english. the function of english one of the hotels that were being the objects of this research was rimbun hotel canggu located in the kuta area. this hotel is considered a newly established hotel since it was established in july 2019. the researcher interviewed one of the front office staff. based on the interview, it was stated that in the front office department there are some divisions, such as receptionist, guest service agent, guest relation officer, butler, and bellboy. the respondent said: “yes, in the front office department, there are several divisions. there are receptionists, guest service agents, guest relation officers, butler, and bellboy. each of us has our responsibilities.” for some hotels, the front office department is an essential part of the accommodation or hospitality industry since it is responsible to communicate directly to the hotel guests (yulanda & putri, 2017). since the big responsibility, the front office department is said as the brain or the heart and the center of all the operational activities happening in a hotel. this is supported by the statement of a respondent that can be seen below. 231 “in my opinion, the front office department is the brain of the hotel. if there was no front office, all the hotel activities would be stunted because the hotel guests need hotel staff to provide information and else.” as it is mentioned by one of the informants that in the front office department there is a division namely guest relation officer or gro who is responsible to make the hotel guests feel comfortable. besides, the guest relations office is also responsible to provide any kind of information needed by the guests, such as when the hotel guests ask about the recommended tourist destination or booking flight tickets. in this case, the guest relation officer plays the role of information center. then guest relations office is required to do the best and make the guests feel comfortable. furthermore, guest relation offices should be friendly to all hotel guests. as the information center, the guest relation office should understand all things related to the operation of the hotel as well as understand guests’ needs. based on that case, communication is needed, especially communication using english. as mentioned by joseph and munghate (n.d.) that one of the roles or functions of english is the communicative role/ interactive role that is being the most important role of english in the tourism and hospitality industry. english is the means of communication between tourists and those who work in the industry. when people all over the world come and visit a tourist destination, then their native languages cannot be used to communicate since it will be hard to understand by other people. in this case, english plays its role as a means of communication. importance of english skills is also needed by the front office staff to do check-in and check-out procedures for the hotel guests, especially foreigners. one of the respondents mentioned that the check-in procedure in a hotel is as follows. “ it is started with a greeting as we welcome the guests. then we ask the guests their reservation status. the next step is asking the guests to fill the registration form or guests' identity form. while waiting for the guests to fill out the form, we contact the housekeeping department to get information about the readiness of the room. if the room is not ready yet, we ask the guests to wait for a while. when it is ready, we escort them to the room. the bellboy will escort the guests to their room.” based on the interview quoted above, it is clearly described that the standard operating procedure that should be applied by the front office staff from the guests’ arrival until the guests reach their room. those procedures require adequate english skills as the means of communication between the hotel guests and the front office staff. it started from the beginning is welcoming and greeting the guests in which the front office staff needs to be friendly, polite, and attractive. in this process, the front office staff should welcome and greet the guests using english. that is why english skills are needed to make the best first impression in the guests’ hearts and first impressions commonly are the most memorable moments for the guests. if the front office staff welcomes and greets the guests with broken and impolite english then it will create a bad impression leading to a bad brand image. after that, the front office staff should proceed with the registration process in which the front office staff should perform the procedure of registration including deciding the room for the guests to stay in, the prices, and ensuring the payment method. in this stage, excellent english reading skill is needed. the front office staff should be able to read english texts on the guests’ documents, such as passport, hotel booking, itinerary (if any), as well the hotel brochure and sources (types of rooms, payment method, payment status, and else). a mistake in understanding english texts may lead to the hotel operational badly. an example is when the front office staff does not understand the payment status, it will be a problem if the guests have checked in without any deposit of payment. based on that matter, the front office staff should be able to read and understand english texts as well as be familiar with the terminologies commonly used in settling 232 payment to prevent any errors or making a wrong decision. take an example, the terminology of pay at the hotel, pay by the travel agent, and deposit that need understanding. after checking in, the front office staff should monitor the guests’ activities during their stay since the hotel is responsible for the hotel guests’ needs during their stay. all the hotel staff, especially the front office staff should be able to respect the guests including respecting their needs and even their problems and complaints as mentioned by the respondent of the interview. “skill that should be mastered in the tourism industry is helpful and respectful. so we need to be ready to help and provide things that the guests need. besides, we also respect all the guests’ complaints. we should not get mad at the guests when they complain to you.” it can be seen that the role and function of english in the front office department is used to solve the guests’ problems and complaints (yulanda & putri, 2017). that is a common practice for the front office department to deal with the guests’ complaints. when dealing with the guests’ complaints, the front office staff should master adequate english listening skills. each guest comes from a different country with a different english accent and pronunciation. this is when the front office staff’s english skill is needed. besides, they should also be able to provide a diplomatic answer which then the front office department plays its function as the diplomatic agent. this means that the front office staff should perform diplomatic actions to maintain the mood and tension of the guests. the diplomatic skill of the front office staff should be supported by adequate or even excellent english skills. it will be trouble when the front office staff is not able to understand the guests’ complaints because the front office staff will not be able to provide and offer the proper solution. it also affects the hotel's brand image. that is why the front office staff is required to master english skill that is not only able to understand formal language, but also informal language, including slang. problems faced in using english there must be a lot of problems faced during the hotel operation's daily activities, especially in terms of communication. verbal communication skills affect people’s quality of work. good verbal communication, according to soenardi (2011: 8) is divided into four skills that are listening, reading, speaking, and writing. soenardi (2011: 8) stated that listening is a skill to understand uttered by other people in the forms of words, phrases, sentences, or discourse, such as spoken talks, speech, lecture, etc. speaking skill refers to an indicator of verbal communication quality including english skills. this skill is affected by self-confidence to talk and speak naturally, honestly, appropriately, and responsibly by putting away the negative feelings, such as being shy to talk and speak. speaking skill is a skill to express thoughts and opinions with sounds of language and words in the complete language arrangement, such as phrases, sentences, and other spoken communication forms. speaking is one of the four english skills; listening, reading, speaking, and writing. speaking skill is the ability to produce sounds to express thoughts, opinions, feelings, and desires to other people. the problems that are commonly faced by the front office staff in communicating using english are as follows. a. the front office staff cannot control the guests’ speed in talking or speaking. the front office staff cannot catch up with the guests’ messages. b. the front office staff does have any chance to repetition to the guests to clarify their talks. c. the front office staff is not able to recognize and understand the “signs” made by the guests that make the front office staff does not get the meaning. for example, when the guests ask a question, the front office staff thinks that the guests explaining. this is a big communication problem between the front office staff and the guests. 233 d. the front office staff is not able to interpret the messages uttered by the guests well so misinterpretation is raising. e. the front office staff is not able to stay focused for some reasons. the problems faced by the front office staff in using english to communicate with the guests are caused by limited opportunities to use english. this is because the front office manager prioritizes the staff who have the ability to speak english fluently to deal with the guests. so the front office staff with limited english skills do not get the opportunities to communicate using english. moreover, the front office staff is not confident in talking and speaking in english since they are afraid of making grammatical errors. they think that making a grammatical error is a big mistake. sometimes, the hotel guests use slang of idioms to talk and it becomes a great challenge for the front office staff to understand. the front office staff finds it difficult to understand slang, idioms, and other informal forms of language. since then, the front office staff should learn slang, idioms, and other informal forms of language because the hotel guests often use them in daily conversation. by mastering both formal and informal, the front office staff can communicate with the hotel guest in a friendly situation. 4. novelties based on the results of the data analysis, that were found out that problems faced by the front office staff when delivering services to the hotel guests. it can be concluded that the greatest challenge faced by the front office staff is the limited opportunities for them to practice and communicate using english when talking to the hotel guests. that is the novelty of the of this research. 5. conclusion english mastery for the front office staff is an essential and basic skill. the front office staff should be able to communicate using foreign languages, especially english since the front office staff is the one responsible for dealing and communicating with hotel guests coming from all over the world with different native languages. based on that fact, the front office staff should master excellent english including the skills of listening, speaking, reading, and writing. english as the international language is essentially needed in the tourism and hospitality sectors. excellent english skill helps the front office staff to conduct communication with the hotel guests and provide the best services. it affects the desires of the guests to come back and stay in the hotel because they feel comfortable and satisfied with the services. excellent english skill also helps the front office staff to run the daily operational works smoothly. the problems that are commonly faced by the front office staff in communicating using english are related to the confidence to communicate using english that can be overcome with a lot of practice. the front office staff should not be shy or afraid to communicate using english since the english skill will improve as it is used. the greatest challenge in communicating using english is the difficulties in understanding the idioms and slang uttered by the guests. to overcome that challenge, the front office staff is suggested to listening to tv, broadcasting, talk show more often. another challenge faced is the limited opportunities for the front office staff to use english in communication. the suggested solution is practicing english skills with friends or co-workers and when there is an opportunity to use them, the front office staff is ready. based on the importance of english skills in the tourism and hospitality sectors, then the society, government, and educational institutions in the tourism field need to prepare the outputs with high competence and excellent english skill. the collaboration among government, tourism and hospitality stakeholders, and educational institutions plays a significant role in developing 234 regulations on the improvement of the quality of tourism and hospitality human resources which will lead to growth and development of the industry. besides, the tourism and hospitality stakeholders need to conduct training for staff to improve their english knowledge and skills. 6. acknowledgements first of all, the author would like to thank the thesis’ supervisors for the guidance and feedback during the research and article writing. the author would like to express her gratitude to all the parties contributing in finishing the research. the results of this study are expected be able to give contribution to the education, especially the english learning and english for specific purposes. references damayanti, l. s. 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(2019). modul operasional kantor depan. yogyakarta: universitas bina sarana informatika. yulanda, g., & putri, e. d. h. (2017). strategi guest relation officer dalam penanganan tamu yang menunggu pelayanan di hotel santika premiere yogyakarta. jurnal khasanah ilmu, 8(1), 20–30. 235 biography of author kadek feni aryati, s.pd., m.pd. is an english lecturer at institut pariwisata dan bisnis internasional. she finished her master program at ganesha university of education, majoring english education. now, she is in the process of finishing her dissertation at udayana university majoring linguistics. she can be reached at +62 812-7955-8877. microsoft word artawan e_journal 1 the picture and cultural struggle of the balinese women in the novels written by panji tisna, putu wijaya, and oka rusmini gde artawan1, i nyoman kutha ratna2, i nyoman weda kusuma2, i nyoman suarka2 1postgraduate program, udayana university 2department of linguistics, faculty of letters, udayana university e-mail: gartawan@yahoo.com abstract this study aims at revealing the picture and cultural struggle of the balinese women in the novels written by panji tisna, putu wijaya, and oka rusmini, identifying the intertextuality of their works and the women’s attitude towards sociopolitical discourse and the discourse of equality in gender. the texts investigated are the novels written by panji tisna entitled ni rawit ceti penjual orang (1935) and sukreni gadis bali (1936); the novel written by putu wijaya entitled putri published in two books (2004); and the novels entitled by tarian bumi (2000) and kenanga (2003). the theories such as the sociological theory of literature, the theory of feminism and the theory of intertextuality were adopted for investigating the novels. the results of the study show the real situation undergone by the women such as the strong confinement of tradition, the manifestation of the situation undergone by the marginalized and subordinated women, suppression, taming (cooptation), the role as hard workers (double-burden), the role as single parents, the victims of violence and the taming process (cooptation). based on such a real situation, the female characters in the novels showed their cultural struggle by accentuating concepts/the framework of thinking, reinterpreting and behaving towards tradition. from the intertextuality point of view, the female characters in the novels were consistent in their vision towards tradition. this was shown by implementing ideas/insights, reinterpreting and behaving towards the space in the texts. however, as far as sociopolitical discourse and the discourse of equality in gender are concerned, they behaved differently. some compromised on sociopolitical reality and equality in gender and the others were highly reactive and tended to show struggles through their ways of thinking and behaving. this is the only study which has investigated the novels written by panji tisna, putu wijaya and oka rusmini at the same time. the novelty is that there is intertextuality among the novels. such intertextuality is in the form of thematic elements which include sociopolitical discourse and the discourse of equality in gender. 2 1. introduction literature and its setting, sociocultural life, are two variables which are closely related. kusuma (1990: 3) states that literary works, especially novels, are not created from nothing; they cannot be separated from the sociocultural aspects as their background. this means that the sociocultural journey of an ethnic group can be traced back and identified from its literary works. the investigation initially made has shown that the female characters have been provided with the central position in the novels written by the balinese writers since the dutch colonial era up to now. they have struggled to free themselves from patriarchy, in spite of having to be faced with various sufferings, humiliations, and submissions for the sake of greater interests (putra, 2003: 6). this study tries to investigate the picture and cultural struggle of the balinese women described by the balinese writers in their novels. the balinese writers are classified based on ethnicity, without taking the religions they belong to and where they live into account. it is not possible to investigate all literary works as there are too many novels, short stories and poems which are concerned with the balinese women and the issues related to their existence. therefore, the only novels written by the famous balinese writers such as panji tisna, putu wijaya and oka rusmini are investigated in this study. their works have been listed as the high quality indonesian literary ones. the other reason why they were chosen was that they belong to different generations. whereas panji tisna was the writer from the era of 1930s and belongs to the generation of new poets (angkatan pujangga baru), putu wijaya belongs to the generation of 1970s and is still productive up to now, and oka rusmini comes from the generation of 2000s. her novel entitled tarian bumi (2000) has been widely welcomed because of its interesting theme and quality. the novels written by the above-mentioned writers were particularly chosen as they present the female characters and the matters related to gender. based on this consideration, two novels written by panji tisna entitled ni rawit ceti penjual orang (1935) and sukreni gadis bali (1936) were chosen. the putu wijaya’s works which were chosen are putri i and putri ii (2004). and the oka rusmini’s works which were chosen are tarian bumi (2000) and kenanga (2003). in general, this study aims at revealing the picture and the cultural struggle of the women and the intertextuality among the novels written by panji tisna, putu wijaya 3 and oka rusmini. it also aims at revealing the reactions of the female characters towards the sociopolitical discourse and the discourse of equality in gender. the sociological theory of literature, which is particularly concerned with the relationship among the writers, literary texts and sociocultural aspects, is adopted in this study. comprehension was made through the literary work totality with the societal aspects contained in it and through its relationship with the community backgrounding it. ratna (2003: 3) states that the relationship between literature and its community is dialectical in nature and attempts to find out the interdependence quality between literature and the community. the role of a writer as the real creator appeared after the 18th century with an assumption that human beings were the autonomous creators. the highest level took place in the 19th century, that is, during the romantic era, when the writers’ individualities were shown off with their famous lyrical poems. as far as literature and reality are concerned, goldmann (1977: 9) states that literature is not only the reflection of reality which tends to be the collective awareness, but is also the culmination of coherence of various tendencies towards the awareness of a particular group. pratt (1977: 49) has tried to give the basis for literary communication involving the reader and the text. using the context as the basis, pratt states that the important convention applicable to the literary communication is that the reader has accepted him/herself as the audience when giving response to any literary message. the discussion concerning the relationship between literature and its readers usually refers to the literary concepts as social expressions. wellek and warren (1990: 95) would be pessimistic about this axiom, if the above expression meant that literature reflected the sociocutural situation in a particular period of time. a writer, as part of the community, has limitations on giving reactions towards the social phenomenon he/she is faced with. he/she has limitations on expressing his/her life entirely or the life in a particular era concretely and entirely. hoggart (1966: 226) claims that literature plays a strategic role in developing the feeling and emergency of life. the theory of feminism pays attention to the women’s representation in the literary world. its existence presents the marginalization of the women’s literary works or the marginalization of the women’s representation in literature. it focuses on (1) discussing the texts written by female writers; (2) discussing the female characters in literary works; and (3) investigating the female readers’ response towards literature. in 4 this study, the theory of feminism is employed to investigate the female characters in literary works. in this study, the theory of feminism is adopted as the basis for discussing the female characters. the focus is on how the female characters are presented, what their ambitions are, how their fates are, what their orientations are and how are their pictures. the logic consequence of the struggles between the writers and their sociocultural lives is responsible for the balinese women pictured in literary works. the existence of women as part of the community should be considered a reality. their interaction in the community is similar to their other gender interactions. its relationship with representation is that how a reality or an object is presented. the theory of intertextuality is employed for understanding the interrelationship of the elements of the texts discussed. eriyanto (2005: 305) states that in general intertextuality can be mainly divided into two; manifest intertextuality and interdiscursivity. manifest intertextuality refers to the form in which the other texts or other sounds appear explicitly in the text. in the manifest intertextuality, the other texts explicitly appear in the text, for example, in the form of quotation. it includes discourse representation, negation, irony and metadiscourse. the discourse representation refers to how an event is reported. in the interdiscursivity, the other texts serve as the configuration of different elements. the series of intertextuality refers to how texts mutually use one another and how one element is inserted in another. it is here, in which the writer uses the texts outside him/her and presents them between his/her sound and the objective intended to be achieved, that the dialogic atmosphere takes place. 2. the results and discussion 2.1. the picture and women’s struggle in the novel in ni rawit ceti penjual orang, abbreviated to nrcp (1935), the novel written by panji tisna, ida ayu kendran and ni anis are pictured as the protagonist characters, and ni rawit is pictured as the antagonist character. ida ayu kendran is described as a brahmin woman with a good moral, who obeys custom and tradition, likes arts and shows good conducts when associating with other people both within the griya community (geriya refers to a residence where the priest and his/her family resides) and 5 outside it. ni anis is described as a woman belonging to the sudra traditional social strata (caste) who works as a servant at the geriya, strongly maintains her ideas and likes traditional arts. ni rawit is described as a woman who is not loyal, tricky and materialistic. everything is materially measured. she is also described as a woman who does not keep her ideas and always does bad things (achubakarma). in sukreni gadis bali, abbreviated to sgb (1936), the other novel written by panji tisna, ni luh sukreni is pictured as a protagonist female character and i negari and men negara are pictured as the antagonist characters. sukreni is described as a young balinese talented beautiful woman who is polite, respects other people and is loyal. she is also described as a woman who submits herself to fate and believes in hukum karma (the law of cause and effect) known as karma phala. i negari is described as a young beautiful woman who is so close to her mother that she always does what she is supposed to do. she is also described as a woman who has the capacity to use strategies when facing other people who bring benefits for herself, although such strategies are the implementation of bad things (achubakarma). men negara represents the balinese women who are not loyal and not kind. she is pictured as a bad mother as she does not feel guilty when leaving her husband to marry another man. she does not feel guilty when she leaves her only daughter named luh widi whom is later called luh sukreni. she is described as such a materialistic mother that she does not feel guilty when she works together with her daughter, i negari, and i gusti made tusan, another character, to trap sukreni in such a way that she is sexually abused. in putri, both in book i and ii, the novel written by putu wijaya (2004), the central character putri plays a role as the protagonist character. she is described as a beautiful woman who used to a servant at puncak tabanan palace. she is pictured as an educated young woman with an academic degree in literature (sarjana sastra) and changeable professions such as a junior lecturer, a shop assistant working at a shop selling books, as a teacher as well as a successful entrepreneur who sells t-shirts with the trade mark of suksema. finally, she works as the manager of mahakarya project. she has a strong vision when giving response to tradition. in the novel her views on tradition are revealed. furthermore, her insights have been written in a book entitled tradisi baru published by nelly. in tarian bumi (2000) and kenanga (2003), the novels written by oka rusmini, the descriptions of several women are presented. telaga is described as the central 6 character with protagonist role. she is described as a brahmin lady whose former name was ida ayu telaga pidada. as she is married to someone coming from the sudra traditional social stratatification (caste) named wayan sasmita. such a marriage is called nyerod; and as a consequence, she is treated as someone coming from the sudra traditional social stratatification (lower caste). in addition to being brave in fighting against the tradition applicable at her former community of gerya (a particular residence where a brahmin priest and his/her family resides), she is also visionary as far as the tradition in her environment is concerned. in kananga, the other novel written by oka rusmini, a brahmin beautiful woman named ida ayu kenanga is described as a brahmin beautiful lady working as a lecturer at a university. she is described as a balinese woman who likes doing things voluntarily for others. she does not mind doing anything for her younger sister named ida ayu cempaka. as a result, she is sexually violated by ida bagus bhuana, a man who was expected to marry cempaka, her sister. this sexual violation leads to the birth of a baby named ayu intan prameswari. the cultural struggle performed by the balinese women in the novel nrcpo is related to the monolithic view with the patriarchal system, a balinese traditional and religious system framed with hinduism, as the emphasis. in the religious system adhered to by the balinese people, there is a belief that what is predestined resulting from what is done (karma) should be accepted. the bad thing done by ni rawit, that is, the strategy arranged to satisfy her ambition in making ida ayu kendran marry ida wayan ompog and in kidnapping ni anis to be sold as a slave, leads to her bad luck. she sank and died when there was a contact of weapons between the dutch ships and french ships loaded with slaves. in the novel sgb, the cultural struggle performed by the female character, sukreni, is that she faces her problems wisely. the struggle in the form of “doing nothing” is the implementation of receptive attitude as what is predestined by hyang widi, god the almighty. her suffering symbolizes the powerlessness of the balinese women in the patriarchal system which threats women as subordinates and men as superiors. the suffering exposed by panji tisna shows fighting attitude towards hegemony making women confined to domestic roles and powerlessness. in the novel pi and pii, the female character, putri, shows her cultural struggle by reinterpreting and being responsive towards tradition. she struggles against tradition; a ritual, for example, according to her, is performed without being based on the 7 substance making the ritual impractical. her reinterpretation of tradition is poured into a book entitled tradisi baru (new tradition), which contains an insight how tradition should humanize man and should be based on the rational substance. she also introduces an insight into how to reform the way of behaving in daily life in the middle of hinduism-based cultural interaction. she also fights against the matters related to traditional social stratatification (caste) which has been misunderstood. she appears as a different sudra woman. sudra is a community which is always attached to the icon of being uneducated and poor working as servants, being not familiar with ethics and having no prestige. she also struggles for equality in gender and disagrees with the women’s receptive attitude. she thinks rationally and is aware that everybody has the same rights and initiatives for being proportionally equal in life. the female character in the novels pi and pii emphasizes the teaching karma pala (the law of cause and effect) thematically reflected. oka rusmini, in the novels tb and k, describes the cultural struggles performed by the female characters. in the novel tb, the character telaga is described as a beautiful woman whose former name was ida ayu telaga pidada, meaning that she used to be a brahmin woman. she is highly educated and works as a lecturer; however, as she marries a man coming from the sudra traditional social stratatification (nyerod), she is not entitled to her brahmin degree any longer. she also struggles by reinterpreting tradition and behaving concretely in her life, as can exemplified from her braveness to leave the gerya community, the community where she comes from, to join the sudra community by marrying someone coming from outside her former community. kenanga is the female character in the novel k. she is described as a brahmin woman with higher education; however, she is prepared to do things voluntarily for other people. what she has done for her younger sister, ida ayu cempaka, telaga should receive the suffering of giving birth to a baby resulting from being sexually violated by the character bhuana. in the novel k, oka rusmini reveals the dark side of the griya life. she reveals that the old generation of the sudra community tends to get upgraded with regard to its traditional social stratification by being married to noble men. the women coming from the sudra traditional social stratification, if marrying noble men, will get upgraded with regard to their traditional social strattification. then their rights and obligations will differ from those obtained when they belong to the 8 sudra traditional social stratification. the marginalization of the sudra roles is resisted by telaga. in the novel tb, oka rusmini, through the character intan, shows a different sudra character defeating the roles and existence of brahmin women. 2.2 the intertextuality among the works written by panji tisna, putu wijaya and oka rusmini the intertextuality among the works written by panji tisna, putu wijaya and oka rusmini can be described as follows. the female characters in the three literary works show a strong interrelation in reinterpreting tradition and struggling for an ideal situation in which the societal life is not avoided from developing. the female characters in the three literary works reinterpret the community roles considered the symbol of establishment, the sources of ethics and morality such as puri (palace) and geriya. they significantly emphasize the teaching of karma phala which serves as the reference referred to by the balinese people in their real lives. the struggle for equality in gender serves as the material reflected by the female characters making holistically the texts in the position of interpreting and reacting against the existing social phenomenon. the appearance of new sudra personalities shows the female characters’ disagreement with the social stratification in the balinese community which is not based on the substance of performance, but on inheritance and marriage tie. 2.3 the female characters’ reaction against sociopolitical discourse and the discourse of equality in gender the reaction of the female characters in the novels written by the three writers against the sociopolitical discourse and equality in gender can be described as follows. the female characters in the novels written by panji tisna are not repressive against but tolerant of the sociopolitical discourse, meaning that the cultural struggle is indirectly performed. the receptive attitude of sukreni who suffers from being sexually violated by the character i gusti made tusan is not shown as how women are sexually abused but as the substance of bearing witness against the women who are cruelly treated which then make others (the readers) sympathetic to them. the strong belief of panji tisna in the teaching of kama pala (the law of cause and effect) strengthens his attitude not to openly show the female characters’ resistance. tradition is not much reinterpreted 9 as far as the discourse developing among the female intellectuals who move through the movement of putri sadar are concerned. in the level of political discourse, the kingdom government is reflected in the colonial government. the character putri, in the novels written by putu wijaya, is highly reactionary in giving response to the social discourse. it extremely shows the impression that she resists the tradition which does not refer to the substance. putu wijaya, when interviewed, stated that his female characters were not reactionary but were highly different from the other characters in bali. she resists the tradition and gives her views on a new one. her resistance to the hegemony results from the social stratification system. the basis for the teaching of karma phala is also reflected by putu wijaya in organizing the life journeys of the characters. politically, he gives his views on what independent bali is like and as far as equality in gender is concerned, putri has struggled maximally. in the novels tb and k, the female characters sometimes get indecisive when reading tradition. as far as the behavior of nyerod (getting married to someone coming from lower social stratification), the female characters seem to be indecisive. first they are doubtful and believe that nyerod will lead those who do it to suffer from negative effects such as being supposed not to respect their ancestors. as a result, it is believed that bad things will happen to them. second, oka rusmini shows her firm attitude in resisting tradition (as shown by the writer in her real life by marrying a man from sudra tradition social stratification). in addition to nyerod, she has also converted her religion as a result of marrying someone belonging to another religion. in the novel, the character ida ayu telaga pidada shows her firmness by bravely leaving her noble degree and geriya community by marrying a man coming from the sudra social stratification (caste). oka rusmini, in her novel, also resists the difference in status which subordinates the community of sudra. in this novel, thematically she also shows another character coming from the sudra social stratification who is educated, visionary, dynamic, rational and has prestige and does not work as a servant. as far as the discourse of equality in gender is concerned, the female characters in the novels written by oka rusmini such as kenanga, telaga and intan show their optimal struggle. 10 3. closing in the novel nrcpo written by panji tisna (1935, as balinese women, ida ayu kendran and ni anis are described as the protagonist characters and ni rawit is described as an antagonist character. in the novel sgb (1936), luh sukreni is described as a protagonist character and i negari and men negara are described as antagonist characters. in the novel p written by putu wijaya (2004), published as the first and second books, putri is described as a protagonist character. in the novels tb (2000) and k (2003), oka rusmini presents several women. whereas telaga, as the central character in the novel tb, is a protagonist one, in the novel k a beautiful brahmin woman who is educated, university graduate and works as a lecturer at a university, ida ayu kenangan, is described as the protagonist character. the female characters in the novels written by the three writers, panji tisna, putu wijaya and oka rusmini, show the women’s real condition manifested in the forms of being marginalized, being subordinate, being oppressed and labeled, being hard workers (double-burden), being single parents, being the victims of violence, and being domesticated (cooptation). the cultural struggle performed by the balinese women in the novels written by panji tisna, putu wijaya and oka rusmini shows the one which is related to the monolithic opinion emphasizing the patriarchal societal system, the religious and traditional system of the balinese people framed with hinduism. the female characters in the novels perform their cultural struggles by reinterpreting and behaving towards and resisting the tradition which is not based on the substance but on the impractical ceremonies. they also show their views on reforming the way of behaving in daily life in the middle of hiduism-based cultural interaction. there is a resistance to the matters related to traditional social stratification (caste) which should have been based on professions (warna). the female characters emphasize the teaching of karma phala as thematically reflected from the novels. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 14, no. 1, january 2020, pages: 103-112 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i01.p011 103 an analysis of denotation and connotation in chairil anwar’s poem daumi rahmatika zuhdah 1 uin maulana malik ibrahim, malang, indonesia rahmatikadaumi12@gmail.com shinta nuriya idatul alfain 2 uin maulana malik ibrahim, malang, indonesia nurshinta984@gmail.com article info abstract received date: 20 dec 2019 accepted date: 31 dec 2019 published date: 1 jan 2020 keywords: meaning, denotation, connotation, poem this study primarily investigates denotative and connotative meaning in words. both of denotation and connotation are helpful for readers of poetry to find the interpretations and implied meaning. this analysis focuses on meaning of words that was taken randomly from a poem. the data is analyzed descriptively using griffith’s concept about three stages of interpretation, there are literal meaning, explicature and implicature. the result shows that a word not only has denotation, but also negative and positive connotation. both of negative and positive connotations are possible that refer to an expression or a word. the major finding of the study is every word has one connotative meaning either negative or positive. 1. introduction word is a form of expressions that has meaning. people sometimes have their own words to express something special for them, they create several words with particular meaning. there are two types of word meaning, the first type is conceptual or denotative meaning and the second one is connotative meaning (rababah, 2015). denotative meaning is a meaning that does not contain any other meanings or values (saifuddin, 2018), and it is based on dictionary meaning. on the other hand, connotative meaning is meaning with additional value or sense which is indirect and unreal (saifuddin, 2018a). in addition, denotation is the literal meaning or linguistic meaning of the expression, and connotation is the contrast of denotation which means about social and affective meaning (finegan, 2008). therefore, a word may have more than one meaning in its limitation that express people’s thought and feeling beyond the literal meaning (rao, 2017). the main aim of this study is to analyze denotative and connotative meaning in a poem. in poetry, there are a lot of manipulation language than the others literary work (cavanagh, gillis, & keown, 2011), then people sometime have some difficulties in understanding and finding the meaning. therefore, the research objective in this analysis is explaining denotative and connotative meaning of the words (penjara, bunuh diri, bernyawa, dan menatap) from “sebuah kamar” poem by chairil anwar. in addition, chairil anwar is one of the best poets in indonesia with many literary works. as one of the great figures of indonesian literature, he frequently conveyed his ideas and feelings in form of literary works. furthermore, both of 104 denotation and connotation are helpful for the readers of poetry to find the other interpretations and meanings out of their minds. denotation and connotation help the readers to easily understand the whole meaning of the poem that expressed by the poet (anindita & satoto, 2017). there are a lot of studies that have discussed denotative and connotative meaning. however, those studies mostly investigate and discuss denotative and connotative meaning in song, movie, and prose with several differences and similarities. there are two theses and two journal articles that used qualitative approach in their analysis, but the contents of discussions are different. for instance, prayitna (2015) in her thesis took leech’s theory to investigate connotative meaning and messages in song. she found that connotation contains word, phrase, and sentence to send the messages in case of motivating and persuasive. muslimin (2017) in her thesis investigated denotation and connotation in masha and the bear cartoon movie with semiotic analysis, she used roland barthes theory that related to semiotic. her discussion showed that connotative and denotative meaning in movie has several functions. also, saifuddin (2018) in her research used same theory which is roland barthes theory to analyze connotation in lombok musical instruments. in addition, a journal article with the same method analyzed about connotative meaning of words in the jakarta post online newspaper, the research showed that the headline in news used negative connotation a lot than positive connotation (candra & martiarini, 2018). some of studies used common words or expression in society as the subject in their research. for example, anjomshoa and sadighi (2015) compared the connotation of animal words in english and persian expressions. in this case, they used semantic and pragmatic approaches to find the comparison in both of english and persian, the discussion showed that the animal expressions have same connotation, but also different connotation caused by several backgrounds, such as environment, history, religion, and customs. not only that, there is a journal article about conceptual and connotative meanings of black and white colours (rabab’ah & alsaidat, 2014), taking native speakers from jordanian arabic as subject and questionnaire method to investigate the connotation of white and black colours in society, the study showed that white colours has positive connotation, while black has negative connotation. the object in this study is words (penjara, bunuh diri, bernyawa, dan menatap) from a poem with the title “sebuah kamar” by chairil anwar. this study will use griffiths’ theory in analyzing the denotative and connotative meaning of words in a poem. there are three stages of interpretation, the first stage uses literal meaning to analyze the denotative meaning, and connotative meaning is analyzed using the second and third stage of interpretation which are explicature and implicature (griffiths, 2006). in his theory, literal meaning is based on the meaning of word in particular language without any others context consideration, whereas explicature is a meaning that related to the textual information of the expression, then implicature tries to find the hinted meaning in particular context. in conclusion, this study will analyze denotation and connotation of words in a poem using griffith’s theory which is dissimilar with the other studies. a. semantics one of the theories that can be used to provide in this paper as like as what ogden and richard (1996:54) stated that to understand the meaning in a word, or ambiguous words are not easy. we must find it more obviously and deeply in order to make sure that we have the same and appropriate meaning (goleman, daniel; boyatzis, richard; mckee, 2016). meaning is to one of the most ambiguous and most controversial terms in the theory of language. semantics is the subfield that is devoted to the study of meaning and it is also the study of how people trying to interpret the meaning from the expression, sounds, context and so on. it is often used in ordinary 105 language for denoting a problem of understanding that comes down to word selection or connotation (prapanca, 2015). traditionally, semantics has included the study of connotative sense and denotative reference and so on. therefore, denotative and connotative are two ways of how the meaning can be suggested as literal meaning or other meaning that is related from one word. besides, we may also use the semiotics to help us in finding the solution of the problem. however, in this case, we will analyze several words that include into denotative and connotative in poem “sebuah kamar by chairil anwar using semantics rules. b. denotation denotative meaning is the first order meaning which is objective that can be given to symbols. it is by linking directly between the symbols with a reality or the designated phenomenon (saifuddin, 2018b). denotation is generally defined as literal meaning or a word that has only one specific meaning. sometimes, denotation doesn’t relate to society, culture, ideology and other aspects and it even does not contain other meanings or values. in other words, denotation is the basic meaning of visual signs. this is the first level of signification (isfandiyary, 2013). for instance, a word “home” in denotative, there is no other meaning except a place where one lives in. the other example is the word ‘rose flower’. denotative meaning of rose flower is plant in flower categories that has thorns in stems and petals and usually red, white, and pink colors, and so on. denotative meaning is also known as conceptual meaning deals with the core meaning of expression or literal meaning. we can directly find the meaning of the word through the dictionary and direct meaning that makes us automatically understand by the meaning of the word. c. connotation connotation refers to the wide collection of positive and negative associations that most words carry with them (elnaili, 2013). connotation is defined as a word means something else, the additional meaning or sense value contained in a word. it describes the interaction that occurs when the sign meets the feelings or emotion of their users and the values of their culture. connotation is the second order meaning that can be given to symbols with reference to cultural values that are therefore on the second level (saifuddin, 2018c). for instance, a word “home” in connotative, it suggests security, love, comfort, and family. it means that connotation is considered one of the methods of describing the meanings of words and the cultural background they carry in the text. it represents different social overtones, cultural implications, and emotional meanings associated with the sign (word) (elnaili, 2013). d. concept of denotation and connotation words have two basic meanings: denotation and connotation. in english the words are mostly can be used denotatively and connotatively. denotation has a specific meaning while connotation is an idea that can be associated with a word, a word can be suggested to one or more meanings. generally, a word can be used in connotative or denotative, it can be positive or negative depending on contextual situation, it means that the usage of words may be good or bad sense, impression, experience, feeling, etc. for example, politicians and advertisers may prefer words with positive connotations in view of expressing their message attractively while it also can be negative connotation with other meaning. in literature, connotation paves way for creativity by using figures of speech like metaphor, simile, symbolism, personification etc (rao & science, 2017). 106 connotation and denotation are not separate, they both exist together. there will be several ways to identify whether the word is included as connotation or denotation. to analysis whether the word is categorized as connotative or denotative, we must find the specific signal that can be examined through two orders of signification. in the first order, the sign can be identified its background. this order is the denotative order by interpreting the signs literally. after finding the literal meaning, then go to the second order of signification that is connotative meaning. in this second order of signification, the cultural, environment, and other contexts are needed (saifuddin, 2018c). according to the paper discussion, we can use several steps above in order to solve the problem and difficulties finding the denotative and connotative meaning (penjara, bunuh diri, bernyawa, dan menatap) from the poem “sebuah kamar” by chairil anwar. e. previous studies saifuddin (2013), in her journal, she analyzed denotative and connotative meaning in the sign of lombok musical instrument (gendang beleq). she used quantitative method by collecting several data sources that will be analyzed. she wanted to make this analysis process easier than other one by giving a table and brief discussion. fatimah attempted to introduce the cultural heritage of lombok musical instrument by understanding the connotative and denotative meaning because every part of the signs has its meaning and intention for people. chandra and martiarini (2018) in their journal, they made a journal of analyzing the connotation meaning in the jakarta post online headline news by using qualitative method. they investigated the connotative meaning in newspaper and found out the use of positive and negative connotation meaning in newspaper. muslimin (2017) in her thesis, she focused on analyze the study of its denotative and connotative through the dialogue in marsha and the bear, she used qualitative research method to make it valid. anjomshoa and sadighi (2015) in their journal, they analyzed connotation in animal’s word and expression in english and persian languages. the process of collecting the data is taken from the written english and persia dictionaries of proverbs or idioms. the researchers wanted to show some lingual misunderstanding through animal expression. rabab’ah and al-saidat (2014) in their journal, they investigated the conceptual and connotative meaning of black and white colour that used in jordian society as the sign of something else. in the jordanian, society interpret that white colour means something positive while black colour means something negative. prayitna (2015) in her thesis, she analyzed the connotative meaning and some messages in a song in order to make the listener understand what the writer’s intentions are, so the listener can express their feeling and thoughts through the song. this analysis used qualitative approach because the data is in the form of lyrics. 2. research methods this study is categorized as descriptive qualitative research because the data are analyzed descriptively, and using several document reviews (astalin, 2013). in addition, qualitative methodology has a wide meaning regarding to the research which the result in form of descriptive data or written words (taylor, 2016). the data was taken randomly from words (penjara, bunuh diri, bernyawa, dan menatap) in a poem. the technique of collecting the data can be described through some steps, such as comparing many famous poets in indonesia and choose the best one. after that, we considered which one of the literary works that is suitable with our study, and finally we take a poem as the source of data. as a result, we use the poem with the title “sebuah 107 kamar” from a great poet, chairil anwar. he is one of the best poets in indonesia and known as the pioneer of 45 th generation who was born in 1922. he often wrote literary works, especially poetry that describe and represent the struggle of the indonesian nation at that time. the data in this research will be analyzed based on griffiths’ interpretation concept. the concept is about three stages of interpretation, there are literal meaning, explicature and implicature (griffiths, 2006). in addition, denotative meaning is similar with literal meaning in the concept, while explicature and implicature are identified as connotative meaning. furthermore, connotative meaning has a connection with sense relation that might be had, even though it contrasts with the expression (kreidler, 2002). in this analysis, we explained the denotative meaning, also the connection of connotative meaning and its sense relation. each of the words in data analysis will have its denotation and connotation based on analyzing process through three stages of interpretation. 3. discussions the discussion of this study is analyzing the denotative and connotative meaning of the words (penjara, bunuh diri, bernyawa, dan menatap) using three stages of interpretations. these three stages of interpretations are literal meaning, explicature, and implicature. in addition, denotative meaning is same with literal meaning of the word, whereas connotative meaning can be analyzed through sense relation. in this case, denotative meaning is taken from the dictionary or general meaning then most of people agree with that kind of meaning. in addition, connotative meaning is taken from the context of word which is different between one person to another, or based on everyone’s interpretation. a. penjara everyone must have the same view regarding the word penjara (prison / jail). according to kbbi (kamus besar bahasa indonesia), penjara means a building or place to lock up the convicted person, or it can be a place in which people are legally held a punishment for a crime they have committed. related to sense relation, there are three words that have same meaning with penjara. the first word is jeruji besi that refers to metaphorical elements in the context of sentence. people sometimes say that prison is jeruji besi (iron bars), because the shape of that building that identically with big iron. the second word is bui, we can assume that this word is the synonym of penjara. the last is lembaga pemasyarakatan which means correctional constitution. from those words, both of jeruji besi and bui have negative connotation that refer to penjara, while the word of lembaga pemasyarakatan has positive connotation although the original form is the same with penjara or prison. negative connotation of this word appears because it has relation with crime, or people who did crime will live there as the punishment. the meaning of crime in this case is very wide, there are many kinds of crime, such as theft, murder, corruption and others. those bad people with all the forms of crime gathered in a place that called as penjara or prison. also, the atmosphere of that place which is closed and always monitored by the security officers, and far from any freedom of life adds the negative connotation of penjara. people who do not commit crime will be scary when they hear the word prison, it is like place that nobody wants to enter it. therefore, negative connotation is always attached to that word including bui and jeruji besi. in the other hand, there are some people who interpret penjara with positive connotation, they have their own perspectives which is different based on the context of the word. the word penjara has positive connotation when people uttered it using lembaga pemasyarakatan. even though those words are same, lembaga pemasyarakatan has higher level 108 than penjara (rahma, nuzula, safitri, & hs, 2018). the word lembaga pemasyarakatan is believed as a government institution that is responsible for encouraging inmates. in addition, people assume that this institution gives some directions to inmates, then they can be better to face the world after in lembaga pemasyarakatan. lembaga pemasyarakatan is a series of law enforcement aimed at making inmates realize to their mistakes, correcting themselves, not repeating any criminal acts so that they can be re-accepted in society. not only that, they are expected to be able playing a role in development and live as citizens who are good and responsible. the meaning that attached in this word is positive rather than interpret it as a place for punishment. therefore, the expression of lembaga pemasyarakat is more highly valued than saying it in form of bui or penjara. connotative meaning of the word penjara has a relation with the title. if we investigate the meaning based on poetry context, it relates to the word in title which is kamar. the full sentence of the word penjara in poem is keramaian penjara sepi selalu, it means the prison crowd is always quiet. in case of poetry, this sentence has a meaning that the crimped room felt like a prison, even though it is crowded, but quiet and there is no entertainment because of poverty (saptawuryandari, 2013). in the other words, we can say that a room in this case is likened to the prison, although there are many people in room, the situation is like prison because nothing entertainment. the family did not have any valuables, they were poor and could not buy any stuff to entertain them, it might be electronic goods, such as television and radio. in that time, radio was a valuable electronic item and it is used as one of people’s entertainment media. b. bunuh diri based on indonesian dictionary (kbbi), the denotation or literal meaning of the words bunuh diri (suicide) is intentionally kill yourself, or an expression in form of words that explain a person who died or killed by himself, or dying at your own hand. related to sense relation, these words can be interpreted as mati or die, but the sense is different. both of mati and bunuh diri have same negative connotation that refer to dead. the distinction between those expressions are in the way of die, we interpret bunuh diri (suicide) as death by killing himself and it is the sole cause of the death, while the word mati means a death that happened because of many causes, such as sick, accident, murder, and so on. there is no positive connotation from the words bunuh diri, most of people will get negative connotation about this. people assumed bunuh diri as a bad things or something which is scary, then they have negative connotation with these words. to analyze the connotation, we need to associate it with another word (sense relation). in this case, bunuh diri associate with the word “die”. all people in this world will surely encounter death, but we do not know when that time will come. people will be sad if there is a person in their life died, because they cannot meet that person anymore. this feeling of loss gives negative connotation in understanding the word died. in addition, no one who wants to lose someone in their life and no one can be blamed as a cause of suicide. people inevitably must accept the reality and be willing his absence for ever after. therefore, negative connotation dominates the meaning of the words bunuh diri rather than positive connotation, even we do not find the positive meaning from these words. in context of poetry, bunuh diri means torment yourself. in this case, this word is an imagery that implied torture or misery to yourself, and it expresses suicide. this word states that some people do something which is miserable for themselves and it is essentially suicide (saptawuryandari, 2013). imagery in this poem is a form of expression that relates to daily life, because the poet itself experienced the hardships of life, then he wrote it down as couplet. it can be like work hard to get money, and the fee is not equal with the effort. in addition, this word is 109 not only related to its sentence, but also the next line that explains it more vivid. it gives the imagination of poverty in a family with circumstances that have been very difficult, it is considered as suicide. therefore, the connotation of this word in context of poetry is still negative, but the meaning is little bit different with the context of word. c. bernyawa every word has always one or more meaning based on the perspective of the reader. one of the words that have several meaning in this poem is bernyawa. according to the scientist, the word bernyawa can be used for all organism including human, animal, plant and so on. while, according to the sense relation in semantics approach, bernyawa can be meant denotatively and connotatively. people have the same arguments that bernyawa has a positive meaning rather than negative meaning. the positive connotation of bernyawa can be found in a sentence sudah lima anak bernyawa di sini, in a poem by chairil anwar. the writer wrote this sentence positively without any bad intention. we can analyze if it has positive connotation through every single words in that sentence. the sentence consists of positive meaning, they do not have any negative meaning. the word bernyawa in denotative or literal means memiliki nyawa or having a soul. according to kbbi, bernyawa is a basic form of nyawa. the sense relation of the word bernyawa has meaning in verb class or verb so that bernyawa can express an action, existence, experience, or other dynamic understanding. this word has denotative meaning memiliki nyawa or having soul which all people would agree about that. afterwards, the word bernyawa has also several connotative meaning such as hidup or alive and bergerak which means can express any action and so on. those two connotative words of bernyawa have the same positive meaning rather than negative meaning, and all people would agree about that. bernyawa has the sense relation with hidup or alive because something alive (hidup) always has a soul (bernyawa). for instance, human is a creature that has a soul, means that human is alive (hidup). moreover, bernyawa has the sense relation with bergerak because something that has a soul (bernyawa) means they can express an action, experience and other jobs. for instance, human is a creater that can do an action and so on, means that human has a soul. the poets who mostly use connotative words will make the reader absolutely feel confuse in understanding the meaning or the point of the poem. the readers confess that to understand the denotative meaning they don’t have any difficulties but when they find the connotative meaning, they find the difficulties to understand what is contained in the poem. d. menatap in the poem sebuah kamar, the writer writes a word menatap that may have one or more meaning. this word is taken from a sentence matanya menatap orang tersalib di batu!. when the reader reads this sentence, it will show several intentions based on their perspective because the word menatap may have negative and positive meaning. in this case, the writer freely gives the reader a chance to get the point of this sentence based on their arguments. in denotative or literal meaning, the word menatap or stare means berhadapan muka or face to face. according to kbbi, menatap is a basic form of tatap means seeing or observing an object, usually at close range, with a long and length durations. these two words have the sense relation because when we stare (menatap) to other one, it means there must be other person in front of us, so we face to face with other people. 110 besides, menatap has also several connotative meaning that has negative and positive connotation. the negative connotation of menatap is mencurigai or suspect. the relation between these two words is that people can use the word menatap as negative connotation if this is followed by a context illustrates that he is suspicious, such as the eyebrow wrinkles and narrowed eyes as if staring (menatap) with a negative intention. moreover, the positive connotation of menatap is penasaran or curious. in this case, the sense relation between menatap and penasaran or curious is that we can say someone is curious through the eyes, how deep their eyes keep focus on something they want to know. other than that, menatap can be used instead of melihat, memandang or looking. melihat is slightly the same with menatap because it has the sense relation that when we are staring to other person, it means that we are also looking at them. we are doing an activity from our eyes but the ways are different. for other example is memandang, we can say that memandang has the same as melihat as it is only different in the ways and the context we use it. they have different spelling and sound but the same meaning or connotative meaning. a word’s denotative meaning is the objectives, literal definition that one would find in the dictionary. a word’s connotative meaning is the culturally specific, individual, and emotional associations that nuance a word’s meaning (varpio, st.onge, & young, 2016). as the definition of connotation is sometimes related to the situation, society, emotion or it is contextually, so we can say menatap with multiple meaning based on how people get that point. we cannot judge a word connotatively true based on our perspective, because everybody has the other idea and other perspective that they have their argument to say whether the word has denotative or connotative. there is no single best answer to determine the connotation. 4. novelties this study has its own uniqueness and difference with the previous studies. some of studies use song, movie, and prose as the object or source of the data in their denotative and connotative analysis. in addition, the previous studies also use semiotic approach in analyzing the denotative and connotative meaning, while this study focused on poem as the object of investigation. 5. conclusion every word has denotative meaning that based on agreement in society or people agree with the meaning in word generally. not only that, every word also has connotative meaning at least one connotation either positive or negative. no one of the words that only explained and analyzed according to its literal meaning or denotation. almost all the words have negative connotation or positive connotation. we use sense relation or finding the other words which are possible to attach or refer to the expression, then the connotation can be seen easily. in general, connotation comes from social beliefs related to the expression in from of word. if people have bad feeling or bad imagination with the expression, the connotation will be negative. however, it can change into positive when people use different word to utter that expression, such as the word penjara that has both of negative and connotative meaning. it is rare to find the word that contain negative and positive connotation. the words bunuh diri only have denotative meaning and one negative connotation. denotative word leads all people to have the same perspective meaning. in all cases, this literal meaning only has one point meaning, while in connotative every people may have different perspective meaning. one word can have one or more connotative meaning based on how someone can get the point. the word bernyawa has only positive connotative meaning which all 111 people have agreed about it. moreover, we must 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(2018). denotative and connotative meaning of signs in lombok musical instrument (gendang beleq). international journal of english literature and social sciences, 3(1), 97–100. https://doi.org/10.22161/ijels.3.1.17 saptawuryandari, n. (2013). analisis semiotik puisi chairil anwar (semiotic analysis of chairil anwar's poem). kandai, 95-104. taylor, s. j. (2016). introduction to qualitative research methods. canada: johnwiley & sons, inc. varpio, l., st.onge, c., & young, m. (2016). academic promotion packages: crafting connotative frames. perspectives on medical education, 5(6), 354–357. https://doi.org/10.1007/s40037-016-0304-2 microsoft word ida bagus rai putra e_journal dharmayatra in the dwijendra tattwa text analysis of reception ida bagus rai putra1, i nyoman weda kesuma2, i wayan cika2, i made suastika2 1postgraduate program, udayana university 2department of linguistics, faculty of letters, udayana university e-mail: abstract the object of the study is dwijendra text (hereinafter abbreviated to dt). it contains interesting narrations and is importantly related to the dharmayatra, the holy religious journey made by dang hyang nirartha, the charismatic figure, in bali, lombok and sumbawa. before the analysis of reception was conducted, the corpus text of the dt texts completely and structurally telling the religious journey made by dang hyang nirartha was successfully determined. the analysis in this study was made to answer the following questions: what is the narrative structure of the dt text; what are the enlightenment image entities of the dharmayatra of the dt text; how do people appreciate the dharmayatra of the dt text? the answers to the narrative structure of the dt text; the image entities and the appreciation provided by people are the main objectives of this study. the theories adopted in this study are the theory of reception introduced by jauss, the theory of semiotics introduced by pierce and the theory of mythology introduced by barthes. as a qualitative study, the data needed were collected by the methods of observation, note taking, documentation and interview supported with a sound recorder and pictures. the results of the analysis are informally presented, meaning that they are verbally described in the form of words which are systematically composed based on the problems formulated in this study. the analysis of the narrative structure of the dt text contains narrative units which are in the forms of theme, characters and plots. they all unite to form stories which are mythological, legendary, symbolic, hagiographic and suggestive in nature. based on the analysis of enlightenment image entities, it can be concluded that there are three basic entities leading to the creation of the dt text. they are first enlightenment; second protection of hinduism; and third construction of temple institutions. based on the reception analysis, it can be concluded that people, through their literary works, books, articles and websites, appreciate the discourse of the dharmayatra performed in bali, lombok and sumbawa. the ten essential findings in this study can be described as follows. (1) the corpus text of the dt, which is in the form palm-leaf manuscript (lontar) and was obtained from griya baturening mambal, is kept as a collection at the perpustakaan lontar fakultas sastra universitas udayana (the library of palm-leaf manuscripts of the faculty of letters, udayana university). it is coded under no. 1514, kropak (box) no. 293. the dt text describes the real journey of dang hyang nirarta, the great holy hindu teacher, concretely, completely and structurally. (2) as a literary text of history, the dt text has a highly narrative structure formed by theme, characters and plots which are unified in the forms of mythologies, legends, hagiographies, symbolisms and suggestive. (3) the dharmayatra made by dang hyang nirartha, as described in the dt text, gave enlightenment and welfare to the kingdom and its people. (4) the teacher-learner (guru-sisya) teaching contained in the dt text may inspire a harmonious and ethic relationship as far as teaching-learning process and priesthood are concerned. (5) the concern about the principle of unity in diversity taught by him may give relevant multicultural perception of the current and upcoming way of life and indonesianization. (6) the dt text reveals that those who belong to the brahmin caste (brahmana) have been descended from him. however, if viewed from the spiritual and priesthood points of view, he has been the source of spirituality for hindus, buddhists, moslems and those who do not belong to any religion (kapir). (7) the dt text shows that he is also called pedanda/bhatara sakti wawu rawuh as he was highly powerful (sakti) and has symbolized the complete mastery of material and spiritual knowledge. (8) the religious journey (dharmayatra) made by him from java to bali, lombok and sumbawa aimed at protecting majapahit hinduism from being suppressed by islam which had already spread all over the archipelago. the protection of hinduism and the construction of the temple institutions referred to the religious meaningfulness implemented by him. (9) this study explains that in lombok he spread three religious teachings such as gama siki gama thirtha, gama kalih budha paksa, and gama tiga selame metu telu. (10) high appreciation is provided to the dharmayatra he made in bali, lombok and sumbawa. such an appreciation or reception highly varies; in other words, it is expressed in the forms of literary works, books, articles and websites. 1. background and problem the object of this study is dwijendra tattwa (abbreviated to dt), a balinese traditional literary text. it contains highly interesting narrations telling the religious journey (dharmayatra) made by a charismatic figure named dang hyang nirartha/dwijendra from java to the islands of bali, lombok and sumbawa. the theories adopted for analysis are the theory of reception, the theory of semiotics and the theory of mythology. c.c. berg states that the dharmayatra made by dang hyang dwijendra in bali brought about welfare, embah kreta tang rat, to people. in the java history written by berg (1974), it is stated that after the majapahit kingdom collapsed, a powerful hermit, mpu nirartha, stayed in the bali kingdom which at that time was governed by king batu-renggong ii. at that time padiksyan (a ritual like baptism) took place and then a prosperous era in politics, literature and material started (1974: 148) the dt as a balinese traditional literary work belongs to the historical literary genre. the research in traditional historiography whose object is a local literary work is essential in order to understand the pattern of the structural elements of the historical literary work. by understanding the elements contained, its theme and functions will be clear, making it properly treated (darusuprapta, 1976: 38). viewed from the structural pattern of the dt text, the elements of its narrative structure are assumed to contain a unified structure which is made up of plots, characters, theme and many images of the dharmayatra which are related to mythological, legendary, hagiographical and suggestive in nature. the theory of reception, the theory of semiotics and the theory of mythology are adopted for approaching the dt text. the dharmayatra is the main matter which is explained. in particular, this study attempts to (1) describe the narrative structure of the dt text; (2) reveal the entities of the dharmayatra in the dt text; and (3) explain how people appreciate it both as a literary work and as a non literary work. in theory, the results of the current study give scientific contribution to the academicians, the society of balinese literature, and serve as the model of the literary reception analysis in traditional literary works. in practice, the results of the current study directly (1) reveal the screen and the values of the dharmayatra made by dang hyang nirartha in bali, lombok and sumbawa; (2) support the tridharma program (teaching and learning process, public services and researches) of higher education and the principal scientific pattern (pola ilmiah pokok, abbreviated to pip) of udayana university, which is culture, in general and further researches in humanities science in particular; and (3) can be used by people in their attempts to increase their religious perception and to develop their sociohistorical, political and cultural knowledge in general. 2. literature review, concepts and theoretical framework in the literature review the works which particularly discuss dang hyang nirartha/dwijendra and the researches already conducted using the theory of reception are discussed. i gusti bagus sugriwa (1967, 1993) in his work entitled dwijendra tattwa explains the real history of and the religious journey made by dang hyang nirartha (dwijendra) from java (majapahit) to bali, lombok, and sumbawa. the initial part of this publication briefly explains the holy teachers (the priests) who had come to bali before dang hyang nirartha. they are sangkulputih, mpu wijaya, sri markendeya and mpu kuturan. it was presented with a pragmatic objective, that is, to prepare a reading material telling dang hyang nirartha without scientifically exploring the dt text used. the book entitled the story of iskandar zulkarnain; analysis of reception written by siti chamamah in 1991 is a dissertation whose object is the treasure of malay literature. this study is interesting to be observed as it adopts the theory of reception as its approach. principally, the reception approach applied by chamamah clearly reveals how people have welcomed and appreciated iskandar zulkarnain as a figure so far as what has been intended and demanded for. viewed from the data found out which were at the same time referred to by the analysis of reception, the study conducted by chamamah only used the literary treasure of old malay. this study would have been more comprehensive if the reception of the story of iskandar zulkarnain had not only been limited to the malay literary works but had also included the other current data taken from website, for example, articles and printed books telling the real history of iskandar, the great king, as concluded from the text. he was an ideal moslem king (1991: 234). he was not only respected as the symbol of greatness as a moslem in his era, but he has also been respected up to now and in the future. in this study, the theory of reception introduced by jauss is adopted for analyzing the dharmayatra in the dt text. not only old literary works are used in this study but its reception in contemporary life as the current civilization is also included. the dharmayatra made by dang hyang nirartha as narrated in the dt text has been welcomed through information technology such as website which can be enjoyed by the wide community. the website users have given fresh meaningfulness to nirartha, as the ideal figure as well as the ideal priest. the concepts in this study refer to those which are used as the framework for analyzing the data. what is meant by the word dharmayatra and what is meant by the phrase dwijendra tattwa are explained as follows. the word dharmayatra has the meaning of enlightenment and written justification of the story. the prose of the dt explains that the dharmayatra was made by a follower of ciwa-buda (dwijendra) and his name is dang hyang nirartha. such a meaning highlights the statement, “this is the holy journey really made to protect and maintain religion by the great priest, dang hyang nirartha, from java to bali, lombok and sumbawa”. this study is based on the theory of reception which reveals to what extent people welcome the dharmayatra made by dang hyang nirartha as described in the dt text. the theory of reception explains how and why people give such a reception? it also explains what is welcomed and who does it? it is supported by the relevant theories such as the theory of semiotics introduced by pierce and the theory of mythology. the theory of semiotics explains many things especially the cultural phenomenon which involves interpreting process. according to him, there are three types of signs; they are icon, index and symbol. the theory of mythology is used for identifying the ideology of the dt’s writer by using a text with mythological dimension. 3. research method to obtain the corpus text, the dt texts which are available in the formal libraries and personal collections were investigated. as far as this study is concerned, four dt texts were found out. one was found out at the palm-leaf manuscript library of the faculty of letters of udayana university, one was found out at the bali cultural documentation office of the bali province cultural department, one was found out at griya taman sanur and the last was found out at the library of gedong kirtya singaraja. then their contents were explored and finally the dt text in the palm-leaf manuscript no. 415, kropak (box) no. 239 collected at the palm-leaf manuscript library of the faculty of letters of udayana university was determined as the corpus text. the dharmayatra made by dang hyang nirartha from java to bali, lombok and sumbawa has been widely welcomed by people. the appreciation given was not only limited to the texts manually written or books and articles displayed at books stores, libraries and houses but was also given through internet. as a qualitative research, the results are informally presented. in other words, they are verbally and systematically presented. the chapters, which are related to one another, are sequenced based on the problems. this study centrally explores the meaning of the entities developing from the dharmayatra in the dt text, which is then vividly welcomed by the readers as varied historical excavators. summary made from various definitions and understanding in every chapter is abstracted into a conclusion. 4. narrative structure of the dt text the narrative structure of the dt text is made up of the elements such as theme, plots and characters which are unified in the form of many mythological stories telling about the existence of bhatara mahadewa, the god who blessed dang hyang nirartha, bhatara masceti, the god who accompanied him, and bhatara surya, the god who met him. the stories also stated that he was the main descendant of majapahit kingdom. the theme, plots and characters are also unified in the form of legends telling about the origins of places, people and animals; many symbolic images in the form of signs appearing from some places after his arrival and sacred heirloom items left by him; many hagiographic stories describing his miracles and supernatural power; many stories telling about divine words, what should not be done termed as durmanggala, and presentiment termed as prachina. the theme of the dt text legalizes the dharmayatra made by dang hyang nirartha from java to bali, lombok and sumbawa. 5. the entities of the enlightenment image of the dharmayatra in the dt text the theme of the dharmayatra in the dt text justifies in writing the prose of dang hyang nirartha, the great priest. its entities construct the meanings of enlightenment due to the literary functions it contains. there are three entities of enlightenment; they are (1) the enlightenment which includes the intensification of the topics of jnanin (priesthood) and guru-murid (teacherlearner) relation, and the teaching of unity in diversity; (2) hinduism protrection which includes the topics of patirtaan (kepurohitaan) and perfect mastery of religion; and (3) construction of temple institutions as the fortress for maintaining moral quality. 6. the reception of the dharmayatra in the dt text appreciation is mainly given by people for the dharmayatra made by dang hyang nirartha from java to bali, lombok and sumbawa. along such a religious journey he created many monumental works to supervise his followers such as building the temples spreading all over the islands of bali, lombok and sumbawa; creating works of literature, religious philosophy, agriculture, security, political diplomacy and others which were taught during the era of dalem waturenggong (1460-1550). the dt text reveals the historical background of the dang kahyangan temples built in bali, lombok and sumbawa, the traditional balinese literary works and their writers, the religious values, the social and agricultural life and other relevant humanities in his era and now. the story of dharmayatra made by dang hyang dwijendra is not only known by the literary community in bali but is also widely known by the people who have continued the balinese traditional literature in bali, lombok and sumbawa. the written works through which appreciation is given for the dharmayatra are in the forms literary works, books, articles and contemporary websites. such written works are differentiated into six groups. first, the balinese literary texts which include geguritan (philosophical verses) texts of the dt, kakawin (old javanese poems) texts of the dt, pustaka weda catur sirah texts, babad dalem texts, babad brahmawangsa tattwa texts, and paniti gama tirtha pawitra text. second, the welcoming texts in lombok include pangeling-eiling pangawit kawentenan ring suranadi text. third, the people in sumbawa have welcomed the dharmayatra at agung jagat tambora temple. four, the books published to welcome the dharmayatra are the historical development of hinduism written by ardana et.al in 1987, the javanese history written by berg in 1978, the history of old javanese literature written by simpen ab in 1982, a path leading to the great archipelago written by darmawan in 2007, and the journey made by dang hyuang nirartha by sastrodiwirjo in 1999. fifth, the articles written to welcome the dharmayatra are “dang hyang nirartha dan kawangsa in bali” written by ida bagus sidemen (2000), “parama dharma dang hyang nirartha” written by ib rai putra in 2000, dang hyang nirartha rakawi zaman keemasan kerajaan gelgel” written by ib rai putra in 2000, tirthayatra dang hyang nirartha” written by ib darmika in 2000, and “konservasi lontar dang hyang nirartha” written by a.a. alit geriya, 2000. sixth, the websites welcoming the dharmayatra are: all rights reserved @iloveblue.com.http://en.wikipwidia.org//wiki,//users/toshiba/dokumen/menikmati% 20 kecak % 20 & ….., ww.klungkungkab.go.id, c:/users/dokument/babab.html, ///c:/users/toshiba/dokument/topic.php.htm.http://sabdopalon.wordpress.com/menelisikmisteri-sabdo-palon, and pinandita.pit….@yahoo.com. 7. research findings after the text used as the object of the study was analyzed, ten findings were found out; they are (1) the corpus text of the dt palm-leaf manuscript from griya tandeg baturening mambal was found out to be kept as a collection at the palm-leaf manuscript library of the faculty of letters of udayana university. it was coded no. 1514, kropak (box) no. 293. this dt text tells concretely, completely and structurally about the real journey made by the hindu holy teacher named dang hyang nirartha. (2) as a text, it has a striking narrative structure made up of theme, characters and plots which are unified as mythologies, legends, hagiography, symbolism and suggestive consisting of prachina (presentiment), sabda (divine words), and durmanggala or pamali (what should not be done). the dharmayatra in the dt text made by dang hyang nirartha gave enlightenment and welfare to the kingdom and its people. (4) the guru-sisya (teacher-learner) teaching in the dt text can inspire a harmonious relationship as far as teacher-learner relation and priesthood ethics are concerned. (5) the concern about unity in diversity taught by dang hyang niartha may give relevant multicultural perception of the current and upcoming indonesianization and way of life. (6) in the dt text, it is revealed that biologically dang hyang nirartha has generated the brahmin people (those belonging to the brahmana caste) living in bali, lombok. however, from the priesthood point of view, he has spiritually generated spiritual teachings to the hindus, buddhists, moslems and even to those who do not belong to any religion. (7) the dt text shows that the meaning of being spiritually powerful attached to his name pedanda/bhatara sakti wawu rauh symbolizes the perfect mastery of physical and spiritual knowledge. (8) the religious journey, the dharmayatra, made by dang hyang nirartha from java to bali, lombok and sumbawa as an attempt to protect majapahit-hindu followers from being suppressed by islam which had already spread in the archipelago. to protect religion and to build temple institutions were the religious implementation meaning made by dang hyang nirartha. (9) this study explains that in lombok he spread three religious teachings; they are gama siki gama tirtha, gama kalih budha paksa and gama tiga selame metu telu. (10) the people living in bali, lombok and sumbawa have highly welcomed the dharmayatra. the written works welcoming the dharmayatra made by dang hyang nirartha vary; some are in the form of literary works, some are in the form of books, some are in the form of articles and the rest are in the form of websites. 8. conclusions and suggestions based on what has been described above, some conclusions can be withdrawn as follows. the corpus text in this study is the dt text which is written in balinese characters in the form of palm-leaf manuscript. it was obtained from griya tandeg baturening mambal and is collected at the palm-leaf manuscript library of the faculty of letters of udayana university no. 1514, kropak (box) 239. among the texts available, the dt text contains the most complete and structural reading material. from the analysis, it can be concluded that the dharmayatra in the dt text contains the meaning of enlightenment spiritually expressed by the writer. the narrative structure of the dt text contains the elements of theme, characters, and plots. they are united in the form of mythologies telling about the existence of bhatara mahadewa, the god who blessed dang hyang niartha, bhatara masceti, the god who accompanied him, and bhatara surya, the god who met him. it was also stated that he was the descendant of a great priest in majapahit kingdom. the theme, the characters and the plots are also unified in the form of legends telling about the origins of several places, people and animals; they also symbolize shines appearing at particular places, supernatural things taking place after his arrival and the sacred heirloom items left by him; many hagiographic stories in the forms of his miracles and supernatural power, and suggestive in the forms of divine words (sabda), what should not be done (pamali/durmanggala) and presentiment (pracihna). from the entities of enlightenment of the dharmayatra made by dang hyang nirartha, it can be concluded that his arrival in bali made the bali kingdom great and welfare and; therefore, this era is called the bali’s golden era. many great works were created by him to develop his era. therefore, the image entities of the dt were to clarify in writing the dharmayatra made by a priest. its meaning is to rescue hinduism and to build temple institutions as its fortress. the dharmayatra made by dang hyang nirartha have been highly welcomed by people. a number of written works have been published to welcome it. the dt text has not only welcomed by the balinese community but also by the people living in lombok and sumbawa. such a high appreciation has been shown through literary works, books, articles and contemporary websites. this current study, in which literary approach is applied, has its own weaknesses and strengths. therefore, its weaknesses are open to other researches with new literary theories. it is, therefore, suggested that more and more researchers will be interested in analyzing other literary works, which will contribute to highly conducive and beneficial atmosphere needed for sustaining culture. 8. acknowledgements it is the blessing from ida sang hyang widhi, god the almighty, which has enabled the writer to complete this dissertation. his blessing and generosity through his manifestation as paduka sang hyang aji saraswati have been felt by the writer through the generosity, honesty and sincerity provided by many parties. therefore, in this opportunity, the writer would like to thank the government of the republic of indonesia through the minister of national education; prof. dr., dr. i made bakta, sp.pd (khom), as the rector of udayana university; prof. dr. dr. anak agung raka sudewi, sp. s(k), as the director of postgraduate program of udayana university; prof. dr. i wayan ardika, m.a., as the dean of the faculty of letters of udayana university; prof. drs. i ketut artawa, m.a., ph.d., as head of the study program of linguistics of udayana university; prof. dr. i nyoman weda kusuma, m.s., as head of the concentration of literary discourse studies as well as the main supervisor; prof. dr. i wayan cika, m.s., as co-supervisor i; prof. dr. i made suastika, s.u., as co-supervisor ii; prof. dr. i nyoman kutha ratna, s.u.; dr i nyoman suarka, m.hum; prof. dr. ida bagus putra yadnya, m.a.; prof. dr. i nengah sudipa, m.a.; prof. dr. ida bagus gde yudha triguna, m.si.; prof. dr. aron meko mbete; prof. dr. a.a. gde putra agung, s.u.; prof. dr., i gde parimartha, m.a.; ida pedanda gde made gunung (gianyar), ida pedanda gde putra tembau (klungkung), ida pedanda gde tianyar (sidemen karangasem), ida pedanda gde lila arsa (gianyar), ida pendanda gde dwipa sandhi (buleleng), ida pedanda gde ngurah (buleleng), ida pedanda ktut kancana singharsa (denpasar), ida pedanda gde talaga (denpasar), ida pedanda gde rai pidada (klungkung), ida bagus ketut bali putra (mas, gianyar); drs. i gde sura, m.ag.; for their supervisions. high appreciation is also extended to the writer’s colleagues and the students of the study programs of old javanese and balinese for their kindness so far. being indebted is also extended to the writer’s wife and children for their love and attention. e journal cultural diversity in three motingo busye’s romance “popular” novels maizufri english department, faculty of cultural sciences, andalas university email: maizufri@yahoo.com i nyoman kutha ratna study program of linguistics, faculty of letters, udayana university i wayan cika study program of linguistics, faculty of letters, udayana university i nyoman weda kusuma study program of linguistics, faculty of letters, udayana university abstract this study is entitled cultural diversity in three motingo busye’s romance “popular” novels and explored three novels written by motingo busye (hereinafter abbreviated to mb), fatimah chen chen, hotel halekulani, and seribu senja di roma. it aimed at identifying the cultural styles used in the three novels using the theory of intertextuality proposed by julia kristeva. it investigated how the writer described the images of many cultures in the world narrated in the three novels using the sociological approach and psychological approach. it revealed the characterization of the main characters during their lives through the sequence of id, ego, and super ego. apart from that, several cultural forms as to how the writer named the characters in the three novels were also investigated. the forms of cultural diversity found in the present study are as follows (1) out of 76 characters in the three novels coming from four countries, seven cities and regions, 38 forms of images coming europe, america, and asia (taiwan and indonesia) were found; (2) from the process of characterization of the main characters, as far as their images were concerned, it was found that the forms of cultural pluralism varied; they were samen leven (living together), polygamy, and the phenomenon of illegitimate children; (3) apart from that, with regard to how the characters were named (the naming process), the three novels showed the nuance of cultural pluralism involving various cultures in the world. it turned out that how the so many characters were named needed high and wide awareness and knowledge of various cultures as the material of the essence of the images. keywords: cultural diversity, romance “popular” novels 1. introduction a literary work represents “life”, and such a life is mostly made up of social facts, although it also “imitates” the man’s nature and subjective world (budiana et al., 2002: 19). according to semi (1988:47), the world in a literary work is the one which is always with problems. life appears in an instable condition; it undergoes deviations which are presented in the form of conflicts making the literary work alive. the deviations taking place in life are criticized by the writer, especially the writer of popular stories or dime novels. however, as far as popular stories and dime novels are concerned, they are not so well treated that many female writers such as jaenar maesa ayu, sri utami, dewi lestari, and so forth have appeared. they have tried to create histories which may be categorized as dime novels or in the context of “pornography”, which present the matters pertaining to women’s physical enchantment. however, as those who talk are women, pragmatically, they are not refused; even it is agreed that such stories “inspire voluptuous feeling” and can be classified as the initial resurgence of ‘the 2000th literature”. in indonesia the novels with the themes of different cultures have appeared since the period prior to balai pustaka, and even have been appearing until now. however, the stories with the themes of cultural pop-styles have not been accepted by most indonesians, especially the literary critics. one of the popular novelists after the above period (balai pustaka) was motingo busye (hereinafter abbreviated to mb). at that time he was frequently engaged in polemics; furthermore, he was not “entirely” recognized as the 1966’s writer. in general, mb, in his novels, adopted many themes which were related to the matters taking place within and outside indonesia, which was unconsciously taking place in our community such as marriages among those coming from different countries, affairs, families without marriages referred to as samen leven (living together), children who are born from families without marriages (illegitimate children), and prostitution. however, it turned out that the readers, especially the young ones, liked such novels, although mb used limited porno but not vulgar words. it was not fair that the indonesian community could accept the dime novels written by the writers coming from angkatan 2000 whose themes were completely vulgar, while those written by mb using not vulgar words were not accepted; as a result, mb was not recognized as a writer and man of letters. this was the first reason why mb was adopted as the object of the present study. 2. research method this present study was conducted using qualitative method. the data needed were collected using library research. bogdan and biklen (1982:28) state that qualitative research is descriptive. the data collected are in the forms of words or pictures rather than numbers. the written results of the research contain quotations from the data to illustrate and substantiate the presentation. furthermore, it is explained in kamus besar bahasa indonesia (2005:1163) that research refers to the activities of collecting, processing, analyzing, and systematically and objectively presenting data in order to solve a problem or to examine a hypothesis as an attempt to develop general principles. thus, this present study refers to the activity of collecting data taken from various sources, which were then analyzed and presented systematically. in this present study, the data were collected from books or references. both the primary and secondary data were processed, analyzed and presented systematically. the primary data were taken from the three novels written by mb which had been selected before such as fatimah chen chen, hotel halekulani, and seribu senja di roma. the secondary data were taken from several theories of literature which were related to the present study. sociological and psychological books and other several books and articles which were related to the development of indonesian literature and mb and his literary works were also used. 3. discussion and result the popular novels written by mb were analyzed based on the problems formulated above and the results were as follows. 3.1 cultural diversity in the images of the global community through characters. the images given by the global community to the three novels fatimah chen chen, hotel halekulani and seribu cinta di roma could be grouped into three forms of cultural comparisons such europe, america, and asia. moreover, the asian region could be further divided into two comparisons such as taiwan and indonesia. 3.1.1 the image of european community the images of the european community in the three novels written by mb were dominated by the form of images of the italian community followed by the images of the dutch community. there were only four images – not too many. in this case, mb generally wished to show to the readers that europe had the most established culture and that its culture did not highly vary. sociologically, it could be stated that europe had the most established and solid culture. the reason was that all the cultures in europe generally came from and were influenced by the roman and greek (old) cultures as the mother cultures. 3.1.2 the image of american community the america described in the novels hotel halekulani and seribu senja di roma was the united states of america. based on the setting of time, when the novels were written and when the images were made, it was identified that the event took place around two decades after world war ii. after the war came to end, america had been the “magnate” of the world community. many immigrants rushed there for a better living. therefore, at that time america was popularly known as a country of immigrants or a land of hopes. since then the american races were simplified into three types; they were white people, black people and colored people. in general, the last race occupied the western beach area of america, where the story narrated in the novel hotel halekulani took place. the existence of various races certainly contributed to the plural cultural colors. it was this which was adopted by mb in the novels he wrote to give a lesson to the indonesian readers in particular that the new cultural forms in indonesia such as samen laven (living together) had been taking place in america for a long time. 3.1.3 the images of the asian community implicitly, it could be stated that mb wished to show the readers that life in asian area was much more passionate as it was much more diverse. if compared to the two previous regions, europe and america, according to mb, the asian region was much more interesting regardless the different images they had. asia, which was diverse with respect to its religions, races, ethnic groups, nations and states, formed a beautiful mosaic with different colors such as white, yellow, red, grey and even black which reflected a more plural and highly enthusiastic community. 3.2 cultural diversity of the main character: don juan and his loyalty to his family although the three novels discussed about love, their themes were completely different. the novel fatimah chen chen turned out to discuss about the love made by the main character which led it to the theme of polygamy. dira almin, one of the main characters, was married to all the women whom he had loved. however, finally, he lived happily with two wives. the novel hotel halekulani was dominated by the story of a japanese soldier coming from indonesia named bono. he lived in america and lived a samen leven life. he lived with an american widow with white complexion named leslie heart. he lived with two children without officially marrying her. they turned out to be able to live happily by loving one another. the novel seribu senja di roma presented the existence of a child who was born from a couple of parents without being married. 3.3 cultural diversity in naming characters it seemed that the names given to the characters in the three novels had been thoroughly prepared by mb. he had prepared certain naming techniques and patterns; as a result, unconsciously the names used implied various cultures as a cultural pluralism. the name of an expert was certainly different from the name of a common person. the name of someone with a particular religious background was certainly different from the name of someone with another religious background. the name of a nobleman was certainly different from the name of a common person. as well, the name of someone coming from an ethnic group was certainly different from the name of someone coming from another ethnic group. names varied depending on their respective concepts and goals. this did not take place automatically but had been planned based on in-depth observations and studies; the result was that such names reflected the forms of the culture from which the characters came from. 4. conclusions and suggestions 4.1 conclusions first, the cultural styles which could be seen from the characters in the three novels written by mb, fatimah chen chen, hotel halekulani, and seribu senja di roma were in the forms of the images of the characters. four types of images were found in the european region; as a result, it was regarded as having more established, strong and old culture. eight types of images were found in the american region, meaning that the american culture, in addition to coming from the european culture, was also influenced by the immigrants’ cultures. the asian region was divided into two; taiwanese group and indonesian group. in the taiwanese community six images were found, less than the images found in the american community. the reason was that taiwan used to be colonized by england which indirectly influenced the european images which were already established. twenty types of images were found in the indonesian community; the greatest if compared to the other regions. although indonesia was a unitary country, it was made up of tens of ethnic groups spreading out from sabang to merauke. every ethnic group had its own images, and it was this which enriched the images of the indonesian community. the 38 images found in the three novels indicated cultural pluralism as the title of this dissertation. second, the forms of cultural styles found through the characterization of the main characters in the three novels written by mb could be explained as follows. (1) the novel fatimah chen chen implied that polygamy was a solution to life; it was not supposed to be the source of problems as believed by the common people and the indonesian government which issued an act to prohibit polygamy among the government civil servants. (2) the novel hotel halekulani implicitly evaluated that the samen leven (living together) was not as bad as what had been supposed by the indonesian people in the era of 1980s. it could be stated that this novel gave knowledge of “kumpul kebo” or samen laven (living together) at that time to the common people. (3) the novel seribu senja di roma twisted a fact that “anak haram” (illegitimate children) were not sinful; therefore, they should not be concealed; instead, they should be accepted as holy children ‘fitrah’. they were born to be holy; it was their parents who were sinful. the three themes in the novels written by mb described cultural pluralism in the community. third, how the characters were named in the three novels was based on regulations. the names of the moslem leaders were created based on arabic names; the names of the mu’alaf were taken from the names of the moslem leaders, or the combinations of arabic names and local ones. the names of educated characters were different from the names of the common characters. in addition, mb also distinguished the names of indonesian educated characters from the names of foreign educated ones based on the number of syllables. mr and madam were added to the names symbolizing appreciation given to the characters that had rendered many services. such provisions certainly contributed to the diversity of forms of names given to the characters in the three novels. the diversity in names caused cultural diversity or cultural pluralism to appear. 4.2 suggestions based on the objectives of the study and the conclusions drawn, several suggestions could be recommended as follows. the indonesian literary critics should be aware and widen their way of thinking in such a way that they may tolerate whatever literary works the writers produce. in addition, the readers and those who are interested in literary works should be given an opportunity to evaluate and limit quality literary works including popular novels; in other words, evaluation should not only be made by the literary critics. listening and understanding the phenomena taking place in the community before making decisions should be the roles played by the government. then the existence of mb in the treasury of indonesian literature should be reviewed again. if the generation of angkatan 2000 could be tolerated and accepted, why then the works written by mb are still discriminated up to now. to know mb better, it is expected that the teachers and lecturers of literature should direct their students to start exploring mb and his literary works. it is expected that scientific researchers should treat mb and his works more fairly in the mini thesis, thesis and dissertation they may write in the future. 5. acknowledgements in completing this study, the writer feel obliged to thank prof. dr. i nyoman kutha ratna, s.u., as the main supervisor, for his supervision during the class attendance and the completion of this study. apart from being a lecturer, he was also a parent who patiently listened to what his students complained of. his statement “it was useless if we were very good at western literature but stayed in indonesia; nobody would pay attention to us” was still whining in the writer’s ears. many thanks are also expressed to prof. dr. wayan cika, m.s., as cosupervisor i (the current dean of the faculty of letters, udayana university) for the supervision and encouragement provided to the writer during the class attendance and the completion of this dissertation. a word of appreciation should also go to prof. dr. nyoman weda kusuma, m.s., as co-supervisor ii for his assistance making the writer feel at home during the class attendance and the completion of the dissertation. the writer also owes a great of gratitude to dr. sawirman, m.hum., a colleague and one of the examiners for his input and opinions, and for his assistance in the form of references. the only god will be able to reward them for what they have done for the writer; and it is hoped that what has been provided to the writer will be highly beneficial. then, the writer would also like to thank the board of examiners such as prof. dr. aron meko mbete, prof. dr. i made suastika, s.u., prof. dr. ida bagus putra yadnya, m.a., prof. dr. ketut artawa, m.a., ph.d., whom was then replaced by dr. ida bagus rai putra, m.hum., and dr. sawirman, s.pd., m.hum. they and the supervisors helped the writer starting from the time when the proposal draft was prepared, the proposal was completed, the draft of the research results was prepared to when the dissertation was entirely completed. finally, many thanks are also expressed to every party that cannot be mentioned one by one for helping the writer complete his study at the doctorate program of the school of postgraduate studies of udayana university. bibliography alwi, hasan, dkk. 2005. kamus besar bahasa indonesia. jakarta: balai pustaka. atmazaki. 1990. ilmu sastra. padang: angkasa raya padang. boeree, c. george. 2007. personality theories. yogyakarta: prisma sophie bogdan, robert et al. qualitative research for education: an introduction to theory and method. 1982. massachusetts: allyn and bacon inc. budianta, melani, dkk. 2002. membaca sastra. magelang: indonesiatera. busye, m. 1990. fatimah chen chen. jakarta: zahra. ------------. 1988. hotel halekulani. jakarta: gultom agency. ------------. 1983. seribu senja di roma. jakarta: loka jaya. guerin, wilfred l, dkk. a handbook of critical approachess to literature. (second edotion) ilyas, maizufri. 1995. sejarah perkembangan masyarakat amerika. padang: universitas andalas jabrohim. 2001. metodologi penelitian sastra. yogyakarta: pt. hanindita graha widia. piliang, yasraf amir. 2003. hiper semiotika. yogyakarta: jalasutra. ratna, nyoman kutha. 2004. teori, metode, dan teknik penelitian sastra. yogyakarta, pustaka pelajar. susanto, dwi. 2012. pengantar teori sastra. yogyakarta: caps universitas udayana. 2010. buku pedoman penulisan usulan penelitian, tesis dan disertasi. denpasar: program pasca sarjana universitas udayana. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 14, no. 1, january 2020, pages: 33-43 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i01.p04 33 a morphosyntactical analysis of university students’ writing: indonesian case inayatul mukarromah iain jember, east java, indonesia, e-mail: inayatul.iain@gmail.com article info abstract* received date: july 3, 2019 accepted date: july 8, 2019 published date: january 31, 2020 keywords:* morphological errors, syntactic errors, intralingual and developmental errors different grammar between languages often causes confusion to those who learn it. students often experience such problems when their first language (l1) and the target language (l2) share very limited linguistic aspects. this study aims to focus on the morphosyntactic issues that lead to the grammatical errors which take place in the english writing of indonesian university students taking writing class and to analyze the potential sources of their mistakes. the data from this study were collected from a writing assignment in three writing classes. this research followed the steps initiated by james (1998), among others: collecting data, identifying errors, classifying errors, explaining errors, and finding sources of errors. the results revealed that of the 2.218 grammatical errors found, they could be classified into two main error types: morphological errors (81.97%) and syntactic errors (18.03%) which were divided into 32 specific errors. the findings suggest that the indonesian students are not fully aware how to use the plural marker ‘s’ as well the ‘3 rd singular’ in present tense. moreover, they cannot build a simple sentence due to the different word-order and sentence structure between indonesian and english in terms of morphology and syntax.with regard to the potential sources of error, both inter-language errors and intralingual errors and developments have an influence on errors made in writing. errors between languages occur when students try to use their knowledge of the l1 structure to obtain the target language, but the differences between the two languages cause errors. intralingual and developmental errors are found because of difficulties and problems in the target language itself. the findings in this study are very useful for the process of learning english especially in writing skills. 1. introduction writing is a complex process and a difficult task even in the first language because the production of effective writing requires several components including content, organization, and language competence (richards and renandya, 2002). english learners in indonesia tend to mailto:inayatul.iain@gmail.com 34 experience the same problems. basically, errors that occur reflect their english competence because it is related to cognitive processes. learners do not realize when they make errors because they occur unconsciously. when they are asked to revise them, they cannot fix them because they do not understand the correct rules. studying grammatical errors at morphological and syntactical level is intended for at least two purposes, namely: (1) searching for data on language acquisition, and (2) seeking information as a basis for developing curriculum and compiling teaching materials (richards, 1974). grammatical errors are deviations from the standard rules in written language that occur systematically (brown, 2000). in the process of learning a language, grammatical errors are natural and often inevitable (myles, 2002). therefore these errors need to be analyzed to inform teachers of their types, frequencies, and potential causes. in this way, the solution can then be formulated. the taxonomy used in this research is morphosyntactic taxonomy. morphosyntactic error taxonomy is the taxonomy based on the misapplication of morphological inflection and syntactic rules (vosse, 1992). previous studies of grammatical errors that used morphosyntactic taxonomy have been conducted in some countries. two of them were the research by hariri and the research by vosse. hariri’sresearch focused on the use of morphosyntactic taxonomy to categorize errors made by the students in iran context. he also used a theory to categorize the source of errors.the result of his study was that the iranian students made errors substantially in the use of preposition and the source of errors greatly came from intralingual errors. then, the second research byvossefocused on the categorization of errors based on the morphosyntactic taxonomy in dutch context. those two researches used morphosyntactic taxonomy to categorize errors made by the students. this research also used morphosyntactic theory to categorize the students’ errors. while the research by hariri uses iranian context and the research by vosse uses dutch context, this research used indonesian context. there are several types of morphosyntactic errors that are generally grouped in error analysis. the types of errors are (1) omitting grammatical morphemes, (2) double marking, (3) regularizing patterns, (4) archiform use, (5) use of two or more forms of random change, and (6) misplacement (dulay, burt, and krashen, 1982). students of english education department at iain jember as learners of foreign languages also tend to make such errors in their essays. errors made were at the level of syntax, lexicon, orthography, pronunciation, and discourse. in the linguistic level, grammar often causes difficulties for them in writing an english essay. even though they had learned grammar in class, they still made grammatical errors. their grammatical errors in incorporating morphemes into larger units, such as phrases, clauses, and sentences are often found. there are two possible factors that cause learners to make errors, namely inter-language and intralingual factors (brown, 2000). inter-language factors are related to english grammar which is very different from the first grammar. the complexity of english is a problem for them in mastering english grammar, for example in tenses that refer to aspects of time in english that are not found in indonesian grammar. in addition, interference from first language also affects students in processing linguistic input where students tend to transfer the structure of indonesian when they use english (lado, 1971). based on the aforementioned background, this research used error analysis method to analyze morphosyntactic errors and investigate their potential causes in the english essays of students of the english education department at iain jember indonesia. using the result of this research, the teacher can identify what kind of errors that have been made by the students, from which the teacher can focus on what area of writing should be improved to make the students’ writing better. 35 2. research methods the data in this study were taken from the essays of the english education department students of iain jember indonesia taking writing iii class. this study involved 95 students from three writing classes. this research was carried out by following the steps proposed by james (1998), among others: collecting data, detecting errors, finding errors, describing errors, and diagnosing errors. in the diagnosis step of the source of this error, the cause of the error is explained based on the theory proposed by james (1998) and supported by the theory proposed by lado (1971) about the type of errors. 36 3. discussions based on the findings in this study, it can be elaborated that the ability of students to apply the rules of english grammar still needs to be improved because there are 32 types of specific errors, especially in the three biggest errors, plural singular markers, articles and prepositions. it can be assumed that the errors found in this study are general grammatical errors made by students when they write in english. from the errors made by students as much as 2, 218 it can be concluded that morphological errors (f = 1.818, 81.97%) are greater than syntactic errors (f = 400, 18.03%). this shows that students experience more difficulty in the production process at the lexical level than at the sentential level. the three most common errors in this study were single/plural marker errors (30.43%), followed by article errors (21.51%), and prepositional errors (5.23%). this means that students must focus more on the use of grammar rules when writing english, especially for these three specific errors. regarding the results of the analysis of sources of error, errors between languages cause students who are incompetent in english grammar tend to rely on indonesian language structures when producing english sentences. the difference between the structure of indonesian and the structure of english can confuse students. it causes them to make mistakes in writing english. the following examples are cases found in students’ writing: the clothing of saman dance make person curious… the government have the strategy … jokowi choose ma’ruf amin as vice president. indonesia as host of asian games have prepared for this event. the above examples show that the students are not fully aware of third person singular marker ‘s’ in present tense case. it is potentially caused by the fact that in indonesia language the third person singular marker does not exist. therefore teachers can use these findings to fix the students’ problem in the following teaching learning activities. the following examples are cases of single/plural markers. there so many singer and dancer. indonesia invite korean group singer like superjunior and many indonesian singer the above errors potentially occur because single/plural form rules are not available in indonesian, so students do not pay attention to the plural ‘-s’ marker after the plural nouns when those wordsare translated from indonesian to english. hence, students tend to be unsuccessful of 37 transferring indonesian norms into english writing when they try to present more complicated ideas or opinions in the essays they write. they have not yet understand how to write rather complicated ideas in english so they employed their first language competence when they write english essays. consequently, the direct translation produces inappropriate sentences. in addition, intralingual errors and developments also cause students’ errors. they over-generalize the structure of english because some rules are difficult and complex. in this case they tend to use the structure of english that they have learnt to apply in new sentences but the results are incorrect sentences. 38 4. novelties after identifying and classifying errors in students’ essays, there are two main types of errors namely morophological errors and syntactic errors. the following results of the classification of the two main types of errors found: table 1. types of errors in english essays main error specific error 1. morphological errors (form of error at word level) 1) noun form errors 2) singular/plural errors 3) pronoun errors 4) present errors 5) past errors 6) subject-verb agreement errors 7) gerund errors 8) infinitive errors 9) modal/auxiliary errors 10) adjective errors 11) adverb errors 12) possessive errors 13) preposition errors 14) article errors 15) possessive (determiner) errors 16) demonstrative errors 2. syntax errors (the form of errors at the sentence level) 1) word order errors 2) run-on/ comma splice errors 3) fragment errors 4) omission of subjects 5) omission of verbs/actions 6) omission of objects/compliments 7) ‘there’ structure errors 8) and-type errors 9) but-type errors 10) or-type errors 11) so-type errors 12) noun clause/phrase errors 13) adjective clause/phrase errors 14) adverbial clause/phrase errors 15) passive voice errors 16) comparison errors as shown in table 1, the two main types of errors found in this study were morphological errors and syntactic errors. there are 16 sub-types of errors under morphological errors, and also there are 16 sub-types of errors at the level of syntactic errors. the next data is the type of grammatical error that is commonly used in students’ english essays. table 2. frequency of specific errors classification of specific error types no type of error frequency percentage (%) 1 1.1 morphological errors noun errors a. noun form errors b. singular/ plural errors 16 676 0.77 30.43 39 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 pronoun errors tense errors a. present errors b. past errors subject-verb agreement errors verb form errors a. gerund errors b. infinitive errors c. modal/auxiliary errors adjective errors adverb errors possessive errors preposition errors determiner errors a. article errors b. possessive errors c. demonstrative errors 35 10 95 60 59 35 45 19 57 116 477 25 15 1.53 0.50 4.24 2.75 2.71 1.53 2.03 0.86 2.57 5.23 21.51 1.13 0.68 2 2.1 2.2 2.3 2.4 2.5 2.6 syntactic errors word order errors ill-formed sentence errors a. run-on/ comma splice errors b. fragment errors c. omission of subjects d. omission of verbs/ actions e. omission of objects/ compliments f. “there” structure errors compound sentence structure errors a. and-type errors b. but-type errors c. or-type errors d. so-type errors complex sentence structure errors a. noun clause/ phrase errors b. adjective clause/ phrase errors c. adverbial clause/ phrase errors passive voice errors comparison errors 15 40 37 38 25 31 24 26 29 6 13 39 31 19 20 7 0.68 1.76 1.71 1.76 1.08 1.40 1.08 1.17 1.31 0.27 0.59 1.71 1.44 0.86 0.90 0.32 total 2,218 100% table 2 shows that there are 2,218 grammar errors under the category 32 specific errors. the three most commonly found are errors related to singular/plural markers (f = 676, 30.43%), misuse of articles (f = 477, 21.51%), and errors in the use of prepositions (f = 116, 5.23%). the next data is the result of classification of errors based on the source both between languages and intralingual and developmental errors. the findings of this study reveal that the 40 two main sources have a significant influence on the production of errors. the following is a table about potential sources of sub-type errors. table 3. sources of specific errors in students’ essays error source special error 1. interlanguage errors 1) noun form errors 2) singular/ plural errors 3) pronoun errors 4) modal/auxiliary errors 5) adjective errors 6) adverb errors 7) possessive errors 8) possessive (determiner) errors 9) word order errors 10) run-on/ comma splice errors 11) fragment errors 12) omission of subjects 13) omission of objects/ compliments 14) ‘there’ structure errors 15) adverbial clause/ phrase errors 2. intralingual and developmental errors 2.1 overgeneralization 2.2 ignorance of rule restrictions 1) past errors 2) infinitive errors 1) subject-verb agreement errors 2) gerund errors 3) preposition errors 4) article errors 5) demonstrative errors 6) omission of verbs/ actions 7) and-type errors 8) but-type errors 9) or-type errors 10) so-type errors 11) noun clause/phrase errors 12) adjective clause/ phrase errors 13) adverbial clause/ phrase errors 2.3 incomplete application of rules 1) present errors 2) passive voice errors 3) comparison error 2.4 false concepts hypothesized based on table 3 above, the results of this study indicate that both inter-language errors and intralingual errors and development tend to be the potentital causes of students’ errors when writing english essays, therefore both will be analyzed. referring to the possible source of error 41 from table 3, there were 15 specific errors of influence on l1, and 18 specific errors resulting from difficulties and problems in the target language itself. 5. conclusion from this study the conclusion that can be drawn is that the most frequent errors are singular/plural markers (30.43%), followed by article errors (21.51%), and prepositional errors (5.23%). these three rules become the main problems of students when they write english essays. the reason is that the complexity of the use of these three rules makes students experience confusion in choosing the correct form. regarding the potential sources of error, errors between languages cause students who are incompetent in english grammar tend to rely on indonesian language structures when producing english sentences. the difference between the structure of indonesian language and the structure of english can confuse students which cause them to commit errors in writing english. in addition, intralingual errors and developments also lead to students’ errors. they over-generalize the structure of english because some rules are difficult and complex, so they tend to use the structure of english that they have studied applied to new sentences but the results are incorrect. as a recommendation from the results of this study, students should improve the ability to use grammar when writing english, especially in three specific errors: singular/plural forms, articles, and prepositions. writing lecturers and syllabus makers can use the results of this study as inputs to make more appropriate teaching materials to fix students' english grammar problems. 6. acknowledgements the author would like to thank all parties that have given valuable inputs to this study, among others: prof. dr. n.i sutjiati beratha, m.a prof. dr. ketut artawa, m.a., prof. dr. made budiarsa, m.a . their comments and suggestions lead to an in-depth analysis and presentation in this study. my gratitude also extends to my institution and faculty members of iain jemberindonesia for their support. 42 references: aafke buyl and alex housen. 2015. development stages in receptive grammar acquisition: a processability theory account. second language research. vol.31 (4) 523-550. sagepub.co.uk/ journals permissions. doi: 10.1177/0267658315585905. ally. 2014. what adult esl learners say about improving grammar and vocabulary in their writing in their writing for academic purposes. routledge.18:1, 31-46, doi: 10.1080/09658410802307923 brown, h. d. (2000). principles of language learning and teaching (4th ed.). new york, ny:pearson education. corder, s. p. (1981). error analysis and interlanguage. oxford: oxford university press. dulay, h. w., burt, m., & krashen, s. (1982). language two. new york, ny: oxford university press. fiona. 2015. why do linguistic. uk: bloomsbury publishing hariri, m. (2012). taxonomy of morpho-syntactic errors and erroranalysis. research journal of applied sciences, engineering andtechnology, 4(22): 4856-4860. hermas. 2014. l1 morphosyntax in l3 english. international journal of universite du quebec a montreal language studies). james, c. (1998). errors in language learning and use. london: longman lado, r. (1971). linguistic across culture. ann arbor, michigan: university of michigan press. myles, j. (2002). second language writing and research: the writing process and error analysis in student texts. tesl-ej, 6(2). retrieved from:http://teslej.org/ej22/a1.html richards, j. c. (1974). error analysis: perspectives on second language acquisition. london: longman. richards, j. c., & renandya, w. a. (2002). methodology in language teaching: ananthology of current practice. cambridge: cambridge university press. santos ,t. by atkinson. 2015. the role of grammar in tesl and composition. in j. frodesen & c.holten (eds), the power of context in language teaching and learning (pp.153-162). boston: heinle. susan. 2016. second language acquisition and applied linguistics. new york: rotledge 43 vosse, t. (1992). detecting and correcting morpho-syntactic errors in real texts. netherlands: university biography of author inayatul mukarromah.,ss., m.pd was born in banyuwangi on february 10 th , 1976. she is senior lecturer in iain jember, department of english education. east java, indonesia ph. +6281236206847. she graduated in the faculty of letter in 2002 and faculty of english language department of education in 2009, she finished his master degree in the postgraduate program, magister program, english language department of education int unisma universitymalang in 2009. she currently is completing her dissertation at udayana. her focus study is applied linguistics. email: inayatulmukarromah@yahoo.com and inayatul.iain@gmail.com mailto:inayatulmukarromah@yahoo.com e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 67-78 doi.10.24843/ejl.2018.v.12.i01.p.06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 67 infix of the dengka dialect in the rote language: a generative morphology approach 1 efron erwin yohanis loe, stiba mentari kupang 2 n.l sutjiati beratha, sutjiati59@gmail.com, udayana university 3 i ketut darma laksana, darmalaksana27@yahoo.com, udayana univerity 4 i wayan pastika, wayanpastika@unud.ac.id, udayana univerity *corresponding author: erinihase74@gmail.com received date: 27-10-2017 accepted date: 06-11-2017 published date: 04-01-2018 abstract—dengka dialect is one of the eighteen dialects of rote language. it is spoken in northwest sub distric, rote ndao regency, nusa tenggara province. the eighteen variation sub dialects are termanu, korbaffo, landu, ringgoú, upao, bilba, diu, lӗlenuk, bokai, talaӗ, keka, baӓ, lelain, dӗngka, unalӗ, déla, ti dan lålӗt (lålӗ). this research aims at discovering the infixation process in the dengka dialect of the rote language. the applied theoritical approach is generative morphology that is suggested by aronoff in his article, word-based morphology (1979). according to the rules of morphological process in the dengka dialect of the rote language, a new theory as the main theory is applied to analyse data findings. the research method used is descriptive qualitative method. the data are obtained by using observation methods and its techniques, and interlocution method and its techniques. the collected data are writings and voice-recordings. the writings are the main data, which are translations of the book of mark in the new testament, the story of easter and the parable about a farmer, in the version of dengka dialect in the rote language. the voice recordings are supporting data, which are obtained from informants by interviewing and recording. a research finding in dengka dialect is infixation. infix is found in adjective, it is processed by repeating the second syllabe of lexeme base and to produce new words. there are two types of infixation in brdd, namely 1) infixation by repeating second syllabe of lexeme base without increment of glottal phoneme /ɂ/, and 2) infixation by repeating second syllabe of lexeme base and the increment of glottal phoneme /ɂ/. it process unsuport the grammatical function because it can change the word class of lexeme base but it can change the meaning of lexeme base. the grammatical of infixation is comparative „a little bit‟. keywords: infix, rote language, dengak dialect. 1. background dengka dialect of the rote language (brdd) is spoken in northwest sub distric, rote ndao regency, nusa tenggara province. the total of population is 26.102 people. brdd is one of the eigteen variations sub dialects of rote language. the eighteen variation sub dialects form a part of the domain in holland period. manafe (1884:1) said that the rote island is devided into two parts, that are eastern and western. the eastern consists of eleven domains, including https://ojs.unud.ac.id/index.php/eol/ mailto:erinihase74@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 67-78 doi.10.24843/ejl.2018.v.12.i01.p.06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 68 termanu, korbaffo, landu, ringgoú, upao, bilba, diu, lӗlenuk, bokai, talaӗ dan keka. the western consists of seven domains, namely baӓ, lelain, dӗngka, unalӗ, déla, ti dan lålӗt (lålӗ). the focus of this research is infixation process. according to katamba (1993:44) infix is an affix inserted into the root itself. in brdd infix is found in adjective. word formation is applied through infix in brdd by repeating the second syllabe of the lexeme base. the theory applied in this research is generative morphology by aronoff, namely wordbased morphology or lexeme-based (aronoff, 1979). this theory is used to analyse the shapes of infix found in brdd and their meaning and function. based on the background above, the researh problem of this research is how does the infixation process in the dengka dialect of the rote language? 2. theoretical approach the main theory used to analyse the data is generative morphology theory by aronoff. according to aronoff (1979) in his proposal word-based morphology or lexeme-based, the unit or element used to produce a new word is word that has syntactic category, such as verb, noun, adjective, adverb, numeralia and not categorial words. scalise (1984:43) depicts the diagram of aronoff‟s theory word-based morphology or lexeme based (1979) as follows. diagram 1 generative morphology theory by aronoff 1979 aronoff stated that lexical component consists of two main components, namely dictionary and word formation rule. the function of dictionary is as a place to list all words that have syntactic category such as verb, noun, adjective, adverb and numeralia. meanwhile, word formation rule (wfr) has a function to produce new words. lexical component ↖ ↕ ↓ out put dictionary word formation rule https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 67-78 doi.10.24843/ejl.2018.v.12.i01.p.06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 69 each language, among them english, indonesian and rote, has different rules to produce new words. a new theory is needed to mention as modification theory to analyse infix process in brdd. the diagram of modification theory is as follows. diagram 2 modification theory lexical components in the modification theory consist of three main components, namely dictionary, word formation process (wfp), and word formation process result (wfpr). beside the three main elements in lexical components, there are also two components, namely phonological rule (pr), and syntactic category (sc). the applications of the modification theory can be described as follows. dictionary as the centre contains all lexicals in brdd that has syntactic category, namely verb, noun, adjective, adverb and numeralia. wfp is such a device to produce new words by using the lexeme base listed in dictionary by means of infix process and sent them to wfpr. wfpr has a function to recheck all complex words that have processed in wfp to ensure that the complex words were formed of lexeme based that had syntactic category. it also has a function to detect phonological cases found in new words that have been processed in wfp. each complex word that detected phonological cases, such as deletion of phoneme, and increment of phoneme henceforth is sent to pr to be processed before these words are sent to sc. lexical component dictionary word formatian process word formation process result phonological rule syntactic category https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 67-78 doi.10.24843/ejl.2018.v.12.i01.p.06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 70 pr has the function to handle each word that has phonological cases, namely deletion of phoneme, and increment of phoneme produced in wfp. it also has an access with wfp to make new words that have phonological cases. sc is the last component in modification theory to list all new words produced in wfp, wfpr and pr (for phonological cases). it assured that the steps of morphological process are based on the rule in brdd. it is also accessed with dictionary to list all complex words that have syntactic categorial. 3. research methods the research method used is descriptive qualitative method, whereas the data are described by written statements, not in statistic formations, (moleong, 2014:6). the data are obtained by using observation methods and its techniques, and interlocution method and its techniques. the observations techniques are used to collect data through tapping technique (tt), observation direct technique (odt), free observation technique (fot), recording technique (rt) and note technique (nt). the interlocutions techniques are used to collect data are stimulation technique (st), direct technique (dt), undirect technique (ut), and note technique and recording technique (ntrt). there are three types to analysis of the data found, namely (a) scope and domain of rule, (b) types of rule, and (c) relation of each rule, (sudaryanto, 1993:6-7). this research uses two types of method to present data analysis, namely formal and informal method. formal method is used to describe data findings through words and some terminology. meanwhile informal method is used to describe data findings by using sign and symbols, (sudaryanto (2015:241). 4. discussion infixation process in brdd is found in adjective lexeme base. the process of creating new word does not support the grammatical function because it can change the word class of lexeme base. but the process can change the meaning of lexeme base. the grammatical meaning of infixation is comparative „a little bit‟. there are two types of infixation in brdd, namely 1) infixation by repeating the second syllable of lexeme base without increment of glottal phoneme /ɂ/, and 2) infixation by repeating the second syllable of lexeme base and the increment of glottal phoneme /ɂ/. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 67-78 doi.10.24843/ejl.2018.v.12.i01.p.06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 71 4.1 infixation by repeating the second syllable of lexeme base without increment of glottal phoneme /ɂ/ the steps of infixation process in brdd can be formulated as follows [[lexeme base]adj + [inf]adj → [complex words]adj]. (1) the use of complex word [maɂeɂeɂ] in a sentence can be seen 1b. the word in bold in sentence 1a is lexeme base. a. brutus nau ninu nininuɂ maɂeɂ. brutus wants drink beverage sweet. „brutus wants drink sweet befarage‟. b. folkes nau na kokis maɂ-eɂ-eɂ. folkes wants to eat cake sweet[-inf-]adjcomp-eɂ. „folkes wants to eat a little bit sweet cake‟. the rules of word formation process by using increment infix [-eɂ-] on lexeme base [maɂ.eɂ] in brdd can be analysed as [lb[maɂ.eɂ]adj ↔ [inf[-eɂ-]adjcomp] → cw[maɂeɂeɂ]adjcomp]. adjective [maɂeɂeɂ] is a complex word that consist of lexeme base [maɂeɂeɂ] and a bound morpheme [-eɂ-] with the grammatical meaning i.e. „a little bit‟. the lexical meaning of the complex word [maɂeɂeɂ] is „a little bit sweet’. the steps of word formation process of complex word [maɂeɂeɂ] can be formulated as [[dictionary] ↔ [wfp] ↔ [wfpr] → [sc]]. adjective [maɂeɂeɂ] cannot be formed in the pr sc lexical component dictionary wfp wfpr [maɂeɂ]adj delicious [maɂ+[-eɂ-]eɂ] -inf [maɂeɂeɂ] [maɂeɂeɂ] a little bit delicious adjcomp https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 67-78 doi.10.24843/ejl.2018.v.12.i01.p.06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 72 [pr] because it cannot be found in the phonological cases like increment of phoneme or deletion of phoneme. the steps that are formulated can be used to analyse infix data number 1 until number 6. (2) [maladaɂ] adj tasty ↖ [ma+[-la-]ladaɂ] -inf ↓ [malaladaɂ] a little bit tasty adjcomp the use of complex word [malaladaɂ in a sentence can be seen 2b. the word in bold as seen in the sentence 2a is lexeme base. a. deloɂ na maladaɂ. orange det tasty. „the orange is tasty‟ b. hundi na ma-la-ladaɂ. banana det tasty-[inf-]adjcomp-ladaɂ. „the banana is a little bit tasty‟. the rules of word formation process by using increment infix [-la-] on lexeme base [ma.la.daɂ] in brdd can be analysed as [lb[ma.la.daɂ]adj ↔ [inf[-la-]adjcomp] → cw[malaladaɂ]adjcomp]. adjective [malalada] is a complex word that consist of lexeme base [maladaɂ] and a bound morpheme [-la-] with the grammatical meaning i.e. „a little bit‟. the lexical meaning of the complex word [malaladaɂ] is „a little bit tasty‟. (3) [matobiɂ] adj hot ↖ [ma+[-to-]tobiɂ] -inf ↓ [matotobiɂ] a lttle bit hot adjcomp the use of complex word [matobiɂ] in the sentence can be seen in 3b. the word in bold as seen in sentence 3a is lexeme base. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 67-78 doi.10.24843/ejl.2018.v.12.i01.p.06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 73 a. au inu kofi matobiɂ ŋgalas lua. 1t drink coffee hot glass two. „i drink two glasses of hot coffee‟. b. au inu kofi ma-to-tobiɂ ŋgalas lua. 1t drink coffee hot[-inf-]adjcomp-tobiɂ glass two. „i drink two glasses of a little bit hot coffee‟. the rules of word formation process by using increment infix [-to-] on lexeme base [ma.to.biɂ] in brdd can be analysed as [lb[ma.to.biɂ]adj ↔ [inf[-to-]adjcomp] → cw[matotobiɂ]adjcomp]. adjective [matotobiɂ] is a complex word that consits of lexeme base [matobiɂ] and a bound morpheme [-to-] with the grammatical meaning „a little bit‟. the lexical meaning of the scomplex word [matotobiɂ] is „a little bit hot‟. (4) [maɂameniɂ] adj aromatic ↖ [maɂa+[-me-]niɂ] -inf ↓ [maɂamemeniɂ] a little bit aromatic adjcomp the use of complex word [maɂamemeniɂ] in a sentence can be seen 4b. the word in bold as seen in the sentence 4a is lexeme base. a. sabu lux maɂameniɂ. soap lux aroamtic. „the lux soap is aromatic‟. b. sabu lux maɂa-me-meniɂ. soap lux aromatic[-inf-]adjcomp-meniɂ. „the lux soap is a little bit aromatic‟. the rules of word formation process by using increment infix [-me-] on lexeme base [maɂa.me.niɂ] in brdd can be analysed as [lb[maɂa.me.niɂ]adj ↔ [inf[-me-]adjcomp] → cw[maɂamemeniɂ]adjcomp]. adjective [maɂamemeniɂ] is a complex word that consist of lexeme base [maɂameniɂ] and a bound morpheme [-me-] with the grammatical meaning is „a little bit‟. the lexical meaning of complex word [maɂamemeniɂ] „a little bit aromatic‟. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 67-78 doi.10.24843/ejl.2018.v.12.i01.p.06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 74 (5) [deɂuhakaɂ]adj bad ↖ [deɂu+[-ha-]hakaɂ] -inf ↓ [deɂuhahakaɂ] a little bit bad adjcomp the use of complex word [deɂuhahakaɂ] can be seen in sentence 5b. the word in bold as in sentence 5a is lexeme base. a. titus nendi hau boaɂ deɂuhakaɂ. titus bring tree fruit bad. „titus brings bad fruit‟. b. titus hasa hau boaɂ deɂu-ha-hakaɂ. titus buy tree fruit bad[-inf-]adjcomp-hakaɂ. „titus buys a little bit bad fruit‟. the rule of word formation process by using increment infix [-ha-] on lexeme base [deɂu.ha.kaɂ] in brdd can be analyzed as follows [lb[deɂu.ha.kaɂ]adj ↔ [inf[-ha]adjcomp] → cw[deɂuhahaka]adjcomp]. adjective [deɂuhahakaɂ] is a complex word that consists of lexeme base [deɂuhakaɂ] and a bound morpheme [-ha-] with the grammatical meaning „a little bit‟. the lexical meaning of complex word [deɂuhahakaɂ], namely „a little bit bad‟. (6) [maloleɂ]adj good ↖ [ma+[-lo-]loleɂ] -inf ↓ [malololeɂ] a little bit good adjcomp the use of complex word [malololeɂ] can be seen in sentence 6b. the word in bold as in sentence 6a is lexeme base. a. ruth hedi-na maloleɂ ena. ruth disease-klt good has. „ruth‟s disease is taking a favorable turn‟. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 67-78 doi.10.24843/ejl.2018.v.12.i01.p.06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 75 b. ruth hedi-na ma-lo-loleɂ ena. ruth disease-klt good[-inf-]adjcomp-loleɂ has. „ruth‟s disease a little bit is taking a favorable turn‟. the rule of word formation process by using increment infix [-lo-] on lexeme base [ma.lo.leɂ] in brdd can be analysed as follows [lb[ma.lo.leɂ]adj ↔ [inf[-lo-]adjcomp] → kk[malololeɂ]adjcomp]. adjective [malololeɂ] is a complex word that consist of lexeme base [maloleɂ] and a bound morpheme [-lo-] with the grammatical meaning „a little bit‟. the lexical meaning of complex word [malololeɂ] is „a little bit‟ is taking a favourable turn‟. 4.2 infixation by repeating the second syllable of lexeme base and the increment of glottal phoneme /ɂ/ having discussed about infixation in part 4.1., this part clarifies infixation process with phonological cases. the type of phonological cases found includes the increment of glottal phoneme /ɂ/. this happen because the second syllable only consists of one vocal phoneme. the steps of word formation can be formulated as [lexeme base]adj + [inf]adj + /ɂ/ → [complex word]adj. (7) the use of complex word [maɂeɂeteɂ] can be seen in sentence 7b. the word in bold as in sentence 7a is lexeme base. kf ks lexical component dictionary ppk hpk [maɂeteɂ]adj hot maɂe +[-e-] + teɂ maɂe +inf + teɂ maɂeeteɂ maɂ[-e-]+/ɂ/eteɂ [maɂeɂeteɂ] a little bit hot adjcomp https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 67-78 doi.10.24843/ejl.2018.v.12.i01.p.06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 76 a. aɂau ia maɂeteɂ. rice det hot. „the rice is hot‟. b. aɂau na maɂ[-e-]+/ɂ/eteɂ. rice det hot[-inf-]adjkomp + /ɂ/ teɂ. „the rice is a little bit hot‟. the rule of word formation process by using increment infix [-e-] and increment of glottal phoneme /ɂ/ on lexeme base [maɂ.e.teɂ] in brdd can be analyed as follows [lb[maɂ.e.teɂ]adj ↔ [inf[-e-]adjcomp] + /ɂ/ → cw[maɂeɂeteɂ]adjcomp]. the adjective [maɂeɂeteɂ] is a complex word that consits of lexeme base [maɂ.e.teɂ] and a bound morpheme [-e-] with the grammatical meaning „a little bit‟. the lexical meaning of complex word [maɂeɂeteɂ] is „a little bit hot‟. the steps of word formation process of complex word [maɂeɂeteɂ] can be formulated as [[dictionary] ↔ [wfp] ↔ [wfpr] → [pr] → [sc]]. adjective [maɂeɂeteɂ] is formed in [[dictionary]↔[wfp]↔[wfpr]→[pr]→[sc]]. the steps that were formulated can be used to analyse infix data number 7 and 8. in the process of making ccomplex word [maɂeɂeteɂ], phonological case was found i.e. increment of glottal phoneme /ɂ/. the increment of glottal phoneme /ɂ/ after infixation in the word [maɂeɂeteɂ] indicates that double vowels like [ee], [aa], and etc. cannot be found in brdd infixation process. (8) [maɂeiɂ]adj sour ↖ [maɂ+[-e-]+/ɂ/+eiɂ] -inf ↓ [maɂeɂeiɂ] a little bit sour adjcomp the use of complex word [maɂeiɂ] can be seen in sentence 8b. the word in bold as in sentence 8a is lexeme base. a. pao boaɂ na maɂeiɂ. mango fruit det sour. „the mango is sour. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 67-78 doi.10.24843/ejl.2018.v.12.i01.p.06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 77 b. pao boaɂ ia maɂ[-e-]/ɂ/-eiɂ. mango fruit det sour[-inf-]adjcomp+/ɂ/-iɂ. „the mango is a little bit sour‟. the rule of word formation process by using increment infix [-e-], and increment of glottal phoneme /ɂ/ on lexeme base [maɂ.e.iɂ] in brdd can be analysis as follows [lb[maɂ.e.iɂ]adj ↔ [inf[-e-]adj + /ɂ/ → cw[maɂeɂeiɂ]adjcomp]. adjective [maɂeɂeiɂ] is a complex word that consists of lexeme base [maɂ.e.iɂ] and a bound morpheme [-e-] with the grammatical meaning „a little bit‟. the lexical meaning of complex word [maɂeɂeiɂ] is „a little bit sour‟. in the process of making complex word [maɂeɂeiɂ] phonological case was found i.e increment of glottal phoneme /ɂ/. the increment of glottal phoneme /ɂ/ after infixation in the word [maɂeɂeiɂ] indicates that double vowels like [ee] can not be found in brdd infixation process. 6. novelties the novelty of this research is a modification of the main theory suggested by arronof (1979). there is an additional point in lexical component i.e. word formation process result (wfpr) and there is another additional point in the ouside of the lexical component i.e. phonological rule (pr) and syntactic component (sc). the diagram of modification theory is as follows. diagram 2 modification theory in page 3 lexical component dictionary word formatian process word formation process result phonological rule syntactic component https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 67-78 doi.10.24843/ejl.2018.v.12.i01.p.06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 78 6. conclusion based on the data analysis, it could be concluded that infixation process in brdd is found in adjective and to produce an equal new word [adj→adj]. the infixation process in brdd is conducted by repeating the second syllable of lexeme base. the infixation in brdd consist of two types namely, 1) infixation by repeating the second syllable of lexeme base and without the increment of glottal phoneme /ɂ/, and 2) infixation by repeating of the second syllable of lexeme base and the increment of glottal phoneme /ɂ/. the grammatical meaning of infix is comparative „a little bit‟. references aronoff, mark.1979. “a reply to moody”. glosa, vol. xiii, no. 1. katamba, francis. 1993. morphology: the macmillan press ltd. moleong, lexy. 2014. metodologo penelitian kualitatif. edisis revisi. bandung: remaja rosdakarya. manafe, d.p. 1884. akan bahasa rotti. artikel. scalise, sergio.1984. generative morphology. dodrecht-holland/cinnammisionu.s.a: foris publication. sudaryanto. 1993. metode dan aneka teknik analisis bahasa. yogyakarta: dutawacana university press. sudaryanto.2015. metode dan aneka teknik analisis bahasa. yogyakarta: sanata dharma university press. 7. acknowledgments the author wishes to thank all those who have made valuable contributions to this research so that the results can be disseminated through publication, especially to the examiners: prof. dr. i nengah sudipa, m.a; prof. drs. ketut artwa, p.hd; prof. dr. aron meko mbete; dr made sri satyawaty, s.s., m.hum; dr jeladu kosmas, m.hum for their advices to deepen the analysis and presentation of appropriate research results. https://ojs.unud.ac.id/index.php/eol/ sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 1, january 2021, pages: 01-06 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i01.p01 01 the great vowel shift prof. dr. teuta agaj avdiu, first author 1 institution: public university “kadri zeka “, nn. 60000, gjilan, republic of kosovo e-mail: teuta.agaj@uni-gjilan.net prof. dr. shprese qamili, corresponding author 2 institution: public university “kadri zeka “, nn. 60000, gjilan, republic of kosovo e-mail: shpresa.qamili@uni-gjilan.net arta mula, corresponding author 3 institution: public university “ukshin hoti “, nn. 20000, prizren, republic of kosovo e-mail: mulaarta98@gmail.com article info abstract* received date: 06 november 2020 accepted date: 17 november r 2020 published date: 31 january 2021 keywords:* vowel shift, long vowels, sound change, middle english, modern english, etc the great vowel shift or gvs refers to a period of radical change in how the english language is spoken. it is a process of systematic changes in the pronunciation of all middle english long vowels in their transition to modern english. all the long vowels came to be pronounced with a greater elevation of the tongue and closing of the mouth. the effect of the shift was that vowels were either raised or became diphthongs. the purpose of this paper is to show the pronunciation differences between middle english and modern english in the value of the long vowels as well as to discuss the criticisms brought forward against the great vowel shift illustrated with examples. the results show that the great vowel shift was no uniform process, but a series of local developments over time. moreover, there are some words that show irregularities, i.e. their pronunciation of long vowels is still similar to that of middle english. the critiques help us conclude that the reason why it is hard to non-native english speakers to learn the correct english pronunciation occurs as a consequence of the shift. 1. introduction a learner of english or a young native speaker seeing the word ‘indict’ for the first time might read it as /in.dɪkt/*, but it is actually /in.daɪt/. or another instance, once they learn the word rough as /rʌf/, they might pronounce the word thorough as /өou.rʌf/ when actually is /өour.ə/. so, the question why is english spelling like this when so many other languages have a systematic spelling that corresponds with pronunciation arouses. the english language underwent a dramatic change in pronunciation between the fourteenth and the seventeenth centuries, so much so that geoffrey chaucer and william shakespeare likely would not have https://ojs.unud.ac.id/index.php/eol/index mailto:mulaarta98@gmail.com 2 understood each other's speech. the period of the rapid transformation of the pronunciation of english that was called the great vowel shift. the great vowel shift is the most significant vowel shift in the history of english language which indicates a very important phonological development in the language, and the period which extends from the late middle english period to the early modern english period. by the term it is understood that it is called a vowel shift because it affected mostly the vowels of the english language. 2. what is understood by the term “great vowel shift? the great vowel shift has been a very important topic to be discussed for many authors, especially in the recent years, and each of them composed their definitions related to the great vowel shift. according to verba (2004) the great vowel shift is a change that has occurred in the whole system of english language long vowels. short vowels have not been affected by this shift because they are almost the same in modern english as they were in middle english. it is important to stress out that this middle english period affected the whole long english vowels where all of them were shifted and had to be pronounced in a higher tone, whereas the two english vowels [i:] and [u:] that were already high vowels could not be raised so instead they became diphthongs. according to another author kristó (2016) the great vowel shift is “a chain shift and it is quite similar on the way it happened to grimm law (in the first millennium bc), but now it affects the vowels” (pg.104). he mentions the grimm law because it is also a shift that has happened earlier in the history of english language known also as the “first consonant shift”, which was a shift that affected the consonances of the english language, whereas the same phenomenon happened later to english vowels and it is known in the history as the “great vowel shift”. xenia (2015) stated that in the english language the grammar has changed through years as well but the great vowel shift left more obvious results in the language than other small changes that occurred within the language, and the biggest result is seen in the differentiation of pronunciation between the middle and modern english. the exact date of the beginning and the ending of great vowel shift is not known because different authors provide different dates for this period. according to baugh and cable (2002) the great vowel shift occurred only in the fifteenth century, whereas according to gelderen (2014) it began around the year 1400 and continued until after 1600. according to stenbrenden (2012) the great vowel shift had started earlier than when the handbooks and textbooks claim and “it overlaps with some vowel changes that probably had been done before the great vowel shift period began” (as cited in gelderen,2014, pg.167) during this period english people had to get accustomed to the new method of pronouncing the english words because they had to pronounce words from one place in the mouth to a higher place in the mouth. baugh and cable (2002) explained that the long vowels had to be pronounced differently with a greater altitude of the tongue so that the vowels were raised, whereas the vowels that could not be raised as mentioned earlier became diphthongs. the shift of these vowels is explained by dividing the process of shift that happened to the high long vowels, mid long vowels, low mid long vowels, and low long vowels. before the great vowel shift occurred, in the middle ages were totally seven vowels where two of them were considered high vowels [i:] and [u:], then two mid vowels [e:] and [o:], and two lower mid vowels [ɛ:] and [ɔ:], and one low vowel [a:] 3 algeo (2010) stated that the mid vowels [e:] and [o:] were raised to [i] and [u], then lower mid vowels were raised from the [ɛ:] and [ɔ:] to [e] and [o], the high vowels [i:] and [u:] became diphthongs through two steps, firstly to [əi] and [əu], and then to [aɪ] and [aʊ], whereas the low vowel [a:] was raised to [æ:] and then raised in two steps to [ɛ:] and [e]. baugh and cable (2002) emphasized that this period that signed the change of sounds is just as important as the changes in the grammar and in the vocabulary are in the history of the english language. the shift of the middle english mid vowels [e:] and [o:] which were raised to [i] and [u] is best seen in the words like “three”, “see”, “deep” which before the great vowel shift were pronounced like /thre:/, /se:/ and /de:p/, they changed their pronunciation to /thri/, /si/ and /dip/, also the words like “tool”, “do”, “room”, and “good” which before the great vowel shift were pronounced like /to:l/, /do:/, /ro:m/, and /go:d/, after the great vowel shift they changed their pronunciation to /tul/, /du/, /rum/, and /gud/. the shift of the middle english lower mid vowels from [ɛ:] and [ɔ:] to [e] and [o] is best seen in the words like “heath” and “beast” which before the great vowel shift were pronounced like /hɛ:th/ and /bɛ:st/ after being raised they changed their pronunciation to /heth/ and /best/, in the other side the word “broken” changed it low mid vowel pronunciation from /brɔ:ken/ to /brəken/. according to algeo (2010) when the great vowel shift occurred there were some areas that pronounced the words “heath” and “beast” still with the lower mid vowel [ɛ:], so it should be pointed out that in the late middle english these words had two ways of pronunciation with two vowels [ɛ] and [e]. after the great vowel shift period the [ɛ:] vowel was not utilized in the pronunciation anymore, instead the [e] vowel was raised into the [i] vowel and from the early modern english era until the eighteen century two pronunciations were used for the words “heath”, “beast”, and “grease”, either with the [e] vowel or with the [i] vowel. from the eighteenth century until now these words are pronounced only with the [i] vowel like /hith/, /bist/, and /gris/. the vowels [i:] and [u] in the period of the great vowel shift could not be raised higher because they were already high vowels, so instead of being raised they became diphthongs through two steps. in the first step they were changed from [i:] and [u] to [əɪ] and [əʊ], then in the second step to [aɪ] and [aʊ]. example if we analyze the words like “rise”, “bite” and “time” in the old english they were pronounced like /ri:s/, /bi:t/ and /ti:m/, then in the middle english after the first step changed their pronunciation to /rəɪs/, /bəɪt/, and /təɪm/, and after the second step they were pronounced like /raɪz/, /baɪt/, and /taɪm/. in the other side the words like “house”, “mouse”, and “noun” in the old english were pronounced like /hus/, /mus/, and /nun/, then they changed their pronunciation in the first step to /həʊs/, /məʊs/ and /nəʊn/, and after the second step they were pronounced like /haʊs/, /maʊs/ and /naʊn/. the low vowel during the great vowel shift was raised from [a:] to [æ:], and later it was raised again from [ɛ:] to [e]. the word “glass” in old english was pronounced as /gla:s/ and then in the middle english as /glæs/, or the word “name” in the old english was pronounced like /na:m/, then in 1500 it was raised to /næ:m/, in 1600 to /nɛ:m/, in 1700 to /ne:m/ and it arrived in the modern english as diphthong /neɪm/. the short [e] has not changed from the middle english except when it is placed before the consonant “n” example in the words “streng” and “wenge” which arrived in the modern english as “string” and “wing”. verba (2004) explained that alongside with the qualitative changes of vowels in the great vowel shift period there are some vowels that were changed in their length as well, example the vowel [u:] was shortened to [ʊ] when placed before the consonant [k] such as in the words “book”, “cook” and “took” which were pronounced from /bu:k/, /ku:k/, and /tu:k/ to /bʊk/, /kʊk/, and /tʊk/, and when placed before the consonants [d] and [f] such as in the words “good” and “foot” their pronunciation was changed from /gu:d/ and /fu:t/ to /gʊd/ and /fʊt/. the short vowel [u] was shifted into [ʌ], and the words “come”, “sun”, “love”, “buddy”, “but”, “pub” 4 which in the old english were pronounced like /kum/, /sun/, /luv/, /budi/, /but/, and /pub/ and after the great vowel shift changed into /kʌm/, /sʌn/, /lʌv/, /bʌdi/, /bʌt/, and /pʌb. so, this period affected a little short vowel as well, but the greatest vowel shift effects are seen in the long vowels. 3. which aspects of the traditional account of great vowel shift have been criticized in recent years? the great vowel shift has evoked a major debate related to its cause and it is a very criticized shift today. what caused disagreements for the great vowel shift was because from the period this shift occurred until now the exact cause of it has not been determined yet. fennell (2001) suggested that the start of this significant shift might have been because of people that were having struggles in the pronunciation of many words for example whether the word “sea” should be pronounced with the mid high vowel [e] as /se/ or with the high vowel [i:] as /si:/ (as cited in gelderen,2014, pg.167). algeo (2010) claimed that the cause of a shift is often mysterious and the same case occurred to the great vowel shift, and gives one theory named “superstratum theory” which stands for the possibility that when people traveled in the english areas they probably mixed their native language pronunciation with the english language because of their inabilities to acquire this new language perfectly. the great vowel shift as mentioned earlier has been criticized a lot through many years especially recently for the irregularities that it brought to english spelling system. it is important to remind that the great vowel shift affected mostly the long english vowels whereas the short one more or less remained the same, and this shift is the main reason that some english spelling do not correspond to the way they sound. for instance gelderen (2014) demonstrated that before 1400 “name” was pronounced in the same way as it was pronounced in the spanish, german, and french language, whereas starting from the great vowel shift period until the present english the [a] of “name” sound more like the word “edicion” in spanish which means “edition” in the english language, and like the words “ecole” in french which means “school” in the english language. also, the words “serene” and “serenity” are pronounced like /sɪri:n/ and /sɪrɛnəti/ because in the second one the second vowel is a short vowel and the short vowels have not been affected from the great vowel shift, so this is the reason why the second one is not pronounced as [i:] but as [ɛ]. another criticism for the great vowel shift is that it left the english language without the vowel [a:], and this is the most universal vowel used across the languages. so, according to pereltsvaig (2011) the english language could not stay without the pronunciation of this vowel, so they arrived to fill the gap in different ways for example by lengthening this long vowel in some other words that had the short [a] vowel for example the word “father” which according to the shift rules was pronounced as /faɵə/ but changed its pronunciation in the modern english to /fa:ɵə/. another way of filling the gap of the vowel /a:/ was to lengthen this vowel by deleting or not pronouncing another sound, for example in the words “calm”, “half”, “calf”, and “half” which by lengthening the short vowel [a] they are now pronounced as /ka:m/, /pa:m/, /ka:f/, and /ha:f/,but mostly in the british accent. so, as can be seen the sound that was deleted from the pronunciation is the sound “l”, but it is important to know that this pronunciation varies from different accents as southern us speakers remained loyal to the great vowel shift rules and still pronounce these words with the short vowel [a] and while using the sound “l”. another sound deletion that the great vowel shift caused because of the need of [a:] vowel usage was the deletion of the sound “r” in the words such as “park”, “car”, “far” where the 5 short [a] pronunciation was lengthened to [a:] and the [r] sound was deleted from the pronunciation, so these words were pronounced like /pa:k/, /ka:/, and /fa:/ in the british accent, whereas in us the sound [r] is still used together with the short [a] which was not lengthened. these differences in the english accents because of the great vowel shift lead to its critique. the great vowel shift according to gelderen (2014) affected in addition the initial letters of some words also which lost their pronunciation within the word for example the loss of the sound [w] before the sound [r] which is best seen while pronouncing the words “write” and “wrong”. these words are pronounced as /raɪt/ and /rɔn/, whereas another initial letter which is not pronounced is the sound “k” before the sound “n” for example the word “knight” which is pronounced as /naɪ/. also, if taken into example the present and the past tense of the words “keep” and “kept”, and “hide” and “hid”, it is seen that they are pronounced as /ki:p/ and /haɪd/ in the present tense whereas as /kɛpt/ and /hɪd/ in the past tense, and this as kristó (2016) claimed happened because during the great vowel shift the long vowels were raised but the short vowels were not affected, and this caused that the past tense of these words to be pronounced with the short vowels whereas the present tense with the long vowels. 4. conclusions the great vowel shift is very significant for the users of english language, because it helps them understand and see how vowel sounds changed, and notice the differences between middle english and modern english pronunciation. gvs has profoundly altered the long vowels but the spelling has remained the same as it was in the early 15th century. the highly conservative nature of english writing is one of the most important reasons why the english pronunciation causes so many problems to foreign learners of english and why learning to spell correctly takes so much time. therefore, the great vowel shift is also responsible for many irregularities in the spelling system. the gvs aim was to bring the pronunciation that we use today and had a great impact for english language. first of all, it improved and enlarged the vocabulary, regulated the spelling, the pronunciation also became more fixed in a general way. even though the phonetic description is very difficult, gvs gives us ideas how english language might have sound like and shows us the improvements that are made. this process occurred only in english. in no other language a similar complex shift of vowels can be found. the great vowel shift remains an artefact of the uniqueness of the english language. references: algeo, j. (2010). the origins and development of the english language (6 th ed.).cengage learning. retrieved from https://drive.google.com/file/d/1yjqz0ghaq6xa0pisvitzjsibxewixb6p/view baugh, a.c., and cable, t. (2002). a history of the english language (5 th ed.). routledge & kegan paul. retrieved from https://drive.google.com/file/d/15cjjzk1qwywzktfpcholbsk1jx8bd-sq/view gelderen, e. (2014). a history of the english language (2006) (john benjamins). van haren publishing. retrieved from https://epdf.pub/a-history-of-the-english-language-2006-johnbenjamins20b9af51b15b7a9ae86f00b78ab92b0e38390.html https://drive.google.com/file/d/1yjqz0ghaq6xa0pisvitzjsibxewixb6p/view https://drive.google.com/file/d/15cjjzk1qwywzktfpcholbsk1jx8bd-sq/view https://epdf.pub/a-history-of-the-english-language-2006-john-benjamins20b9af51b15b7a9ae86f00b78ab92b0e38390.html https://epdf.pub/a-history-of-the-english-language-2006-john-benjamins20b9af51b15b7a9ae86f00b78ab92b0e38390.html 6 kristó, l. (2016). introduction to the history of the english language. cambridge: cambridge university press. retrieved from https://www.scribd.com/document/337738751/kristo-introduction-to-thehistory-of-the-english-language-prefinal pereltsvaig, a. (december 19, 2011). great vowel shift. retrieved from https://www.languagesoftheworld.info/historical-linguistics/great-vowel-shift.html verba, l. (2004). history of the english language. nova knyha. retrieved from https://library.udpu.edu.ua/library_files/400177.pdf xenia, t. (april, 2015). vowel change found in geoffrey chaucer’s the house of fame: great vowel shift. journal of language and literature, 15(1), 36-45. retrieved from: http://download.garuda.ristekdikti.go.id/article.php?article=491579&val=10038&title=vowel%2 0change%20found%20in%20geoffrey%20chaucers%20the%20house%20of%20fame %20great%20vowel%20shift https://www.scribd.com/document/337738751/kristo-introduction-to-the-history-of-the-english-language-prefinal https://www.scribd.com/document/337738751/kristo-introduction-to-the-history-of-the-english-language-prefinal https://www.languagesoftheworld.info/historical-linguistics/great-vowel-shift.html https://library.udpu.edu.ua/library_files/400177.pdf http://download.garuda.ristekdikti.go.id/article.php?article=491579&val=10038&title=vowel%20change%20found%20in%20geoffrey%20chaucers%20the%20house%20of%20fame%20great%20vowel%20shift http://download.garuda.ristekdikti.go.id/article.php?article=491579&val=10038&title=vowel%20change%20found%20in%20geoffrey%20chaucers%20the%20house%20of%20fame%20great%20vowel%20shift http://download.garuda.ristekdikti.go.id/article.php?article=491579&val=10038&title=vowel%20change%20found%20in%20geoffrey%20chaucers%20the%20house%20of%20fame%20great%20vowel%20shift sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 14, no. 2, july 2020, pages: 307-314 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i02.p14 307 the multiple violatings of maxim in indonesian lawak klub (ilk) by the main speakers in one episode of cara cepat menjadi kaya 1 samsudin, m.pd institut ilmu sosial dan ilmu budaya samawa rea, sumbawa besar, syamsamsudin18@gmail.com 2 sukarismanti, m.pd institut ilmu sosial dan ilmu budaya samawa rea, sumbawa besar, sukarismanti@gmail.com article info abstract* received date: jun 22, 2020 accepted date: jun 22, 2020 published date: 31 july 2020 keywords:* multiple violatings of maxim, indonesia lawak club (ilk), and the main speaker, the study deals with the types of maxim violation in indonesian lawak klub (ilk) done by the main speakers. the objectives of study were to describe the violation of maxim, to describe the dominant type of maxim violating and the reason of violating maxim. the data were the dialogue of main speakers in indonesian lawak club (ilk). this research was conducted using descriptive qualitative and focused on one episode of cara cepat menjadi kaya. the findings showed that there are 70 violating of maxim of quantity, 71 violating of maxim of quality, 144 vioalating of maxim of relevance, and 27 violating of maxim of manner. the reasons of the dominant violating of maxim of relevance are to widen discussion related to the topic and make interactive and atractive discussion. 1. introduction conversation is exchange the information between speaker and hearer. in conversation, it contains reciprocal act or turn-taking and negotiating meaning. in order to get the aim of convesation the speaker should use the utterance which contains the complete meaning so that the hearer can get the meaning of that utterance. so, in convesation, cooperative principle is the important enough to get the aim of convesation, because the cooperative principle is as guidance to control the converation between speaker and hearer to make a effective or good converstaion when they exchange the information or turn-taking. according to grice (1975) that “the cooperative principle : make your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged”, george yule (2000, p. 37). however, in conversation, it often occur violating of maxim or avoid the cooperative principle by hiding the truth, telling the fact which has not proof. in such convesation the listener is sometimes difficult enough to get the meaning of speaker utterance or to understand the exact information from the speaker. according to grice there are four conversation of maxims: maxim of quantity, maxim of quality, maxim of relation, and mailto:syamsamsudin18@gmail.com mailto:sukarismanti@gmail.com 308 maxim of manner. in daily life, the people often break the rule cooperative principle by shifting the issus fo example or make a ambiguity utterance, with no exception in a converation in indonesian lawac club (ilk). the main speakers involved in ilk consciously or unconsciously often violate of maxim by telling the untrue fact, shifting the topic. the research questions was formulated as follows; what types of maxims are violated in indonesia lawak club’s script?, and which maxim is dominantly violated in the indonesian lawak club’s script? cooperative principle cooperative principle is the main factor that should be considered to deliver the message or the information because to deliver the message or information successfully and efficiently it needs cooperative between the speaker and the hearer, unless the hearer can not get the meaning of the message or information. in delivering message the speaker sometimes say more than what he/she say in leterary. it means that the message contains the implicit meaning and asked the hearer to infer the explicit meaning itself. to undertand the implicit meaning is not easy for the hearer. therefore, grice (1975 in nanda) proposed the theory and offered to use theory of cooperative principle to avoid misunderstanding and misinterpretation between the speaker and the hearer. so, to get the aim of communication succesfully and efficiently the speaker and the hearer should hold the cooperative principle as a guidance, like grice (1975) stated that “the cooperative principle : make your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged”, george yule (2000, p. 37). maxim maxim is the one of the cooperative principle field in pragmatic analysis. maxim is the concept which guides speaker and hearer to constribute in communication. grice identifies as guidance of this sort four basic maxim of conversation or general principles underlying the effieicent cooperative use of language, which jointly express a general co-operative principle. these principles are expressed as follows: the maxim of quality try to make your contribution one that is true, especially: (i). do not say what you believe to be false (ii). do not say that for which you lack adeuate evidence the maxim of quality (i) make your contribution as informative as is required for the current purposes of the exchage. (ii) do not make your contribution more infomative than is required the maxim of relevance (i) make your contribution relevant the maxim of manner (i) avoid obscurity (ii) avoid ambiguity (iii) be brief (iv) be orderly 309 violating of maxim in conversation, the people do not always cooperate bacause in each conversation always contains the purposes, and violating of maxim also contains the purposes, whether to get humor, give untrue information or somthing else. according to peccei (1999 in nanda), violations are ‘quiet’ in the sense that it is obvious at the time of the utterance that the speaker has deliberately lied, supplied insufficient information, or been ambiguous, irrelevant or hard to understand.(annekeh,et al,2008:63). indoneisan lawak club (ilk) indonesian lawak club ( ilk) is a comedy program broadcast by trans7. the concept of this program is to unite the comedian in indonesia and join in a discussion forum to discuss a hot issue. in this forum the people normally discuss a problem and trying to provide a solution with an entertaining version. methodology this research was a descriptive qualitative in which the data were the dialogue of comedian taken from one episode of a comedy entitled cara cepat menjadi kaya. they were choosen because they had a great deal of problems and lies that happened among the characters. there are 7 charatcers in this dialogue, namely denny chandra, komeng, cak lontong, riko, jarwo, oki, cici pandang and last is maman suherman, clerk ,who would conclude the discussion. the data were transcripted from dialogues of main speakers in ilk, then identifying conversation contained violating of maxim based on the theory which is suggested by grice (1975), classifying the violating of maxim into each type of maxims, counting and percentaging the violating of maxims, and finding the most dominant types that are violated by the main character. marker of violation were set up based on cooperative principle suggested by grice (1975, p. 37). result and discussion the findings described the violation of maxim in cooperative principle occured in comedy “indonesian lawak club (ilk)”. based on the analysis result of the conversation that all of the main speakers in indonesian lawak club (ilk) violated all maxims. table 1. the percentage overview of violated maxim in indonesia lawak club (ilk) no. violation of maxim of frequently percentage 1. quantity 70 22,4 2. quality 71 22,7 3. relation 144 46,1 4. manner 27 8,6 total 312 100 % from table above, it shows that the main speakers in indonesian lawak club (ilk) violated all the types of maxims. they dominantly violated maxin of relation (144 utterance, 46,1 % ), because the main speakers made a constribution which do not relate to the topic of discussion. they gave irrelevant comment to the topic of discussion by aiming to humor the atmosphere. then, it is followed by violationg of maxim of quality (71 utterance, 22,7%), quantity (70 utterance, 22,4%), and manner (27 utterance, 8,6%). 310 from the description above that the main speakers violated maxim dominantly because they tended to make a humor of discussion and wanted to widen the discussion. in violating maxim of quality, they tend to give untrue information. the purpose of speakers who told untrue infomation is to pursue the other speakers to give a solution of the problem related to the topic of discussion. violating maxim of quantity aimed to give a more explanation or description of the topic so that the other can understand the problem or something being discussed. in additional, the speaker sometimes violated maxim intentionally to make a atmosphere of discussion more attractive. and the last, in violating maxim of manner, the speakers made other speakers confused of the utterance being uttered and made other speakers always gave questions. based on the description on the table above, writer would like to describe some examples of dialogue taken from the original script of indonesian lawak club (ilk) to understand in depth about the violating of maxims done by the main speakers. the examples of violating maxim as follows;. example 1 context : the context of this conversation is in which cici pandang introduced herself to other speakers or audiences that she come from group of ikatan manusia elegan dan mahal asal irit dari ongkos which is abbreviated “imelda markos”. then, deni continued cici pandang’s statement by saying as follow: deni : one of the popular thing from imelda markos is that she has many collection of shoes, it is about 1 thausand. komeng : that is right, sir. same with my neighbour, he has also many shoes deni : oh !! ya !! cici pandang : who ? deni : is he collector ? komeng : the keeper of mosque. cici pandang : it is different, mr. komeng deni : that is different place komeng told untrue information to the other speakers and he believed that the infomation is false. fact : komeng actually had not neighbor having many of shoes, but the person who is explained by komeng was the mosque keeper. speaker utterances violating of maxim qn ql rl mn komeng that is right, sir. same with my neighbour, she has also many shoes. √ √ komeng the keeper of mosque. √ in this case, komeng lied to other speakers by saying “that is right, sir. same with my neighbour, she has also many shoes”. this utterance contained untrue infomation in which komeng actually has not sufficient evidences and deceived the other one. by this utterance komeng actually knew that this information was untrue, but maybe he wanted to humor the audiences by giving information that he believed that that is untrue. however, in this case komeng violated maxim of quality. then, in the same utterance komeng responsed deni’s statament by giving more infomative than requered. it means that this utterance contained more information than require and it violated maxim of quantity. 311 then, in this next utterance that komeng violated maxim of relevance by saying “the keeper of mosque.”, this utterance was the answer from the question “who?” coming from cici pandang. but komeng gave answer that has no relation to the discussion. example 2 context : imelda marjos is abbreviated of cicic pandang’s group name. then, deni responds by saying that imelda markos has many collection of shoes. then, cak lontong continues to describe identity of imelda markos by saying as follows : cak lontong : but the interesting fact from imelda markos is that she collects the left one cici pandang : are you sure ? cak lonto : yes. cici pandang : you are lie deni : impossible, what dose she collect the left one for? cak lontong : those are the left side because the right ones are beside them deni : that means a couple of shoes cak lontong lied to other spekares by giving infomation having no enough evidence fact : the shoe was a couple in which the one side was the left and the another was the right speaker utterances violating of maxim qn ql rl mn cak lontong but the interesting fact from imelda marko is that she collects the left one √ the conversation above shows that cak lontong lied or told untrue infomation by saying “but the interesting fact from imelda markos is that she collects the left one”. in this case that cak lontong lied to other speakers by making humor for audiences. however he violated the maxim of quality because he gave untrue infomartion. example 4 context :cak lontong explains about the cases of labora sitorus who did corruption. he explained as follows : cak lontong :maybe his wife doesn’t know. i think those cases are strange. here, this is labora, altough in the past he has slogan orak labora. komeng :this is song for labora, this is labora....labora riko : that is the song, man cak lontong : labora sitorus. the present issue he had been excuted. riko : not yet, he would be moved. cak lontong : means that he was in prison, before finishing his punishment, suddently he had been out of prison. thus, he had been excuted and taken into prison again. oki : means that the fat body is better than the fat bill. deni : yes. oki : thanks to god for people who have the fat body cak lontong : i mean like this. 312 deni : what do you mean? cak lontong : is that not enough explicit (by bowing his head) deni : yes. what do you mean? you said that i mean like this cak lontong : i mean like this. cak lontong gave an infomation having no sufficient evidences by saying that labora has been executed fact : labora has not been executed and he has just been moved. speaker utterances violating of maxim qn ql rl mn cak lontong here, this is labora, although in the past he has slogan orak labora √ komeng this is a song for labora. this is labora....labora..labora √ cak lontong labora sitorus. the present issue he had been excuted. √ oki means that the fat body is better than the fat bill. √ cak lontong i mean like this. √ the conversation above shows that there are some speakers violated of maxims, namely the first is cak lontong, in which he said more infomative than required by saying “here, this is labora, although in the past he has slogan orak labora”. he should explain labora’s case. however, he makes contribution more informative than required. thus, in this case cak lontong violated maxim of quantity. beside that cak lontong violated two other maxims, namely maxim of quality and maxim of manner, in which he also said “labora sitorus. the present issue he had been excuted”. in this case, he gave an inforamation having no sufficient evidence. based on riko’s statement that labora had not been executed, but he had just been moved. then, he also said something that makes other speakers or audiences confused of his utterance, in which he said “i mean like this”. therefore, this utterance makes other speakers asked about the meaning of his utterance. because of his utterance, deni asked :i mean like this”. however, he answered “is that not enough explicit (by bowing his head)”. thus, in this case he also violated maxim of manner. the second is komeng, from the conversation above that komeng violates maxim of relevancy by saying “this is a song for labora “this is labora....labora..labora”. he violated this maxim because he changed the topic of conversation and wanted to humor the audiences. the third is oki, in which oki violated maxim of relevancy by saying “means that the fat body is better than the fat bill”. oki’s utterance does not relate to the topic discussion so that it could be concluded that oki violated maxim of relevancy. 4. conclusion from the analysis above, it could be concluded as follows : firstly, there are four types of maxims which are viloated by the main speakers in indoneisan lawak club (ilk) i.e. maxim of quality, quantity, relation, and manner in responding the question given by the other speakers. violating of quantity were caused because of they wanted to give more explanation or more 313 information so that can be undestood. and violating maxim of quality caused because of they always gave untrue infomation and lack evidence to support the utterances. then, violating maxim of relation caused they wanted to widen the description or explanation relaed to the topic and sometimes they wanted to humor, make interactive, attractive discussion. and the last, violating maxim of manner because of they intentionally made other speaker confused. secondly, the maxim which is sominantly violated in indonesian lawak club (ilk) is maxim of relation (144 utterance, 46,1%), quality (71 utterance, 22,7%), and quantity (70 utterance, 22,4%), and manner (27 utterance, 8,6%). and thirdly, the context of the violating of maxim occur is when the main speaker widen discussion related to the topic and make interactive, atractive discussion. 5. novelty the result of the research is aimed to enrich the readers’ insight about the multiple violating of maxim especially in indonesian lawak klub (ilk). furthemore, this reaseach enlarges the scope of pragmatic analysis. then, the statement of novelty of the research is proven by some researchers who conducted the relevant research about maxim violating in comidia, such as the research was conducted by ulliyadi in 2019 entitle maxim of cooperative principle violation by dodit mulyanto in stand-up comedy indonesia season 4. then, the research also was conducted by novebry entitle an analysis of maxim violation in situational comedy the big bang theory season 11. and the other relevant research was conducted by br sembiring in 2014. therefore, the element of the research novelty is the object of study in which the researcher analyze the all dialogue in one episode of cara cepat menjadi kaya in indonesian lawak klub (ilk) references br sembiring mariati., ani holila pulunaan. violation maxims in awas ada sule situation comedy. journal of linguistif of fbs unimed. vol 3, no 4 (2014). doi: https://doi.org/10.24114/jalu.v3i4.1814 chairunnisa nanda and muhammad natsir. the violating maxims of main characters in the hangover movie’s script. state university of medan grice, h.p. 1975. logic and conversation. new york: academic press. novebry andras., rusdi noor rosa. an analysis of maxim violation in situational comedy the big bang theory season 11. e-journal english language and literature. vol8, no 1 (2019 thomas,jenny.1995.meaningin interaction:an introduction topragmatics.harlow: pearson education. ulliyadhi ahmad satria raharja., alfin rosyidha. maxim of cooperative principle violation by dodit mulyanto in stand-up comedy indonesia season 4. journal of pragmatic research. vol 1, no 1 (2019). yule, g. 1996. pragmatics.oxford new york: oxford university pres https://doi.org/10.24114/jalu.v3i4.1814 314 biography of authors samsudin, s.pd.,m.pd was born in lido on mei 18th, 1990. he is a lecturer in institut ilmu sosial dan ilmu budaya samawa rea sumbawa besar, department of historical science, ntb, indonesia ph. +6285238190725. he graduated his bachelor degree in the faculty of teachership and educayional science, “45” university of makassar in 2013. he finished his master degree in the postgraduate program, magister program, english education studies, semarang state university in 2016. sukarismanti, s.pd.,m.pd was born in dompu on july 15th, 1994. he is a lecturer in institut ilmu sosial dan ilmu budaya samawa rea sumbawa besar, department of indonesia literature, ntb, indonesia ph. +6282339975913. he graduated his bachelor degree in the faculty of teachership and educayional science, mataram university in 2013. he finished his master degree in the postgraduate program, magister program, indonesia education studies, mataram university in 2016. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 1—12 doi.10.24843/ejl.2019.v13.i01.p01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 1 the procedures of translating abbreviations in english medical texts into indonesian 1 i gusti ayu agung dian susanthi, warmadewa university 2 ketut artawa, artawa56@yahoo.com, udayana university, bali-indonesia 3 ida bagus putra yadnya, putrayadnya@yahoo.com, udayana university, bali indonesia 4 made sri satyawati, srisatyawati@gmail.com, udayana university, bali-indonesia *corresponding author: gungdian03@gmail.com received date: 21-06-2018 accepted date: 21-07-2018 published date: 22-01-2019 abstract—this study reveals the procedures of translating abbreviations in english medical texts into indonesian. it aims at (1) identifying how the abbreviations of english medical terms are translated into indonesian and (2) identifying the phrase of the sl transferred into indonesian. this study discusses three procedures of translating abbreviations of english medical terms which are reformulated based on the need of this study, i.e.(1) translating the abbreviation into abbreviation (borrowing); this procedure showed that the abbreviations of english medical terms were translated into abbreviations, in which borrowing was found (2) translating the abbreviation into abbreviation (adaptation); this procedure showed that the abbreviations of english medical terms were translated into abbreviations, in which adaptation was found (3) translating the abbreviation into phrase; this procedure showed that the abbreviation was translated into phrase. the data were taken from the translation of a medical textbook, oxford handbook of midwifery (2006) and its translation into indonesian buku kebidanan oxford (2010). the results showed that there were three types of procedures used to translate the abbreviations in this study referred to as translating abbreviation to abbreviation (borrowing), and translating the abbreviation into abbreviation (adaptation), and translating the abbreviation into phrase. keywords: translation, abbreviation, medical terms 1. introduction the study of translation has become a very crucial study, especially in the countries where people do not speak english as their national language. they will find some difficulties in interacting with various purposes of our life, such as in politics, economy, medical, etc. medical is one of important aspects of human life; it also has rapid development which makes translation a crucial branch of linguistic study and it helps people in order to be easier to interact in various aspects of life. however, the translation process is not an easy one, the translator must have adequate knowledge and skill in terms of mastering the grammar, culture, or lexicon of both the sl (source language) and the tl (target language). in line with this explanation, newmark https://ojs.unud.ac.id/index.php/eol/ mailto:artawa56@yahoo.com mailto:putrayadnya@yahoo.co mailto:srisatyawati@gmail.com mailto:gungdian03@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 1—12 doi.10.24843/ejl.2019.v13.i01.p01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 2 (1988: 4) stated that in translating a text, there are four important elements; they are writers, norms, culture and setting and tradition. translator should keep the originality of each element from the source language. the only change on the translation process is the form. the form of the source language is changed by the form of the target language. the form of language refers to words, phrases, clauses, sentences, paragraphs, etc. moreover, translator should consider the appropriate form in the target language such as lexicon and grammatical structure. this study tries to reveal the procedure used by translator to translate english medical abbreviations. some experts who explained about procedures of translation are molina and albir (2005: 498) who proposed 18 procedures, vinay and darbelnet in venuti (2000: 84) who proposed 7 procedures and newmark (1988: 81) who proposed 8 procedures. those procedures are shown in the following table: table 1.1 procedures of translation newmark (1988 : 81) vinay and darbelnet in venuti (2000: 84) molina and albir (2005: 498) 1.word-for-word translation 1. borrowing 1. calque. 2.literal translation 2. calque 2. borrowing. 3.faithful translation 3. literal translation 3. word for word. 4.semantic translation 4. transposition 4. literal translation. 5. adaptation. 5. modulation. 5. transposition. 6. free translation. 6. equivalent 6. amplification. 7.idiomatic translation 7. adaptation 7. reduction. 8.communicative translation 8. generalization. 9. substitution. 10. variation. 11. adaptation. 12. description. 13. discursive creation. 14. established equivalent 15. linguistic amplification 16. linguistic compression 17. modulation. 18. particulation. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 1—12 doi.10.24843/ejl.2019.v13.i01.p01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 3 table 1.1 above shows that there are, added together, 33 procedures proposed by the translation experts; however, there are no procedures which explain in particular how abbreviations should be translated; there is only one procedure proposed by molina and albir (2005:98) as to how abbreviation is translated, namely substitution procedure. however, this procedure needs more exploration and example. the procedure needs to be reformulated based on the need of the study. this study tries to explore how abbreviation is translated, since in the medical text there are a lot of abbreviations found. there are three procedures used in this study, which are categorized into three discussions; namely (1) abbreviation translated into abbreviation (borrowing), (2) abbreviation translated into abbreviation (adaptation), (3) abbreviation translated into phrase. 2. research methods the data were the abbreviations and the medical terms translated into abbreviations found in the medical book “oxford handbook of midwifery” and its translation in indonesian “buku kebidanan oxford”. according to olohan (2004 :4), those data are categorized as unidirectional parallel corpora. the investigation of three procedures is related to translating abbreviation into abbreviation (borrowing), abbreviation translated into abbreviation (adaptation), and abbreviation translated into phrase. those three procedures were applied in this study because they are considered in accordance with the need of this study. this study applied the observation method which was conducted through the note taking technique and the data were classified based on the three formulations of translation procedures, meaning that there were three categories determined in the process of classification. after identifying the three categories and the data, the analysis of meaning was conducted by comparing the meaning of the sl to the meaning of the tl using the semantic component proposed by nida and taber (1975). https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 1—12 doi.10.24843/ejl.2019.v13.i01.p01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 4 3. result and discussion 3.1 abbreviation into abbreviation (borrowing) this translation procedure shows that abbreviation in the sl is translated into abbreviation in the tl, in which the tl translation still uses the same abbreviation as that of the sl. the examples are as follows. table 3.1 translating abbreviation into abbreviation (borrowing) 1. a woman may request vbac (oxford handbook of midwifery, pg 324) ibu mungkin meminta vbac (buku kebidanan oxford, pg 296) vbac abbreviation stands for:vaginal birth after c-section (farlex and partners. 2009. the free dictionary medical dictionary, https://medicaldictionary.thefreedictionary 2. pprom is often associated with maternal infection (oxford handbook of midwifery, pg 354) pprom sering kali dikaitkan dengan infeksi maternal (buku kebidanan oxford, pg 327) preterm, prelabour, rupture of the membranes (farlex and partners. 2009. the free dictionary medical dictionary, https://medicaldictionary.thefreedictionary 3. the prognosis depends on the antenatal administration of steroids to the mother, the gestation and birth weight, condition at birth and the immediate care after birth, including the availability of a neonatal intensive care unit (nicu) (oxford handbook of midwifery, pg 354) prognosis bergantung pada pemberian steroid di masa antenatal kepada ibu, usia gestasi dan berat badan lahir, kondisi saat lahir, dan perawatan langsung/segera setelah bayi lahir, termasuk kesediaan unit perawatan intensif neonates (nicu) (buku kebidanan oxford, pg 328) nicu abbreviation stands for: neonatal intensive care unit (farlex and partners. 2009. the free dictionary medical dictionary, https://medicaldictionary.thefreedictionary 4. monitor the contractions and fetal heart and movement via memantau kontraksi dan jantung janin serta pergerakan ctg abbreviation stands for: cardiotocography https://ojs.unud.ac.id/index.php/eol/ https://medical-dictionary.thefreedictionary/ https://medical-dictionary.thefreedictionary/ https://medical-dictionary.thefreedictionary/ https://medical-dictionary.thefreedictionary/ https://medical-dictionary.thefreedictionary/ https://medical-dictionary.thefreedictionary/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 1—12 doi.10.24843/ejl.2019.v13.i01.p01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 5 a ctg monitor. (oxford handbook of midwifery, pg 355) janin melalui monitor ctg (buku kebidanan oxford, pg 329) (farlex and partners. 2009. the free dictionary medical dictionary, https://medicaldictionary.thefreedictionary 5. although the ctg may appear nonreassuring, fetal blood sampling (fbs) frequently does not demonstrate any acidosis in the fetus (oxford handbook of midwifery, pg 361) meskipun ctg dapat tampak tidak reaktif, pengambilan sampel darah janin, fbs)sering kali tidak menunjukkan terjadinya asidosis pada janin (buku kebidanan oxford, pg 336) fbs abbreviaton stands for: fetal blood sampling (farlex and partners. 2009. the free dictionary medical dictionary, https://medicaldictionary.thefreedictionary 6. the woman and her partner understand and consent. if induction fails, a caesarean section is indicated. nice has produced a booklet about induction of labour. (oxford handbook of midwifery, pg 364) wanita dan pasangannya memahami dan memberikan izin. jika induksi gagal, seksio sesarea diindikasikan. nice telah membuat sebuah booklet tentang induksi persalinan. (buku kebidanan oxford, pg 340) nice abbreviation stands for:national institute of clinical excellence (farlex and partners. 2009. the free dictionary medical dictionary, https://medicaldictionary.thefreedictionary table 2.1 shows that the abbreviations in the s are translated into abbreviations in the tl, and that the pronunciation is usually adapted by using the tl pronunciation or may still use the sl pronunciation. 3.2. abbreviation translated into abbreviation (adaptation) this translation procedure shows that the abbreviations in the sl are translated into abbreviations in the tl; in this case, the tl has its own adaptation abbreviation. the examples are as follows: https://ojs.unud.ac.id/index.php/eol/ https://medical-dictionary.thefreedictionary/ https://medical-dictionary.thefreedictionary/ https://medical-dictionary.thefreedictionary/ https://medical-dictionary.thefreedictionary/ https://medical-dictionary.thefreedictionary/ https://medical-dictionary.thefreedictionary/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 1—12 doi.10.24843/ejl.2019.v13.i01.p01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 6 table 3.2 abbreviation translated into abbreviation (adaptation) 7. prom (>37 weeks) (oxford handbook of midwifery, pg 364) kpd (>37 minggu) (buku kebidanan oxford, pg 339) 8. the uterus may be hyperstimulated. this may cause fhr irregularities. stop the infusion temporarily and observe the fhr (oxford handbook of midwifery, pg 367) uterus mungkin mengalami hiperstimulasi. itu mungkin menyebabkan ketidakteraturan djj. hentikan infuse sementara dan pantau djj. (buku kebidanan oxford, pg 345) data 7 shows that the abbreviation in the sl is translated into the abbreviation in the tl, in which the element of the sl is translated into the element which is accepted in the tl. prom is stands for premature rupture of membranes (farlex and partners, 2009), which is translated into kpd or ketuban pecah dini in the tl. data 8 has the same case, fhr stands for fetal heart rate (farlex and partner, 2009), which is translated into djj or denyut jantung janin. however, in data 8, there is loss of information which is not transferred to the tl; it is described as follows: sl tl fhr (fetal heart rate) djj (denyut jantung janin) thing/rate of the fetal heart + event/memantau banyaknya denyut jantung janin dalam satu menit + + the semantic component description for data (8) shows that the sl contains the meaning the rate of the fetal heart so the semantic component is (+), meanwhile the tl does not contain the meaning of rate, so the semantic component can be (-). it can be seen that there is loss of information in the tl, since the meaning of rate is not transferred in the tl. however, djj is the equivalent of the fhr; it undergoes an adaptation in the translation process. 3.3 abbreviation translated into phrase this translation procedure shows that the abbreviation in the sl is translated into phrase in the tl, namely verb phrase or noun phrase. the examples are as follows. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 1—12 doi.10.24843/ejl.2019.v13.i01.p01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 7 9 religious reasons— some women see it as a religious obligation. there are no references in the bible or the koran referring to fgm. (oxford handbook of midwifery, pg 282) alasan keagamaan— beberapa wanita menganggap sirkumsisi sebagai kewajiban agama. tidak ada referensi dalam kitab injil atau al-quran mengenai mutilasi genital wanita. (buku kebidanan oxford, pg 246) female genital mutilation (kamus kebidanan, 2005: 152) 1 0 continuous efm during labour (oxford handbook of midwifery, pg324) memantau jantung secara elektronik dan kontinu selama persalinan. (buku kebidanan oxford, pg 296) electronic fetal monitor (farlex and partners. 2009. the free dictionary medical dictionary, https://medicaldictionary.thefreedictionary 1 1 ask the woman to produce a clean msu (oxford handbook of midwifery, pg 334) minta wanita untuk menampung urine bersih aliran tengah (buku kebidanan oxford, pg 308) msu abbreviation stands for: midstream urine (farlex and partners. 2009. the free dictionary medical dictionary, https://medicaldictionary.thefreedictionary kumpulan urin yang diperoleh setelah genitalia dibersihkan, aliran urin dimulai, porsi tengah urin diambil. (kamus kebidanan, 2005: 268) 1 2 u/e: indicate renal function since waste products of metabolism are excreted via the kidneys (oxford handbook of midwifery, pg 335) urea dan elektrolit; mengindikasikan fungsi ginjal karena produk sisa metabolism di ekskresi melalui ginjal (buku kebidanan oxford, pg 309) urea and elektrolit (buku kebidanan oxford, pg 309) 1 3 lfts: will assess the extent of liver damage uji fungsi hati; akan mengkaji luasnya kerusakan hati lfts liver function tests, (farlex and partners. https://ojs.unud.ac.id/index.php/eol/ https://medical-dictionary.thefreedictionary/ https://medical-dictionary.thefreedictionary/ https://medical-dictionary.thefreedictionary/ https://medical-dictionary.thefreedictionary/ https://medical-dictionary.thefreedictionary.com/liver+function+tests https://medical-dictionary.thefreedictionary.com/liver+function+tests e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 1—12 doi.10.24843/ejl.2019.v13.i01.p01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 8 (oxford handbook of midwifery, pg 335) (buku kebidanan oxford, pg 309) 2009. the free dictionary medical dictionary, https://medicaldictionary.thefreedictionary 1 4 arm should always be avoided (oxford handbook of midwifery, pg 361) pemecahan ketuban secara artifisial (arm) juga harus dihindari (buku kebidanan oxford, pg 336 arm ketuban dibocorkan sehingga cairan amnion keluar; sering dilakukan untuk mempercepat persalinan dan melihat apakah meconium telah keluar, yang menunjukkan gawat janin efek sampingnya termasuk peningkatan nyeri, bertambahnya kemungkinan intervensi lanjut dalam persalinan, dan kadang terjadi prolapse tali pusat. (kamus kebidanan, 2005: 38) 1 5 ecv may be offerd at 36-38 weeks, depending on parity and the position of placenta. (oxford handbook of midwifery, pg 381) versi sefalik eksternal dapat ditawarkan pada usia 36-38 minggu, bergantung pada paritas dan plasenta (buku kebidanan oxford, pg 359) external cephalic version adalah manipulasi sepenuhnya dilakukan melalui dinding abdomen untuk merubah presentasi janin yang bukan kepala menjadi presentasi kepala sehingga memungkinkan terjadinya persalinan secara normal. (kamus kebidanan, 2005: 146) data 9 shows that the abbreviation in the sl is translated into the phrase in the tl, in which the element of the sl is translated into verb phrase in the tl. fgm stands for female genital mutilation (farlex and partners, 2009), which is translated into mutilasi genital wanita in the tl. this case shows that the abbreviation female genital mutilation in form of noun https://ojs.unud.ac.id/index.php/eol/ https://medical-dictionary.thefreedictionary/ https://medical-dictionary.thefreedictionary/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 1—12 doi.10.24843/ejl.2019.v13.i01.p01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 9 phrase is translated into verb phrase mutilasi genital wanita, which consists of v+np. this data shows that the meaning is well transferred; thus the equivalence can be achieved. having seen data 10, the abbreviation in the sl is translated into the phrase in the tl, in which the element of the sl is translated into verb phrase in the tl. efm stands for electronic fetal monitor (farlex and partners, 2009), which is translated into memantau jantung secara elektronik in the tl. this case shows that the electronic fetal monitor in the form of noun phrase is translated into verb phrase memantau jantung secara elektornik, which consists of v+np (np+advp) in the tl. this data shows that the meaning is well transferred; thus the equivalence can be achieved. having viewed data 11, the abbreviation in the sl is translated into the phrase in the tl, in which the element of the sl is translated into noun phrase in the tl. msu stands for midstream urine (farlex and partners, 2009), which is translated into urine bersih aliran tengah, which, according to winson dan mcdonald (2005:26), means kumpulan urin yang diperoleh setelah genitalia dibersihkan, aliran urin dimulai, porsi tengah urin diambil. this case shows that midstream urine in the form of noun phrase is translated into noun phrase urine bersih aliran tengah, which consists of np (n+adj.p) in the tl. this data shows that the meaning is well transferred; thus the equivalence can be achieved. having seen data 12, the abbreviation in the sl is translated into noun in the tl, in which the element of the sl is translated into noun in the tl. u/e stands for urea and electrolyte (farlex and partners, 2009), which is translated into urea dan elektrolit in the tl. this case shows that urea and electrolyte in the form of noun is translated into the noun urea dan elektrolit. this data shows that the meaning is well transferred; thus the equivalence can be achieved. having seen data 13, the abbreviation in the sl is translated into the phrase in the tl, in which the element of the sl is translated into noun phrase in the tl. lfts stands for liver function tests (farlex and partners, 2009), which is translated into uji fungsi hati in the tl. this case shows that liver function tests which is in the form of noun phrase is translated into noun phrase which consists of np (n+np) uji fungsi hati. this data shows that the meaning is well transferred; thus the equivalence can be achieved. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 1—12 doi.10.24843/ejl.2019.v13.i01.p01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 10 having seen data 14, the abbreviation in the sl is translated into the phrase in the tl, in which the element of the sl is translated into noun in the tl. arm stands for artificial rupture of the membrane (farlex and partners, 2009), which is translated into pemecahan ketuban secara artifisial in the tl. this case shows that the phrase artificial rupture of the membrane is translated into noun phrase in the tl, which consists of np (np+advp). this data shows that the meaning is transferred well, thus the equivalence can be achieved. having viewed data 15, the abbreviation in the sl is translated into the phrase in the tl, in which the element of the sl is translated into noun phrase in the tl. ecv stands for external chephalic version (farlex and partners, 2009), which is translated into versi sefalik external in the tl. this case shows that the external cephalic version which is in form of noun phrase is translated into noun phrase in the tl which consists of np (n+np). this data shows that the meaning is well transferred, thus the equivalence can be achieved. 4. novelties having done the analysis, there are some novelties of this study which are presented as follows: 1) the formulation of procedures in translating abbreviation there are three categories of procedures in translating abbreviations, namely (1) translating the abbreviation into abbreviation (borrowing); this procedure showed that the abbreviations of english medical terms were translated into abbreviations, in which borrowing was found (2) translating the abbreviation into abbreviation (adaptation); this procedure showed that the abbreviations of english medical terms were translated into abbreviations, in which adaptation was found (3) translating the abbreviation into phrase, this procedure showed that the abbreviation was translated into phrase. 2) the model of abbreviation translated into phrase the medical abbreviation can be translated into phrase, in which the medical abbreviations which are in the form of nouns or noun phrases can be translated into nouns, noun phrases or verb phrases. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 1—12 doi.10.24843/ejl.2019.v13.i01.p01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 11 5. conclusion and recommendation 5.1 conclusion there was a very specific phenomenon found in translating medical text, namely some abbreviations were translated in various ways; thus in analyzing this kind of data the procedures proposed by the experts mentioned above must be reformulated. this study proposed three procedures of translation which were formulated based on the data found in this study, namely (1) translating the abbreviation into abbreviation (borrowing), this procedure showed that the abbreviations of english medical terms were translated into abbreviations, in which borrowing was found (2) translating the abbreviation into abbreviation (adaptation); this procedure showed that the abbreviations of english medical terms were translated into abbreviations, in which adaptation was found (3) translating the abbreviation into phrase; this procedure showed that the abbreviation was translated into phrase. the medical abbreviation can be translated into phrase, in which the medical abbreviations are in the form of nouns or noun phrases and were translated into nouns, noun phrases or verb phrases as explained in the novelties. 5.2 recommendation the translation procedures used to translate abbreviations can be classified based on the characteristics of the phrase. from the formulation of the three formulation procedures based on the data phenomenon on the medical abbreviations especially on midwifery, it is expected that this research can be developed in other text genres by other researchers. the results of other text translation research will contribute to the development of linguistic studies, especially to translation studies. the examination of translation in terms of accuracy, acceptability and readability will help the researcher to confirm the quality of the translation. references baker, m., 1992. in other words a course book on translation. london: routledge. baker, m.ed., 2001. routledge encylpedia of translation. london: routledge. bell, r.t., 1991. translation and translating. theory and practice. new york:longman. byrne , j., j.c., 1965. techical translation: usability strategies for translating technical documentation. dordecht: springer. catford. j.c., 1965.a linguistic theory of translation. london: oxford university press. farlex & partners. 2002-2018. the free medical dictionary. https://medicaldictionary.thefreedictionary https://ojs.unud.ac.id/index.php/eol/ https://medical-dictionary.thefreedictionary/ https://medical-dictionary.thefreedictionary/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 1—12 doi.10.24843/ejl.2019.v13.i01.p01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 12 hatim, b. 2001. teaching and researching translation. harlow: pearson. j.c catford., 1965. a linguistics theory of translation.oxford:oxford university press. jones, r. 2008. penilaian umum dan tanda-tanda vital. https://lyrawati.files.wordpress.com/2008/07/general-assesment-dan-vital-signs.pdf sri rwa jayantini, i gusti agung ayu. naturalization and adaptation taking place in the translation of medical texts from english into indonesian. e-journal of linguistics, [s.l.], p. 25-36, jan. 2018. issn 2442-7586. available at: <https://ojs.unud.ac.id/index.php/eol/article/view/38245> kridalaksana, h., 2007. pembentukan kata dalam bahasa indonesia, 4 th ed. jakarta: gramedia pustaka utama. larson, m.l. 1984. meaning based translation: guide to cross language equivalence. 2 th ed. new york: university press of america. nida, eugne. a & taber, charles. r., 1969. the theory and practice of translation. leiden: e.j brill. nida, eugne. a. 1975. language structure and translation. united states of america: standford university. newmark, peter., 1981. approach to translation.oxford: pregamon press, ltd. newmark, peter., 1988. a text book of translation. london:prentice hall. medforth, janet. 2006. oxford handbook of midwifery. oxford university press: new york. ----------------------. 2010. buku kebidanan oxford. jakarta: penerbit buku kedokteran egc. molina, l and albir, a.h. 2002. translation techniques revisited: a dynamic and functionalist approach. meta journal des traducteurs/meta: translator’s journal 47 (4): 498-512. olohan, m. 2004. introducing corpora in translation studies. new york: routledge p. 23-24. pusat bahasa departemen pendidikan nasional. 2008. kamus bahasa indonesia. jakarta: kementrian pendidikan nasional. shadily, hassan. 2007. kamus inggris indonesia an english-indonesian dictionary. jakarta: pt gramedia pustaka utama. vinay, j.p. & darbelnet, j. in l. venuti 2000. a methodology for translation. london : routledge. venuti, l. 1995.,the translator’s invisibility: a history of translation. london: routledge. ---------------. 1998. the scandals of translation:towards an ethics of difference. london: routledge. ---------------.2000. the translation studies reader. london: routledge. winson, n & mcdonald, s.,2005. kamus kebidanan bergambar. jakarta: penerbit buku kedokteran egc. 6. acknowledgement the researcher would like to thank to those who have given beneficial contribution during the writing of this research so that the results can be published, the appreciation of thankful is dedicated to the board of examiners: prof. dr. made budiarsa, m.a., dr. ida ayu made puspani, m.hum., dr. dra. ni wayan sukarini, m.hum., and prof. dr. i nyoman kardana, m.hum., for their support, advice during the writing of this research. https://ojs.unud.ac.id/index.php/eol/ https://lyrawati.files.wordpress.com/2008/07/general-assesment-dan-vital-signs.pdf https://ojs.unud.ac.id/index.php/eol/article/view/38245 sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 14, no. 2, july 2020, pages: 164-174 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i02.p001 164 translation of foreign culturally colourful metaphors into the native language samira j. mammadova azerbaijan university, baku, azerbaijan samira.mammadova@au.edu.az article info abstract* received date: mei 13, 2020 accepted date: mei 22, 2020 published date: july 31, 2020 keywords:* culture, language, metaphor, equiavalent, translation, reality. translation of culturally coloured words has long been in the focus of linguists. this lexicon is also called by linguists as the words without lexical equivalents in other languages. the question is actual for its importance for translators, who face with frequent difficulties in the process of translation of the texts with culturally coloured lexicon. interpretation of culturally coloured metaphors requires not only a close acquaintance with the english culturally coloured words but also a sufficient information about the phraseological system of the native language. the semantical equivalents of english metaphors can be found in the native metaphorical system no matter in which lexical structures the identical or similar metaphorical meanings may find their expression. possibility of finding the semantical equivalents of english metaphors in the native language is conditioned with the common thinking way of peoples speaking different languages who in their long life experience have come across with the same situations allowing to create similar metaphorical expressions in different lexical ways. study of language and culture in close ties was always in the focus of linguists from the point of view of communication and translation from one language into another. scientists come to the conclusion that any language has a special semantic field which creates a difficulty for translating from one language into another. such a lexical layer reflects just the national background, ethic and aesthetic life of a concrete people formed during many years. mailto:samira.mammadova@au.edu.az 173 1. introduction formation of the english lexicon has had a close relationship with the cultural life and traditions of the people who speak that language. all this cultural background has greatly influenced the enrichment of the english language, its metaphorical layers. researches relating to the relationship of language and culture reveal inseparable ties between these two dimensions. study of language and culture in connection has always attracted the attention of linguists for its role in communication with english – speaking people and in translation from english into the native. it is especially important for translators as there appear a number of difficulties in translation, connected with cultural differences of nations. researchers come to the conclusion that within any language there is a semantic field, incomprehensible for translators who translate from one language into another. this semantic layer reflects the cultural life, world outlook of the english people formed for centuries. as language and culture are deeply related, understanding the meaning of culturally colored lexicon can be understood through deep knowledge about the culture of a given nation. in order to provide a communication the communicators must have a profound knowledge about the culture of the people who speak that language. parallel learning of language and culture is very necessary to learn a foreign language. like other languages, the english language is based on a common experience, and expresses facts and notions that are object of communication. the lexicon of any language also reflects the attitudes and beliefs, outlook, traditions and moral life of a nation. the language expresses cultural reality of the nation whose language is learned. the members of a people or social group do not only have specific life, they also express this experience in language. they give meaning to words and these meanings naturally reflect their own culture. language is considered to be the mirror of national culture. people usually speak the language reflecting their cultural life, their social, economic, mythological, religious experience and those who learn that language must also get acquainted with above mentioned national dimensions. otherwise, it would not be possible to guess the culturally colored lexicon of any language. that is also the case with the lexicon of the english language, formed during many centuries under the influence of the history and lifestyle of the british people, their social life, economical and political world. culture as an important extra–linguistic factor affecting the formation of any language. national culture includes lifestyle, customs and traditions, mentality, world outlook, ethnic history, etc. thus, the main difficulty in learning a foreign language is culturally colored lexicon, which occurs in the form of denotations and connotations. denotative realities refer to the layer of vocabulary that denote the objects and notions referring to a concrete nation. connotative realities are metaphors also connected with cultural life of a concrete people. both types of english culturally colored words and expressions are often met in communication with the english – speaking people and this determines the importance of learning the english culturally colored lexicon. socio – cultural aspect of studying a foreign language enables language learners to get a better experience in communication and translation. translation of culturally coloured words has long been in the focus of linguists, who also called them the words without lexical equivalents in other languages. the question is actual for its importance for translators, who face with frequent difficulties in the process of translation of the 174 texts with culturally coloured lexicon. interpretation of culturally coloured metaphors requires a close acquaintance with the english lexicon without lexical equivalents in other languages and a sufficient information about national phraseological system of the native language. the semantical equivalents of english metaphors can be found in the native metaphorical system no matter in which lexical structures the identical or similar metaphorical meanings may find their expression. possibility of finding the semantical equivalents of english metaphors in the native language is conditioned with the common thinking way of people speaking different languages who in their long life experience have come across with the same situations allowing to create similar metaphorical expressions in different lexical ways. cultural aspect of the english language was fundamentally researched by well-known linguists as saphir (1948), whorf (1956), humboldt (1988), vinogradov (1978) and some others who concluded that a language could not be thought without culture. as cultures differ, every language has specific layer of vocabulary not understandable for other nations. these linguists revealed inseparable ties of a language with culture. however, actuality of this subject makes it necessary to research the question in the aspect of translation of culturally coloured words within each language in order to clarify the ways of interpretation of english linguistic realities in the native language. the goal of our article is just connected with the need of interpretation of english culturally coloured words in the native language. 2. research methods this research uses a descriptive method to reveal the impact of culture on the language with the purpose to promote the stylistic translation of culturally coloured lexicon. the data collection in this research was provided in several stages such as clarifying the background of language studying the approach of linguists to character of culturally coloured lexicon and identifying was of this lexicon. 3. discussions the established relationship of language and culture presents students an actual subject to improve their communicative and translation skills, to remove errors in the interpretation of culturally coloured denotative and connotative realities in the english language. 4. novelties the research attaches a great importance to having a deeper knowledge of the nativeconnotative lexicon in achievement of expected results in translating english culturally coloured lexicon. it is stated that having a profound knowledge about native metaphors is of primary importance for english culturally coloured expressions. 5.cultural background of language development of the english lexicon was closely tied with the lifestyle, traditions, mentality of the people. these factors had a great impact on the enrichment of the lexicon with denotative and connotative expressions. theories relating to the ties of language and culture reveal close ties between these phenomena. these ties between language and culture are very important for translating from english into the native language because of the presence of a lot of culturally coloured expressions. scientists come to a conclusion that any language has a special semantic field which creates a difficulty for translating from one language into another. such lexical layer reflects just 173 the national background, material and cultural life of a concrete people formed during many years. as language and culture are inseparably interconnected, to realize the meaning of culturally coloured lexicon can be achieved through acquaintance with the cultural background of a concrete nation. in order to acquire the meaning of coloured words communicators must have a profound knowledge concerning the culture of a concrete people. for mastering the english language, translating from it and speaking in that language can normally be achieved through large information about the cultural layers of that language. that is why simultaneous study of language and culture is of great importance and therefore learning this subject is practically very useful. it is directly connected with getting an achievement in normal communication with english – speaking people. the human language expresses the notions and events that are familiar to a concrete nation. the representatives of a given nation give meaning to different words in accordance with their own ideas, mentality, and traditions. naturally these words turn out to be understandable for them, because they are based on their own social and ethnic life. but they are not understandable for those, who are representatives of other nations. as different languages refer to different cultures, the learners of these languages need explanation about the culturally coloured lexicon. the relationship between languages and the culture is very actual now. this question was studied by a number of researchers for its practical importance. its importance lies in the fact that during the communication with foreigners one can come across with frequent difficulties in understanding the culturally coloured words and expressions. 6. approach of linguists to cultural ties of language among those who researched the relationship of language and culture, the opinion of whorf (1956) is very interesting. to his opinion, word is based on the conscious activity of people. our thinking and behavior are closely connected. for this reason, it is often observed that the analogous object and processes turn out to be accepted in different ways by representatives of different nations (kamissarov, 1999, p.146). learning a language and having a communication with its bearers requires a deep information about the history and culture of that nation. the extra-linguistic factors influencing the formation of the language is reflected in it. without a sufficient knowledge about this background one cannot overcome the difficulties, the misunderstanding that appear during the communication process and translation from the original language. without understanding the nationally coloured expressions, words, denotative and connotative realities of a language it would be difficult to perceive their meaning. for instance, not knowing about the historically coloured realities of american society, it would not be possible to understand the american expression abscam. this expression is only understandable for representative of american society, as they are aware of an historical fact of 1910s, when a usa congressman was caught in bribery and was accused by intelligence service officers of the country. intelligence officers wearing arabian suit had offered the congressman a bribe and had caught him when he received it. abscam is a short form of arabscam, which was the name of an operation realized by intelligence officers. as we see, the event expressed in the word abscam is culturally, historically coloured reality belonging to the history of americans. american social and political life has played as a background for appearance of a great number of such realities. 174 cultural background is classified by v.s.vinogradov into several groups, attaching a great importance to the ethnographic background. it includes specific facts referring to national history, the objects referring to the past and present material culture of the nation, folklore and many others (vinogradov, 1978). in linguistics the culturally coloured words are sometimes referred to the lexicon, translation of which is not possible. although we cannot agree with this opinion in relation to all culturally coloured words, however it is an undeniable fact that a great number of realities, the denotative ones in particular, have not lexical equivalents in other languages. above mentioned linguists admit the translation of realities as presenting semantical equivalents of the culturally coloured connotative lexicon. culturally coloured denotative words can only be interpreted through explanation. as the denotats denote the objects and notions only referring to a concrete country, they do not have word by word translation. for instance, glorious revolution as a denotat expresses a stage of the english bourgeois revolution. to the representatives of other nations this historical reality can be explained as “the peaceful stage of english bourgeois revolution during which the absolute monarchy was replaced by constitutional monarchy and the king was deprived of absolute power”. as was already mentioned, language realities refer to a specific semantic field not familiar for those who have to translate them from english into their native language. the culturally coloured words reflect their life of a given nation, their traditions, everyday life, world outlook, ununderstandable for those who learn that language. in order to remove the difficulties in translating the cultural realities from one language into another, the language learners must study foreign language and culture inseparably, in close connection. 7. how culturally coloured lexicon is translated it is admitted by linguists that translation of culturally coloured words requires establishing not lexical structure of the original, but finding the semantical equivalent of the original. the translator has to create the functional, stylistic, emotional analogy of cultural realities no matter in what lexical form it may be. in this sense the opinion that translation is presenting the text of one language by using the structural form of another language is completely acceptable. humboldt (1988), an outstanding linguist, thinks that translation of culturally coloured expressions must be studied in close connection with traditions, pscychology, everyday life of peoples (humbolt, 1988, p.115). this approach is found to be truthful on the basis of linguistic facts. culturally coloured denotative and connotative words are observed to reflect the english culture. numerous connotative realities are observed in all varieties of the english language. the connotation they denote are culturally coloured, because they are associated with traditions, with lifestyle of english – speaking peoples. culturally coloured english idioms refer to different fields of english culture; traditions, historical facts, mythology, religion, lifestyle, etc. however, their semantical equivalents in azerbaijani language may refer to other cultural fields although the idea may be identical. mind your p’s and q’ is the emotional equivalent of “mind your own business”. the idiom is associated with english lifestyle. men used to drink beer in pints and quats. when they drank much and started interfering others’ affairs, the pub owner shouted at them telling “mind your p’s and q’s” (shortenings of pint and quat). later the expression (mind one’s p’s and q’s) turned into an idiom denoting the notion of not interfering others’ affairs more emotionally. in azerbaijani language this idiom may be interpreted descriptively without keeping the emotion in the original. but in order to keep the emotional meaning of the original one can use 173 colloquial version in which that emotion is kept. for instance, an azerbaijani expression that literally means “don’t ...... your nose into others’s affairs” can be used as the semantical equivalent of the english metaphorical one. it shows that connotative idioms in any language may have semantical equivalents structurally in different lexical units. that is the case, for instance, with some metaphorical americanisms, that have semantic equivalence in azerbaijani. toboggan– a light frame or board used for sliding over snow, especially down slopes for sport is a denotative reality of the indian origin in the usa. in combination with the word price it gains a connotative meaning denoting “sharp decrease of price”. prices tobogganed– “prices sharply decreased” (longman dictionary, p.1416). in azerbaijani language the semantical equivalent of this idiom finds its expression in a metaphor which literally sounds as “to fall to the price of water” that has the same connotations as “the prices tobogganed”. most of connotative realities have semantical equivalents in other languages although in lexically different structures. therefore their translation does always need description or explanation. it is often possible to find in the native language the structurally different but semantical by analogical equivalents of english metaphors: gretna green marriage, understood by the english as “a quick/easy marriage” is associated with a historical tradition observed in the village gretna green, where marriage of young couples was realized very easily. this association caused the appearance of this culturally coloured idiom. the notion of a “quick/easy marriage” is general many all nations although the gretna green marriage is lexically an english language reality. but the same notion is common for all nations and can find its expression within different structures in different languages. a translator’s task in process of translation is to discover in his native language just the semantical equivalent of the english reality no matter in which lexical structure that notion may find its expression. for instance, in azerbaijani language for “quick/easy marriage” there is an expression that means literally “quick shopping marriage”. it is semantically or emotionally identical with gretna green marriage. it is also the case with other languages in which there exist semantical equivalents of english culturally coloured metaphors, but structurally in different word combinations. however, their translation from one language into another requires a large information about the native phraseology and colloquial expressions in order to deliver the original connotation to keep the stylistic function of english metaphors in translation. 8. conclusion we can conclude that in order to enlarge students’ knowledge of the cultural aspect of the english vocabulary is necessary for improving the skills in the field of translation of culturally coloured lexicon and better communication. as is known, the culturally coloured words and expressions are usually associated with traditions, lifestyle, historical events, religion, mythology and some other aspects of national culture. under the influence of these dimensions, there appear nationally coloured denotations and connotations that need interpretation in the native language. their translation into the native language requires different approaches. denotations not having semantic equivalent in the native language can be translated through explanation, while connotations that can occur in different languages, in different lexical units can be interpreted through national metaphors, semantically equivalent to the original connotations. this subject is practically important for both translators and communicators. 9. acknowledgements 174 the author would like to thank and express the deepest gratitude all parties that gives valuable inputs to her study, especially, prof. dr. a.y. mammadov, prof. dr. ch.m. garasharly for their advices to deepen the analysis and presentation of related results. references: 1. fedorov a.v. introduction to the theory of translation. moscow, literature and foreign languages, 1958. (in russian) 2. gumperz. j.j., levinson s.c., rethinking linguistic relativity. cambridge university press, 1966. 3. humboldt w. on language. the diversity of human language structure and its influence on the mental development of mankind. cambridge university press, 1988. 4. komissarov v.n. theory of general translation. moscow, chero, 1999 (in russian) 5. kramsch c. language and culture. oxford university press, 2009 6. lakoff g. and johnson m. metaphors we live by. university of chicago press, 1980. 7. longman dictionary of english language and culture. longman, 1998 8. oshepkova v.v., language and culture. moscow., “karo”, 2006 (in russian) 9. saphir e. selected writings of e.sapir in language, culture and personality. university of california press, 1948. 10. vinogradov v.s. lexical problems of fiction prose translation. moscow university press, 1978. 11. whorf l.b. language, thought and reality: selected writings of benjamin lee whorf. massachusetts institute of technology press, 1956. biography of author mrs. samira mammadova got her master degree on linguistics from the university of foreign languages in 2005. after graduating the master program mrs. samira started to work at the “azeravtoyol” state concern as an interpreter-translator. during the period of 2012-2017 years she started to work at azerbaijan university as a lecturer, senior lecturer. mrs. samira got her phd degree in 2013. currently she works as an associate professor and the head of foreign languages department at the azerbaijan university. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 1, january 2023, pages: 19--25 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i01.p03 19 pharaprase in article the impact of covid-19 in education 1 yuli indah pratiwi, 2 fathia asmadiah lenggana, 3 hijjah riani, 4 fahri irawan wijaya, 5 emeliya sukma dara d 1 yuliindahpratiwi919@gmail.com, 2fathiaasmadiah0103@gmail.com 3 hijjah123@gmail.com, 4 fahriirawanwijaya@gmail.com, 5emeliya@uinsu.ac.id uinsu, medan, indonesia article info abstract* received date: 06 may 2022 accepted date:10 july 22 published date:31 january 2023 keywords:* article, paraphrase, strategies. this study aims to analyze and provide examples of paraphrasing a sentence contained in an article, this article is entitled about the influence of covid-19 in the world of education and the economy in indonesia. the article that we take as an example is an article written by our friend. paraphrases can not only be used in speeches, dialogues, songs of daily life and other literary works, but paraphrases can also be used in a scientific work, for example, in articles, mini-research thesis and others. therefore, the researcher is very interested in paraphrasing this scientific work, namely the article. this researcher uses a qualitative method, by collecting data, then the researcher paraphrases the sentences that can be paraphrased according to the researcher. then the data is taken and collected, then analyzed with the theory contained in the paraphrase, so it really supports this research. paraphrasing is the restating of a sentence such that both sentences would generally be recognized as lexically and syntactically different while remaining semantically equal. 1. introduction according to ozuru, 2007 paraphrasing is an important issue in the field of reading and writing. for example, paraphrasing can fulfill the reader's understanding by changing the text to be more familiar. and according to hawes, 2003 in the field of composition, paraphrasing allows writers to repeat ideas from other works or their own work so that the reformatted language is more in line with the flow of the argument. in the field of linguistics, paraphrasing is at the core of two theories that establish language models focused on the production of g: arti-text theory (mtt) and systems functional grammar (sfg). their proposals differ substantially in essence, but their approach to paraphrasing is similar: both see language production as a system of choice or alternatives, which can give rise to paraphrasing.within this framework, two paraphrasing mechanisms can be identified. first, paraphrases can be produced in transitions between levels of representation: representations in one level can be projected in two or more representations at the next level. writing scientific papers requires references to support the main information in the form of main ideas. referring to this information, it is necessary to pay attention to the rules of procedure for taking expert opinion in addition to quotations. the act of choosing sentences and borrowing them for us to use as supporting the main idea in our writing is not allowed to imitate exactly the words used by the sentences we refer to. precisely these words, mailto:yuliindahpratiwi919@gmail.com mailto:fathiaasmadiah0103@gmail.com mailto:hijjah123@gmail.com mailto:fahriirawanwijaya@gmail.com mailto:emeliya@uinsu.ac.id 20 in this case in the form of quotations which are mostly the contents of our writings, show our limitations in reformulating the meaning of the sentence and changing the grammatical arrangement of the sentence. the limitations of reformulating the meaning content and changing the structure of the judgment encourage the pen to unfold strategies and rephrasing ways. a study stated that producing jottings with all the coherent and interrelated description information grounded on colorful textbooks really demanded a wisdom metamorphosis strategy( björk, bräuer, rienecker, & jörgensen, 2003; mateos etal., 2011). this strategy model really makes pens as newcomers relatively grueling, especially if they don't have standard capabilities or aren't oriented to using knowledge metamorphosis strategies( hyytinen,h., löfström,e., & lindblomylänne,s.( 2017). in addition to metamorphosis knowledge as a strategy of conveying meaning, rephrasing which plays a part in regulating the fashion of conveying meaning with different words according to paradis( 2007,p. 17) shows parallels to restatement, which at leastre-expresses meaning with different words. jakobson( 1959) himself reveals that rephrasing as an intralingual restatement/ restating model is used to convey dispatches of meaning with different tract( word combinations) expressions. this is also frequently used for restatement grounded on hypotheticals which are frequently analogous to the process of verbal discipline without an interlingual element( moser, 1983; russo & salvador, 2004; whyatt, stachowiak, & kajzer wietrzny, 2016). paraphrase in addition to functioning to express the meaning in which different editorial words are manifested from the original sentences, paraphrase plays a role in helping the reader understand the pillars of the paragraph which has the same function as drawing conclusions. paraphrasing requires the reader to identify the main idea in the paragraph and rephrase it in their own words to translate the whole main idea contained in the text, so that the reader can be helped to understand the text by being taught via paraphrasing before or along with drawing conclusions at the end of the reading (watson et al. , 2012). a study on paraphrasing for students who have difficulty understanding text that the impact of the strategy on improving reading comprehension is due to trap (think before reading the text, read a paragraph, ask yourself, “what is most of this paragraph talking about?” and change to restate it. in their own words) with srsd as a developmental strategy model that encourages students to be able to regulate themselves in involvement in an activity and the entire process in it (hagaman, j.l., casey, k.j., & reid, r., 2016). the contribution of paraphrase is very significant in helping the reader understand the reading text (erhel & jamet, 2006) and demonstrate the ability to interpret the meaning of the sentence (russo & pippa). 2. research methods paraphrase is disclosure of information in another form but does not change themeaning or initial understanding. paraphrasing is a form of reformulating a grammar, sentence or pronunciation by using a simpler diction without changing the meaning of the language. paraphrase is born from the latin "paraphrase" and the greek (paraphrasein) both of which have the meaning of "additional way of expressing". it can be interpreted that paraphrasing is a form of reformulating a grammar, sentence or pronunciation by using simpler diction without changing the meaning of the language. in general, the technique of writing paraphrase is often used by writers to avoid plagiarism by providing indirect quotes from the original text. what the author did by using the paraphrasing technique is something that is not against the law as the author is only rewriting the idea in his own sense. 21 in this study, we as researchers used a qualitative method. qualitative method also examines something in depth to get a new conclusion. qualitative method is more suitable to be used in this study because researchers are looking for the sentential meaning about paraprhase in a article about "the impact of covid-19 on the world of education and the economy of indonesia". researchers chose this article because the researchers think this article is easy to understand and has many standard figurative words for making it easier to paraphrase. in this article, we as researchers find that, there are several can be the example of paraprhase. researchers collected data based on the article taken from the browser and we make questioners in our article. after that the researcher wrote, then the researcher analyzed this article that we had chosen, after that categorizing the words that have paraprhase, then the researcher explained the words in the article related to the paraprhase of the word. based on the explanation above, the researcher found the problem of the study, it is " how to analyze the sentential meaning (paraphrase) in the article about the impact of covid-19 on the world of education and the economy of indonesia "? 3. finding and discussion paraphrase is a linguistic term that means relying on a concept in another way in the same language, but without changing its meaning. if paraphrasing poetry means changing poetry into prose form that is subject to the rules of prose without changing the content of the poem (ayulinda, 2009). according to the oxford advanced learner's dictionary paraphrase is a way of expressing what has been written and said by other people by using different words in order to be made easier for hal or in other words quoting done in paraphrasing quotes using own words to express the same idea, or used to maintain coherence and the integrity of the flow of writing. -paraphrasing elements, namely 1. paraphrasing a sentence means to separate or chopping a sentence into several words according to the position, namely subject, predicate, object, and description; 2. paraphrasing the syllable meaning separate or chop off a word according to its syllables; 3. paraphrase poetry turns poetry into prose or narrative form. paraphrase is to the sentence what synonymy is to words. this means that the paraphrase explains a situation in which two or more sentences have one meaning. indeed, a sentence can have many paraphrases. there are two types of paraphrases: lexical and structural paraphrases. in lexical paraphrases, we have two or more sentences giving the same interpretation as a result of the replacement of one word or phrase by another. the examples:  the chef hired a bachelor  the chef hired an unmarried man in the two sentences above, the change in their structure is as a result of the substitution of a bachelor for an unmarried man. both a bachelor and unmarried man are phrases. consider further the following sentences.  the man was agitated  the man was anxious we have achieved the paraphrase by the substitution of the word “agitated” for another, “anxious.” structural paraphrase is achieved when we alter the arrangements of the sentences through transformations. the following are examples:  they bought a new apartment (basic –subject + verb+ object) in this article we take one of example about pharaprase in the article with title “the impact of covid-19 in education” so, the disruption of the learning process due to the pandemic outbreak can cause a decline in the quality of human resources in the future, both in 22 cognitive, affective and conative aspects. for this reason, efforts are needed from various parties, especially the government so that the learning process can run effectively even in the midst of the covid 19 pandemic. the process of teaching and learning activities must continue and students do not lose their right to learn. schools as educational institutions must respond quickly to the phenomenon of the covid-19 outbreak by always trying so that the learning process can be carried out effectively. the school as a whole is a medium of interaction between students and teachers to improve their intelligence, skills and affection. in miriam webster's dictionary paraphrasing is a restatement of text, passage, or work that gives meaning in another form. thus the process of paraphrasing is studying or teaching the composition of a part of a text, or a work that is rewritten in a different form. furthermore, paraphrasing is a way of expressing that is written by someone else, and rewritten by someone with different words and is easier to understand. paraphrasing requires readers to identify the main idea in the paragraph and rearrange it with their own words to translate the overall main idea contained in the text, so that readers can be helped to understand the text by teaching it through paraphrasing before or along with concluding at the end of the reading. the impact of the paraphrasing strategy can improve reading comprehension because reading for oneself encourages writers to self-regulate in engaging in a reading activity. the contribution of paraphrasing is very significant in helping readers understand the reading text and demonstrate the ability to interpret the meaning of sentence example of paraprhase in article ihe impact of covid-19 in education .  the solution is that the government must pay more attention to the field of education, such as providing or covering all internet quotas for students due to declining economic in come so the paraphrase from that’s sentence is : the solution is that the government needs to pay more attention to this education areas, such as providing or covering all internet quotas students fell due to operating income and the others sentence from that’s article is  economy is the most important factor in human life. economic needs are closely related to everyday life. humans to meet their needs such as eating, drinking, clothing, shelter and others require a strong economy. so the paraphrase: economy is the most important factor in human life. economic need closely related to daily life. people need a strong economy to meet their needs such as food, drink, clothing, shelter, etc. based explanation above there are several things that the author discusses here, namely education in the midst of the covid-19 pandemic. the system of higher education consists of a number of interrelated elements, such as people, places, physical technology, social technology, desires and ideas, disasters, and personalities. the impact of covid-19 on the education system will result in changes to the pre-covid-19 system, which in turn will create a series of interconnected reactions by other elements until the system reaches a new balance. in this article, we consider several possible changes to the education system, however many questions left. this discussion highlights how they will become more critical as those with higher education respond to the many challenges that the covid-19 pandemic has created. higher accountability structures, the education system builds on these basic norms, and provides the flexibility needed to adequately respond to the crisis. higher and more critical, education must be trusted to do what is right in difficult times. higher education will compete for financial support from governments and donors, will need assurances that students receive an equal education regardless of delivery method, will have to persuade students to apply despite current uncertainties, and convince students, families and 23 communities that they can still be trusted to act. moreover, budget cuts, shifts to online modalities, and late entry to college are all risks to higher education's social equity role. institutions should be aware of this as they consider how they will react during this adjustment period. so,in this article the author found that the problem of education during the education period was very influential, in this case teachers and students had to adapt back to new systems such as learning e-learning, zoom meetings and only listening to the knowledge taught by the teacher was only limited to sending material through whatsaap groups and students are required to study the material that has been given so that it makes students lazy and bored with things like that, therefore now that face-to-face schools are holding students become more enthusiastic when studying directly at school, therefore the online system can also be applied to provides an option when the teacher is briefing outside the city which requires the teacher to provide learning material through a zoom meeting or simply provide material through a whatsapp group. 4. novelties paraphrase is a sentence or phrase that conveys the same meaning by using different words.although the logical definition of paraphrase requires strict semantic equivalence, linguistics accepts broader, approximate, equivalence — thus allowing more examples. paraphrase comes from the greek which means additional way of expressing. in linguistics, paraphrasing is retelling a concept in another way in the same language but not changing its meaning. according to the oxford advanced learner's dictionary, paraphrasing is a way of expressing what has been written. a) characteristics of paraphrasing paraphrase has characteristics that are closely related to its meaning, these characters help someone or the writer to more easily understand paraphrasing. in addition, the existing characteristics also make it easier for writers to identify paraphrases, here are some characteristics of online paraphrasing in indonesian.  ways and forms of presenting sentences using different words such as online paraphrasing. a. even though they are presented using different words, they still have the same meaning or substance. b. the substance conveyed does not change at all even though it is presented in different words. c. examples of paraphrasing are delivered more communicatively and not easily understood by readers. d. the delivery language used is lighter to make it easier for the reader. in turns out, there are paraphrasing guide has, it has four steps: 1) read the text carefully several times until you understand it completely. 2) look for words that are not understood by finding synonym for them. 3) write a brief outline including the main idea (topic and idea control), main supporting points, and primary and secondary supporting details. 4) write paraphrases using different vocabulary and sentences. 5. conclusion paraphrasing is an effort to simplify writing to make it simpler and easier for readers to source information in easy language so that it can be understood by many people. the consequence of paraphrasing is relevance by using the technique of paraphrasing ideas and ideas can be politely conveyed even in meeting, conversation, or presentation activities. 24 6. acknowledgements the author would like to thank for all parties who facilitated this research and for at uin sumatera utara which has supported the research. references philip m,mccarthy, remekar h. guess, and danielle s. mcnamara.2009. the components of pharaprase evaluations.hal 5. salmiati.2015.peningkatanketerampilan menulis parafrase menggunakan metode mind mapping.indonesia. vol.8. hal .10. blankerburger,bob & adam m.williams.2020.covid and the impact on higher education. the essential role of integrity and accountability. basori, m. a. (2017). paraphrase strategy and technical in academic writing: content reformulation without reduction. harshbarger, t.g. (2012). the paraphrasing process: exercises to build paraphrasing skills. tsuda review = tsuda review, 57, 67–94. regina barzilay and lillian lee (2003) " learning to paraphrase : an unsupervised approach using multiplesequence alignment " department of computer science, cornell university, ithaca, new york, usa. rahul bhagat and eduard hovy (2013) " what is a paraphrase ?" association for computational linguistis, university southern california, usa. dilla,e.,purba, h.,az-zihra, k., and january.r.,(2021). the impact of covid-19 on the world of education and the economy in indonesia. state islamic university of north sumatra. huford, j.r. & heasley, b. 1983. semantics: a course book. london: cambridge university press. kempson, r. 1977. semantic theory. london: cambridge university press. biography of authors fahri irawan wijaya, medan, 18 march 2001, tadris bahasa inggris, uin sumatera utara yuli indah pratiwi, rantauprapat, 26 april 2001, tadris bahasa inggris, uin sumatera utara fathia asmadiah lenggana, medan, 1 march 2001,tadris bahasa inggris, uin sumatera utara 25 hijjah riani , medan, 24 february 2001, tadris bahasa inggris , uin sumatera utara wanita kelahiran rantau perapat, 26 september 1981 emeliya sukma dara damanik dosen di uinsu medan sumatera utara email: emeliya@uinsu.ac.id mailto:emeliya@uinsu.ac.id pharaprase_in_article_the_impact_of_covi introduction research_methods finding_and_discussion novelties conclusion acknowledgements references biography_of_authors 1 e-journal of linguistics english language politenes of tourist guides in bali i ketut murdana e-mail: iketutmurdana@yahoo.com language services centre nusa dua bali tourism institute prof. dr. made budiarsa, m.a. e-mail: imadebudiarsa@yahoo.com study program of linguistics, school of postgraduate studies, udayana university prof. dr. drs. i made suastra, ph.d. e-mail: suastra@fs.unud.ac.id study program of linguistics, school of postgraduate studies, udayana university prof. dr. aron meko mbete e-mail: aronmbete@yahoo.com study program of linguistics, school of postgraduate studies, udayana university abstract this paper deals with the ways used by tourist guides (tg) in bali to express their politeness to foreign tourists (ft) through several speech acts, such as greetings the ft, welcoming the ft to bali, introducing themselves to the ft, thanking the ft, and apologizing to the ft. the research is conducted in several tourist objects at two regency and municipality in bali, which are badung regency and denpasar municipality. the research result reveals that the tourist guides employ those speech acts to express their english language politeness to the foreign tourists (ft). those speech acts are also used to perform their friendliness in providing tour guide services to the ft. key words : politeness, speech act, greetings, welcomings, introducing oneself, thankings, apologizings 2 abstrak makalah ini membahas cara-cara yang digunakan oleh pramuwisata (pw) di bali untuk mengekspresikan kesantunannya kepada wisatawan mancanegara (wm) melalui sejumlah tindak tutur seperti ucapan salam tegur sapa kepada wm, ucapan selamat datang di bali kepada wm, memperkenalkan diri kepada wm, ucapan terima kasih kepada wm, dan ucapan permohonan maaf kepada wm. penelitian ini diadakan pada beberapa objek wisata yang ada di dua kabupaten/kota di bali, yaitu kabupaten badung dan kota denpasar. pengambilan data dilakukan dengan metode observasi non-partisipatif, wawancara, dan merekam percakapan. hasil penelitian menunjukkan bahwa pramuwisata (pw) menggunakan tindak tutur tersebut di atas untuk mengekspresikan kesantunan berbahasa inggris kepada wisatawan mancanegara (wm). tindak tutur tersebut di atas juga digunakan untuk menunjukkan keramahtamahan pw dalam memberikan jasa layanan pemanduan wisata kepada wm. kata-kata kunci : kesantunan, tindak tutur, salam tegur sapa, selamat datang, memperkenalkan diri, berterima kasih, permohonan maaf 1.introduction a language is used as a means of communication in the process of communication, and the language used in communication process should consider the aspects of language politeness. language politeness refers to the language use (sentences, words, expressions) which certains politeness features such as the use of politeness maskers like “could”, “ “please”, “thank you”, and so on (geertz, 1970:296). the use of language politeness in the process of communication besides needing to note down the language components, it also needs to consider other factors, such as speech partners, communication background, and so on which are derived from politeness principles in speaking used in the community where a speaker is a member of it (leech, 1983:16). related to the above views, this article deals with the english language politeness of tourist guides (tg) in guiding foreign tourists in bali. in this article the researcher explores the ways used by the tg to express politeness to the ft through several speech acts like greetings, welcomings, introducing oneself, thankings, and apologisings. a speech act, as austin 3 (1962:109) implies that when someone is saying something she/he is normally also doing something. in that way, people may perporm more or less polite interactions. related to this matter, holmes (1995: 8) states that some of the speech acts like greetings, thankings, apologizing, and so on can function as to express politeness. research on language politeness has been conducted by many researchers, either by foreign researchers or indonesian ones. research carried out by foreign researchers such as lakoff (1973), brown and levinson (1978), leech (1983), tanaka (1988), fraser (1990), and so on; while research conducted by the indonesian ones, such as mahmud (2008), simpen (2008), kristianto ( 2009), budiarsa, et al (2010), sosiowati (2013) , and so on. 2.researchmethod the research on english language politeness of tourist guides (tg) in bali employs qualitative research approach which is based on the philosophy of phenomenologys. the research aims at finding out and explaining some speech acts used by the tg to express his/ her language politeness to the ft. the study is carried out at two regency and municipality, namely badung regency and denpasar municipality, for about three months that is from june 2012 up to august 2012. the data was collected by using non-participation observation methods, interviews, and conversations recordings. the research instruments used for collecting data are digital recording tool in the form of tape recorder, interview guidelines. the data collected in this study is qualitative data which are lingual data in the form of words, phrases, sentences. the data are primer data because they are collected directly from the data source. the data sources in this research are english speaking tourist guides with the total number of twelve persons as samples which are selected using purposive sampling techniques. the lingual data of resource samples 4 are processed by using qualitative descriptive analysis method, which is the used of identity method. then, the data is presented, described and interpreted to the withdrawal of some conclusions. 3. research findings and discussions there are a number of speech acts used by the tgs to express their english language politeness to the fts, which are greetings, welcomings, introducings, thankings, apologisings, can be presented as follows. 3.1 greetings since the main job of a tourist guide is to provide services to people or tourists, which are domestic tourists and the foreign ones, so politeness, friendliness, and smile are manners which always need to be performed by the tourist guides to the tourists (ardana, 2013:36). therefore, as the reflection of those manners, whenever and wherever the tourist guides meet the tourists they always have to greet them. related to this, bonvillain (1993:104) states that greetings function to begin communicative interactions or to acknowledge the presence of others. the speech acts which is used to express politeness by the tourist guides is locutionary kind of speech acts, that is the one which is used to state something, in this case, to express greetings to the foreign tourists (searle, 1962: 23). greetings in the guiding proceses is usually initiated by the tourist guides as the one who provides services, then responded by the foreign tourists. but, greetings can also be initiated by the foreign tourists first, then it is responded by the tourist guides. it depends on the situations and conditions. based on the speech situations, greetings can be expressed in two ways, namely in formal way by saying “ good morning”, “good afternoon”, “good evening” , and so on; and in informal way, by saying “hi”, “hello”, “how are you going”, “what’s going on, and so on 5 (jendra, 2010 : 43-44), (mahmud , 2011: 42). some examples of greetings expressed by the tourist guides can be presented as follows. extract 1 : a tourist guide is guiding foreign tourists a tg, tg3 (ina) – data1(tg3-1), is guiding a group of fts from australia in the tour programs of sanur – uluwatu – ubud. tg 3-1: “so , selamat pagi, good morning, ladies and gentlemen. so from here i shall take you straight to uluwatu.” as the speech situation context is formal, which is in the tour guiding program from the hotel where the foreign tourists stay to the tourist object, so the tg3-1 also uses a formal and polite greeting expressions to the fts as in “so, selamat pagi, good morning, ladies and gentlemen”. the greeting expressions are also common greetings used by other tgs in guiding the tourists, either domestic tourists and the foreign ones. extract 2 : a tourist guide is guiding foreign tourists a tg, tg 11 (ims)data 1 (tg 11-1), is guiding a group of fts (cruise) from australia in the tour programs of benoa harbour – batubulan – celukkintamani. tg 11-1 : “number ten? here we are. good afternoon. nice to meet you”. the greetings expressions uttered by the tg 11-1 is also in a formal speech situation context, that is in the tour guiding programs handled by the tg 11-1. in this case, the greetings expressed by the tg 11-1 is “good afternoon. nice to meet you”, which is very formal and polite. this kind of greeting expressions is also used by other tourist guides to perform their politeness and friendliness manners to the foreign tourists. 3.2 welcoming tourists to bali the foreign tourist (ft) who come to bali for the first time may come through several arrival entrances, such as ngurah rai international airport, benoa harbour, ubung bus 6 terminal, and so on. the arrival in bali is received proudly and happily by tourist guides (tg). and as the reflection of their pride and honor to the fts, the tgs try to provide and or to do the best for the fts, and one of them is to express a warm welcome to bali to the fts and this welcoming expressions at the same time is also to perform politeness and friendliness manners to the fts (ardana, 2013 :35). the welcoming expressions to bali to the fts can be expressed by using expressive function of speech acts. the expressive function of speech acts is used to state something, in this case to welcome foreign tourists to bali (searle, 1962:23). some examples of welcoming expressions used by the tgs to the fts can be presented as follows. extract 3: a tourist guide is guiding foreign tourists a tg, tg 5 (iks) –data1 (tg 5-1), is guiding a group of foreign tourist (ft) (cruise) from australia in the tour programs of benoa harbour – taro elephant safari – ubud. tg 5-1 : “good morning, ladies and gentlemen.welcome to bali. welcome home for those who come many times to bali. so it’s me. my name is subandira, but people called me bandi, just bandi. our driver is wayan arsana”. the welcoming expressions uttered by tg 5-1 to the ft is very formal and polite. this is because before saying welcoming to the ft, tg 5-1 also expressed greetings to the ft by saying “good morning, ladies and gentlemen”, then he continued to say “welcome to bali” to all the fts, and then he says welcoming to the ft who have been to bali many times by saying “welcome home for those who come many times to bali.” the welcoming expressions to bali is also used by other tourist guides to welcome the foreign tourists as to perform their politeness and friendliness manners to the foreign tourists. extract 4 : a tourist guide is guiding foreign tourists 7 a tg, tg 11 (ims) –data 1 (tg 11-1), is guiding a group of foreign tourists (cruise) from australia in the tour programs of benoa harbour – batubulan – celuk – kintamani. tg 11-1: “ so, good afternoon, ladies and gentlemen. and we welcome you on the island of bali. and we also welcome you on our trip today, but your trip today is little bit late.” tg 11-1 uses welcoming expressions to bali to the ft formally and politely, this is because before saying welcoming the tg 11-1 also expresses greetings to the ft by saying ”so, good afternoon, ladies and gentlemen”, then tg 11-1 expresses welcoming to bali to the ft by saying “and we welcome you on the island of bali” and this expression is followed by “and we also we welcome you on our trip today”. the kind of speech acts used to express welcoming to bali by the tg 11-1 is the locutionary kind of speech acts. the welcoming expressions is also a common expression used by other tourist guides to perform their politeness and friendliness to the foreign tourists. 3.3 introducing oneself a professional tourist guide, besides needs to express greetings and welcoming guests to bali, he/she also needs to introduce himself/herself to the guests being picked up at ngurah rai airport, benoa harbour, and at other places, and or to the foreign tourists being guided to the tourist objects and or to the tourist attractions. the introducing of oneself and others need to be carried out to smooth the following communication process with the foreign tourists. several things which are needed to be delivered in the introducing process by the tg are telling names, either short name or the complete one, saying expressions of “i am very pleased to meet you”, and so on (ardana, 2013:46). 8 the kinds of speech acts used by the tg for expressing language politeness in introducing himself and the driver to the ft is locutionary kind of speech acts, which is the speech act used to state something, in this case to introduce himself and other people to the ft (searle,1962 : 23). some examples of utterances for introducing himself which are expressed by the tg using locutionary kindof speech acts can be presented as follows. extract 5 : a tourist guide is guiding a foreign tourist a tg, tg 2 (isd)-data 1 (tg 2-1), is guiding a ft from england in tour programs of sanur – batubulan – celuk – sukawati – mas – ubud – kintamani. tg 2-1 : “so, good morning once again miss lesly. it’s nice to meet you this morning, ya. and once again, first of all i would like to introduce my name. my name is surya and the driver’s name is jering. jering because his hair is standing.” the speech acts used to express language politeness by tg 2 -1 is introducing speech act functions for introducing himself and the driver to the ft. utterances used by the tg for introducing himself ad the driver is formal, this is because before introducing himself tg 2-1 also greets the ft by saying “so, good morning once again miss lesly. it’s nice to meet you this morning, ya”.then he continues to introduce himself and the driver by saying “and once again, first of all i would like to introduce my name. my name is surya and the driver’s is jering.”utterances used to introduce himself and other people by the tg 2-1 are expressed by using locutionary kind of speech acts. those expressions are commonly used by the tgs to show their politeness and friendliness to the ft. extract 6: a tourist guide is guiding a group of foreign tourists a tg, tg 12 (iwa) –data 1 (tg 12-1), is guiding a group foreign tourists from england in tour programs of nusa dua tanah lot – taman ayun – bedugul. 9 tg 12-1 : “distinguished guests, ladies and gentlemen. first of all, i would like to introduce myself. my name is ari for short. my complete balinese name is i wayan arinata. i’m the first born child in my family.” tg 12-1 uses locutionary kind of speech acts to introduce himself to the ft in expressing his language politeness. the utterances used to introduce himself by tg 12-1 is very formal and polite. this is because before introducing himself tg 12-1 also greets the ft very formally by saying “distinguished guests, ladies and gentlemen”. then, he continues to introduce himself also in a very formal way by saying “first of all, i would like to introduce myself. my name is ari for short. my complete balinese name is i wayan arinata.” utterances used by tg12-1 for introducing himself are also common expressions used by other tgs for introducing themselves in order to show their politeness and friendliness to the ft. 3.4 thanking thanking is one of the speech act functions, which is expressives function of speech act, used by the tgs to express their language politeness to the ft. this is in line with what (aijmer, 1996:34-35) states that thanking is one of the functions of expressive function of speech actswhich is used to express the speaker’s psychological state towards state of affairs or a person. furthermore, aijmer says that positive affective speech acts can also be used to express thanking or compliments. in relation to this, that the thanking expressions used the tg to the ft is likely more to be in the forms of compliments to the ft for coming back to visit bali. some examples of thanking expressions used by the tg to the ft can be presented as follows. extract 7 : a tourist guide is picking up the tourist a tg, tg 1(iws) –data 6 (tg 1-6), is picking up a group of fts from australia at ngurah rai airport and take them to the hotel in nusa dua tourist resort. 10 tg 1-6 : “thank you very much for coming back again to see us in bali. thank you so much”. expressives is a speech act function which is used by tg 1-6 in saying his language politeness to the ft, that is to express thank you to the ft. the tg 1-6 thanking expression to the ft is very formal and polite, since the situation context is also very formal, that is at the ft pick up time at ngurah rai airport. in this case, the tg 1-6 thanking expression is more then just giving compliments to their coming back to bali by uttering “thank you very much for coming back again to see us in bali. thank you so much.” so, the tg 1-6 thanking expressions is expressed to state or perform the tg psychological state to the ft as well as to show politeness and friendliness of the tg to the ft. extract 8 : a tourist guide is excorting a foreign tourist a tg, tg2 (isd) – data 6 (tg 2-6), is guiding a ft from england in the tour programs of denpasar – batubulan – celuk – mas – ubud – kintamani. tg 2-6 : “so, thank you very much for joining this tour. i will give you a map.” this is another expressions function of speech acts used by tg 2-6 in expressing his language politeness, which is to express thank you to the ft for joining the tour programs guided by the tg 2-6. thanking utterances expressed by tg 2-6 to the ft is very formal and polite, where he says “so, thank you very much for joining this tour” considering that the tg 2-6 has just known the ft which is being guided. in this case, the tg 2-6 thanking expressions addressed to the ft functions as compliments to the ft for her participation in the tour programs handled by tg 2-6. the tg 2-6 thanking expressions is also a common expression used by other tgs to show politeness and friendliness to the ft. 3.5 apologising 11 apologising is one of the expressive functions of speech act used by tourist guides (tg) in expressing language politeness in guiding foreign tourists (ft). apologising, according to holmes (1995:154) is a polite speech act used to restore social relations following an offence. meanwhile, aijmer (1996:81) states that an apology is a strategy used by people as a means to obtain their communicative goals, and one example of the strategy is demanding forgiveness which is expressed by using expressions of: “pardon me”, “excuse me”. related to this, apologizing used by the tg to the ft is the the form of “excuse me” expression. some examples of apologizing of speech act used by the tg can be presented as follows. extract9 : a tourist guide is guiding foreign tourists a tg, tg 5 (iks) – data 6 (tg 5-6), is guiding a group of fts (cruise) from australia in the tour programs of benoa harbour – taro elephant safari – ubud. tg 5-6: “excuse me, this way. this way, please.” the tg 5-6 uses expressive functions of speech act to express politeness in apologizing to the ft. tg 5-6 apologizing function of speech acts is expressed by saying “excuse me”which is a demanding forgiveness strategy. this strategy is also commonly used by other tgs to express their apologies the ft. by this way, the tg shows politeness and friendliness manners to the ft. extract 10 : a tourist guide is guiding a of group foreign tourists a tg, tg 8 (ins)data 6 (tg 8-6), is guiding a group of fts from singapore in the tour programs of luwus mongoose coffee – bedugul. tg 8-6 : “excuse me, you see we have many trees down there. that’s where the animal lives”. this is another apologizing which is expressed by using expressive function of speech acts performed by tg 8-6 in order to express language politeness, using demanding forgiveness 12 strategy of “excuse me” to the ft. the tg 8-6 apologising expression is also used by other tgs as to show their politeness and friendliness manners to the ft. 4. conclusion based on the discussions on the speech acts used by the tourist guides (tg) to express their language politeness to the foreign tourists (ft), which are greetings, welcomings, introducings, thankings, and apologisings, some conclusions can be withdrawn from this research as follows. firstly, greetings expressions which are used by the tg to express their language politeness are very formal and polite. these expressions indicated the politeness and friendliness manners showed by the tg to the ft. secondly, the welcoming expressions of speech acts used by the tg to express their language politeness are also very formal and polite. the welcoming expressions are extended forms of greetings expressions, because before uttering welcoming to the ft, the tg also says welcoming to the ft. thirdly, the introducing expressions also show that the tg are polite and friendly to the ft. fourthly, the thankings expressions uttered by the tg to the ft are also formal and polite. the thankings expressed by the tg to the ft are in the forms of compliments to the ft. and fifthly, the apologisings expressions of speech act used by the tg to the ft are also formal and polite. the apologisings are expressed by the tg using “excuse me” as a demanding forgiveness strategy to the ft. references aijmer,k. 1996. conversational routines in english: convention and creativity. new york: addison wesley longman limited. ardana, i k. 2013. menjadi pramuwisata profesional. denpasar: tabur kata publishing. austin, j. l. 1962.how to do things with words. oxford: oxford university press. bonvillain, n. 1993. language, culture, and communication: the meaning of messages. englewoodcliffs:prentice hall. 13 brown, p. and s. levinson, 1978. “universalinlanguageusage: politenessphenomena”. in goody, e.n., ed.,questionsandpoliteness: strategiesinsocialinteraction. cambridge: cambridge university press. budiarsa, m. dkk. 2010. “bentuk, fungsi, danmaknapragmatiktuturanpemanduwisatadidaerahpariwisatabadungdandenpasar , bali”. linguistika, vol, 17, no.32. denpasar: universitas udayana. fraser, b. 1990. “perspectives on politeness”. in journalofpragmatics 14 (2) :219-36. geertz,c. 1970. 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(disertasi). tidak diterbitkan. denpasar: universitas udayana. tanaka, n. 1988. “politeness: some problems for japanese speakers of english”. injaltjournal, vol.2, pp. 81-102. widodo, p. 1999. “register pw di yogyakarta”. (tesis). tidak diterbitkan. yogyakarta: universitas gadjah mada. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:88—98 doi. 10.24843/ejl.2018.v12.i02.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 88 a geography dialect of wakatobi language in southeast sulawesi 1 maulid taembo, halu oleo university 2 ni made dhanawaty, md_dhanawaty@unud.ac.id, udayana university 3 aron meko mbete, aronmbete@yahoo.com, udayana university 4 anak agung putu putra, putraharini@yahoo.com, udayana university *corresponding author: taembomaulid@gmail.com received date: 28-11-2017 accepted date: 11-12-2017 published date: 11-07-2018 abstract— the problems on wakatobi language variations and there is not any completed dialectology study of wakatobi which is relevant and beneficial to conduct this study. this study aims at (1) describing and analyzing the phonology and sound change of wakatobi; and (2) analyzing the group of wakatobi based on dialectometry. this study uses generative dialectology to analyze the phonological aspect, and traditional dialectology to analyze the lexical aspect. the primary data is obtained through interviewing method in 25 villages as observation point in wakatobi regency, and document study as secondary data. in analyzing the data, this study uses apportion and equal methods, and dialectometry method. wakatobi language has five vowels, namely /i, a, ɛ, ɔ, u/; and 32 consonant phonemes, they are /b/, /ɓ/, /p/, /d/, /ɗ/, /t/, /g/, /ɠ/, /k/, /j/, /ʃ/, /ŋ/, /ñ/, /m/, /n/, /s/, /h/, /l/, /r/, /β/, /c/ /y/, / m b/, / m p/, / n d/, / n t/, / n s/, / ŋ g/, / ŋ k/, / n c/, / n j/, and /ʔ/. there are two kinds of phonological processes of wakatobi language discussed in this paper, namely assimilation and the structure of syllable. the assimilation process of wakatobi occurs mostly on vowels, particularly for vowel harmony. besides, it includes progressive and regressive assimilations. further, wakatobi can be grouped into six subdialects, they are (1) waha, (2) kapota, (3) mandati-lia, (4) kaledupa, (5) tomia, and (6) binongko. the names of subdialect come from the names of small islands of wakatobi and wakatobi community. key words: phonology, lexical, generative, dialectometry. 1. introduction language is one of community signs that is very crucial because it constitutes a tool to know the changing and give description about the activity in the past. in indonesian archipelago, there are many local languages including in southeast sulawesi. in this case, languages in southeast sulawesi have become the interesting object for the researchers since it is very unique https://ojs.unud.ac.id/index.php/eol/ mailto:taembomaulid@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:88—98 doi. 10.24843/ejl.2018.v12.i02.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 89 and various. moreover, there are some languages in southeast sulawesi that have not been investigated yet, mainly the geography dialects of wakatobi in wakatobi island. wakatobi island or regency is an enlargement of buton regency that has four small islands. although those islands are seperated by the sea, they use the similar language, wakatobi. wakatobi is a language used in wakatobi regency (tukang besi island). however, wakatobi language is not investigated yet deeply by the previous researchers and one of the reasons is the wakatobi island is very difficult to be reached. wakatobi language is sometime called as tukang besi language because it has many forgers (keraf, 1991: 212; donohue, 1995). besides, donohoe (1995:8) tends to use “tukang besi language” in his research since it has been known by the people at the time. further, this language is categorized as language family of suai that consists of wanci, kaledupa, tomia, and binongko dialects (taalami, 2008: 5). therefore, the name of wakatobi as an abbreviation of wangi-wangi, kaledupa, tomia, and binongko islands that constitutes four small islands in wakatobi island. nowdays, the name of wakatobi is very popular or famous in the society either in or out of wakatobi‟s society. basically, there are two main reasons why this study is counducted. first, there have not been any completed geography study of wakatobi language, particularly for qualitative aspect. second, ther previous researchers have different result in grouping the wakatobi. burhanuddin (1979) and lauder, et al. (2000) group wakatobi in four dialetcs; sil (2006:70-71) groups wakatobi in two languages; and language center (2008) groups wakatobi in four subdialects. based on the problems, it is very relevant and beneficial to conduct the geography study of wakatobi language (wl). the purpose of this paper is describing and analyzing the phonology and sound change of wakatobi; and (2) analyzing the group of wakatobi based on lexical dialectometry. 2. theoretical framework language is a communication tools that often undergoes changing related to the changes in the around environment either internal or external changes in terms of phonology, morphology, syntax, and lexicon. crowley and claire (2010: 23) state that all languages may change by time to time with similar ways and interested to be investigated. the linguists believe https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:88—98 doi. 10.24843/ejl.2018.v12.i02.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 90 that every language will loss a fifth of its words and change with new words in every one thousand year, and even the change will be fast with the condition today. the study uses theories of generative and traditional dialectology. generative dialectology is used to describe and analyze the phonological aspects, while traditional dialectology is used to analyze the lexical aspect. traditional dialectology considers that all language variations have the same base characteristics. generative dialectology uses theory frame of transformational generative. it has deep and surface structures or forms. the differences of dialects is supposed as the applying of phonological formula in the deep structure. it thus source language is supposed as deep form, and its dialects as surface (integral) form from the deep structure. further, generative dialectology can describe or explain the change of features in more detail. 3. research methods this study is conducted in four islands of wakatobi, namely wangi-wangi, kaledupa, tomia, and binongko isands. it is mainly conducted in 25 villages as the place of data collection, namely (1) waha, (2) maleko, (3) wandoka, (4) numana, (5) matahora, (6) kapota, and (7) lia bahari indah in wangi-wangi island; (8) sombano, (9) lauluo, (10) buranga, (11) lagiwai, (12) tanjung, (13) pajam, (14) horuo, (15) darawa, and (16) kasuwari in kaledupa island; (17) onemay, (18) patua, (19) waitii, (20) kulati, and (21) bahari in tomia island; (22) rukuwa, (23) palahidu barat, (24) taipabu, and (25) popaliha in binongko island. the instrument used in this study is question lists consisting of 978 words and 30 phrases of wakatobi language. the words and phrases come from the question lists arranged by lauder (1993:311--368), bawa (1983), and putra (2007), and then modified based on the characteristics of study object (wakatobi). the data collecting was done through interviewing method (sudaryanto, 1993:131; mahsun, 1995: 94-101). interview was carried out by visiting all of the research locations and did the interview through the question lists provided. the collected data was then tabulated and analyzed based on the sequences of the objectives of the study. it was analyzed synchronically using apportioned and interlingua equal methods (sudaryanto, 1993:2130). for grouping the wakatobi language, it uses lexical dialectometry method. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:88—98 doi. 10.24843/ejl.2018.v12.i02.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 91 4. discussion the discussion covers (1) the brief of phonology of wl, (2) the sound change of wl, and (3) grouping of wl based on lexical dialectometry. 4.1 the phonology of wl to identify phonemes in wakatobi language, this study uses minimal pairs. 4.1.1 vowel phoneme based on result of the analyzed data collected in the field and compared to the previous studies, wakatobi language has five vowel phonemes, they are /i/, /u/, /ɛ/, /ɔ/, and /a/. the following are minimal pairs to prove or to find the vowels in wl. 1) [a] and [ɔ] ka m ba : 1-25 `flower` kɔ m ba : 1-25 `moon` 2) [a] and [ɛ] mɔana : 1—25 `rught` mɔanɛ : 1-25 `men` 3) [a] and [i] ana : 1-25 „child‟ ina: 1-25 „mother‟ 4) [a] and [u] aɛ : 1-25 `leg` uɛ: 1-21, 24,25`rattan` 5) [u] and [ɔ] ɓɔ ŋ ku : 24 „crooked‟ ɓɔ ŋ kɔ: 1-7 `tie` 6) [i] and [ɔ] sa ŋ ki : 2,4—25 `sew` sa ŋ kɔ : 1-7, 17-25 `cultivate` 7) [i] and [ɛ] laŋi: 8-25 „sky‟ laŋɛ: 5,6 14,21-25 „tomorrow‟ 8) [i] and [u] lupi: 2,4,9,23-25 `parcel/pack` lupu: 6 „hide‟ 9) [ɛ] and [ɔ] kɛ n ta : 8-25 `fish‟ ko n ta : 1-10,12-25 `hand` 10) [ɛ] and [a] ɛ:la: 1-7 `tongue` ala: 2-25 „take‟ 4.1.2 consonant phonemes the following are minimal pairs to prove or to find the consonants in wl. 1) [p] and [β] pulu: 1-8; pullu: 9-16 `sap` βulu : 1—7 `fur` 2) [r] and [k] raha : 1-25 `blood` kaha: 2,6-25 „beat‟ https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:88—98 doi. 10.24843/ejl.2018.v12.i02.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 92 3) [j] and [ɗ] ijɔ : 1-4; 7-25 `green‟ iɗɔ : 1-5,7; i:ɗo: 6 `develop` 4) [d] and [ɗ] pɔdaga : 3,5-8,10,15-22,24,25 `sell‟ pɔɗaga : 4,5,7 `keep` 5) [ m b] and [ɓ] m buri : 7-16 `back‟ ɓuri : 1-25 `write` 6) [n] and [ɓ] nɔha: 5-7 `wet‟ ɓɔha: 1-25 `heavy` 7) [b] and [ɓ] {tɔ}baβa: 1,4-7 `brought‟ ɓaβa: 1-7 `onion` 8) [p] and [k] paha : 1-4,6-7,20 `thunder` kaha: 2,6-25 „beat‟` 9) [m} and [p] maŋa : 1, 5 `food` paŋa : 1-13, 15-18, 20-24 `branch` 10) [r] and [s] asa: 1-25 `one` ara: 1-25 `if‟ 11) [t] and [h] rata : 5 `land` raha : 1-25 `blood` 12) [m] and [s] pamɔ : 1—10; 12-16 `skin fungus` pasɔ : 1-3,5,7,10,14-16 `cocks‟ spur` 13) [t] and [ɗ] itɔ : 1-16; 22-25 `cry‟ iɗɔ : 1-5,7; i:ɗo: 6 `develop` 14) [k] and [j] ka m ba : 3,5,10,17-22,25 `flower` ja m ba : 10,21; ɗamba:7 `bath room ` 15) [p] and [t] pa ƞ ku : 1-3,4—8,10,14-20,22,24; paƞko:25 `back` ta ƞ ku : 1,3-5; taƞkuni:2,6 `near ` 16) [p] and [β] pa n dɛ : 1-5,7-811—13,16 `clever` βa n dɛ : 2—7; `rain` 17) [r] and [h] raha : 1-25 `blood` nana : 1-25 `pus ` 18) [m] and [n] ama : 1-25 `father ` ana : 1-25 `child ` 19) [g] and [t] ga n du : 2,4-6,8-12,14-25; tanddu:13 `corn ` ta n du: 1-25 `animal horns` 20) [g] and [ǧ] gɔlu : 1-25; `ball ` ǧɔlu-ǧɔlu: 25 `cloudy ` 21) [l] and [r] lɔ m bu : 1-7,10,12,15,17-25 `hole ` rɔ m bu: 1,3,18-21 „dirty‟ https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:88—98 doi. 10.24843/ejl.2018.v12.i02.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 93 22) [g] and [ŋ] ɓaga : 1-7,12,14,16 `cheek ` ɓaŋa : 6,12,13,21-25 `back tooth ` 23) [s] and [t] sɔ m bɔ : 2,5,7-8; sombo-a: 9-11,20,22-25 `seclusion ` tɔ m bɔ: 4-8,10-25 `jump ` 24) [l] and [β] lɛ m ba: 1-4,6-16,20-25 `bear‟ βɛ m ba : 2-7, ; υemba:8-13,15,16; фemba: 17-25 `bamboo ` 25) [c] and [k] ca m ɓa: 13 „whiskers‟ ka m ba : 3,5,10,17-22,25 `flower ` 26) [ñ] and [r] jambu mɔñɛ :4,7,11,15 `cashew ` mɔrɛ : 1-7,12,13,15,17-25 `cough` 27) [s] and [m] sa ŋ ko : 1-7,16-21,24,25 `mattock ` ma ŋ kɔ : 1,3-9,11 `cup` 28) [β] and [ɗ] βaβɔ: 2,4,5, `smoke ` ɗaβɔ:1-7 `brother in law ` 29) [y] and [k] yilu: 1,3-5,7-9,15 `spittle` kilu: 21 `incurved ` 30) [ ŋ k] and [ø] si ŋ ka: 1-8,10-14,16-20,22-25 `crowbar` sia: 20-25 `see ` 31) [ ŋ k] and [ n d] li ŋ ka: 2,5-7,12,16,22,25 `sideways ` li n da: 1-15 `move ` 32) [ m b] and [ n d] ka m ba : 3,5,10,17-22,25 `flower ` ka n da:1,9,11,13,15-17,19-25 „stable‟ 33) [ m p] and [k] tɔ m pa: 5,6 „throw‟ tɔka: 17 `or ` 34) [ n t] and [n] lɔ n tɔ: 1,2,4,6-8,10-12,14-25 `float ` lɔnɔ 4,8-25 `cloud ` 35) [ n d] and [ n s] n dala: 5,6 „light` n sala: 4,5 `pavement` 36) [ ŋ g] and [ n d] li ŋ ga: 23,24 `sideways ` li n da: 1-15 `move ` 37 [ʔ] and [β] ᶑaʔɔ: 8-13,15 `bad ` ᶑaβɔ: 1-7 `brother in law` 38) [ʃ] dan [j] aʃara : 2,3,9,14,21 `horse‟ (541) ajara{e}: 1,3,18-20 `teach` (813) 39) [ n c] dan [ n j] ka n cia: 8-16 `junk` (980) ka n jia: 8-16 „telling fortunes by card‟ (994) https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:88—98 doi. 10.24843/ejl.2018.v12.i02.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 94 the contoid pairs existed in minimal pairs. therefore, they are proved as different consonant phonemes, /b/, /ɓ/, /p/, /d/, /ɗ/, /t/, /g/, /ɠ/, /k/, /j/, /ʃ/, /ŋ/, /ñ/, /m/, /n/, /s/, /h/, /l/, /r/, /β/, /c/ /y/, / m b/, / m p/, / n d/, / n t/, / n s/, / ŋ g/, / ŋ k/, / n c/, / n j/, and /ʔ/. 4.2 the sound change of wl there are three kinds of sound changes in wl, namely assimilation, structure of syllable, and vowel lengthening. this subunit only describes two kinds of sound changes of wakatobi language, namely assimilation and the structure of syllable. the assimilation process of wakatobi occurs mostly on vowels, particularly on vowel harmony. besides, it includes progressive and regressive assimilations. for progressive, it can be seen from the example below: ti ŋ kɔɛ: 4,10-12,14-20,22-24 tikiɛ:2 „pick‟ ɔta : 1,3,6,9-,11,14-16,20,2224 utɔ : 4,5,8,12,13,18,19,21 „brain‟ the examples above show that the assimilation is going to the right. vowel /i/ assimilates vowel /ɔ/, so /ɔ/ becomes /i/; and vowel /ɔ/ assimilates vowel /a/, so /a/ becomes /ɔ/. it has principle as folllows: a word or a gloss that has two syllables with different features of the vowels [+high, -back, -round]: /i/ and [-high, +back, +round]: /ɔ/ become vowels with similar features [+ high, -back, -round] : /i/ and [+ high, -back, -round] : /i/ by following the first or vowel in the front. for regressive, it can be seen from the following examples. tɔki-tɔki: 2,5-8,10-18, 20-25 tiki-tiki: 1,3,4,9 „knock‟ n dudi: 8-11,14 n dili : 2-7 `kacoa` kanɔkau: 9-19,21,22,25 kɔhɔkau: 23 „cassava‟ the examples above show that the assimilation is going to the left. vowel /i/ assimilates vowel /ɔ/ and /u/, so /ɔ/ and /u/ becomes /i/; and vowel /ɔ/ assimilates vowel /a/, so /a/ becomes /ɔ/. it has principle as follows: a word or a gloss that has two syllables with different features of the vowels [+high, +back, +round]: /i/ or [+back, +round, -low): /ɔ/, and [+high, -back, -round]: /i/ become vowels with similar features [+high, -back, -round] : /i/ and [+high, -back, -round] : /i/ by following the second or vowel in the following. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:88—98 doi. 10.24843/ejl.2018.v12.i02.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 95 the sound change of wl based on structure of syllable consists of addition of segment, loss of segment, change of segment, and metathesis. this paper only focuses on addition and loss of segments. based on the data, the addition of segment covers 1) addition of vowel, particularly for vowel [a] and 2) addition of glottal [ʔ]. the addition of vowel [a] can be seen in the following examples. tuuki: 2,6,10,12 tuuki y a: 4,5,7,14,16-20,22-25 „fireplace‟ matɛ: 1-7,16-25 matɛ y a: 8-15 „death‟ the example of addition of glottal [ʔ] can be seen in the data below. karaja: : 1-7,17-25 karajaʔa: 8-16 „work‟ ɔlɔ: :1,2,4-7 ɔlɔʔɔ: 8-24 „sun‟ wakatobi language has three kinds of lossing of segment, namely (1) lossing of vowel, (2) lossing of consonant, and (3) lossing of syllable. lossing of vowel covers lossing of vowels /i, ɛ, a/, as in the following examples. ilaŋɛ : 2-4,7,9-12,14,16-21 laŋɛ : 5,6,15,22-25 „tomorrow‟ tɛʔɛmaŋa : 17-21 tɛmaŋa : 8-16 „food‟ asahatu: 17-22 sahatu: 1-16,23-25 „a hundred‟ lossing of consonant can be divided into four parts, namely (1) lossing of plossive, (2) lossing of trill, (3) lossing of fricative, and (4) lossing of semivowel. lossing of plossive can be seen in the following examples. kaluku:1-16,22-25 kulɔu:17-21 „coconut‟ akɔdia:8,10-16,20-23,25 akɔia: 17,19 „often‟ lossing of trill can be seen in the following example. kurapu:2-16,22-24 kuahu:17-19 „kind of fish‟ the data below is the example of lossing of fricative (h) and semivowel (y). hɛlɔppɔ:16-24 ɛlɔpɔ: 8,9,14 „wall‟ yimaŋa: 1,5 imaŋa: 2-4,6,7 „food‟ the last, lossing of syllable can occur in all possition either in the preantepenultimate, antepnultimate, penultimate, or ultimate, as in the following examples. mɔkɔluluŋɔ:23 mɔluluŋɔ: 7,11,14,15,25 „silppery‟ lɔlaɓi : 2,5,21,22,4 ladi: 4,10,12,13,17-20 „a place to put food‟ hɔari:8-25 aria:1-4,6,7 „locust‟ sa n du kaaβulu: 2,7 sa n du kauβa:8,9,11-15 „spoon from coconut shell‟ https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:88—98 doi. 10.24843/ejl.2018.v12.i02.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 96 4.3 grouping of wl based on dialectometry grouping of wl is couducted by applying the lexical dialectometry method. it is done by counting the gloss range (in the amount of 978 glosses) among 25 villages as observation centers (oc). the result of dialectometry is presented in the table below. table 1: result of dialectometry oc lf oc lf oc lf oc lf 1 : 2 gp 6 : 8 gs 12 : 13 nd 18 : 20 gp 1 : 3 nd 6 : 9 gs 12 : 15 gp 18 : 21 nd 1 : 6 gs 6 : 14 gs 13 : 14 gp 19 : 21 gp 2 : 3 gp 6 : 24 gs 13 : 15 gp 19 : 22 gp 2 : 5 gp 7 : 8 gs 13 : 16 gp 19 : 24 gs 3 : 4 gp 8 : 9 gp 14 : 16 nd 20 : 21 gp 3 : 5 gp 8 : 10 nd 14 : 19 gs 20 : 22 gp 3 : 6 gp 9 : 10 gp 14 : 24 gs 20 : 23 gs 4 : 5 nd 9 : 11 gp 15 : 16 gp 20 : 25 gs 4 : 6 gp 9 : 14 gp 15 : 17 gs 21 : 22 gs 4 : 7 gp 10 : 11 nd 15 : 18 gs 22 : 23 nd 5 : 7 gp 10 : 12 gp 16 : 17 gs 22 : 24 gp 5 : 8 gs 10 : 15 gp 16 : 19 gs 23 : 24 gp 5 : 10 gs 11 : 12 gp 17 : 18 gp 23 : 25 gp 5 : 15 gs 11 : 13 gp 17 : 19 gp 24 : 25 gp 6 : 7 gp 11 : 14 nd 18 : 19 gp explaination: lf = level of difference; gs = group of subdialect; gp = group of parler; nd = no difference based on the result of dialectometry presented in the table above, wakatobi language can be grouped into six subdialects, namely (1) waha (oc 1), (2) kapota (oc 6), (3) mandati-lia (oc 2-5,7), (4) kaledupa (oc 8-16), (5) tomia (oc 17-21), and (6) binongko (oc 22-25). subdialect mandati-lia can be grouped into three parlers, they are (a) center and south wangiwangi (oc 3-5), (b) maleko (oc 2), and (c) lia bahari indah (oc 7). center and south wangiwangi includes wandoka, numana, and matahora. subdialect kaledupa is grouped into three parlers, they are, (a) southeast kaledupa covering sombano, buranga, tanjung, pajam, and darawa (oc 8,10,12,13,15), (b) center and west kaledupa covering lagiway, horuo, and kasuwari (oc 11,14,16), and (c) north kaledupa utara, lauluo (oc 9). subdialect tomia is grouped into four parlers, they are (a) patua-bahari (oc 18,21), (b) onemay (oc 17), (c) waiti (oc 19), and (d) kulati (oc 20). subdialect binongko is grouped into three parlers, they are (a) https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:88—98 doi. 10.24843/ejl.2018.v12.i02.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 97 north binongko (oc 22,23), (b) palahidu (oc 24), and (c) togo binongko (oc 25). north binongko includes rukuwa and palahidu barat (oc 22,23). 5. novelties this study which is mentioned has three novelties, as follows. first, theoretically, studying of sound change should consider not only the criteria from some linguists but also the characteristics of language investigated. second, methodelogically, it criticizes the method of linguistics history comparative in grouping the language by relying on only 200 swadesh lists. grouping the language in quantitative way should use more number of words or should be more than 800 words in order the language variations are more accurate. last, empirically, the grouping of wakatobi language has closed relation to the geographics aspect. from 6 subdialects of wakatobi language, 5 of them are found or located in different islands, namely kapota subdialect in kapota island, mandati-lia subdialect in wangi-wangi island, kaledupa subdialect in kaledupa island, tomia subdialect in tomia island, and binongko subdialect in binongko island. the aspect of geographic range actually has a very important role for variations of wakatobi language because other aspects like social and culture, job, education, and environment are not different among islands in wakatobi. furthermore, the grouping of wakatobi language based on geographic range is in line with the contact intensivity among people of wakatobi. it means that when the people has high contact, their language tends to be more similar. in contrast, when the people has low contact, their language tends to be more different. 6. closing based on the result of this study, some conclusions can be drawn as follows. wakatobi language has 5 vowels: /i, a, ɛ, ɔ, u/; and 32 consonants: /b/, /ɓ/, /p/, /d/, /ɗ/, /t/, /g/, /ɠ/, /k/, /j/, /ʃ/, /ŋ/, /ñ/, /m/, /n/, /s/, /h/, /l/, /r/, /β/, /c/ /y/, / m b/, / m p/, / n d/, / n t/, / n s/, / ŋ g/, / ŋ k/, / n c/, / n j/, and /ʔ/. the assimilation process of wakatobi occurs mostly on vowels, particularly for vowel harmony. besides, it includes progressive and regressive assimilations. based on the structure of syllable which focusing on addition and lossing of segment that subdialects of wl has three kinds of addition of segments, namely 1) addition of vowel, 2) addition of glottal [ʔ], and 3) addition of https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:88—98 doi. 10.24843/ejl.2018.v12.i02.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 98 semivowel glide [ β , y ]; and three kinds of lossing of segments, namely (1) lossing of vowel, (2) lossing of consonant, and (3) lossing of syllable. wakatobi language can be grouped into six subdialects, namely (1) waha, (2) kapota, (3) mandati-lia, (4) kaledupa, (5) tomia, and (6) binongko. referenses bawa, i wayan. 1983. “bahasa bali di daerah provinsi bali: sebuah analisis geografi dialek”. disertasi s-3. universitas indonesia jakarta. burhanuddin. 1979. “bahasa-bahasa daerah di sulawesi tenggara”. laporan penelitian. kendari. crowley, terry dan claire bowern. 2010. an introduction to historical linguistics: fourth edition. new york: oxford university press. donohue, mark. 1995. the tukang besi language of southeast sulawesi, indonesia. australia: the australian national university. keraf, gorys. 1991. linguistik bandingan nusantara. jakarta: pt. gramedia pustaka utama. language center. 2008. bahasa dan peta bahasa di indonesia. dendy sugono, mahsun, inyo yos fernandez, kisyani laksono, multamia lauder, dan nadra (ed). jakarta: pusat bahasa. departemen pendidikan nasional. lauder, multamia r.m.t. 1993. pemetaan and distribusi bahasa-bahasa di tangerang. jakarata: proyek penelitian and pembinaan bahasa and sastra indonesia and daerah. mahsun. 1995. dialektologi diakronis: sebuah pengantar. yogyakarta: gadjah mada university press. putra, anak agung p. 2007. “segmentasi dialektal bahasa sumba di pulau sumba: suatu kajian dialektologi”. disertasi: fakultas sastra, universitas udayana. sil. 2006. bahasa-bahasa di indonesia. jakarta: sil international. sudaryanto. 1993. metode and aneka teknik analisis bahasa pengantar penelitian wahana kebudayaan secara linguistik. yogyakarta: duta wacana university press. taalami, la ode. 2008. mengenal kebudayaan wakatobi. jakarta: granada. 7. acknowledgement the authors would like to thank to the cultural faculty of halu oleo university and doctoral program of linguistics of udayana university for giving permission and help in this project, and all who contributed so much of their time and ideas, especially to the board of examiners: prof. dr. i nengah sudipa, m.a., prof. dr. drs. ida bagus putra yadnya, m.a., prof. dr. i wayan simpen, m. hum, dr. ni made suryati, m. hum, and dr. la ino, s.pd., m.hum, for their critical comments and suggestions for the improvement of this paper. remaining errors are all mine. https://ojs.unud.ac.id/index.php/eol/ impression in “i wandered lonely as a cloud” e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 139--152 accreditation:- 139 e-journal of linguistics strategies applied in english into indonesian translation of prison slang words in “the shawshank redemption” movie subtitling agus darma yoga pratama e-mail: agusdarmayoga85@yahoo.com warmadewa university ketut artawa e-mail: artawa56@yahoo.com study program of linguistics, school of postgraduate studies, udayana university ida bagus putra yadnya e-mail: putrayadnya@yahoo.com study program of linguistics, school of postgraduate studies, udayana university made sri satyawati e-mail: srisatyawati@hotmail.com study program of linguistics, school of postgraduate studies, udayana university abstract the rapid advancement of technology and the presence of internet have a tremendous impact on translation industry. there are various types of translation domains, one among which is subtitling. this study deals with: 1) strategies applied in the english into indonesian translation of prison slang words in “the shawshank redemption” movie subtitling using the theory on translation strategies proposed by gottlieb (1992); and 2) the most frequent strategy and type of translation (literal to idiomatic translation) of the prison slang words using the theory on translation typologies proposed by larson (1984). there are 12 prison slang words found in the movie and used as data in this study. some of the prison slang words appear more than one time, but there are only 24 sentences and phrases containing prison slang words used as data in this study. among the data, the most frequent translation strategies used are the „transfer‟ strategy, followed by three occurrences of „condensation‟ strategy and two deletions. most of the translations are e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 139--152 accreditation:- 140 idiomatic translations. some are literal translations yet they do not really distort the meaning intended in the prison slang words concerned. in conclusion, translating prison slang words is not an easy job. the subtitler must do adequate research to understand which meaning is intended by the author with the help of visual images, gestures and tones used by the actors in the movie. keywords: subtitling, translation strategies, prison slang, transfer, condensation, deletion, idiomatic, literal introduction globalization provides abundant opportunities for translation jobs which include subtitling. subtitles enable more audience to understand the language used by the actors in a movie especially if the language is not the audience‟s mother tongue. subtitling means providing the written translation of the movie dialogs on screen. subtitling is not an easy job as there are some constraints that can be encountered by subtitlers, one of which is the restriction in the number of visual verbal signs on the screen due to the space and time available. de linde and kay (1999) argue that the subtitling process is influenced by the material structure of a program and the semiotic relations operating between text and image which must be processed by viewers. thus, subtitling is a complex process which the subtitlers must undergo. one of the interesting things in this respect is to observe the translation of slang words or expressions in movies. slang is very informal, sometimes offensive, language that is used especially by people who belong to a particular group, such as young people or criminals, etc, (longman dictionary for contemporary english, 2016). slang is different from jargon in that jargon means words used by people who do a particular job or are interested in a particular subject that ordinary people cannot easily understand. slang words or expressions are commonly found in movie conversations especially in informal settings. since slang is vocabulary, idiom, etc, that is not appropriate to the standard language or to formal context and normally contains metaphorical meaning, e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 139--152 accreditation:- 141 translators may find it challenging to translate slang words. the meaning of slang words may depend on the context of situation. thus, in analyzing the meaning of slang, the pragmatic aspect also needs to be taken into account. translators need to do adequate research when they come across slang in their work. when translating slang, translators may choose a certain translation strategy which fits in the condition. thus, it is very interesting to know what strategies are used by the subtitler in translating slang. the data source of this study is a 1994 american movie written and directed by frank darabont, titled „the shawshank redemption‟. adapted from the stephen king novella titled „rita hayworth and shawshank redemption‟, the movie tells the story of andy dufresne, a brilliant banker who is sentenced to life in shawshank state penitentiary for murdering his wife and her lover in spite of his claim of innocence. at the prison, he befriends a fellow inmate, ellis redding (known as red). the film received many award nominations including seven oscar nominations and outstanding reviews from critics for its acting, story and realism. though it has been more than two decades since its release, this movie remains one of the favorites among many people. it is listed as number one on the list of 250 best movies of all times in imdb. this must-see movie contains strong moral values that inspire people to stay hopeful even in very difficult situations. it tells us that hope is very important in our lives. this is the reason why this movie was chosen as the data source. as most of the scenes in the movie are set in the prison, it is interesting to identify the prison slang words used in this movie, and to analyze the translation strategies used by the subtitler in translating the prison slang words using the theory of translation strategies proposed by gottlieb (1992). the english and indonesian subtitles were copied and pasted into an ms-word document, and presented in a table making them easy to compare (the english subtitle on the left and the indonesian subtitle on the right). the prison slang words found in this movie were collected, selected and used as the data analyzed in this study. this study concerns the following two formulated problems: e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 139--152 accreditation:- 142 1. what are the strategies used in the translation of prison slang words in the „the shawshank redemption‟ movie subtitling from english into indonesian? 2. what is the most frequent strategy and type of translation (very literal to idiomatic types of translation) used in translating the prison slang words? theoritical background slang means very informal words and expressions that are common in spoken language, especially used by a particular group of people, for example children, criminals, soldiers, etc (oxford advanced learners dictionary, 2016). meanwhile, prison slang words are slang words commonly used in prison contexts among prisoners. gottlieb (2004) in sharif and sohrabi (2015) defines subtitling as the rendering of the verbal message in filmic media in a different language, in the shape of one or more lines of written text, presented on the screen in synch with the original verbal message. gottlieb (1992) explains that there are two types of technical constraint in subtitling. they are formal (quantitative) and textual (qualitative) constraints. the formal constraints refer to the limitation that only a maximum of two lines of subtitles are allowed on screen, which contain about 30 characters per line. another formal constraint is the time factor, which is the time that the viewer has to read the current subtitles before they are replaced by the following subtitles. gottlieb suggests that in general, five to six seconds are considered sufficient for the viewers to read the subtitles. meanwhile, textual constraints refer to any constraints imposed by the visual context on screen which essentially means that the subtitles must render synchronously the exact context that is conveyed on screen. with a limit to the number of characters that can be used in subtitles, the subtitler may not always be able to render all the words used in the st dialogue. this means that the subtitler must find alternate ways to render the st meaning in the tt without losing the effect of the st in tt. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 139--152 accreditation:- 143 when faced by this challenge, the subtitler needs to use their cultural and linguistic knowledge to find a way to work on the technical limitations. in certain situation when an actor in a movie speaks a lot in a relatively short time and followed by another actor with the same manner, such condition may force the subtitler to present the translation in a concise manner. another important consideration is that subtitles must be in-sync with the onscreen context because the viewer might be confused if the subtitles suddenly disrupt the context, and/ or in the event that the tt audience has a solid knowledge of the source language and is able to see that the subtitles do not correspond to that which is being said on-screen. this is one of the technical factors to be considered in subtitling. gottlieb (1992) proposed ten strategies of translation, as follows: 1. expansion is used when the original requires an explanation because of some cultural nuance not retrievable in the target language. 2. paraphrase is resorted to in cases where the phraseology of the original cannot be reconstructed in the same syntactic way in the target language. 3. transfer refers to the strategy of translating the source text completely and correctly. 4. imitation maintains the same forms, typically with names of people and places. 5. transcription is used in those cases where a term is unusual even in the source text, for example, the use of a third language or nonsense language. 6. dislocation is adopted when the original employs some sort of special effect, for example, a silly song in a cartoon film, where the translation of the effect is more important than the content. 7. condensation is the shortening of the text in the least obtrusive way possible. 8. decimation is an extreme form of condensation where, perhaps, for reasons of discourse speed, even potentially important elements are omitted. 9. deletion is the total elimination of parts of a text. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 139--152 accreditation:- 144 10. resignation is adopted when no translation solution can be found and meaning is inevitably lost. larson (1984: 15) proposes two types of translation: a form-based translation that is usually referred to as a literal translation, in which translators try to follow the form of the source language, and the other one is meaning-based translation known as the idiomatic translation where the meaning of the source text is expressed in the natural form of the target language. larson also mentions that translations fall on a continuum from very literal to literal, to modified literal, to near idiomatic, to idiomatic, and may even move on to unduly free. apart from analyzing the strategies used in translating prison slang words, this study also tries to find the most frequent type of translation used that is whether the translation is literal or idiomatic. research methodology this study is a qualitative descriptive research. the data in the forms of sentences and phrases containing prison slang words were collected using the documentation method from the movie titled „the shawshank redemption‟. this movie is chosen as the data source because this is one of the most favorite movies of all times. it is even listed as the number one on the list of 250 best movies of all times in imdb. this inspiring movie also received seven oscar nominations, which proves that it is worth watching. the acting is incredible and many parts of the dialogue contain inspirational messages for the viewers. the english and indonesian subtitles of the movie „the shawshank redemption‟ were collected then presented in a pictures. english subtitle pictures are on the left and indonesian subtitle pictures are on the right. after a thorough reading to identify prison slang words used in the movie, some selected sentences and phrases containing prison slang words. the data were analyzed using the theory proposed by gottlieb (1992) and the theory e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 139--152 accreditation:- 145 on the typology of translation by larson (1984). the analysis is presented in the form of descriptive sentences. results there are 12 prison slang words found in the movie and used in this study. they are „fish‟, „con‟, „cage‟, „joint‟, „hole‟, „stretch‟, „in stir‟, „crook‟, „screw‟, „punk‟, „deck‟ and „reefer‟. some prison slang words appear more than one time. overall, the most frequent strategy applied in the translation of prison slang words found in the movie „the shawshank redemption‟ subtitling is „transfer‟ strategy. some of the prison slang words are transferred literally such as „hole‟ that refers to „solitary confinement‟ into „lubang’ which literally means „hole‟ (this can actually be translated idiomatically into „sel pengasingan‟), and „cage‟ which actually refers to „a prison cell‟ or „prison‟ into „sangkar’ and „kandang’ which literally mean „cage‟. however, most of the prison slang words are translated idiomatically using „transfer‟ strategy. in addition to those findings, there are two deletions and three „condensation strategy‟ found among the 24 data on translation of prison slang words in the movie from english into indonesian. english subtitle indonesian subtitle picture 1. „hole‟ picture 2. „lubang‟ e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 139--152 accreditation:- 146 english subtitle indonesian subtitle picture 3. „cage‟ picture 4. „sangkar‟ english subtitle indonesian subtitle picture 5. „cage‟ picture 6. „kandang‟ „fish‟ in prison contexts is a slang meaning „a new inmate at prison‟ which can be idiomatically translated into “tahanan baru”. there are some occurrences of this prison slang word but only four were selected to represent the variations in translation strategies used. when the prison slang word „fish‟ in the sentence “hey, fish!” is translated into „hei, anak baru‟ which means „a new kid‟, the subtitler used „transfer strategy‟ which refers to the strategy of translating the source text completely and correctly. the informal register of the e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 139--152 accreditation:- 147 sl is retained in the tl text. in another occurrence, „new fish‟ is translated into „penghuni baru‟ which literally means „new resident‟. here, the translator uses an equivalent which sounds more formal. the sentence which contains this prison slang expression (“most new fish come close to madness the first night.”) is a type of descriptive sentence. red (ellis redding played by morgan freeman) narrated the sentence to the audience. although, there is a difference in meaning between „anak baru‟ (a new kid) and „penghuni baru‟ (a new resident), the pragmatic context helps the audience understand that they refer to the same idea (new inmates in the prison). english subtitle indonesian subtitle picture 7. „fish‟ picture 8. „anak baru‟ english subtitle indonesian subtitle picture 9. „fish‟ picture 10. „penghuni baru‟ e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 139--152 accreditation:- 148 there is one interesting translation of this prison slang, where the translator chose to translate „fresh fish‟ in the sentence “fresh fish today! we‟re reeling them in!” into „ikan segar‟ which literally means „fresh fish‟. this prison slang phrase was uttered by some prisoners when they saw two new inmates brought to shawshank. one person among the crowd of prisoners demonstrated a gesture of reeling the fish. in this sense, such gesture helps the audience grab the sense that the new inmates are considered as fresh fish to reel. many old prisoners tend to bully the new inmates and put a bet on them. thus, what is meant by „to reel a new fish‟ is actually to bully a new inmate at prison. english subtitle indonesian subtitle picture 11. „fish‟ picture 12. „penghuni baru‟ english subtitle indonesian subtitle picture 13. „reeling‟ picture 14. „memancing‟ e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 139--152 accreditation:- 149 some occurrences of condensation strategy (the shortening of the text in the least obtrusive way possible) are found when the subtitler translates the prison slang word „joint‟ which means „a prison cell‟ in the sentence „folks around this joint love surprise inspections‟ into ‘di sini’ meaning „here‟; and when the subtitler translates „stretch‟ meaning „a sentence period or a period of time spent in prison‟ into „hukuman’ which literally means „sentence‟. although the meaning is condensed, the overall idea is not much affected. english subtitle indonesian subtitle picture 15. „joint‟ picture 16. „di sini‟ english subtitle indonesian subtitle picture 17. „the longest damn stretch‟ picture 18. „itu hukuman yang paling lama‟ e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 139--152 accreditation:- 150 conclusion translating prison slang words is not an easy job. background knowledge is very important in understanding the meaning of the prison slang words in order to create idiomatic translation. adequate research is necessary to ensure accuracy in translation. metaphorical meaning contained in the prison slang words may serve as one of the factors which cause difficulties in translation of prison slang words. in addition to that, one slang word may have several different meanings. in that case, the pragmatic context plays an important role to help the subtitler decide which strategy to apply and whether their translation is literal or idiomatic. the study reveals that the prison slang words in the movie „the shawshank redemption‟ were either translated idiomatically, literally, condensed and left unstranslated when the context is obvious, and the deletions made did not result in a significant loss of information. the most frequent strategy used is „transfer strategy‟ and the most frequent type of translation used is idiomatic translations. these condensation and deletions may be caused by the limitation on the number of words that are allowed to be presented on screen. it may look strange if the translator uses a long explanation to translate a word or put an explanation in brackets. the time available does not support such strategy. in certain contexts, translation should be concise, and this is a real challenge for subtitlers. references baker, m. (1992).in other words: a course book on translation. london, new york: routledge. baker, robert et al. 1984. handbook for television subtitlers. engineering division. independent broadcasting authority. london. england. catford, j.c. 1965. a linguistic theory of translation. london: oxford university press. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 139--152 accreditation:- 151 dehbashi sharif, f., & sohrabi, a. 2015. to what extent the strategies that gottlieb offered in his subtitling typology are applicable into the persian-to-english subtitling? elt voices, 5 (3), 73-87. delabasita, d. (1989). translation and mass-communication: film and tv translation as evidence of cultural dynamics.babel, 35 (4), 193-218. díaz-cintas, j. and a. remael. 2007. audiovisual translation: subtitling. manchester/ kinderhook: st. jerome publishing. diaz-cintas, j. 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(1997). problems and challenges of translation in an age of new media and competing models. in: d. delabastita, l. d‟hulst, and r. meylaerts (eds.) functional approaches to culture and translation: selected papers by jose lambert (pp. 131-145). amsterdam/ philadelphia: john benjamins. luyken, georg-michael et al. 1991. overcoming language barriers in television: dubbing and subtitling for the european audience. the european institute for the media.düsseldorf. oxford advanced learner‟s dictionary. (2016).oxford: oxford university press sutopo, h.b.2002. metode penelitian kualitatif. surakarta: sebelas maret university press. e-journal of linguistics support doaj directory open access journal http://ojs.unud.ac.id/index.php/eol vol. 10. na. 2 july 2016 issn: 2442-7586 (print) page: 139--152 accreditation:- 152 taylor, christoper. 1999. the subtitling of film dialogue: an aconomic use of language [online] available: http//clawed.cla.unipad.it/citalal/document/trieste/subtitling.rtf venuti, laurence (ed.). 2000. the translation studies reader. london and new york: routledge. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p: 13—23 doi. 10.24843/ejl.2019.v13.i01.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 13 the relationship between the concept of pdr and the practice of brown & levinson’s politeness strategies by indonesian caregivers in the domain of elderly care in japan 1 putu dewi merlyna yuda pramesti, ganesha university of education 2 n.l., sutjiati beratha, sutjiati59@gmail.com,udayana university 3 made budiarsa, made_budiarsa@yahoo.com, udayana university 4 i nengah sudipa, nengahsudipa@yahoo.com , udayana university *corresponding author: dewi.merlyna@undiksha.ac.id received date: 01-08-2018 accepted date: 06-08-2018 published date: 22-01-2019 abstract— an important topic of pragmatic studies is politeness. to be able to deliver messages successfully in a speech act, politeness is believed to be an important means that can be used to reduce inconvenience in communication process. this article is a piece of research to support a dissertion that examines politeness in communicating in japanese by indonesian caregivers towards the elderly in japan. specifically, this article examines the relationship between pdr (power, distance, rank of imposition) concept and the practice of brown&levinson‟s politeness strategies by the indonesian caregivers towards the elderly in japan. this study applies qualitative method. the type of data used is primary data in the forms of utterances from the indonesian caregivers towards the elderly. the indonesian caregivers who are the subjects of the study work at 6 elderly care homes in japan. these six homes were chosen as research locations as they hire more indonesian caregivers compared to other homes. the results of the analysis indicate that there is relationship between the concept of pdr and the practice of brown&levinson‟s politeness strategies in the utterances of the caregivers towards the elderly; however, the two concepts of brown&levinsoncan cannot be fully applied in the utterances of the indonesian caregivers in the context of taking care of the elderly. the indonesian caregivers applied positive and negative politeness strategies in their utterances towards the elderly, as the choice of the politeness is highly dependent on the situational contexts where the utterances take place. keywords: positive politeness strategy, negative politeness strategy, and utterance 1. introduction at present, the existence of caregivers in japan is emerging. this is due to the unbalanced number between the elderly and newborns that it has been a social issue in japan in the last several years. this study deals with a certain group of language users, namely the caregivers, and is related to the language behaviour at a certain establishment; in this case, the workplace of the caregivers. https://ojs.unud.ac.id/index.php/eol/ mailto:sutjiati59@gmail.com mailto:made_budiarsa@yahoo.com mailto:nengahsudipa@yahoo.com mailto:dewi.merlyna@undiksha.ac.id e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p: 13—23 doi. 10.24843/ejl.2019.v13.i01.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 14 the approach considered suitable to be applied in this study is pragmatic approach as pragmatics is a science that examines the ways in which utterances are applied differently in different cultures, language communities, social situations, and social classes. there are many studies on politeness that have been conducted in various domains across the world. the theory of politeness was introduced for the first time by brown&levinson (1978, 1987) with the concept of politeness strategy, face concept known as fta (face threatening act), which is a concept that relates politeness to face saving. many studies on politeness have been conducted since then. studies on japanese politeness were first conducted by ide (1982, 1989, 2005, 2006), fujibayashi (2001), usami (2002), haugh (2003), and the latest one was conducted by o‟driscoll (2017). japan is a country with a high politeness level. in japanese language, as in balinese, javanese and korean, there is speech level. in the concept of japanese honorific language, it is mentioned that in conversing with older people, the type of utterances used is the polite one or keigo, especially in the context of giving services (kabaya, 2009). a study on the elderly care has been conducted by backhaus (2009). in his study, backhaus drew conclusion that the residents at nursing homes in germany and tokyo applied compliments and jokes as ways of face saving in communicating with the elderly. this phenomena made the researcher interested in studying the relationship between the pdr concept and the practice of politeness strategy of brown &levinson‟s concept in the utterances of indonesian caregivers towards the elderly in japan. 2. research method this study applied qualitative approach. the subjects of the study were 39 indonesian caregivers. the location of data collection spread in 6 areas in japan. the data source was primary data in the forms of the utterances of the indonesian caregivers when communicating with the elderly. the research instruments included the writer herself, observation sheets, interview guides and quesionnaires. the methods of data collection applied were documentation and observation. documentation was carried out by recording the communication activities between the caregivers and the elderly with different speech settings, such as bedrooms, dining rooms and toilets. the type of observation conducted was non-participatory observation, that the writer https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p: 13—23 doi. 10.24843/ejl.2019.v13.i01.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 15 conducted the observation and data recording without being involved in the communication process (sugiyono, 2005). there was no special design for the informants, the dialogues recorded were natural dialogues without interference of the researcher by creating special scenarios in order to produce the utterances that were expected by the objectives of the research. the data in the forms of the the caregivers‟ utterances were then transcripted and classified based on the statements of the problems. prior to the analysis, the data were validated by applying data source triangulation method and method triangulation. 3. theoritical framework in this section, the concept of pdr and brown&levinson‟s politeness strategy (1978, 1987) as well as japanese respect language will be explained respectively. 3.1 the pdr concept and brown & levinson’s politeness strategy brown & levinson (1978) describes that there are three variables that influence an utterance, namely power (p), distance (d), and imposition rank (i). p refers to three types of relationship, namely the speaker and the hearer in their social status. the dynamics between these three can be seen from the status of the hearer, whether he/she is of higher, equal or lower social status. d refers to the amount of social distance between the speaker and the hearer which can influence the language and attitude of the two parties; whether it is close or distant. r refers to imposition level that can be divided into big and small level. as explained by backhaus (2009) in his study at nursing home in germany and tokyo, when the residents request something big or difficult, then the imposition level (r) is also big, on the other hand, when they request something easy, the imposition level is small. rai (2017) in his study in the scope of hotels in bali adds that the practice of politeness strategy is also determined by the relationship between the speaker and hearer and the content of their utterances. the rank of r is based on the social distance (d) and the social status (p) of the speaker and hearer. it is further explained that social status makes huge contribution to the choice of strategy applied by the speaker and the hearer. in the situations where r is high, the number of politeness forms is expected to be high. if the social distance is low, the politeness is also low, and if the p of the speaker is higher than the hearer, the politeness form used is expected to be https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p: 13—23 doi. 10.24843/ejl.2019.v13.i01.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 16 low. the three propositions proposed by brown & levinson (1987) are shown in picture 1 below. picture 1 the concept of pdr by brown and levinson (1987) (r) impositionpoliteness (d) social distance politeness (p) the power of the speaker politeness however, the practice of pdr concept that this article tries to examine is not fully like the one shown in the picture. in other words, the pdr concept by brown &levinson is modified based on the needs and the data used. concept modification is needed in this paper as the type of data used is the utterances used by the indonesian caregivers when communicating with the elderly in japan.another concept from brown & levinson is concerning politeness strategy. as put forth by them, politeness strategy can be divided into five types, namely (1) bald on record that is saying something directly or commonly said as direct strategy, (2) positive politeness that is talking to someone using positive politeness, (3) negative politeness that is the strategy used when talking to someone using negative politeness, (4) off record, that is saying something indirectly, and (5) don‟t do the fta, that is the strategy of saying something by means of silence. picture 2: face saving act by brown and levinson (in kristianto, 2017) https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p: 13—23 doi. 10.24843/ejl.2019.v13.i01.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 17 3.2 japanese respect language o‟ neill (2008: 9-20) in his book “japanese respect language” states that respect language is special form of utterances or writing used in japanese to show respect towards someone else, and especially used in special things, such as the language used in the temple or palace. the opposite of respect language is neutral language, that is a language that does not need special forms to express respect. tsujimura (1991, 4-5) further states that there are two major classifications in japanese speech act, namely respect language (keigo) and ordinary language (futsuukei). further, rahayu (2013:10-130) also gives limitation to keigo and its divisions, namely sonkeigo, kenjougo and teineigo as well as futsuukei. the divisions of speech level in japanese can be seen in table 1 below. table 1 speech levels in japanese language speech level explanation futsukei the language used in non formal situations, between close friends or when the hearer is younger than the speaker, or when the speakerhearer relationship is superior and inferior. k e i g o sonkeigo the language used to show respect to the hearers/the people who are the subjects of the conversation for his/her deeds or conditions kenjougo the language used to lower the deed or condition of the speaker to respect the hearer or the people who are the subjects of the conversation. teineigo the language used in formal situations (teineigo has exact markers, that is copula desu and ~masu with their variations) source: rahayu (2017:13) each speech level in japanese language in the table above is explained as follows (kikuchi, 1996). 1. sonkeigo is used to respect the hearer. the marker is the addition of the prefix [o/go~ni narimasu], [~(ra)reru], or the use of special lexicon like irasshaimasu to say whether someone comes, goes somewhere, or is available, depending on the context and meshiagarimasu to mean to eat or drink. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p: 13—23 doi. 10.24843/ejl.2019.v13.i01.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 18 2. kenjougo is used to respect the hearer by lowering the speaker‟s deed. the marker of this type is the use of the prefix [o/go~shimasu] and the use of the verb ~renyoukei + itashimasu/shimasu. 3. teineigo is used in formal situations, very often called formal language. the use of copula [~desu] at the end of an adjective or a noun, the use of the verb type of [~masu/~mashita/~masen/~masen deshita] are the common markers of this speech level. 4. futsuukei or known as ordinary type of language (non formal type) is used when interacting with people of the same or lower level/positions. sentences without copula and the use of base form of verbs are the markers of this speech level. 4. results and discussion to examine the relationship between pdr concept and politeness strategy applied by the caregivers towards the elderly in the communication process in the domain of care giving towards the elderly, the analysis is presented by displaying the excerpts of the conversations between the caregivers and the elderly. utterance data: d071 5. 6. 7. 8. the utterances : cgi :ごめんね、ご飯はもうないんですよ。 (a) gomenne, gohanwamounaindesuyo. i am sorry, the rice is finished. pl :お、 o o utterance context speakers : the caregiver identity : bisri, male, 25 years old (working period 4,5 years) the elderly : sugihara san, female, 83 years old setting : dining room situation : serving breakfast time : 23 april 2017, 09:00 am utterance context : caregiver (-p), meeting intensity (-d), imposition level (+r), formal situation https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p: 13—23 doi. 10.24843/ejl.2019.v13.i01.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 19 cgi :うん、もうかわりはもうないんですよ。(b) un, mou kawari wa mou nain desu yo. yes, if you want to have more rice, it is finished already. pl : (silent) cgi :また昼ご飯しましょうか (c) mata hiru gohan shimashouka what about having more rice at lunch pl : (shakes her head) cgi:でも、それはもうたくさん撮ってるから、しかっりお召し上がって下さいね demo, sore wa mou takusan totteru kara, shikkari o meshi agate kudasai ne. (d) but, i took much rice for you already, please enjoy it happily. cgi :ごめんね、ちょっと もうご飯はもうないんですよ。 (e) gomenne, chotto mou gohan wa mou nain desuyo i am sorry, the rice is finished. pl : (nods and smiles). the analysis: the excerpt of conversation above took place in formal situation, that is when the caregiver served breakfast to the elderly patient. in the utterances (a-e) the caregiver used the teineigo type which is a part of respect language in japanese (keigo). the use of teineigo is marked by the use of desu and masu. as explained previously, the teineigo style consists of the use of ~ masu at the end of the sentences that contain verbs, and the use of copula~ desu and ~ de gozaimasu at the end of sentences that contain nouns and adjectives. in tense-marker concept of japanese language, the copula~ desu indicates present tense (genzaikei) and future tense (miraikei). the type of politeness strategy applied by the caregiver in the conversation above was the negative politeness strategy. as the explanation of brown & levinson, in theory the use of respect langauge is one of the efforts made by the speaker to apply negative politeness strategy. this strategy was used by the caregiver to avoid negative face threatening act towards the elderly patient. in utterance (a) the caregiver gave information to the elderly patient that „the rice was finished‟. the information was given in polite manner as the caregiver considered the power owned by the elderly patient as the party to whom service was given. the frequent meeting between them did not make the caregiver choose non formal utterance style, as in the utterance context above, the imposition rank (r) was on the caregiver. the caregiver had to give understanding carefully to the elderly patient that „the rice was finished‟ (utterances a and b), https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p: 13—23 doi. 10.24843/ejl.2019.v13.i01.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 20 because, actually, the patient was suffering from diabetes so that the carbohydrate intake had to be presicely measured. the response “shaking head” from the eldrely resulted in burden on the caregiver. to response to this, in utterance (c) the caregiver offered the elderly patient to eat rice again at lunch time. the advice of the caregiver in utterance (c) was then strengthened by utterance (d) that the caregiver convinced the elderly patient that the amount of rice taken for her was much. in utterance (e) the information in utterance (a) was repeated so that the patient understood her health condition. the conversation was ended by the patient by nodding her head as a sign that she accepted what was told by the caregiver. compare with the following utterances. the setting of the following utterances is the same, namely the dining room, yet the speaker and the hearer are different. utterance data: d015 9. 10. 11. 12. utterances : cgi :おそば どうぞ (a) o soba douzo enjoy the soba, please. cgi :たかださん、たかださん、たかださん (b) takada san, takada san, takada san mr. takada, mr. takada, mr. takada pl :はい hai yes utterance context speakers : the caregiver identity : rosa, female , 20 years old (working period 6 months) the elderly patient : takada san, male, 90 years old setting : dinning room situation : serving lunch time : 24 april 2017, 01:00 pm utterance context : caregiver (-p), meeting intensity (-d), imposition level (+r), formal situation https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p: 13—23 doi. 10.24843/ejl.2019.v13.i01.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 21 cgi :眠たい？ (c) nemutai ? are you sleepy? pl : 眠い nemui yes, i am sleepy the analysis : the excerpt of conversation above involved a caregiver and an elderly patient in the dining room in formal situation when the caregiver served lunch to the elderly patient. in utterance (a) the caregiver invited the elderly patient to have the noodle served for him. utterance (a) was said in polite manner by considering the power owned by the patient as the party to whom service should be given. the frequent meeting between the two did not make the caregiver choose non formal utterance style, as in the context of the conversation, the r level was on the caregiver side as the one who gave service. in utterance (a) the caregiver invited the elderly patient to have the soba „noodle‟ by using the sonkeigo utterance style. in japanese language, morphologically, one marker of the use of sonkeigo style is the prefix o/go which is in front of the verb. o~ is used as a prefix for nouns and follows the wago way of reading, that is the way of reading for kanji characters from words that are originally japanes. the pattern o+nouns is used to respect the hearer by giving respect to the items belonging to the hearer. in the conversation excerpt above, soba belongs to the elderly patient, hence it is said as osoba. in utterance (b) the caregiver called the elderly patient politely marked by adding .....~san behind the name of the hearer. the elderly gave response after being called three times by the caregiver. calling one‟s name a few times or repeating utterances often take place in elderly care as the ability to hear of most of the elderly already decreases and to obtain response for an utterance, the caregiver has to repeat utterances. both utterances (a and b) display the use of negative politeness strategy, adjusted by the morphological markers in the utterances. a different thing is seen in utterance (c). in utterance (c) the caregiver used futsuukei,marked by the omission of the copula desu and gimonshi (question word) ka in question “nemutai?”. the use of utterance in futsuu (non formal language) is a characteristic of the application of positive politeness strategy. the shift in the use of https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p: 13—23 doi. 10.24843/ejl.2019.v13.i01.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 22 politeness strategy from negative politeness strategy in the beginning of the conversation to positive politeness strategy is possible in the context of elderly care. the shift of strategy used is influenced by the situational context of the utterances when the interaction takes place. 5. novelties the novelties of the study are as follow : 1. even though the caregivers use positive politeness strategies in their communication with the elderly, it does not mean that the caregivers are not polite. hence, this study rejects the honorific concepct of japanese language that says that when talking with the elderly, as a form politeness, someone has to use the respectful form of the language. the decide whether a speech of an indonesian caregiver is polite or impolite towards the elderly in japan depends on the situational context of the speech itself. the choice of using positive politeness as speech strategy does not threat the faces of the elderly as the interlocutors, as in the domain of elderly caregiving. one thing that is wanted by the elderly is for them to be able to communicate comfortably, the way they do at their own home environment. 2. the pdr concept of brown&levinson (1978) cannot be applied universally. this concept cannot be applied in the communication aspect in elderly care domain, where the caregivers have lower power and distance compared to the elderly patients. 6. conclusion the conclusion that can be drawn from the research is that the pdr concept of brown&levinson (1978) cannot be applied universally. this concept cannot be applied in the communication aspect in elderly care domain, where the caregivers have lower power and distance compared to the elderly patients. among the three variables in the concept, only the level of r (rank of imposition) can be changed. when taking care of the elderly, the caregivers apply either positive or negative politeness strategy, and or apply both of them in one communication process. the determination of politeness strategy by the caregivers are based on situational context of the utterance, language markers and utterance markers. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p: 13—23 doi. 10.24843/ejl.2019.v13.i01.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 23 references: backhaus, peter. 2009. politeness in institutional elderly in japan: a cross cultural comparison. journal of politeness research (5). 53-71. brown,p.danstephenc.levinson. 1978.politeness:someuniversalsin languageusage.cambridge: cambridge universitypress. kabaya, hiroshi. et all. 2009. keigo hyougen. tokyo : taishukan. kaneko, h. 2014. nihongo keigo toreeninggu. tokyo : pt ask. kristianto, yohanes. 2017. hospitality languages in tourism field: face work. e-journal of linguistics vol.11 no.1 pp: 11-29. available from url : http://ojs.unud.ac.id/index.php/eol. rai, jaya widanta made. 2017. implementation of brown & levinson sociological aspects in verbal interaction at hotel context. e-journal of linguistics vol.10 no.2 pp: 165-171. available from url : http://ojs.unud.ac.id/index.php/eol. rahayu, ely triasih. 2013. “sistem dan fungsi tingkat tutur bahasa jepang dalam domain perkantoran” (disertasi). tidak diterbitkan. solo : uns. rahayu, ely triasih. 2017. konstruksi tuturan bahasa jepang. yogyakarta : erhaka utama. 7. acknowledgements this article is partly based on research and dissertation chapters by the first author with significant contribution from co-author who have been the supervisors of the first author during the writing process of her dissertation at the doctorate program of linguistics, faculty of arts, udayana university, bali. the writer would like to express her gratitude and appreciation to those people contributing to this study, especially her advisors: prof. dr. n.l. sutjiati beratha, m.a.; prof. dr. made budiarsa, m.a.; prof. dr. i nengah sudipa, m.a. for their criticism, comments and advices. her gratitude and appreciation is also extended to the editors, reviewers and administration staf of e-journal of lingustics for their helpful support. bibliography putu dewi merlyna yuda pramesti, s.s.,m.hum, was born in singaraja, 25 february 1982 and the first child of three brothers. she completed her undergraduate education at the japanese language and litterature program, in faculty of language and litterature padjadjaran university and completed in 2005. then in 2006 she continued her studies on the same majors, namely master linguistic in linguistic magister program, udayana university completed in 2008. to improve her competence in linguistics, she continued her doctoral studies in linguistics doctorate program, udayana university in 2016. currently, she teaches in the japanese language education study program of the ganesha university of education in singarajabali. email: dewi.merlyna@undiksha.ac.id https://ojs.unud.ac.id/index.php/eol/ http://ojs.unud.ac.id/index.php/eol http://ojs.unud.ac.id/index.php/eol mailto:dewi.merlyna@undiksha.ac.id e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 86—92 doi.10.24843/ejl.2019.v13.i01.p08 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 86 image schema analysis on psalm 23: a study of metaphor based on cognitive theory 1 paulus subiyanto, bali state polytechnic 2 ida bagus putra yadnya, putrayadnya@yahoo.com, udayana university 3 aron meko mbete, aronmbete@yahoo.com, udayana university 4 frans i made brata, fbrata@gmail.com, udayana university *corresponding author: iin_paul@yahoo.com received date: 01-11-2018 accepted date: 07-11-2018 published date: 22-01-2019 abstract— this article aims to identify what types of image schemas operating in psalm 23 ―the lord is my shepherd. this text is very old and full with metaphors. according to the theory of conceptual metaphor, metaphorical phenomena are not merely as a linguistic matter, but rather as a process of cognition by which humans understand the reality (lakoff and johnson,1980). unconsciously, conceptual metaphor generates metaphorical expressions in our daily life. behind the conceptual metaphor, there are image schemas serving as a pre-conceptual structure derived from physical experiences, cultural background, and ideology of a nation. image-schema is a recurring structure within our cognitive process (johnson,1987). the psalm 23 ―the lord is my shepherd‖ consists of 6 verses, each may be contained of more than one sentence or phrase. it was written by king david about the fifth and the tenth century b.c. to show the goodness of god, and his close relationship with his people. god is portrayed as a good shepherd caring deeply to his cattle. mapping method is adopted to construct the meaning of metaphor in which the lord as target domain and shepherd as source domain. then, each verse is analyzed to find image schemas involved in the text. as the result, there are seven types of image schemas in psalm 23: container, path, link, force, attraction, blockage, and removal of restraints. based on these findings, it can be concluded that image schema as an elementary part of conceptual metaphor has potential to be an analysis tool to discover the meaning of metaphorical texts. keywords: image schema, conceptual metaphor, and cognitive linguistics. 1. introduction the book of psalm is a part of old testament writings of the bible. it is classified as literary genre because it contains of a collection of prayers, songs, and praises. this book was composed in the tenth and the fifth centuries b.c. but it is still being used in rituals by both the christians and the jews. psalm is an expression of the deepest religious experience due to the intimate relationship between the psalmist and god. the book of psalm consists of 105 psalms, and psalm 23 ―the lord is my shepherd― is very popular in use. it portrays a close relationship between god as the caring shepherd and men as a flock of sheep. understanding metaphor ―the lord is my shepherd‖ from the perspective of cognitive theory means to construct the cognitive process expressed in the lingual phenomena. metaphor is a means of how humans understand the world, especially the abstract, complicated, https://ojs.unud.ac.id/index.php/eol/ mailto:putrayadnya@yahoo.com e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 86—92 doi.10.24843/ejl.2019.v13.i01.p08 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 87 or divine realities (lakoff & johnson, 1984). interpretation of metaphor, therefore, needs cognitive approach rather than structural one. this article has two purposes: (1) to identify what types of image schema operating in psalm 23 and (2) to construct the meaning or message of psalm 23. 2. theoretical framework there are five assumptions of cognitive linguistics to build its theory (langacker,1987), as follows: (a) refusing the notion that linguistic competence is autonomous and separated from human cognition as claimed by generative grammar theory. (b) grammar is understood in relation with conceptualization. linguistic data stored in human brain is not different from other knowledges. (c) knowledge of language comes from the use of language to comprehend the reality which is the same as non-linguistic tasks. (d) linguistic competence is not innate (chomsky), but the result of learning. (e) meaning is a central focus in language, other structures are related to semantics. cognitive linguistic tries to understand how semantics and syntax cooperate, how the relation between using language and thinking, and how the process of conceptualization through language are. conceptual metaphor theory (cmt) is a vital sub-discipline of cognitive linguistics focusing on the cognitive process behind the language. the seminal study of cmt based on the book metaphor we live by (lakoff and johnson,1980) suggested that metaphor was not only a question of language but of thinking and consequently of behaving. within this cognitive framework, some linguists began to approach metaphor by suggesting the existence of knowledge structures held in human cognition. they hypothesized that these knowledge structures are basically metaphorical, therefore, the way of human thinking is also metaphorical. according to lakoff and johnson, these knowledge structures were resided in long term memory, and they are termed as conceptual metaphor. based on empirical findings from other sciences, some cognitive linguists try to create psychological models for language relating to categorization, conceptualization, memory, imagery, and cognitive process such as mental space (fauonnier,1994), image schema (johnson, 1987), gestalt (lakoff,1987). one of such models is image schema serving as recurring preconceptual structure, unconsciously operating in human cognitive process in terms of understanding the world and structuring experiences through language (johnson,1987). moreover, johnson (1987) makes a list of image schema consisting of 15 types, and classifying them into three categories: (i) spatial motion group, (ii) force group, and (iii) balance group. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 86—92 doi.10.24843/ejl.2019.v13.i01.p08 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 88 3. research methods this is a descriptive qualitative research aiming to investigate in depth the phenomena of metaphorical expressions in a text as the data. the main tasks are to collect data, to describe them, to analyze, and interpret them. according to sutopo (2002), this kind of research may be called embedded case study meaning that data and the problem of research have already existed before the data are collected. therefore, it is not necessary to formulate hypothesis and to test it. in a qualitative research, abstractions are made based on the collected data so it is also called an inductive research. metaphor ―the lord is my shepherd‖ contains ―the lord‖ as target domain (td) and ―shepherd‖ as source domain (sd). analysis is done by mapping between sd and td to construct the meaning, supported with sociocultural context of sd. moreover, image schema analysis is adopted to identify what kinds of image schema are involved in the metaphor. 4. novelties methodologically, the use of image schema as a tool of analysis is relatively a new method in the study of metaphor. thus, this method can be applied to other fields of study in which they contain metaphorical expressions both in orally and written form. besides, the novelty is shown by the research finding that image schema as a pre conceptual element of metaphor is expressed in lingual forms such as preposition (for example, in for is container, out of and from for is force ) and sentence patterns such as the use of causative verbs ( for example, make and lead for is force). 5. discussion psalm 23 ―the lord is my shepherd‖ is considered as a conceptual metaphor because the lord as target domain is an abstract, complicated reality which is conceptualized by mapping to the source domain shepherd which is very familiar thing in real life. here is the mapping of this metaphor: https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 86—92 doi.10.24843/ejl.2019.v13.i01.p08 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 89 sd : shepherd td: the lord characteristic: gentle caring responsible helpful the merciful loving god function: to protect to lead to guide to guard to feed to guarantee all human needs physically and mentally on the journey of life in this world based on the mapping above, the metaphor ―the lord is my shepherd‖ conceptualizes the lord (td) as the merciful, loving god who guarantees all human needs on the journey of life in the world. the message is ―trust in him totally by obeying his rules‖. the use of shepherd is due to the vital role of a shepherd in the jewish people. as a nomad tribe at that time, the flock of sheep was the most valuable treasure for which a dedicated and skillful shepherd was needed. besides, the jewish founding fathers were also shepherds such as abraham, moses, and david. considered as the writer of psalms, david himself was a shepherd before he was ordained as the king of israel. thus, he knew well about the characteristics of shepherd which was chosen as sd to conceptualize god. by adopting image-schema theory, moreover, an analysis can be done on the psalm 23 as follows: 1. the lord is my shepherd; i have everything i need. 2. he lets me rest in fields of green grass and, lead me to quite pools of fresh water. 3. he gives me a new strength. he guides me in the right paths as he has promised. 4. even if i go through the deepest darkness, i will not be afraid, lord, for you are with me. your shepherd’s rod and staff protect me. 5. you prepare a banquet for me, where my enemies can see me; you welcome me as a honored guest and will my cup to the brim. 6. i know that your goodness and love will be with me all my life; and your house will be my home as long as i live. verse 1: it is the statement containing the theme of the psalm, the psalmist’s belief that god’s goodness will fulfill his life. verse 2: there are two image-schemas (is) involved in it, force (god) works on the object (psalmist) so the object moves into the container (green grass, fresh pools of water) as the destination. this verse means that god has already prepared all human needs in a prosperous place (is container), and no reason to worry this life. verse 3: god as is force working on the object, then it moves on the right path (is path) towards the destination https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 86—92 doi.10.24843/ejl.2019.v13.i01.p08 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 90 (god’s promise). is force and path in this verse mean that god will guide and protect humans in their life journey to arrive at the final destination. he does not give all worldly needs, but also spiritual strength so they can walk in the right path of life. in both verse 1 and verse 2, is force is expressed by causative verbs let and lead, as illustrated here: verse 4: is container expresses sufferings and difficulties (darkness) in life. it is scary and frightened to pass such a place but together with god (is link) there are strength and bravery (is force) to go through. the force is able to get rid of all difficulties and sufferings (is removal restraint). rod and staff are instruments used by the shepherd to protect flock of sheep from the predator’s threat (is blockage). this verse says that together with god, no reason to be afraid of danger and difficulties. god will protect humans from any threat as far as they obey his rules. these image schemas may be illustrated as here. verse 5: god is also conceptualized as a host of banquet, who invites all human who follow his rules. a feast is an expression of is container in which the objects (guests) feel happy. all guests are treated as honored persons, served with plenty of food and drink. in the bible, heaven is often pictured as a banquet to illustrate the eternal happiness. verse 6: it is the conclusion of all previous verses expressing is link by which objects (god’s goodness and love) will be as one with people who obey his commands. it is the ultimate goal of life, being together with god (is container). force object container/ destination force removal of restraints blockage https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 86—92 doi.10.24843/ejl.2019.v13.i01.p08 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 91 6. conclusions based on the discussion above, it may be concluded as follows: (i) psalm 23 ―the lord is my shepherd‖ is a conceptual metaphor in which the lord serves as target domain and shepherd as source domain. based on mapping, the metaphor has function to conceptualize the lord as the merciful, loving god who guarantees all human needs on the journey of life by trusting in him and obeying his rules. (ii) the meaning or message of a metaphorical text like ―the lord is my shepherd‖ may be constructed by adopting image schema analysis based on the cognitive theory. there are six image schemas operating in this metaphor: container, path, force, link, blockage, and removal of restraints. based on is analysis, psalm 23 portrays about the journey of life to the the ultimate destination in which god gives guaranty to guide, guard, protect, and supply all humans’ needs as far as humans obey his rules. it is also a picture of intimate relationship between god (shepherd) and the psalmist (human). thus, this meaning is relevant to the finding of mapping above. 7. references: abrahamsons, brant. 2001. history of the hebrew bible (old testament)current academic understandings. illionis: the teacher’s press. anderson, albert. 1972. the book of psalms. london: attic press. ayu, agung i gusti. 2018. ‖naturalization and adaptation taking place in translation of medical text from english into indonesian‖ in ejs-ejournal of linguistics. vol.12, 1 january barth dan pareira.1997. kitab mazmur 1-72 pembimbing dan tafsirannya. jakarta: pt bpk gunung mulia. brown,william p. 2002. seeing the psalms. westminster : john knox press. croft, w., and cruse, d.a (2004). cognitive linguistics. newyork: cambridge university press. danim, sudarwan. 2002. menjadi peneliti kualitatif. bandung: cv pustaka setia. gibbs, w. raymond. 2008. evaluating conceptual metaphor theory. new york: taylor & francis co. banquet = container https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 86—92 doi.10.24843/ejl.2019.v13.i01.p08 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 92 gong, shu-ping. 2009. the mapping principles and conceptual metaphors: corpus based study on the idea metaphor (research). china: department of foreign languages, chiayi university. gunkel, hermann.1967. the psalms: a form –critical introduction. philadelphia: fortress press. university press. laba, i nengah, i ketut riana, made budiarsa, and i wayan pastika. 2017. ―lingual domination in tourism discourse: a cda study‖ in ijs-ejournal of linguistics, vol.11, july. lakoff, g and johnson, m. (1980). metaphors we live by. chicago: university of chichago press. lakoff, g. (1987). women, fire, and dangerous things: what categories reveal about the mind. chicago: university of chicago press. langacker, r.(1990). concept, image, and symbol: the cognitive basis of grammar. berlin: mouton de gruyter. langacker, r (1987). foundations of cognitive grammar (volume 1). california: stanford university press. ortony, andrew.1979. metaphor and thought. london: cambridge university press. 8. acknowledgement sincere gratitude is delivered for the team of examiners: prof.dr. i nengah sudipa, m.a., prof. dr. ida bagus putra yadnya, m.a, prof. dr. aron meko mbete, dr. frans i made brata, m.hum., prof.dr. ketut artawa, m.a, prof. dr. i ketut darma laksana, m.hum., prof. dr. nyoman kardana, m. hum, and dr. ida ayu made puspani, m.hum. for their advice, critic, guidance, motivation, and support so the research have been accomplished. biography paulus subiyanto born in yogyakarta, 22 june 1991 graduated from english department of sanata dharma university, yogyakarta in 1991. magister of humaniora, post graduate program of linguistics, udayana university, denpasar in 2006. english lecturer at accounting department of bali state polytechnic since 1993. articles/papers : 1. pengembangan buku ajar bahasa inggris berbasis pendidikan karakter ( sentrinov seminar 2018, denpasar) 2. learning and growing: an alternative strategy for teaching english ( senarilip seminar 2018, denpasar. 3. the development of english textbook based character education ( international language and language teaching 2018, yogyakarta) books/publications : 1. senja nan indah: menjadi lansia bahagia dan bijaksana. 2018. yogyakarta: penerbit kanisius. 2. english textbook based on character education for polytechnic students.2018. denpasar: bali state polytechnics. 3. love, sex, and dating. 2013. jakarta: fidei press https://ojs.unud.ac.id/index.php/eol/ sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 2, july 2023, pages: 230--240 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i02.p12 230 translation analysis in sentence patterns found in the “good earth” i made juliarta program studi bahasa inggris, universitas bali dwipa, denpasar email: madejuliarta330@gmail.com article info abstract received date: 27 desember 2022 accepted date: 25 february 2023 published date: 31 july 2023 keywords: sentence pattern, complex sentence, translation shift this study aims to: (i) analyze the tree diagram structure of sentence patterns found in the novel “the good earth”, (ii) analyze the types of translation shifts in sentence patterns in the translation process that were found in the data source. the novel entitled “the good earth” is a famous literary work that was written by pearl s. buck. it told about family life in a village in china before the world war i. this novel was the best seller at that time. this research focuses on the syntax analysis and its translation found on sentence patterns in the story from novel entitled “the good earth”. this study also focuses on analyzing the tree diagram structure and the types of translation shifts in translating from the source language into target language. the analysis applied the theory of sentence patterns that was proposed by quirk and greenbaum and the theory of translations shift proposed by catford. the process of collecting data was started by reading the novel in order to understand the novel entitled “the good earth” and observe the data of sentence patterns that could be taken from the data source. in the method of collecting data, the novel was read in order to find out data of complex sentences and simple sentence that were found in the novel. 1. introduction the “good earth” was the story telling about the life of wang lung’s family who was very poor at that time. the house of hwang a family of wealthy landowners lived in the nearby town. however, wang lung's future wife o-lan lived as a slave in a village. lung and his family then moved into a town and rent the old house of hwang. wang lung wanted peace but there were always disputes, especially between his first and second sons, and particularly their wife. the researcher was interested in analyzing sentence patterns and the translations of shifts that were found in the data source. this novel was chosen as the data source by the researcher as it was the best seller novel and some data related to sentence patterns were found. the novel was in english-indonesian version that enabled the researcher to analyze the translations shift occured in translating from the source language into target language. subject, verb, complement, object and adverbial are part of the sentence. people used language in order to express their feeling, ideas, knowledge and thought and as the main instrument of communication. therefore, it can not be separated from human being. moreover, language is important to use as the way to express our feeling, respond the phenomena, share an idea, and criticize as well. language has an important role as a mean of communication in daily life and doing interactions with each other. language can be used as the media in doing communication with other people either in oral or written forms. syntax can be used as the arrangement and relationship among words, phrases, and clauses that form sentences or larger 231 constructions based on grammatical rules. the set of rules, principles, and process that govern the structure of sentences are called as syntax in linguistics. subject, verb, and object can be found in a sentence. sapir (1921) stated that the language is used as “a purely human and non-instinctive method of communicating ideas, emotions and desires by means of a system. in a simple sentence, there are a subject and a verb. moreover, radford (1997) stated that syntax focuses on how words can be put together in order to form phrases and sentences. syntactic patterns, syntactic construction, and system of rules are usually used to discuss in the syntax. knowledge can be developed and know something by using language. based on the phenomena, the researcher chooses the novel entitled “the good earth” as the data source because it contains few patterns that are analyzed syntactically. the researcher is interested in doing the research as there were some sentence patterns and translation shift found in the novel entitled “the good earth”. by doing this research, the researcher hopes that the reader gets the point and deeper information about syntactic analysis on sentence patterns and translation shift that were found in the novel entitled “the good earth”. simple sentence and their translations found in the story entitled “the good earth” were analyzed by the researcher. the theory that was proposed by catford (1965) was applied by the researcher in the translation analysis in analyzing about the shift in translation found in the novel “the good earth”. the theory of syntax and translation were chosen to analyze the data source as it gives deeper analysis related to the translation analysis discussed in this research study. nouns, pronouns, verbs, adjective, adverbs, prepositions, and articles or determiners are then classified as english words. morevover, chaer and agustina (2010:1) stated that there are two types in the factor of languages. in external factors, language has been related to other contexts. it had been seen from the various functions of language and the social situation. there are two reasons why the researcher chose sentence patterns and their translations as the object of this research, they are as follows: (1) examining the pattern of the sentence containing in the novel “the good earth”; (2) analyzing the sentence patterns by using tree diagram found in “the good earth”. previous related studies on the sentence patterns were reviewed as the literary reviews. first study was written by rahmawati (2003) entitled “a syntactical analysis on sentence patterns used in david forester’s songs”. there were nineteen rules of the sentence patterns with noun phrase and verb phrase as the most common rules which were analyzed in this research study. other common sentence patterns that consist of noun phrase, verb phrase, preposition, conjunction plus verb phrase or noun phrase were also analyzed in this research study. finally, this research study stated that kernel sentences appear less than the transformed ones. the second research was written by yulia, in her thesis (1998) entitled “sentence patterns used in michael learns to rock’s pop songs”. this research study stated that kernel sentence mostly appears rather than transformed sentences. the sentences are in the form of vp, simple sentence or two sentences that were combined with or without conjunction. this research study analyzed the substandard english words such as ‘bout, i’m, she’s, and i’ve. 2. research method in the method and technique of collecting data of sentence patterns, this study applied observation and documentary analysis. the observation method was applied in this study in order to observe the entire data that contained sentence patterns in the source language and their translations in the target language found in the novel entitled “the good earth”. the techniques of collecting data of sentence patterns in the novel “the good earth” were used by doing note taking, reading and doing observation. in the process of collecting the data of sentence patterns, the data were read to know the story that was found in the data source and it was continued to observe the possibility of the data that were taken from data source. first, the entire story of the 232 novel “the good earth” were read to get the data of sentence patterns and analyzed the syntactic structure by using tree diagram by using the theory that were proposed by brown and miller. after that, the researcher continued to get the data of sentence patterns based on the problems discussed in this research study. the sentence patterns found in the data source and its syntactic structure were analyzed by using the tree diagrams. finally, it was continued to analyze the types of translation shifts of relative clauses occurred in the translation of the novel entitled “the good earth”. sentence patterns are stated as the way to build sentences. structure categories of each lexical item were classified by sentence patterns. tree diagram is used to analyse the internal structure of words and phrases in sentence patterns found in the data source. o’grady, dobrovolsky, and katamba’s (1996, p. 734) stated that the diagram “represents the details of a word or phrase’s internal structure”. moreover, according to radford (1997, p. 533) tree diagram is “a way of representing the syntactic structure of a phrase or sentence. the tree diagram can be used as a suitable means of showing the internal structure of sentences. phrase structure explains about how the word can be built up the phrase and how the sentences can be structured out of phrase. it can be seen in the following rules. the example of phrase structure rules is described in constituent structure as follows: s x y the constituent structure is placed on left side. the components can be seen on the right side. the structure rules explain that the sentence consists of noun phrase and verb phrase. x and y consist of two constituents of s. there are some forms of phrasal categories, for example pp, ap, np, vp, advp. a set of elements forming a constituent can be called as phrase. there is a head noun in noun phrase. 233 3. discussion datum 1 it was a good omen. (1) pertanda baik. (6) s np vp pro aux np det adjc. n it was a good omen it can be seen from the structure in the simple sentence it was a good omen that the simple sentence has the constituent structure of np and vp. the vp consists of auxiliary and noun phrase. we can see from the structure as follows: s np vp vp auxiliary np it can be seen from the constituent structure in sentence pattern in datum 1 that structure shift occured in the translation proccess as there is a change of the position of word structure in both languages without changing the meaning of the message in the source language. as a part of simple sentence pattern, a good omen in the source language was translated into pertanda baik in the target language. it can be seen from the translation of a good omen which is constructed by modifier (adjective, a good) + head (noun, omen) and translated into head (noun, pertanda) + modifier (adjective, baik). therefore, there is change of the position of word structure a good omen into pertanda baik without changing the meaning of the message of the source language. datum 2 the fields needed rain for fruition. (1) memang sawah membutuhkan air supaya padi dapat tumbuh. (6) s np vp det n v np n pp p np n the fields needed rain for fruition 234 it can be seen from the structure in the sentence the fields needed rain for fruition that the simple sentence has the constituent structure of np and vp. the vp consists of verb, noun phrase and prepositional phrase. we can see the constituent structure in datum 2 as follows: s np vp vp verb np pp by looking at the tree diagram in datum 2 in the sentence the fields needed rain for fruition, it can be seen from the text that unit shift occurred in the process of translation. a translation shift of a word into a phrase occurred in the translation process in datum 2. as a part of simple sentence, a word fruition was translated into a phrase padi dapat tumbuh. the translation equivalent in the target language occurs at a different rank into a phrase padi dapat tumbuh. this type of shift is called as unit shift that is a change in higher rank translated from a noun fruition into a phrase padi dapat tumbuh. datum 3 yesterday he had said to his father. (1) kemarin ia mengatakan pada ayahnya. (6) s advp s adv np vp pro perfect v pp p np det n yesterday he had said to his father it can be seen from the structure in simple sentence in datum 3 yesterday he had said to his father that the simple sentence has the constituent structure of advp, np, and vp. the vp consists of perfect, verb, noun phrase and prepositional phrase. we can see the constituent structure in datum 3 as follows: s advp s s np vp vp perfect v pp by looking at the tree diagram in datum 3 in the sentence yesterday he had said to his father, it can be seen from the text that unit shift occurred in the process of translation. a translation shift of a phrase into a word occurred in the translation process in datum 3. as a part of simple sentence, a phrase had said was translated into a word mengatakan. the translation equivalent in the target language occurs at a different rank into a word mengatakan. this type of shift is called as unit shift that is a change in lower rank that was translated from a phrase had said into a word mengatakan. 235 datum 4 he went into the shed. (1) ia melangkah lagi ke ruangan. (6) s np vp pro v pp p np art n he went into the shed we can see from the structure in simple sentence in datum 4 he went into the shed that the simple sentence has the constituent structure of np and vp. the vp consists of verb, prepositional phrase and noun phrase. we can see the constituent structure in datum 4 as follows: s np vp vp v pp pp p np by looking at the tree diagram in datum 4 in the sentence he went into the shed, it can be seen from the text that unit shift occurred in the process of translation. a translation shift of a phrase into a phrase occurred in the translation process in datum 4. as a part of simple sentence, a phrase the shed was translated into a word ruangan. the translation equivalent in the target language occurs at a different rank into a word ruangan. this type of shift is called as unit shift that is a change in lower rank that was translated from a phrase the shed into a word ruangan. unist translation shift in higher rank also occured in translating a word went into a phrase melangkah lagi. datum 5 the old man's eyes opened greedily. (2) mata orang tua itu terbuka lebar-lebar. (9) s s advp np vp adv v the old man’s eyes opened greedily it can be seen from the structure in sentence pattern in datum 5 the old man's eyes opened greedily that the simple sentence has the constituent structure of np, vp and advp. the vp consists of verb only. we can see from the constituent structure of the old man's eyes opened greedily in datum 5 as follows: 236 s s advp s np vp advp adv by looking at the tree diagram in datum 5 in the sentence the old man's eyes opened greedily, it can be seen from the text that unit shift occurred in the process of translation. a translation shift of a word into a phrase occurred in the translation process in datum 5. as a part of simple sentence, an adverb greedily was translated into a phrase lebar-lebar. the translation equivalent in the target language occurs at a different rank into a phrase lebar-lebar. this type of shift is called as unit shift that is a change in higher rank that was translated from an adverb greedily into a phrase lebar-lebar. unit translation shift in higher rank also occured in translating an adverb greedily into a phrase lebar-lebar. structure shift also occured in datum 5 in the translation proccess as there is a change of the position of word structure in both languages without changing the meaning of the message in the source language. as a part of simple sentence pattern, old man’s eyes in the source language were translated into mata orang tua in the target language. it can be seen from the translation of old man’s eyes which is constructed by modifier (adjective, old) + head (noun, man’s eyes) and it was translated into head (noun, mata orang) + modifier (adjective, tua). therefore, there is change of the position of word structure old man’s eyes into mata orang tua without changing the meaning of the message of the source language. datum 6 the old man continued to cough perseveringly. (2) batuk orang tua itu terdengar makin lama makin menjadi. (9) s s advp np vp det art n v pp p vp v the old man continued to cough perseveringly it can be seen from the structure in sentence pattern in datum 6 the old man continued to cough perseveringly that the simple sentence has the constituent structure of np, vp and advp. the vp consists of verb only. we can see from the constituent structure of the old man's eyes opened greedily in datum 5 as follows: s s advp s np vp advp adv by looking at the tree diagram in datum 6 in the sentence the old man continued to cough perseveringly it can be seen from the text that unit shift occurred in the process of translation. a translation shift of a word into a phrase occurred in the translation process in datum 6. as a part of simple sentence, an adverb perseveringly was translated into a phrase makin lama makin menjadi. the translation equivalent in the target language occurs at a different rank into a phrase makin lama 237 makin menjadi. this type of shift is called as unit shift that is a change in higher rank that was translated from an adverb perseveringly into a phrase makin lama makin menjadi. it can be seen that structure shift also occured in datum 6 in the translation proccess as there is a change of the position of word structure in both languages without changing the meaning of the message in the source language. as a part of simple sentence pattern, old man in the source language was translated into orang tua in the target language. it can be seen from the translation of old man which is constructed by modifier (adjective, old) + head (noun, man) and it was translated into head (noun, orang) + modifier (adjective, tua). therefore, there is change of the position of word structure old man into orang tua without changing the meaning of the message of the source language. datum 7 this simple question troubled wang lung. (13) pertanyaan sederhana itu membingungkan wang lung. (37) s np vp v np n this simple question troubled wang lung it can be seen from the structure in sentence pattern in datum 7 this simple question troubled wang lung that the simple sentence has the constituent structure of np and vp. the vp consists of verb and noun phrase. we can see from the constituent structure of this simple question troubled wang lung in datum 7 as follows: s np vp vp v np structure shift also occured in datum 7 in the translation proccess as there is a change of the position of word structure in both languages without changing the meaning of the message in the source language. as a part of simple sentence pattern in datum 7, this simple question in the source language was translated into pertanyaan sederhana in the target language. it can be seen from the translation of simple question which is constructed by modifier (adjective, simple) + head (noun, question) and it was translated into head (noun, pertanyaan) + modifier (adjective, sederhana). therefore, there is change of the position of word structure simple question into pertanyaan sederhana without changing the meaning of the message of the source language. datum 8 wang lung stopped. (2) 238 waung lung berhenti melamun. (8) s np vp v wang lung stopped it can be seen from the structure in sentence pattern in datum 8 wang lung stopped that the simple sentence has the constituent structure of np and vp. the vp consists of verb only. we can see from the constituent structure of wang lung stopped in datum 8 as follows: s np vp by looking at the tree diagram in datum 8 in the sentence wang lung stopped it can be seen from the text that unit shift occurred in the process of translation. a translation shift of a word into a phrase occurred in the translation process in datum 8. as a part of simple sentence, a word stopped was translated into a phrase berhenti melamun. the translation equivalent in the target language occurs at a different rank into a phrase berhenti melamun. this type of shift is called as unit shift that is a change in higher rank that was translated from a word stopped into a phrase berhenti melamun. datum 9 he passed into an animal satisfaction. (3) ia melepaskan dahaganya. (9) s np vp pro v pp p np he passed into an animal satisfaction we can see from the structure in sentence pattern in datum 9 he passed into an animal satisfaction that the simple sentence has the constituent structure of np and vp. the vp consists of verb and prepositional phrase. it can be seen from the constituent structure of he passed into an animal satisfaction in datum 9 as follows: s np vp vp v pp pp p np by looking at the analysis of the tree diagram in datum 9 in the simple sentence he passed into an animal satisfaction that unit shift occurred in the process of translation. a 239 translation shift of a word into a phrase occurred in the translation process in datum 9 from a translation of a phrase into a word. as a part of simple sentence, a phrase passed into was translated into a word melangkah. the translation equivalent in the target language occurs at a different rank into a word melangkah. this type of shift is called as unit shift that is a change in lower rank that was translated from a phrase passed into to a word melangkah. 4. novelties the research study found that there were seven sentence patterns that were translated by applying unit shift and translation shift. the data were analyzed based on syntax analysis, types of sentences, sentence pattern, tree diagram, and relevant previous studies. 5. conclusion this research study focuses on analyzing the tree diagram structure and the types of translation shifts in translating from the source language into target language. the analysis applied the theory of sentence patterns proposed by quirk and greenbaum and the theory of translations shift that was proposed by catford. the process of collecting data was started by reading the novel in order to understand the novel entitled “the good earth” and observe the data of sentence patterns from the data source. in the method of collecting data, the novel was read in order to find out data of complex sentences and simple sentence found in the novel. the research study found that there were seven sentence patterns that were translated by applying unit shift and structure shift. the data were analyzed based on syntax analysis, types of sentences, sentence pattern, tree diagram, and relevant previous studies. it can be seen for example in datum 8 in the sentence wang lung stopped that unit shift occurred in the process of translation. a translation shift of a word into a phrase was implied in the translation process in datum 8. as a part of simple sentence, a verb stopped was translated into a phrase berhenti melamun. the translation equivalent in the target language occurs at a different rank into a phrase berhenti melamun. this type of shift is called as unit shift that is a change in higher rank that was translated from a word stopped into a phrase berhenti melamun. 6. acknowledgements the highest appreciation is dedicated to university of bali dwipa denpasar, indonesia for the research funding and to all parties who support the research and its publication. references bowler, j., lilley, t. j., pittam, j. d., & wakeling, a. e. 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(2013). rethinking traditional chinese culture: a consumer-based model regarding the authenticity of chinese calligraphic landscape. tourism management, 36, 99-112. https://doi.org/10.1016/j.tourman.2012.11.008 biography of author i made juliarta is an english lecture at english department, bali dwipa university. he completed his master study program in applied linguistics – translation studies from udayana university in 2016. he completed her undergraduate study program in english literature from english department, udaya university in 2013. his research interests in linguistics include translation studies, semiotics and sociolinguistic studies. email: madejuliarta330@gmail.com microsoft word frans_e-journal 1 translation of religious-cultural terms of address in the luke’s bible frans i made brata1, i. b. putra yadnya2, i gusti made sutjaja2, aron meko mbete2 1postgraduate program, udayana university 2department of linguistics, faculty of letters, udayana university email: fbrata@gmail.com abstract this study analyses words and phrases used for addressing in the translation of religious-cultural terms of address in the luke’s bible. their profiles and attitudes, techniques, methods, and ideologies applied as well as factors leading to and their impacts towards the degree of accuracy, readability, and acceptability were qualitatively described. the data were taken from the luke’s english bible and their translations into balinese. first, the terms of address found in the source text were compared with those found in the target text with reference to the appraisal theoretical framework to identify the social stratifications to which the addressee belongs to, which was then applied to identify what translation techniques were applied. the formal and dynamic equivalence (de ward and nida, 1986: 36), and v diagram of the translation method (new mark, 1988: 45) were employed to show the translation orientations closely related to the translation ideology itself. the findings show that: (1) the choice of the linguistic variants in the target language was influenced by the dimensions of attitude: affect, judgment, and appreciation, either (positive [+], or negative [-]) among the participants; (2) there were 12 translation techniques applied, two of which were the technique of calque and literal (0.06%) which were oriented towards the source language, 0.02% was ‘gray’, and the rest, that is, 99.2% was oriented towards the target language. the dominance of the translation techniques which were oriented towards the target language shows that there was a great cultural difference between the source text and the target text; (3) the dominance of the translation communicative method and the domestication ideology shows that, when the translation process took place, the translator’s orientation was towards the target reader; (4) the linguistic factor, the religious-cultural difference, and the translator’s preference led to the translation techniques, methods and ideologies applied to translating the terms of address in the luke’s bible; (5) the translation techniques, methods, and ideologies employed, positively contributed to the quality of the translation, causing the translation product to be highly accurate, intelligible, and culturally acceptable to the target reader. key words: attitude, translation techniques, methods, ideology 2 1. introduction theoretically, it could be difficult to translate the english bible into balinese, as a consequence of the two differences in linguistic and religious-cultural systems. however, the fact that parts of the bible have been translated into 822 out of 3000 local languages, including balinese language, empirically shows that it has been possible to translate the bible. the problem which has been frequently encountered by the bible’s translator has been that it has been difficult for him/her to translate the basic meanings in the source language (hereon abbreviated to sl) into the target language (hereon abbreviated to tl) so accurately that the translation equivalent can be easily understood and highly acceptable to the norms and cultural values of the tl. five basic problems are discussed in this research. they are: (1) what were the profile and attitude of the english terms of address in the luke’s bible and their translation equivalents in balinese language? (2) what techniques were applied to translate the terms of address found in the luke’s bible? (3) what methods and ideologies were employed to translate the terms of address in the luke’s bible? (4) what factors leading to the application of such techniques, methods and ideologies to the translation of the terms of address in the luke’s bible? (5) what were the impacts of the application of such techniques, methods and ideologies on the degree of accuracy, the degree of intelligibility, and the degree of acceptability of the translation of the terms of address found in the luke’s bible? 2. concepts and theoretical framework 2.1 concepts 2.1.1 terms of address terms of address are words and phrases used for addressing (braun, 1988: 5). the choice of words or phrases used by the addresser for addressing the addressee in a successive communicative event reflects the cultural norms and values applicable to the language used. being patterned in a system, the forms and profile of the terms of address 3 can be explored for comparison. the expressive and proportional meanings have caused the linguistic variants in the tl to vary. the profile system of the personal pronouns in the sl and tl personal pronouns source language target language non honorific honorific rude middle depreciating refined the first person pronoun i icang tiang titiang the second person pronoun you cai ragane iratu the third person pronoun he/she ia dane ipun ida 2.2 theoretical framework the theory of t-v introduced by brown-gilman (1960) and braun (1988), its extension as the theory of tn-vn: xn, which has been further developed and combined with the theory of appraisal (hope and read: 2004) and qian hong (2007) were used to analyze the data obtained. the formal and dynamic or functional approach introduced by nida (1964: 159) and de waard and nida (1986: 36) were employed to analyze the translation equivalents of the english terms of address in balinese language. such an approach was used on the basis that the theory of translation is basically related to two contradictory philosophies. they are formal equivalence and dynamic or functional equivalence. 2.2.1 the theory of appraisal based on what is stated by braun (1988:64) that the address system affects a speaker’s perception of social relationship and is directed at the addressee (braun, 1988: 294), the attitude and the theory of appraisal can be further developed and combined with his t-v theory when indicating and positioning the participants in an interactional event. the form, function and meaning of such extended theory can be presented in the following table. 4 the model of the theory of t-v and attitude in the theory of appraisal theory of t-v in the sl attitude in the appraisal theory in the tl form linguistic variant of t -v linguistic variant of tn – vn : xn function symmetrical/asymmetrical, and reciprocal/nonreciprocal; indicating and positioning meaning power semantic and solidarity semantic attitude: affect, judgment, and apreciation 2.2.2 the theory of dynamic equivalence nida (in venuty, 2004: 129) differentiates the basic orientations into two. the first orientation is the formal equivalence and the second is the dynamic equivalence. the formal equivalence, which only highlights the accuracy of the lexical meanings between the sl and tl texts, has long been opposed with nida’s scheme of dynamic equivalence (1982: 22-24). the dynamic equivalence evaluates translation not only from the criteria of the formal correspondence between the two texts, but also from the reader’s point of view so that the result will be textually and contextually meaningful, as can be seen from the following model: scheme of dynamic equivalence process in the dynamic equivalence, the evaluator of the quality of the translation equivalence focuses not only on the formal equivalent of t2 text of t1 text but also on the translation effect that the receiver of r1 (the native speaker of the sl) and the receiver of r2 (the native speaker of tl) would give the same response, that is, the translation effect (compared to the arrows of r3 and s3 which extend to r1 and r2). certainly, the matters of equivalence can be explained through the questionnaire distributed to the native speaker of the sl and the native speaker of the tl. s t1 r r1 t2 r2 r3 s s3 5 3. discussion the english terms of address appear 1895 times and 12 translation techniques were used to translate them. the translating techniques were dominantly oriented towards the tl, as can be seen from the following model. this shows that the cultural gap between the sl and tl with regard to their terms of address is so great, and indicates that the translation process is oriented towards the target reader. this orientation indicates that the communicative translation method and the domestication ideology have been applied to the translation of the terms of address in the luke’s bible into balinese language. the linguistic and cultural differences and the translator’s preference have led to the application of particular technique, method and ideology to the translation of the terms of address in the luke’s bible. out of the 1895 appearances of the english terms of address, 14 have not been accurately translated and have been less acceptable to the target reader, and one can be stated not to be intelligible. 4. new findings five new findings have been found in the translation of the religious-cultural terms of address in luke’s bible. they are: c a l q u e source language 0,06% taget language 99,92% (+ 0,02%) traslating technique v a r i a n t i n d e l i t i o n t r a n s p o s i t i o n a d a p t a t i o n m o d u l a t i o n a m p l i f i k a t i o n d e s k r i p t i o n b o r r o w i n g g e n e r a l i s a t i o n traslating technique translation method literal comunnicative translation method translation ideology foreignization domestication translation ideology l i t e r a l 30 70 815 243 237 243 110 99 54 31 30 16 a d d i t i o n 6 (1) pronouns: the theory of tn – vn introduced by braun (1988) can be further developed and extended to the theory of appraisal tn – vn : xn. xn refers to the third person. (2) nouns: five have been found out of the nine proposed by braun (1988). no noun referring to degree has been found. the different setting between the source culture and target culture has been responsible for this. any noun which refers to the abstract noun of your excellency has not been found either. the reason is that the term of address of your excellency is not in existent in the tl; therefore, the technique of deletion was applied by the translator. in addition, neither term of address for noun of relation has been found. the reason is that the interactions of address are dominated by the vertical ones (up and down and vice versa) between jesus and his followers. and the reason why no term of address in the form of any noun of expression has been found is that in the luke’s bible the participants always use direct terms of address in the form of proper names. as far as the data obtained were concerned, terms of address in the form foreign proper nouns have been found. (3) inversion: the translation in the form of shifts from pronouns to nouns, both indicating blood-kin and non blood-kin, was made not only to express the role of the speaker (p1), as proposed by braun (1988: 12), but also to express the social meaning of the p2’s role (addressee’s role). (4) shifts: the linguistic and cultural differences between the two languages have been responsible for the application of the technique of shifts; transposition and modulation cannot be avoided. (5) reciprocal/non reciprocal: not all terms of address using the forms of address in dyad are called both reciprocal and non reciprocal; in contrast, those using different forms of address are called non reciprocal and asymmetrical; as stated by brown & gilman in braun (1988: 12). 7 5. conclusions and recommendations 5.1 conclusions progression of interaction among the sl speakers shows that there is no influence of class distribution on the choice of terms of address in the form of personal pronouns. in contrast, in the tl the choice of terms of address in the form of words or phrases are highly influenced by the class distribution of the participants and by the nature of relationship which is influenced by the dimension of attitude: affect, judgment, and appreciation, either positive ( [+], or [-] ) of the addresser in indicating and positioning the addressee or someone they are talking about. the dominance of the technique oriented towards the tl (99.94%) indicates that there is a cultural gap between the source text and the target text as far as terms of address are concerned. the translation method and translation ideology which are dominantly used are the communicative translation and the domestication ideology. this indicates that in the translating process, the translation is oriented toward the target reader. three factors which are identified to lead to the translating technique, translation method and ideology applied to this translation are (1) the differences in linguistic system between the sl and tl; (2) the cultural difference between the sl and tl; and (3) the translator’s preference. the translating technique, the translation method and ideology applied to the translation of the luke’s bible contributed highly positively to the quality of the translation with regard to its accuracy, acceptability and readability. 5.2 recommendations attitude, which is part of the appraisal theory, is highly helpful to the researcher in determining the distribution and stratification of the classes the participants belong to. this has allowed the researcher to explore the translation process through the translation product. it will be good if further researches on the relationship of the choice of terms of address to verbs or adjectives in other texts with the extended theory of appraisal such as engagement and graduation in lfs are conducted. 8 acknowledgements many parties have actively participated in the completion of this dissertation. in other words, this dissertation would never be completed without their active roles. in this opportunity, therefore, the writer would like to thank and highly appreciate prof. dr. ida bagus putra yadnya, m.a.; prof. dr. i gusti made sutjaja, m.a.; prof. dr. aron meko mbete as the supervisor, co-supervisor i and co-supervisor ii; prof. drs. i ketut artawa, m.a.,ph.d. for their supervision and guidance during the completion of this dissertation. my indebtedness is also extended to all the teaching staff and the board of the examiners of the doctorate program in linguistics of the school of postgraduate studies of udayana univesity such as prof. dr. ni luh sutjiati beratha, m.a., prof. dr. i wayan jendra, s.u., prof. drs. i made suastra, ph.d., prof. dr. i wayan pastika, m.s., prof. dr. i wayan cika, m.s., and prof. dr. i ketut darma laksana, m.hum., prof. drs. m.r. nababan, m.ed., m.a., ph.d., prof. dr. i made suastika, s.u. who have given the criticism and input for the improvement of this dissertation. finally, the writer would also like to thank the administrative staff and all the parties who have helped the completion of his study at the doctorate program in linguistics, school of postgraduate studies of udayana university, denpasar. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 1, january 2023, pages: 44--54 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i01.p06 44 expressive illocutionary act in the little mermaid 1989 movie 1 ni kadek dian trisnawati mahasaraswati denpasar university, bali, indonesia, nikadekdiantrisnawati@gmail.com 2 desak putu eka pratiwi mahasaraswati denpasar university, bali, indonesia, desak.eka.pratiwi@gmail.com 3 i putu andri permana mahasaraswati denpasar university, bali, indonesia, andripermana@unmas.ac.id article info abstract* received date: 9 mei 2022 accepted date: 30 mei 2022 published date: 31 january 2023 keywords:* expressive, illocutionary act, context of situation, movie this article discusses about expressive illocutionary act in the little mermaid 1989 movie. this article analyzing the data used descriptive qualitative method. the aims of this article are to identify the types of expressive illocutionary act and the context of situation in the movie. this article used theory by searle (1979) to identify the types of expressive illocutionary act and theory by halliday and hasan (1985) to analyze the context of situation. the result of this article showed 22 utterances which are produced by the characters. 1. introduction language is a form that shall allow people to communicate their thoughts and feelings to one another. noises, symbols such as written or spoken words, postures, gestures, or signs can all be used to transmit feeling and thought, with the receiver interpreting a specific meaning (day translations, 2018). language is used by humans to communicate. the process of receiving and transmitting messages using verbal or nonverbal means, such as speaking, oral, writing, charts, signs, signals, and actions, is known as communication (nordquist, 2019). in the study of language, pragmatics concern how language is used among people in context. according to yule (1996) the significance of studying language through pragmatics is that one can discuss people’s intended meanings, their two presuppositions, their aims or goals, and the types of action they are showing when they speak. however, each has their own style of expressing their beliefs, which can often be expressed through speech act. a speech act is something that is said with the aim of not only informing but also showing something. according to austin (1962: 94) speech act is explained by saying something is also to do something. that means, when the speaker says something, it is more than just uttering words; the utterance also has the intent to perform acts. austin also divided speech act into three kinds. they are locutionary act, illocutionary act and perlocutionary act. locutionary act is an act of saying something that occurs when the speaker and the hearer convers. illocutionary act is an act performed in the utterances of the speaker that might cause the hearer to do something. perlocutionary act is an act that is the hearer performed after hearing to the speaker utterance in certain context. according to searle (1979: viii) the 45 illocutionary act is divided into five parts. assertive, directive, commissive, declaration, and expressive. assertive illocutionary act indicates that the speaker wanted to inform others about how things are going. the speaker uses a directive illocutionary act to make people to do something; it expresses what the speaker requires. commissive illocutionary act is the speaker committed to do something. expressive illocutionary act is an act express the speaker attitudes, feeling and emotion. the expression is apologizing, congratulating, thanking, wishing, attitude, and greeting. declaration illocutionary act is an act that the speaker uses their words that can bring about change in the world. according to halliday and hasan (1985: 12) context of situation divided into three parts. field, tenor and mode. field refers to the taken place and what is happening. tenor refers to the actors, the players, what kinds of relationships among the participants, and mode refers to what language is used in that situation. the researcher would like to show the previous study related in this article. the first study by tiwul (2018) entitled an analysis of expressive illocutionary act found in the light between oceans movie script. the aims of her study were to identify the types of expressive illocutionary act and find out the meaning of the utterance expressive illocutionary act. her data were analyzed by using quantitative and qualitative descriptive method and theory proposed by searle (1969). the second study by pratama (2019) entitled the function of expressive illocutionary act with special reference to chbosky and spiliotopoulus’s beauty and the beast. his study aims to identify the functions of expressive illocutionary act and the context of situation applied in the movie beauty and the beast. his study used qualitative descriptive method and theory by searle (1979) to analyze the data. the last is journal by sirwan and yulia (2017) entitled an analysis of expressive speech acts used by steve rogers as the main character in civil war movie. their journal focused to explain kinds of expressive speech act used and the s-p-e-a-k-i-n-g model used by steve rogers in civil war movie. their data analyzed by using the theory by searle, watching the movie and reading the movie script to collected the data. this article focuses on the types of expressive illocutionary act. the aim of an expressive illocutionary act is to express the feeling and emotion of speaker through an expression. the expressions are apologizing, thanking, congratulating, attitude and wishing and greeting. 2. research methods this article used the little mermaid 1989 movie as the data. the data were collected by observation method. it was done by watching the movie, reading the movie script, taking note the utterance and classifying the data based on the types of expressive illocutionary act. this article used descriptive qualitative method and some theories to analyzed the data. first, theory proposed by searle (1979) to classifying the types of expressive illocutionary act and second theory proposed by halliday and hasan (1985) to analyze the context of situation. formal and informal method used in presenting the data. 46 table 1 types of expressive illocutionary act expressive illocutionary act frequency percentage (%) apologizing 5 22,72% thanking 3 13,64% congratulating 3 13,64% wishing 3 13,64% attitude 6 27,27% greeting 2 9,09% total 22 100% 3. discussions expressive is one of illocutionary act classification used to express the feeling of the speaker. according to searle (1979) there are six types of expressive illocutionary act. apologizing, thanking, congratulating, wishing, attitude and greeting. 1. apologizing apologizing is an utterance used to express a regret. the expression such as ask forgiveness, plead guilty, beg pardon and so on. data 1 grimsby : you know, eric, perhaps our young guest might enjoy seeing some of the sights of the kingdom. something in the way of a tour? eric : i’m sorry, grimsby, what was that? grimsby : you can’t spend all your time moping about, you need to get out. do something, have a life. get your mind off (the little mermaid 1989 movie, 00:54:56) the utterance above categorized as expressive for apologizing. eric expresses beg pardon because he did not understand what grimsby said. castle dining room is the field. grimsby and eric were chatting and have dinner in the dining room. grimsby told eric to take his young guests on a tour of the kingdom's sights. however, eric did not understand and had no idea what grimsby was talking about. in this utterance eric did not apologize for making a mistake, but for asking a repetition to re-explained what grimsby meant. the participants in this conversation are eric and grimsby. the relations between participants are a prince and his caretaker. in this conversation the mode is eric. his expression was uttered by spoken mode can be considered as informal because they already know each other and it just daily conversations. 47 data 2 triton : oh, what have i done? what have i done? (the little mermaid 1989 movie, 00:57:15) this utterance can be classified as an expressive of apologizing because the speaker expressed his feeling of regret. triton regretted to ariel for making ariel leave the palace. this utterance took place in undersea palace, when triton realized his actions for destroying all of ariel's collections. the collections kept human items. he did that because he really hated anything about human. because of that, ariel was very sad, then left the palace. triton realized that when he was alone and ariel was nowhere to be found. in this utterance the tenor is triton. he really regretted his actions. he did that because he did not want ariel fell in love with human. triton expressed her feeling of regret through his utterance. this expression was uttered by spoken mode in an informal way. 2. thanking thanking is used to express the speaker gratitude to the hearer through an utterance. data 3 ariel : oh, eric, i i wanted to tell you. vanessa : eric no! (the sun sets and ariel becomes a mermaid) ursula : you're too late! you're too late! so long, loverboy. eric : ariel! ursula : poor little princess it's not you i'm after. i've a much bigger fish to – (the little mermaid 1989 movie, 01:10:09) in this conversation the speaker expressed her feeling of grateful. this utterance classified as an expressive of thanking. in this utterance, the speaker expressed her gratefulness because the situation supports her plan. the field is on the ship, when ursula almost succeeded in marrying eric. ariel and her friends succeed to stop their marriage. ariel regained her voice and caused prince eric to wake up from ursula's magic. but at the last step, ariel was too late to kiss prince eric before sunset and at that time ariel turned back into a mermaid. therefore, ursula laughed and was very grateful because the situation had supported her plan to turn ariel into a mermaid again. the tenor are ursula, ariel and prince eric. at that time, ursula as the speaker was very grateful and happy because ariel became hers. the mode is ursula, she expressed her grateful to the situation by spoken mode. her expression can be considered as informal way because she expressed her feeling with an evil laugh. data 4 ariel : i love you daddy. (ariel and triton hugged each other) (the little mermaid 1989 movie, 01:17:36) the utterance above classified as an expressive of thanking because ariel expressed her feeling by say something. she said “i love you” not “thank you” to thanks her father. the utterance took place on the ship at ariel’s wedding, she was very happy because her dream to become a human and marry a human was realized by triton. at first triton really hated everything about human, but ariel never gave up. she did everything to become a human. until finally her father realized her dream of becoming a human and marrying a human. so, 48 ariel thanked her father by saying “i love you daddy” for making her dream come true. in this utterance the participants are ariel as the speaker and triton as the hearer. ariel thanked to triton by saying “i love you daddy”. however, triton only responded to ariel with a hug to show his happiness. in this utterance the mode is ariel, she expressed her gratitude towards triton for everything her father gave and had done. the utterance was uttered by spoken mode in an informal way, but still with feeling grateful. 3. congratulating this utterance is used to express feeling of happiness for the luck of the hearer. data 5 grimsby : silence! silence! it is now my honor and privilege to present our esteemed prince eric with a very special, very expensive, very large birthday present. eric : ah, grimsby y'old beanpole, you shouldn't have. grimsby : i know. happy birthday, eric! (the little mermaid 1989 movie, 00:21:03) this conversation above could be categorized as an expressive illocutionary act. grimsby expressed his feeling of happy towards eric. he really enjoyed eric’s birthday celebration. the utterance uttered by the speaker relates to the expressive of congratulating. the field is on the ship, when eric's birthday. grimsby was very happy on eric's birthday because eric still given a long life. grimsby gave a very large statue to eric as a birthday present. his uttered "happy birthday eric" showed his happiness to eric. there are two participants in this conversation, they are grimsby and eric. in this conversation grimsby wanted everyone enjoy the celebrations. the relation between participants is a prince and his caretakers. the mode in this conversation is grimsby, expressed his feeling by spoken mode and informal way. so, it just daily conversation. data 6 scuttle : ariel! ariel, wake up! wake up! i just heard the news. congratulations, kiddo, we did it! sebastian : what is this idiot babbling about? (the little mermaid 1989 movie, 01:04:18) in this utterance above, the speaker expressed his feeling of happy by say something. his expression relates to the expressive of congratulating. in this utterance, scuttle was shouting something to ariel to express his emotions. the setting in this conversation is in castle at ariel’s room, when scuttle came to ariel to told the news that he heard. he heard prince eric's would marry very soon. he thought that their plan had been a success for ariel to marry prince eric. he woke up ariel by shouting congratulations to ariel who was still sleeping. the tenor in this conversation is scuttle as the speaker, ariel and sebastian as the hearer. in this conversation scuttle thought that their plan had worked. therefore, he came to ariel with a shout and congratulate them on their success. the relation among the participants is a friend. in this conversation the mode is scuttle, he expressed his happiness towards ariel by spoken mode in an informal way, since scuttle expressed his feeling by shouting to his friends. 49 4. wishing wishing is used to express the speaker’s wish to the hearer to became a fact. data 7 ursula : oh, no, no, no, no, no, no. i can't stand it it's too easy. the child is in love with a human. and not just any human – a prince! her daddy will love that. king triton's headstrong, lovesick girl would make a charming addition to my little garden. (the little mermaid 1989 movie, 00:27:14) this scene ursula’s utterance can be classified as an expressive of wishing. ursula was very satisfied about ariel fell in love. she knew ariel would make her father angry. in ursula’s utterance, she not only saying something but also hoping something. in this scene the field is in ursula’s cavern. ursula always monitoring ariel from her cavern to find out ariel’s activities. she did that for revenge on triton. at that time, she knew ariel fell in love with a human. she was very satisfied because she knew triton would be angry with that. she thought it would be the beginning for her to take revenge on triton. ursula really knew triton, therefore she said “her daddy will love that” in hoped triton would be angry if ariel fell in love with human. the mode is ursula. her utterance expressed feeling of hoping by spoken mode. it can be considered as informal way because her utterance expressed with an evil laugh. data 8 ariel : he loves me . . . hmmm, he loves me not. . . . he loves me! i knew it! (picking petals off a flower) sebastian : ariel, stop talking crazy (the little mermaid 1989 movie, 00:28:37) the conversation above classified as an expressive illocutionary act. the speaker expressed her feeling of hoping. the utterance uttered by ariel belongs to the expressive of wishing. undersea palace is the field. when ariel was feeling in love, she was also expecting something. she had a dream to marry with a human. at that time, it was the first time she saw prince eric. ariel was very amazed because she had never seen a human. in the conversation she also expecting something while picking petals off a flower. she hoped get the flower petals that prince eric loved her. the participants in this conversation are ariel as the speaker and sebastian as the hearer. ariel really hoped prince eric also love her and she expressed her hope by saying “he loves me . . . hmmm, he loves me not. . . . he loves me! i knew it!”. the relation between the participants are a king triton’s daughter and her supervisor. the mode is ariel. she expressed her feeling of hoping by saying something and it was uttered by spoken mode in an informal because their conversation was in daily life. 5. attitude this utterance used to express the feeling of disagreement or dislike with the hearer’s attitude. 50 data 9 triton : i'm really looking forward to this performance, sebastian sebastian : oh, your majesty, this will be the finest concert i have ever conducted. your daughters they will be spectacular! triton : yes, and especially my little ariel. sebastian : yes, yes, she has the most beautiful voice. if only she'd show up for rehearsals once in a while. (the little mermaid 1989 movie, 00:04:21) based on expressive illocutionary theory the utterance above could be categorized as an expressive of attitude. the speaker expressed his feeling of complain by say something, however he did not directly express his complaint to the hearer. the setting took place in undersea palace at the concert hall, when the big concert would start. ariel had a beautiful voice and she would be singing there. triton was very excited for ariel’s performance. at that time, triton talked about ariel had a beautiful voice to sebastian. at the beginning, sebastian admits that ariel had a beautiful voice. but after that his expression turned into a complain because ariel never rehearsals. however, sebastian never reported to triton. the participants are sebastian and triton. in this conversation sebastian complains about ariel was never rehearsals. however, he did not directly complaint to triton. the relation between participants is king and his advisor. sebastian is the mode in this conversation, he expressed his feeling by spoken mode. his expression belongs to the informal way because he did not complaint in front of triton. data 10 grimsby : i know. happy birthday, eric! eric : gee, grim. it's, err, it's, err it's really something. . . . grimsby : yes, i commissioned it myself. of course, i had hoped it would be a wedding present, but . . . (the little mermaid 1989 movie, 00:21:21) in the conversation above, eric expressed his feeling of dislike. his expression relates to the expressive of attitude. in the conversation, eric did not directly express his feeling of dislike. the speaker actually did not like the birthday present given by the hearer. this conversation took place on the ship, when prince eric’s birthday celebration. he got a birthday present from grimsby. it was a large statue that resembled prince eric. however, prince eric did not like the statue. in the conversation he did not say that he did not like directly. he only response with spoke brokenly and flat expression. his expression showed that he does not like the birthday present given by grimsby. there are two participants, they are prince eric and grimsby. prince eric as the speaker got a birthday present from grimsby. however, he did not like the birthday present. the mode is prince eric who expressed his dislike by spoken mode. his expression can be considered as informal way, since it just a daily conversation. 6. greeting this utterance is an expression of greeting. it is used to welcoming the hearer. 51 data 11 seahorse : ahem . . . his royal highness, king triton! triton : i'm really looking forward to this performance, sebastian. (the little mermaid 1989 movie, 00:03:47) in this conversation the speaker expressed his feeling of welcoming. his utterance can be categorized as expressive for greeting. the speaker welcomed triton by saying something. he did not directly say welcome. the field is in undersea palace at the concert hall. it was the day that king triton had been waiting for. at that time, king triton would be led the concert. therefore, seahorse welcomed king triton. he did not directly say welcome however, he greeted. king triton very excited and respectful. the tenor in this conversation are seahorse, triton and sebastian. in this conversation the speaker welcomed the king when open the concert. the mode in this conversation is seahorse. he showed his greets towards king triton by spoken mode. his expression belongs to the polite and formal way because the speaker greetings for a king. data 12 ariel : morning, daddy atina : oh, she's got it bad. triton : what? what has she got? (the little mermaid 1989 movie, 00:28:05) in the utterance above classified as an expressive illocutionary act. ariel expressed her feeling of greeting. her utterance relates to the expressive of greeting. the setting took place in undersea palace at dressing room. at that time, ariel just came out to the dressing room and she saw all her sisters. she also saw her father therefore she greeted her father with a very happy face. the participants in this conversation are ariel, triton, atina, and andrina. in this conversation the speaker greeted the hearer with a happiness. the relation between the participants are daughters and their father. ariel is the mode in this conversation. she showed her greets towards triton by spoken mode. her expression belongs to the informal way because the speaker greeted her father and it just daily conversation. 4. novelties expressive illocutionary act is one of the classifications of illocutionary act used to express a feeling of the speaker. the novelties from this article is an expressive illocutionary analysis of old movies. the movie was produced by disney in 1989. this movie is well known to many people. in addition to disney production, this movie has an interesting story. where a mermaid falls in love with a human. the little mermaid 1989 also has good moral values. this article shows how expressive illocutionary act is used in this movie. in analyzing this movie is very necessary a thoroughness. interestingly, this article is figuring out expression that have hidden meanings. this article also analyzed the context of situation in the little mermaid 1989 movie. 52 5. conclusion this article analyzed expressive illocutionary act in the little mermaid 1989 movie. based on the discussion above it can be concluded there were 22 data that contained expressive illocutionary act. the result shows there are 6 types of expressive illocutionary act found the movie. there are apologizing (5), thanking (3), congratulating (3), wishing (3), attitude (6) and greeting (2). this article also supports by the context of situation. there are three parts that relates in the characters, such as field, tenor and mode. the field refers to the taken place and what is happening. the tenor refers to the actors, what kinds of relationships among the participants, and the mode refers to what language is used in that situation. 6. acknowledgements the author would like to thank for all parties who facilitated this research and for at mahasaraswati denpasar university, bali, indonesia which has supported the research. references amalia, firda., hidayat, didin nuruddin., & alek. 2021. illocutionary speech acts analysis in nadhira afifa's speech as a student speaker at harvard graduation 2020. uin syarif hidayatullah jakarta: jellt from:http://journal.unj.ac.id/unj/index.php/aksis/article/ view/18620. accessed at 7 december 2021, 13.26 p.m. arsani, luh putu anggie. 2021. an analysis of illocutionary act found in corona virus 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guides and customers in kumulilir agrowisata. english study program faculty of foreign languages mahasaraswati denpasar university. johanningmeier, corey. the script of the little mermaid 1989 movie. url: http://www.fpx. de/fp/disney/scripts/littlemermaid.html. accessed at 13 september 2021, 14.45 p.m. megawati, desak ayu. 2020. an analysis of illocutionary act found in a star is born movie. english study program faculty of foreign languages mahasaraswati denpasar university. nordquist, richard. 2019. the definition of communication. url: https://www.thoughtco.co m/what-is-communication-1689877. accessed at 4 december 2021, 13.17 p.m. pratama, luky nanda. 2019. the function of expressive illocutionary act with special reference to chbosky and spiliotopoulus’s beauty and the beast. english department faculty of arts udayana university denpasar. https://www.thoughtco.co/ 53 ratnasari, dian indah. 2019. an analysis of illocutionary acts in bad moms movie. english study program faculty of foreign languages mahasaraswati denpasar university. searle, john r. 1979. “expression and meaning” studies in the theory of speech acts. new york: cambridge university press. selviyani & pujiati, tri. 2019. expressive speech act in the novel dialogue the perfect husband. pamulang indonesia university: jellt from: https://ejournal.iainpalopo.ac.id/ index.php/ideas/article/view/1051. accessed at 7 december 2021, 18.20 p.m. sirwan, lalu banu & yulia, yuyun. 2017. an analysis of expressive speech acts used by steve rogers as the main character in civil war movie. sarjanawiyata tamansiswa university: jellt from: https://jurnal.ustjogja.ac.id/index.php/jellt/article/download/ 1873/1042. accessed at 7 december 2021, 09.12 a.m. tamam, badrut., setiawan, slamet., & anam, syafi’ul. 2020. the expressive speech act used by anies rasyid baswedan and recep tayyip erdoganas the reaction of the attacks in christchurch new zealand. universitas negeri surabaya: jellt from: https://jurnal.uns.ac.id/pjl/article/view/39424/27293. accessed at 7 december 2021, 20.40 p.m tiwul, margaretha. 2018. an analysis of expressive illocutionary act found in the light between oceans movie script. english study program college of foreign languages (stiba) saraswati denpasar. tutuarima, zulfa., nuraeningsih & rusiana. 2018. an analysis of speech acts used in london has fallen movie. muria kudus indonesia university: jellt from: https://journal.walisongo.ac.id/index.php/vision/article/view/3022. accessed at 7 december 2021, 10.06 a.m. yule, george. 1996. pragmatics. oxford: oxford university press biography of authors ni kadek dian trisnawati, s.s. was born in buleleng, august 13 th , 1999. she is a graduated student from the faculty of foreign language, mahasaraswati denpasar university. she graduated from mahasaraswati university in 2022 with bachelor degree in english study program. she is interested in pragmatic. email: nikadekdiantrisnawati@gmail.com dr. desak putu eka pratiwi, s.s., m.hum. is a lecturer at mahasaraswati denpasar university. especially, in english study program, faculty of foreign languages. graduated from her bachelor degree in english literature at udayana university in 2007. she continued to master degree in 2009 and doctoral degree in 2015 from linguistics department at udayana university. she got sandwich scholarship in 2013 from ministry of research, technology and higher education of the republic indonesia and attended a short study in the linguistics department of sydney university, australia. she actively published her articles in national and international journals also attends national and international conference and presents her articles. she is interested in linguistic anthropology, pragmatics, semantics and semiotics. email: desak.eka.pratiwi@gmail.com https://ejournal.iainpalopo.ac.id/index.php/ideas/ https://jurnal.ustjogja.ac.id/index.php/jellt/article/download/ mailto:nikadekdiantrisnawati@gmail.com mailto:desak.eka.pratiwi@gmail.com 54 i putu andri permana, s.s., m.hum. (andri) is a lecturer at mahasaraswati university denpasar as well as an english private teacher, copywriter and mc both in indonesian and english. he is already happy with the world of language, especially english, starting from junior high school to college taking the english department at the faculty of cultural sciences udayana denpasar bali. still feeling thirsty for knowledge, he continued to masters’ degree taking language teaching and learning (applied linguistics) still at udayana university bali. he started his career as a teacher in 2006 as an english course teacher in denpasar while taking undergraduate program. graduated from his bachelor's degree while continuing masters’ degree, he became teacher at a foundation in ubud part time while working at villa management as reservation and sales officer full time. his career in english had also given him the opportunity to work with one of the rotary international members in perth western australia focusing in kindergarten teacher training program both in australia and bali. he also has an experience working in hotels as an hr assistant manager. he is currently working as a lecturer in mahasaraswati university and actively being involved in teaching, researches and community service programs. email: andripermana@unmas.ac.id mailto:andripermana@unmas.ac.id sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 14, no. 1, january 2020, pages: 77-96 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i01.p09 77 city strunggle: rural and urban cultural space in bali in the modern indonesian poetry of the 1960s—2012 puji retno hardiningtyas 1 balai bahasa bali, denpasar, indonesia email: ruwetno@yahoo.co.id i nyoman weda kusuma, i gusti ayu agung mas triadnyani 2, 3, udayana university, denpasar, indonesia email: ruwetno@yahoo.co.id article info abstract* received date: 06 december 2019 accepted date: 09 december 2019 published date: 31 january 2019 keywords:* rhyme, city, rural and urban, bali, decentering this research is based on the space discourse that represents the city and its environment in modern indonesian literature in bali in the 1960s—2012. city and bali are presented as a setting of events through space that shows the city as a social configuration of its people. the research problem formulation is (1) rural and urban concepts in the appearance of tourist cities in bali and (2) decentering bali and bali's changes in the poems of the 1960s—2012. the data collection of this research used the library method with note taking technique. descriptive analytic analysis is used as a method with critical interpretive techniques. to analyze the data derrida's deconstruction theory was used, specifically decentering the rural and urban cultural paradigm which places the text as a social construction. the results and discussion of this research show that, first, poems of balinese poets have a tendency not to place cities as spaces as centers of progress, but cities that show individual awareness in the middle of the city. second, decentering bali is a hierarchical struggle that places rural and urban culture as a contradiction of urban spatial policy with the efforts of the community to defend its culture. therefore, the poems of the 1960s— 2012 about bali was a battle of discourses that put the binary opposition to form because of the concept of rural and urban areas. 1. introduction one of the functions of literature is as historical documentation that can reveal a particular region or place. in the book towns in britain: jones the plenner, jones and matthews (2014) argue that the existence of the city shows the hight of man’s achievement. the existence of the city is always related to civilization that reflects the victory of humans over nature or the surrounding environment, humans no longer depend on the management of nature land. urban communities have developed new livelihoods, from agriculture to industry, trade and transportation. changes in the community, also colored the balinese people who have since rolled out a government policy on tourism development in bali. the echo of the development of modern indonesian literature in bali shows the uniqueness of the region and is considered a representation of the right time for the creation of literary art. in the late 1960s, prolific authors wrote poems, including ngurah parsua, nyoman tusthi eddy, i wayan arthawa, abu bakar, nyoman rasta sindu, i gusti putu bawa samar 78 gantang, and i dewa raka kusuma. in the 1970s a number of poets were born who voiced the theme of universal humanism and politics in indonesia. in addition, in the 1960s the theme of tourism became a consistent object written by balinese poets today. in the 1970s, a number of poets in bali tended to return to the genre of contemplative poetry. according to eddy (1985, p. 15), indonesian poets tended to write contemplative poems, for example sutardji calzoum bachri, describing poetry in a mantra structure and linking the natural and magical realms. a similar poet in bali is i gusti putu bawa samar gantang. since the 1960s — now, i g.p.b. samar gantang consistently writes spell poetry—known as modern poetry—though not a few of his poems are about nature and humanism in balinese culture. since the advent of bali island as an indonesian tourism icon, the pros and cons of developing tourism facilities has led to poems about bali and its changes. poets like g.m. sukawidana, gde artawan, i dewa raka kusuma, and i wayan wirata, their sensitivity to bali's political, social, and cultural aspects are outlined in his poems. in the 1980s to 1990s, writers emerged who wrote about the charm of bali and the worst effects of balinese progress. these writers included oka rusmini, alit s. rini, cok sawitri, tan lioe ie, a.a. mas ruscitadewi, sindhu putra, wayan arthawa, ketut landras syaelendra, putu fajar arcana, and warih wisatsana. apart from their works voicing the ins and outs of bali, tourism remains an interesting topic. in essence, the poems of poets in bali and outside bali are many who echo the issue of bali as a discourse that never ends to be discussed in various ways. based on the problem in bali contained in poems of balinese poets, the reasons for this research are as follows. first, the poems that were born in the 1980s—1990s are poems of protest and change in urban space from rural to urban culture. second, the debate over bali's change, one of which was due to the growth of tourism which eventually led bali poets to write poems themed in the local colors of the balinese environment as well as forms of protest by the balinese themselves. based on the reasons of the research, the formulation of this research is (1) the concept of rural and urban tourism in bali and (2) decentering and positioning of bali in spatial space in modern indonesian poems by balinese poets of the 1960s—2012. this study aims to criticize the thoughts of poets in voicing bali and its change in bali, both the views of rural, urban, and decentering bali through poems of the 1960s—2012. in addition, the purpose of this research outlines the dominance of the view of the reversal of the structure of poet cities so that they contribute new ideas for the development of literary science in bali and generally in indonesia. some previous literature studies serve as benchmarks for this research to see the development of indonesian literature in bali with the aim of modern indonesian poetry and deconstruction theory. studies about poems that illustrate rural and urban aspects; decentering the city as the face of bali as a binary opposition between culture and nature. literary research (poetry) and urban talk using spatial and deconstruction theories have been investigated by respati (2018); hardiningtyas (2017; 2015); priyawan (2016); mashuri (2013; 2012); and kusniawan (2012). previous studies as a basis for comparison material on how deconstruction theory shows the battle of urban discourse in bali to position rural and urban concepts that present alienation of the balinese people themselves. there are not many experts who have a special view examining poetry and literary development in bali. previous research that took up poetry (periodization based on literary politics) and thematic as well as the development of indonesian literature in bali was conducted by putra (2017; 2011; 1998). a discussion of the material objects of poetry in the 1960s—2016 was conducted by hardiningtyas (2018; 2017; 2015). research on the development of national literature in bali with a span of two decades, namely pre-1949 and post-1949 was conducted by sukada (1982). in addition, eddy (1997; 1996) wrote in the mass media about the literary journey 79 of poetry and poets in bali. from the previous study, it was used as reference material to develop thematic poem studies depicted in poetry poets in bali from the 1960s to 2016. the difference in this research with previous research lies in the object of study and the results of discussions about the rural concept of balinese society which is inversely proportional to the current context faced by urban communities in bali, especially those who live in the center of a tourism city. this study uses the basic concepts and thoughts of jacques derrida's deconstruction. the work steps of the deconstruction theory, according to derrida (1982, p. 230), behind the text (philosophical) there is not emptiness, but a text of a network of diversity of forces that are fast and the reference is not clear so that what can be recognized from a text is a trace or trail (trace) from the difference process of the previous texts. the concept of difference not only determines meaning, but also reality or text. the word difference means ‘to differ’ (‘to differentiate’) and ‘to defer’ (‘delay’) so that the meaning of a reality or text takes place in the process of “differentiating” as well as “delaying” the meaning obtained. deconstruction is a way of reading the text, by dismantling the hierarchical structure of the text which presupposes the existence of a "center-edge". according to selden (1991, pp. 8889), deconstruction focuses on ongoing efforts to dismantle and eliminate the central existence in the text (read: decentering). the concept of thought offered by deconstruction is in line with the concept of poststructural thinking in critique of the concept of logocentrism. derrida presupposes logocentrism as "the desire for a center". derrida defines deconstruction as a denial of the understanding of the world formed by the existence of binary opposition. the existence of a hierarchical structure formed by the binary opposition indicates the truth of the logos concept offered by structuralism. deconstruction sees the text in its inconsistency to present certain concepts, by reversing the structure of the hierarchy formed in the text. this conception is based on saussure's structural linguistics, which developed the concept of binary opposition. deconstruction is a reversal of a pre-existing text. from this opinion, it can be concluded that deconstruction deliberately reconstructs the conceptual hierarchy of the structure of an existing text so as to form a text can find a reversal of an established structure. the method of deconstruction, according to norris (2008, p. 13), steps are grouped into three, namely (1) identifying the hierarchy of opposition in the text, (2) the opposition is reversed by showing the dependency between conflicting and reversed privileges, and (3) the term or new ideas cannot all be categorized as old opposition. deconstruction reading in principle seeks a truer meaning, while at the same time looking for the unity that covers a text. thus, deconstruction is the reading of a text and looking for the reversal construction or strength that is included in building the text. according to barry (2010, p. 86; pp. 90-91), there are three steps to the deconstruction reading process, namely (1) verbal, (2) textual, and (3) linguistic. to make it even clearer, deconstruction reading reveals a contradiction or paradox; showing fractures, gaps, cracks, and continuity are ways to imply that the text lacks coherence and consistency of purpose; linguistic peculiarities that seem relevant include some linguistic oddities or a kind of nonsequitur which weakens the fixed meaning. from this process, there is a facet of the theory of deconstruction—poststructuralism is the tendency to reverse the polarity of binary opposition from the text itself. 2. research methods this type of research is qualitative based on interpretive philosophy. in collecting this research data, the study method of literature, documents and note-taking techniques are used. the document method is used to involve the exploration and analysis of documents about poems of balinese poet in the conservation of urban space and mitigation of the changing face of bali. in 80 addition, the document method is also used to trace the history of literature, especially poetry in bali. the material object of this research is a poem published from the 1960s—2012 that was chosen randomly as a research material, both published in individual anthology and joint anthology. the formal object of this research is urban space in bali, decentering poems that focus on rural and urban concepts of balinese change and the alienation felt by the people. as analytical material, poetry data was collected using the literature method with a purposive sampling technique representing the 1960s—2012 by taking 10 anthologies (13 poems) and 11 poems published in the mass media. the data source used in this study is thirteen collections of poems published from the 1960s—2012, the works of balinese poets as follow. table 1 poetry of 1960s—1990s decades themed land, anxiety, rural and urban culture, cities and bali no . judul penyair tahun, hlm. tema 1 paulus yos adi riyadi pelebaran djalan (in penyair bali) 1969, p. 27 efforts to change the city planning by widening the road that leaves the sacrifices of its people 2 ngurah parsua hujan di tengah kota (in setelah angin senja berhembus) 1973; p. 7 hope a city far from the welfare of its people 3 made taro sajak kota (in seekor burung buat tarma) 1973, p. 1 changes in developed cities that leave poverty in their communities 4 i wayan windia ballada orang-orang trunyan (in malam sunyi) 1974; p. 8 an overview of the original village bali mula under hill with a few of work. 5 faisal baraas di pelabuhan buleleng (in adalah sebagian dari kita) 1974; p. 5 social, trade and coolie situation in port of buleleng 6 made sukada jalan gajah mada (in denpasar dalam sajak) 1973 the hustle and bustle of the atmosphere of jalan gadjah mada, known as the economic center of denpasar city 7 made sukada jalan diponegoro (in denpasar dalam sajak) 1973 jalan diponegoro which has been replaced by shops and malls that are identical with urban culture 8 made sukada hbb (in denpasar dalam sajak) 1973 the bali beach hotel witnesses an exchange of dollars and tourism in sanur 81 9 ngurah parsua kepada bali (in pemburu) 1987; p. 40 hopes for bali to stick to tradition 10 hartanto nanyian tanah gersang (in ladrang) 1994; p. 8 restless to lose rice fields as ingredients 11 i wayan arthawa “tanah leluhur” (in majalah horison, 12/xxviii/37) 1989 the issue of ancestral heritage which is easily traded and lives as an urban generation to the city of denpasar 12 oka rusmini “upacara kepulangan tanah”; “tanah bali 1”, “tanah bali 2”, “tanah bali 3”, “tanah bali 4”; (bali post, march 5 th 1995; in monolog pohon; denpasar, geriya budaya, 1997) 1995; 1997 the issue of land for sale, people live in reversing rural culture into urban areas under the pretext of tourism development 13 putu fajar arcana “halaman kapur bukit pecatu” (in bali post) 1996 bukit pecatu has been controlled by foreign investors; local people sell land to investors without considering the future of their offspring 14 alit s. rini “tanah sengketa” (dalam bali post, february 19 th 1995) 1995 anxiety about ancestral land, how people perform rituals if a lot of land is traded for tourism development 15 k. landras syaelendra “di pura tanah lot” (in majalah horison, juni 1994) 1994 hotel construction, tourism and ritual loss at places of worship around tanah lot temple 16 widiyazid soethama “mana tanah bali” (in bali post, 5 juni 1994) 1994 a question about bali's land which is partly lost due to tourism development 17 umbu landu paranggi “jagung bakar pantai sanur” (majalah budaya kolong, no. 3, year 1, 1996, p. 17) 1996 the portrait of sanur beach that has been built in european style buildings and the memories of fishing boats is only a story 18 umbu landu paranggi “ni reneng” (majalah budaya kolong, no. 3, year. 1, agustus, 1996) 1996 an overview of the city of denpasar with all the activities of urban life that longed for the life 82 of previous bali 19 umbu landu paranggi “dari pura tanah lot” (dalam majalah budaya kolong, no. 3, thn. 1, agustus, 1996) 1996 between tourism, migrants across, and tanah lot temple illustrates the function of a place of worship as well as a tourist attraction 20 umbu landu paranggi “denpasar selatan, dari sebuah lorong …” (dalam bali post, sanday, february 23 rd 1997; dendang denpasar nyiur sanur) 1996; 2012 the setting of denpasar city has changed into a metropolitan city 21 mas ruscitadewi denpasar (in dendang denpasar nyiur sanur) 2012 denpasar is a historical city 22 oka rusmini sanur (in dendang denpasar nyiur sanur) 2012 changes in sanur from traditional transportation, rice fields, head trees on the coast replaced with hotel buildings 23 putu fajar arcana jalanan denpasar (in dendang denpasar nyiur sanur) 2012 changes in denpasar city from traditional to modern transportation 24 sindu putra denpasar kilometer nol (in dendang denpasar nyiur sanur) 2012 denpasar city center that ignores the lives of the poor/ destitute and orphaned stages of analysis of this research, existing data are classified by theme and then analyzed by descriptive analysis method with critical interpretative techniques. the process of data analysis is elaborated with jacques derrida's deconstruction theory guide. the presentation of this research uses formal and informal methods with inductive deductive techniques or vice versa. 3. discussions explanation the results and discussion of this research are divided into two subsections as follows. first, an analysis of rural and urban concepts as a configuration of tourist cities and bali in the poems of the 1960s—2012 by the poets of bali. second, decentering bali and its changes as an interaction between rural and urban culture. the two sections of the research discussion are described as follows. 83 3.1 rural and urban concepts: changeable city of tourism in bali since 1958, bali has become a province of its own. after a decade, in the 1960s, bali organized the government structure and urban spatial planning and tourism. in the 1970s, tourism had become a part of culture in bali. this is in line with the opinion of schulte nordholt (2010, pp. 2--3) that the notion of cultural tourism, which developed at that time, not only implied cultural commodities, but also community tourism, which blurred artificial boundaries between cultures (parts of balinese society) and tourism (outside). by doing so, tourism is involved in creating a balinese culture as an object that can be marketed and become the object of literary inspiration for writers in bali. in the 1980s to 1990s developments in the tourism sector was prolonged without regard to the trihita karana concept anymore. at that time, many protests were posted by the public and also poets through protest poems published in the mass media or in joint anthology publications. in line with this, putra (1998, p. 144) argues that the 1980s—1990s were periods of social criticism of bali's change. many poets who also work as journalists write poetry and news that voice social protest against bali and uneven tourism development. from the 24 poems that show the streets of denpasar, it can be assumed that the role of the modern city is significant as the 'center' of the civilization. the picture of narrow streets, traffic density, the number of shops/outlets along the road has constructed denpasar as a variety and heterogeneous city discursivity. according to hall (1993; melani, 2008, p. 38), identity is not the essence, but a number of identification attributes that show how individuals are positioned and position themselves in society because cultural and historical aspects are a necessity. identity as a production that is never finished, always in process and always built in representation. identity is not static, is always constructed in space and time, and is complex and various. the space and time presented in the poems are very visible as social problems in denpasar city as a city base in eastern indonesia which is predicted as a tourism city. from the choice of the denpasar city street diction used by poets in the anthology of denpasar dalam sajak in made sukada's poem can be traced to the theory of deconstruction. in the anthology three poems were chosen that were the face of denpasar city, namely the poem titled "jalan gajah mada", "jalan diponegoro", and "hbb". the poem "jalan gajah mada" consists of 2 stanzas, the 1st stanza there are 3 lines, the 2nd stanza there are 2 lines, /melintang barat timur/memajang trotoir/tak mengenal tidur/ dan warna kehidupan/ berlomba dalam debu dan waktu/. the binary opposition of the poem reinforces the hierarchy that the text actually occurs to reverse the meaning to equalize the meaning itself. the binary opposition pair of rhymes is "barat" and "timur" the rest there is no consistency of the poem text in constructing meaning. the words “trotoir”, “tidur”, “kehidupan”, “berlomba”, “debu”, and “waktu” there are no binary pairs. for the diction "trotoir", the writing is not standard in indonesian language norms, the right is "trotoar". imagination and accustomed to a variety of proficiency so that poets more easily write the word "trotoir". apart from the writing, it can be understood that there is a diction "trotoar" in accordance with the meaning of the hierarchy along the road in the gadah mada street area. the concept of gajah mada street is a road that runs from west to east on gadah mada street, denpasar city, which is the life of denpasar city, there is morning, afternoon, evening, and night life. along jalan gadah mada there are pasar badung and pasar kumbasari, on either side of the road there are shops that are open from morning to night. jalan gajah mada is the busiest street in the city of denpasar because of economic and trade life. the same thing can be seen in the poems "jalan diponegoro" and "hbb" are poems written in the 1970s with the imagination of the city of denpasar that changes in line with the development and modernization program in bali. on jalan diponegoro there was a prison building that was moved in the 1980s, the prison building was demolished and moved to korobokan, badung regency. after it was demolished, shops were built—named kertha wijaya 84 shops—which faced the construction of the bali mall ramayana. denpasar's very rapid changes have also been documented by made sukada in his poems. likewise, the rhyme "hbb" is what highlights the construction of the bali beach hotel, sanur, denpasar city. the poem "hbb" consists of 4 stanzas, the 1st line has 2 lines, the 2nd stanza has 2 lines, the 3rd stanza there are 3 lines, and the 4th stanza there are 3 lines the search for binary opposition cannot be found in the text. however, there are diction “jaringan dolar”, “kehidupan”, “terbunuh” “misteri”, “berapa dolar”, “harga kehidupan”, “kebebasan”, “kemanusiaan”, “cukup berwatak”, “membenah diri”, and “ujud hipokrisi”. the diction is proof that there is no consistency of the text in constructing meaning. the words “berapa dolar” dan “harga kehidupan” save the sadness and anxiety to choose life between "freedom" and "life". every word in made sukada's poem which is positioned as if it contains a tendency for answers to dollars and life in bali. the concept of rural culture is inversely proportional to the presence of urban culture in the city of denpasar. there is a sense of disappointment and hypocrisy that impressed in the last stanza /ya, ya, ya, kita pun cukup berwatak/membenah diri/dalam ujud hipokrisi/. for the words "ujud" and "hiprokrisi" not standard so that it will cause a meaning that is different from the literal meaning. the word "hipokrisi" which means 'hypocrisy' turns out to be a typographical error and the standard "ujud" is "wujud". here, the axis of meaning can be traced behind, the hypocrisy and anxiety of the people themselves cannot be measured by the presence of dollars. bali's fear of change with the construction of the bali beach hotel is a form of dominance of the power of diction in a poem text. from the 24 poems that are the object of this research, they present the rural concept, especially the names of roads, banjar, temples, and rivers into cultural identities that are owned by denpasar city. cultural identity is always associated with hybridity and diaspora. the anthology of the dendang denpasar nyiur sanur poem appears on the cover there are illustrations of temples, beaches, bicycles, and two people (men and women) which are certainly very ironic when compared to the current development of denpasar. cycling activities are not commonly found on the streets of denpasar. bicycles and agricultural activities seen in putu fajar arcana's poem entitled "jalanan denpasar" (putra et al., 2012, p. 16), “sanur” by oka rusmini (putra et al., 2012, p. 101--102), “denpasar” by mas ruscitadewi (putra et al., 2012, p. 99), and “denpasar kilomenter nol” by sindu putra (putra et al., 2012, p. 86) can be found in the context of the past when denpasar was at an evolutionary stage. tourism city. note the following excerpts of the poem "jalanan denpasar" by putu fajar arcana /bersama waktu melajulah/dan/ke menara masa tua/sempit lorong/pengap ruangan/dan/lewati saja sembari melambai/peradaban/dan /jalan sempit menyesatkan/ (p. 16) is an opposition diction. the opposition dictionaries are "waktu" and "masa", "sempit" and "lorong", "peradaban" and "masa tua", and "sempit" and "menyesatkan". the quote from the poem offers a binary opposition that places the modernity of the progress of the city and the past of denpasar city. there is a blurring of traces of the progress of the city with the social problems created by these poems. in the midst of the modernization there are a number of suburban and urban groups which must struggle to be able to live in the city. changes in community life as cultural actors in urban areas compete with the feudal and capitalist economic systems. the change in life activities from an agrarian life that does not require a lot of expertise has removed the community groups that have been disadvantaged by the development of the city. this condition can be seen in poetry "sanur" by oka rusmini and "denpasar kilometer nol" by sindu putra. from these two poems, it is shown that the fading of the local identity of denpasar city has been swallowed up by the times, especially the physical changes and the way of the people. since the 1970s, the city of denpasar, the community, and the government of bali have experienced an identity crisis in the 85 name of the impact of tourism. the following excerpt from the poem "sanur" by oka rusmini as an example of a form of conflicting changes in the city of denpasar that is too fast without regard to the concept of rural culture. sanur 1970—1975 dari beraban, denpasar, menuju sanur. lelaki itu mengayuh sepeda kunonya…. … begitulah perjalanan itu dilukis di mata kanak-kanaknya. pohon-pohon kelapa yang menjulang tinggi. hamparan sawah, dan percakapan burung-burung selalu menemani sepanjang perjalanan. kadang, suara gelak para petani berteriak sambil mengusir hama. sering juga perempuan itu naik dokar, menuju sanur…. 1990— … aku telah kehilangan pantaiku, orang-orang terus berdatangan menanam beragam pohon-pohon asing berbatu. menguncinya rapat-rapat semua lubang pintu. …. aku tak bisa lagi mandi dengan riang karena setiap menit perahu motor datang menyeberangkan orang-orang. air alut yang amis tak lagi mengingatkanku pada sanur. aku mencium bau solar, orang-orang berteriak dari atas kapal… (putra et al., 2012, p. 101-102). the poem "sanur" is a conception of the state of denpasar city, especially sanur, which is known as a beautiful beach in bali, before foreign investors enter to build hotels and make sanur a tourist attraction, sanur is described as a place that is conceived of as a rural culture. the mention of diction “sepeda”, “pohon-pohon kelapa”, “hamparan sawah”, “percakapan burungburung”, “gelak para petani”, “mengusir hama”, and “dokar” are a form of rural culture of balinese people depicted poets in the range in 1970—1975. however, on the contrary, in 1990 — sanur became a center of tourism, especially marked by the building of the bali beach hotel (which was also revealed by the poet made sukada)—is an urban cultural concept. in fact, the binary opposition pair that at the same time declared urban culture appears in the 2nd stanza line 8, 9, 10, 21, 22, and 23. the diction “orang-orang terus berdatangan”, “menanam beragam pohon-pohon asing berbatu”, and “mengunci rapat-rapat semua lubang pintu” emphasized that the influence of tourists has brought a new civilization to the community, especially humans involved in tourism development. in these poems that mention community competition that survives with rural culture and people who enjoy urban culture. in the midst of community conflict to fight over urban space and agricultural space, its existence is denied. in addition, the space and city planning inhabited by the poor urban, which hampered progress are told in the poem "denpasar" by mas ruscitadewi and "denpasar kilometer nol" by sindu putra also identified that denpasar seemed to have lost its identity as a city that had given birth to the concept of human civilization. excerpts of the poem "denpasar kilometer nol" by sindu putra seen in verse 4 consists of the following 4 lines /di surga denpasar, di pohon-pohon yang kurus/di sela air yang menyadap cahaya/aku dengar himne kaum bisu itu/dengan tangan pilu menabuh batu api/orang miskin dengan tubuh tak berubah/ (p. 86). meanwhile, the poem 86 "denpasar" by mas ruscitadewi consists of 4 stanzas which each row in the first row pollutes the city of denpasar as a battle of rural and urban culture. see the following poem. denpasar denpasar adalah pohon lontar di utara pasar di daunnya cerita ditatah (dari bale bengong raja menembangkannya) denpasar adalah cerita perang sejarah keris-keris ditanam (sebelum tidur para ksatria mendogengkannya) denpasar adalah kusir dokar tua yang melintas di bawah pohon asam (penuh syukur mendapati bayi karna putra surya) denpasar adalah gasing yang senantiasa berputar aku di dalamnya menjadi noktah tak terbaca (ketika kanak-kanak memainkannya dengan riang) (putra et al., 2012, p. 99). the poem shows the traditional contrasts of denpasar/rural—lontar and the story of the kings, the history of the keris and the story of the knight, the driver of an old doctor and the story of the baby karna the son of surya—not the slightest poet wants denpasar to turn into a metropolitan. like the first line of the 4th stanza /denpasar adalah gasing yang senantiasa berputar/ seems to be an artificial mimesis of a cultural area that cannot be changed. in line with this, putra (2011, p. 44) argues that the identity of opposites in the midst of the strong influence of western culture brought by tourists, in the 1970s, who came with long hair and casual clothes had influenced balinese society. the deconstruction shown in the poems by balinese poets has presented binary opposition in the diction that reverses the facts of the development of denpasar city. the binary opposition was formed from diction which could be juxtaposed, but instead gave rise to a new construction of the meaning of poems summarized in the poetry anthology of dendang denpasar nyiur sanur. from the four examples of poems by putu fajar arcana, oka rusmini, mas ruscitadewi, and sindu putra, the hierarchical opposition to poetry by balinese poets shows the prevalence of a city that welcomes civilization. denial or negation of the meaning of the diction in dendang denpasar nyiur sanur poems that engender to the opposition to the reversal of a material-based city system in carrying out patterns of human life and objects in the city. the negation of the word di dusun-dusun jagatraya bali related to memasuki gerbang kotamu tergesa metropolitan in the poem “denpasar selatan, dari sebuah lorong…” by umbu landu paranggi (p. 70) is a decentering of denpasar city, generally bali, which represents the absolute patterns and systems of a denpasar cities that are responded negatively. the city has shaped the lives of people who live in it must undergo a mechanism and this is able to change the identity of the community itself. in denial of the city of denpasar, difference offers a context in which urban society lives in the midst of intense and magnificent activities of the city. note the poem “denpasar selatan, dari sebuah lorong...” by umbu landu paranggi (putra et al., 2012, p. 70; bali post, sunday, february 23 rd 1997) has provided social criticism of the development of denpasar city. 87 poets have used metaphors to sharpen their poems by showing the relationships between city dwellers who are already full, crowded, and cruel to the indigenous people. the negative view of the city that brought about this change has marginalized the indigenous inhabitants who have to compete with urban communities and tourists who come to denpasar. in fact, the city is increasingly intensive with its territory and the old city is being renewed to keep it relevant to the civilizations that enter the cities of denpasar and sanur. the fading identity of a city can be seen from the physical structure, lifestyle, and socio-cultural orientation of the community which has been shown in poems by balinese poets. judging from the title of these poems, deconstruction has seen irregularities, deconstruction rejects the establishment produced by balinese poets visualized through the choice of the word “kota”. their poems describe the physical and social struggle of the city and the imbalances that occur in denpasar city. the word "dendang" means ‘singing expressions of pleasure and excitement, while "denpasar" is the name of the city, land, region in denpasar, the capital of the province of bali. the word "nyiur" means "coconut" and “sanur” is a famous tourist spot in bali, located east of denpasar city. the use of the words "dendang" and "denpasar" is a representation of the song of the anxious people of denpasar. dendang denpasar nyiur sanur is certainly very inversely proportional to the differences that are presented in these poems which incidentally as a documentation of changes in the city from the 1950s to the 2012s. the 114 poems in dendang denpasar nyiur sanur have a tendency not to place the city as a space that shows individual awareness in the middle of the city. the city becomes an object that clashes with the past, overlaps, and contradicts the current of rapid changes in the memory of the residents of the city. from the 24 verses presented in this research, poets deliberately describe the past fate of a city—denpasar city—which has been eroded by the centuries as a result of development and tourism. in the poems of the bali poet's work, he imagines the cities of denpasar and sanur as a city and beach that has a relationship that changes people as residents of denpasar city. these poems treat the city as a setting and position the city as a social and cultural unit that makes it possible to live in an agrarian world which is partly expressed by poets. this dichotomy actually completely ignores extreme socio-cultural shifts when there are "theories" that black and white in treating cities as constructive settings. 4.2 decentering bali and its changes in 1980s—2012 poetry the development of indonesian literature in bali is inseparable from the phenomenon of the influx of tourism in the 1950s—1968, then in the 1970s has more or less changed the order of traditional, post-revolutionary, and modern life. in the previous year, in the 1960s, balinese poets had been sensitive to the socio-cultural conditions and locality of their regions which were reflected, contemplated, and set forth in their poems. in the 1980s—1990s the theme of ritual and rite was instinctively written by balinese poets, both senior and junior. as a balinese community, poets position themselves as individual and cultural actors, then create literary works that can give rise to explicit or implicit discourse that occurs in society. the following table lists poems that speak out against tourism development in bali. the social construction in the poems of balinese poets is formed through a shift that places agriculture as the main sector of people's livelihood in bali. according to picard picard (1996; schulte nordholt, 2010, p. 10), in 1990, as many as 26% of the balinese population lived in urban areas, both in (formerly) rural and urban areas. land commodities take place very quickly, even in urban areas, people are no longer able to pay taxes, calculated based on market prices and eventually people sell their land and move to cheaper places. see the "pelebaran djalan" poem by paulus yos adi riyadi (1969, p. 16), the poem was created because it saw a portrait of 88 government policy without thinking about the interests of the balinese people. apart from the word "pembangunan" bali which puts denpasar city as a diachronic time concept. the social construction in the "pelebaran djalan" poem is formed through a shift that places the role of the suburban community in denpasar as part of the community structure that is always involved in the tension between urban spatial planning policies and the community's efforts to survive eviction. compaction of events that are placed on the complexity of rural communities becomes the pattern of social construction of the people of denpasar city in the "pelebaran djalan", which is colored by the nuances of repression and also resistance by the people. according to kusniawan kusniawan (2015, p. 61), the displacement indicates a text effort to eliminate city construction as a center of progress with the iconography of buildings, but the removal is present through eviction events that have a relation with city construction as a center of progress. which is none other than equitable development of the tourism region. in the "pelebaran djalan" poem by paulus yos adi riyadi there is opposition between “orang-orang berkerumun” and “sebuah pengumuman”; “jalan” and “diperlebar”; “pembangunan kota” and “dibongkar rumahnya”; “memperindah” and “membangun”; and “negara” and “kota”. the choice of diction “orang-orang berkerumun” relates to the diction “sebuah pengumuman”. if you pay close attention, the choice of words is related to negation or inverting from an existing structure. there is an appropriate conjunction to negate the diction, namely tetapi. the purpose of using conjunctions tetapi is to negate diction in a hierarchical order. in the 3rd verse that read /orang-orang berkerumun/diam/tapi di hati yang paling dalam/melepas kata-kata:/bapak/sejak dulu kami telah siap/untuk memperindah dan membangun/negara ini dan kota ini/ there is opposition that represented in a community readiness for the change of the city in bali. the pattern of hierarchical formation in the poem text "pelebaran djalan" is presented with the use of a diction between “pembangunan kota”; “orang-orang berkerumun”; “diam”; dan “memperindah”/ “membangun” which can be negated from the opposite condition of the word pembangunan. this "pelebaran djalan" poem is positioned as a contradiction to the condition of the city and the impact it has on the development and expansion of urban spatial planning. this is indicated by the 2nd verse line 5/para penduduk harus bersiap yang dibongkar rumahnya/. there is a metaphorical element offered by poets between road widening and demolition of houses so that overlapping hierarchical meanings. this "pelebaran djalan" rhyme offers the end of the poem to hope such as the sound of the 3rd verse line 12 and the 13th as follow /benar-benar membawa kami/kepada hidup yang lebih baik/. changes and spatial development in bali have brought discomfort and tension felt by the people in bali. consider the same poem that sounds contradictory resistance is the poem "sajak kota" by made taro. the private event represented by a beggar in opposition to the city wall, the 2nd stanza of the 2nd row with the 4th stanza of the 1st row which reads /berserakan pengemispengemis kering/ dan /laut melapuh di dinding kota/ using a city background identical with social criticism in it. the presence of beggars and the progress of the city which simultaneously oppose. opposition that can be assessed from the diction chosen by the poet is “laut melapuh” dan “dinding kota”; “laut melapuh” dan “jangkar patah”; “wajah kota” dan “merah kelabu”; “wajah kota” dan “pengemis-pengemis kering”; dan “angin berwabah” dan “kematian di tangan kanan”. if you pay closer attention, there will be opposition that offers a relationship between “laut melapuh”, “wajah kota”, dan “jangkar patah”. there is a picture of the tone of disappointment and sadness over the change of a city. a parallel relation is raised in the poem, there is a causal relationship that is raised in the poem. expansion and development of the city deliberately created the face of the city to be gloomy, compared to the sea which is fading and broken anchor. the relationship that is clearly visible between “wajah kota”, “merah kelabu”, dan “berseraklah 89 pengemis-pengemis kering” is the diction highlighted for the negation of a city development and the welfare of its people. the meaning of a city with dry beggars’ metaphors that city change is identical with poverty so it is very clear poets dismantle the existence of a city full of problems. another poem “denpasar selatan, dari sebuah lorong …” by umbu landu paranggi was also made into a city and the streets throughout denpasar underwent changes from year to year. opposition occurs between the “anak angin” and “ruh”; “sembunyikan” and “air matamu”; “cakrawala” and “sepagar halaman”; “menyibak” and “rahasia semesta”; “perempuan” and “lakilaki”; “bertanda” and “sigaran nyawa”; “bibir cahaya” and “rumpun perdu”; “kekasih dewata” and “terowongan penjor”; “dusun-dusun” and “jagat raya bali”; “gerbang kotamu” and “tergesa metropolitan”; and “jalan pasir” and “gubug ladang garam”. the poem “denpasar selatan, dari sebuah lorong …” is a poem representing the balinese people who all met in the city of denpasar. an illustration of urban society can be seen in the poem, umbu carries the metropolitan city of denpasar although contradictory, there are still many people who live below the poverty line. another poem entitled “hujan di tengah kota” by ngurah parsua also emphasizes decentering the city as an urban and rural concept. excerpts from ngurah parsua's poem can be seen from the use of binary opposition relations; spatial planning and the face of poverty of the people, namely between “di bukit lembut” and “kota termangu”; “harapan datang” and “membasuh mimpi”; ”kata bisik beku” and “orang menggigil”; “inilah peperangan” and “dibangun sendiri”; and “kehendak damai” and “menindas pura-pura”. the third poem is a battle of discourse to place a hierarchical position against the opposition formed, namely the concept of rural and urban. by choosing the vocabulary of street names, road conditions, and place names (beaches) in denpasar, urban and rural ideas can be seen with very striking inequality. the events presented in the poems of paulus yos adi riyadi, made taro, umbu landu paranggi, and ngurah parsua slowly became the construction of the city as a center of progress. the street names chosen by poets are cultural identities that can be associated with hybridity and diaspora. denpasar city has dynamically placed the concept of time. in 1984, the mention of denpasar city appeared in the poem "ni reneng" by umbu landu paranggi, which was presented with inconsistencies in constructing hierarchy with parallel construction of relations. the city of denpasar was deliberately recited under the name of a famous artist named ni reneng, a dance maestro of his day. on the contrary, it was clearly shown that denpasar is the metropolitan city center seen in the 1st row of the 2nd stanza /meliuk di tengah denpasar/ and the 27th row /di sini, di pusaran jantung bali/. opposition occurred between “memeluk tanah”, ”rimba babad prasasti” and “ritus tubuh tarian” which was metaphorically rural when denpasarbali was in a position of traditional life. there are blurring traces of the progress of the city with social problems created from these poems. in denial of the city of denpasar, difference offers a context in which urban society lives in the midst of intense and magnificent activities of the city. again, consider the poem “denpasar selatan, dari sebuah lorong …” by umbu landu paranggi as follow. denpasar selatan, dari sebuah lorong... umbu landu paranggi … terowongan penjor nun didusun dusun jagatraya bali resah menanti lalu menyulingmu kembali 90 memasuki gerbang kotamu tergesa metropolitan (bali post, 1997; (bali post, 1997; putra et al., 2012, p. 70). in the midst of the modernization there are a number of suburban and urban groups which must struggle to be able to live in the city. changes in community life as cultural actors in urban areas compete with the feudal and capitalist economic systems. the change in life activities from an agrarian life that does not require a lot of expertise has removed the community groups that have been disadvantaged by the development of the city. these poems treat the city as a setting and position the city as a social and cultural unit that makes it possible to live in an agrarian world which is partly expressed by poets. this dichotomy actually completely ignores extreme socio-cultural shifts when there are "theories" that black and white in treating cities as constructive settings. the fading identity of a city as seen from the physical structure, lifestyle, and socio-cultural orientation of the people has been shown twenty-four verses in table 1. deconstruction rejects the establishment produced by balinese poets visualized through the choice of the word kota. the poems of bali poetry illustrate the physical and social struggle of the city and the imbalances that occur in the city of denpasar. the view of demystification and demythologize about nature is essentially the tendency of modern people to think that nature is an object. nature can be utilized for the benefit of humans and not nature uses humans. environmental ecosystems are clearly depicted in the poem "tanah leluhur" by i wayan arthawa, “nyanyian tanah gersang” by hartanto, "“upacara kepulangan tanah; tanah bali 1, tanah bali 2, tanah bali 3, tanah bali 4” by oka rusmini “tanah sengketa” by alit s. rini, and “mana tanah bali”. nature is not a regulator, guardians let alone grow and develop something, nature is what is regulated, maintained or cultivated. the existence of nature expressed by balinese poets in these two poems is a moral responsibility, not only of the selfish anthropological nature of balinese people, but also of cosmic causes. in the midst of the modernization there are a number of suburban and urban groups which must struggle to be able to live in the city. changes in community life as cultural actors in urban areas compete with the feudal and capitalist economic systems. the change in life activities from an agrarian life that does not require a lot of expertise has removed the community groups that have been disadvantaged by the development of the city. from these two poems, it is shown that the fading of the local identity of denpasar city has been swallowed up by the times, especially the physical changes and the way of the people. since the 1970s, the city of denpasar, the community, and the government of bali have experienced an identity crisis in the name of the impact of tourism. umbu landu paranggi's rhyme titled “dari pura tanah lot” which read /beribu para aku sebrang sana datang/mengabadikanmu pasang naik pasang surut/dan kini giliran asal bunyi sunyiku menggapai puncak meru/ke gunung-gunung agung tengadah mataku mengail ufuk/tak teduh mengairi kasihku/ also socialize rural culture around tanah lot. in line with umbu's poetry, k. landras syaelendra “di pura tanah lot”, it is very clear that the exploitation of land around tanah lot at that time was the inspiration of poets in his poetry, such seperti /kami memasuki kawasan asing ini/ di antara tiang-tiang beton/. binary opposition “kawasan asing”, “tiang-tiang beton” is a very clear diction as the balinese relations are referred to by the word "kami". the pronoun "kami" presents the meaning of togetherness or balinese society which is assumed as a metaphor for bali's change from rural to urban life. urban society—the city—is represented in poems of balinese poets in opposition to rural—village—forming a hierarchical construction that places the concept of rural under urban. the movement forward from rural culture to urban culture is in the text of the poem sajak “di pura tanah lot”. the cognitive process is formed because of the environment, in the midst of exploited natural phenomena, 91 poetry also witnesses the history of changes in a city or region. based on the poems produced by poets in bali, it can be concluded that the events that occur in society affect the socio-cultural knowledge that follows the poet's mind to write poems in a hierarchical context by presenting parallel rural and urban relations. 4. novelties the twenty-four poems of balinese poets in the 1960s—2012 present a decentering picture of the rural and urban concepts. the findings of this research are as follows. first, the twenty-four poems of balinese poet have two poles that form a vertical hierarchy, namely between rural and urban concepts. the rural concept is a poetic text that places the culture of the people who live in traditional positions—living in the village then doing work in agriculture. the urban concept in the poetry texts of bali places urban communities living in urban centers and tourism in bali with livelihoods in the economy (business, trade), tourism sector (hotels, tour guides, and tourist attractions). second, poems of balinese poet create city decentering that changes and the movement of balinese people from rural to urban life with the spirit to change the destiny and escape from traditions that are considered inherent in rural concepts. rural concepts—such as maintaining traditions and ancestral lands, are worth defending in the midst of the changes that occur. the urban concept is visualized with denpasar city, tanah lot, bukit pecatu, and sanur as the center or heart of the city by highlighting in the trade and tourism sectors. from these two findings, this research is an effort to document changes in villages, vocabularies, preserving ancestral lands, sacred places of worship, and tourist attractions in poetry. in addition, this research can be used as a reference for further research with other methods and theories so that develop literary science in indonesia, especially modern indonesian literature in bali. 5. conclusion based on this explanation, it can be concluded that the poems of the 1960s—2012 have a common balinese local theme, both the concept of rural and urban culture on the development of cities and bali in general. from the 24 poems by balinese poets, in general, decentering the concept of the city, which is the city of denpasar and tourist attractions in bali that become urban culture. visualization of city streets and hotel development is an image of the city as a center for the advancement of balinese civilization into a metropolitan city. the existence of rice fields and places of worship that functioned as tourist attractions, tourism cities that leave poverty and leave agricultural land increasingly narrow. there was an attempt to shift the instruction of the rural cultural hierarchy into an urban culture which was conceived in the 24 poems of the 1960s— 2012. second, from the point of view of decentering the cities of denpasar and bali, none other than an attempt to reverse the repression of the rural concept can be indicated as the absence that still offers urban concept repression. very clearly, the poems presented in this research have represented the people in bali who live in urban areas must adapt to new urban spaces while preparing to become marginalized communities. on the other hand, rural or urban communities are becoming urban communities that are witnessing the development of cities, urban changes, and social systems that are increasingly developing today. 6. acknowledgements my gratitude is delivered to the team of examiners, prof. dr. i nyoman weda kusuman, m.s., dr. i gusti ayu agung mas triadnyani, s.s., m.hum., prof. aron meko mbete, prof. i nyoman kutha ratna, s.u. 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(1974). ballada orang-orang truyan. dalam malam sunyi. denpasar: yayasan ilmu dan seni lembaga seniman indonesia bali. 96 biography of authors puji retno hardiningtyas, s.s., m.hum. was born in grobogan, on march 9 th , 1981. she is a peneliti ahli muda in balai bahasa bali, kementerian pendidikan dan kebudayaan, denpasar, indonesia 80226 ph. +628563758246. she graduated with a bachelor degree in the indonesian literature program, indonesian language and literature department, faculty of language and art, semarang state university in 2004. she finished her master's degree in postgraduate programs, master's programs, linguistic studies, udayana university in 2012 she currently completing his dissertation at udayana university. email: ruwetno@yahoo.co.id; pujiretnohardiningtyas@gmail.com sinta id: 6011357 / https://orcid.org/0000-0002-5157-5192 prof. dr. i nyoman darma putra, m.litt. is professor in udayana university, faculty of art, denpasar, indonesia, id 80234 ph. +6281236285043 email: idarmaputra@yahoo.com scopus id: /http://orcid.org/0000-0002-2852-7918 prof. dr. i nyoman weda kusuma, m.s. is professor in udayana university, faculty of art, denpasar, indonesia, id 80234 ph. +6281338568665 email: weda_kusuma@yahoo.com scopus id: /http://orcid.org/0000-0002-2852-7918 dr. i gusti ayu agung mas triadyani, s.s., m.hum. is associate professor in udayana university, faculty of art, denpasar, indonesia, id 80234 ph. +6281388400243 email: mtriadnyani@gmail.com scopus id: /http://orcid.org/0000-0002-2852-7918 mailto:ruwetno@yahoo.co.id mailto:pujiretnohardiningtyas@gmail.com mailto:idarmaputra@yahoo.com mailto:weda_kusuma@yahoo.com mailto:mtriadnyani@gmail.com sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 14, no. 2, july 2020, pages: 211-220 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i02.p05 211 gama tirtha ideology in ancient myth of ratu gede tengahing sagara 1 i made nurjaya putra mahardika denpasar, indonesia email: nurjayapm@gmail.com 2 i wayan cika udayana university, denpasar, indonesia. email: wayan_cika@yahoo.com 3 i ketut sudewa udayana university, denpasar, indonesia. email: sudewa.ketut@yahoo.co.id article info abstract* received date: feb 26, 2020 accepted date: feb 28, 2020 published date: july 31, 2020 keywords:* ratu gede tengahing sagara, aquatic civilization, idiological meaning the balinese can not be separated from their ancestral beliefs. the ancestral or idiological beliefs in balinese society are conveyed through myths. one of the most well-known myths in bali is the ratu gede myth. the myth of ratu gede is very trusted and believed in constructing worship rituals. the worship ritual that is routinely performed is the nangluk marana ritual. nangluk marana is a ritual handed down by the myth of ratu gede nusa penida. the myth of ratu gede is not limited to the figure of ratu gede nusa penida, but in bali it also found a similar myth called the myth of ratu gede tengahing sagara. the name sagara which means the sea has shown its identity as the ruler of the ocean. the myth of ratu gede tengahing sagara as the ruler of the ocean is not only being told on the coast, but also spread out to the highlands. the idiological influence of ratu gede tengahing sagara's myth to the highlands cannot be separated from the intertwining of stories handed down from generation to generation. the intertwining that can be seen in the form of ratu gede tengahing sagara's sacred route is always related to water civilization. 212 1. introduction myth in balinese society has function in building spiritual discourse. myth as a builder of spiritual discourse has been conveyed long ago by eliade (1963), dhavamony (1973), dundes (1984), and danandjaja (1991). one of the myths known, trusted, and believed by its adherents is the myth of mayadanawa. the mayadanawa myth is thought to have been passed on since the 10th century and is believed to be a forerunner to the formation of the trust of the old villages around the petanu-pakerisan river basin. myth as a medium for conveying ideology continues, is believed, and has been passed down to the present. myth as a medium for conveying ideology can still be felt in the traditional practices of the balinese people. myths as constructing idiology have already been alluded to by kusuma (2001), ardika (2011), yudari (2016), wisnu (2018), and dian (2019). one of the ideologies that can still be observed is the idiology of gama tirtha in the interpretation of the myth of ratu gede tengahing sagara. the myth of ratu gede tengahing sagara is a myth known and believed by the people of kedewatan, ubud. the myths left a legacy of spirituality and cognitivity in the kedewatan community. the legacy of the myth of ratu gede tengahing sagara is a form of tradition that later become the identity of the kedewatan community. beside performing as an identity, myths also construct the values of the local wisdom of its adherents. the ideology inherited through the myth of ratu gede tengahing sagara is important to be known. the above is related to the continuation of oral discourse which contains important knowledge about ancient civilization in bali. as has been said by sunarya (2019) that the old civilization in bali according to archeology is the civilization of water, or gama tirtha. therefore, this article will discuss (1) the legacy of the mythical water civilization ratu gede tengahing sagara and (2) the idiology of gama tirta. the two sections above will be discussed using the trichotomical meaning of barthes's semiotic theory. 2. research methods this research is a qualitative research. this research is field research, so researchers try to understand the meaning of an event through interaction in certain situations (moleong, 2002: 9). data of this research obtained from interviews with informants in kedewatan, ubud. informants were determined by the purposive sampling method. the method of collecting data was done by applying interview method. the research procedures in this study were divided into three namely (1) preparation procedures, (2) data collection, and (3) data analysis and discussion (endraswara, 2009: 225). procedures in the preparation of research include the process of preparation, technical guidance, and examination of research proposals to determine the feasibility of conducting research. data collection procedure begins with the preparation of instruments and tools, preparing informants; determining the source, place and time of conducting the interview, the delivery of objectives, taking data, recording or communication, clarifying the results of the interview, and closing the data obtained were in the form of records, transcriptions, and translations. the same data obtained pattern applies to all information until the data are sufficient. the procedure of analyzing and presenting data begins with preparing the data then analyzed with trichotomical meanings; denotative, connotative, and idiological theory of barthes's semiotics (2007). 213 3. synopsis "ratu gede's journey began by passing the sacred rocks in the middle of ayung river. f betara gede tengahing sagara was kept in dalem swargan temple for sometimes, the prosperous kedewatan community. one day, when the holy journey was going on, some people broke the rules. the regulation is that you cannot sleep on the bed and in the streets at; tengai tepet; around 12 noon, sandikala; around half past noon; tengah-lemeng; around 12 pm, so that ratu gede was angry and allowed her ballast to catch wong bobab. finally many people were affected by the disasters in the form of sakit grubug. witnessing the disaster, the length of the kedewatan is getting smaller, ida ratu anom, who is a barong ket, is so sad that kedewatan is sad, then goes to dewi samudra to beg for forgiveness. soaked in the middle of the ocean, mangku gede who has a spiritual connection with ida ratu anom experienced paralysis of the legs, body fat, and feet. his feet was also experiencing watery swelling (beteg). after this phenomenon occurs, the community will immediately carry out a ritual requesting salvation by presenting rituals in the form of grand glory, segeh agung and aci in dalem swargan temple. the weather and atmosphere became strange when the holy journey lasted. the day feels hotter than usual, thus people call ait sasih panes. a few days before ratu gede goes to kedewatan, there will be people who are cashier; possessed by a holy spirit that will give directions. when that day arrived, everyone was ready to welcome the arrival of ratu gede in kedewatan. from far away came the screams of young and old women possessed by a trance. they thrust pajenengan ratu anom in the form of madik, bandrang, and his keris into his body. it was to show the power of ratu gede tengahing sagara. seeing the incident, mangku gede immediately take pangadeg betara segara to be upheld. mbok nyambreg is one of the upholders of pangadeg betara segara. when tirta segara stepped on its fontanel, at once the jar could not be released as it was stuck. while upholding ida sesuhunan, mbok nyambreg who is already in a trance will occasionally turn upside down, somersault, go up to the temples, and stand on one foot; nengkleng above tedung; bali umbrella, without dropping the holy water. one time there were individuals who objected to such rituals, it was considered burdensome and endangering the community. hearing the crowd talked about it, making the community chaotic. finally pekak gede, who at that time served as ratu sedahan, gathered the community to sit together to solve the problems. in the paruman, the community agreed to returning home (mudalang) ida betara tirtha segara. this has received strong opposition, including in terms of noetic. to ask for directions, the community finally did a ritual to ask for talk through a person who perform as liaison of the spirit or ancestor world (nunas baos). one of the volunteers then dropped the word that reads: "yan tuhu cening makayunan manira budal, iring manira budal ke segara teges, segara jati, wus punika karyanang manira linggih pangaci ring suang-suang lebuh, pinaka cihna pangadeg manira ring jagat kedewatan". "if it's true you (the people of kedewatan) want to take me home, take me to the teges sea, after that make me a sacred building at each exit of your house, as a form i still reside in kedewatan" (interview with mangku puseh kedewatan,18 th of august 2019). 4. discussions 4.1 inheritance of the mythical water civilization ratu gede tengahing sagara in kedewatan myth bequeathed trust in society. trust inherited in the community can be in the form of norms, values, knowledge, habits, and also objects that contain elements of magic (sukatman, 2009: 03). the above happened universally, including in the village of kedewatan, ubud which passed down the myth of ratu gede tengahing sagara. the inheritance of the myth of ratu gede tengahing sagara in kedewatan can be seen from two aspects, namely (1) the inheritance of spirituality and (2) the inheritance of cognitivity. 214 4.1.1 inheritance of spirituality the inheritance of spirituality is a legacy associated with religious beliefs. the inheritance of spirituality is described in two forms, namely (1) worship media and (2) worship rituals. a. worship media the media of worship is a translation of the myth of "ratu gede tengahing sagara" into concrete objects that can be seen with the senses. the worship media referred to are the ekofak and artifacts which are told, used, abandoned, and have links with the trip of "ratu gede tengahing sagara" from padanggalak sea to mount batur which passed through the ayung river, namely: (1) padanggalak sea, (2) ayung river , (3) mount batur, and (4) the shrine (palinggih) ratu gede tengahing sagara. 1. padanggalak sea padanggalak sea means a stretch of coastline located in kesiman, east denpasar, which is located between biaung beach and sanur beach. padanggalak sea becomes the mouth of ayung river, a place where mountain water (batur) meets the ocean. the foregoing will lead to the linkage of civilizations as stated by sunarya (2019: 112) the oldest civilizations are civilizations related to water sources such as springs, rivers and seas. it is the spiritual territory of pura padang galak, or better known as pura padang kerta, kesiman. it consists of two components; coastal areas and fields (subaks). padanggalak sea is one of the ekofak which has a connection with water civilization. in this case the existence of the myth of "ratu gede tengahing sagara" in kedewatan became one of the binders of the upstream water society (kedewatan) and downstream communities (kesiman). the foregoing is a form of bond of beliefs and traditions inherited from the ancestors of kedewatan through the myth of "ratu gede tengahing sagara". the idiological meaning is related to the name padanggalak which means male sea (lontar purwa adi gama). the kedewatan community mentioned the place of kabudalang or the repatriation of the figure of "ratu gede tengahing sagara" with the name "sagara teges". the word ‘teges’ is an archaic name from teak in the classification of wood in bali. then the word teak is a synonym of the authenticity of men in the old javanese dictionary (zoetmuldern, 2010: 416). padanggalak sea is believed to be a sea with male characters. in addition, the kesiman community also believes that padanggalak beach is a beach with male characters. the above is related to the beliefs of the people of kesiman about pasih jati, or pasih malanang-wadon between padanggalak and sanur. the beliefs have been trusted since generations to be the meeting place of "ratu cakra gni", kesiman with "ratu cakra bawa", singgi sanur. 2. ayung river it is the longest stretch of river that divides bali, flowing from the hills of kintamani on mount batur into padanggalak beach. ayung river in the myth of "ratu gede tengahing sagara" is the path or path of the holy journey of the entity "ratu gede tengahing sagara" when heading to batur. ayung river is a river that stretches from mount batur through the regencies of bangli, badung, gianyar, and empties into denpasar. it is a river that is purified by the people of bangli, gianyar, badung, and denpasar as the media used in various traditional rituals. kedewatan village is in direct contact with ayung river, so that many people use ayung river to become a source of irrigation, nature tourism, hospitality, and a place for carrying out religious rituals. 215 ideologically the river is believed to have magical power, both from the ecofacts found in the river, the temples that stand on the banks of the river, as well as the mystical stories associated with the existence of ayung river. religious rituals that still utilize ayung river as a medium are the ngayut ritual, which usually held as the part of after cremation series, mapekelem, in a temple festival (piodalan) procession, and painting; self purification. the ayung river as the sacred route of "ratu gede tengahing sagara" bequeaths the sacred stones as the place where the figure of "ratu gede tengahing sagara" named (1) batu jaran, (2) batu barong, and (3) batu lempeh. purification of the three stones in the ayung river is a form of landscape utilization as a medium of worship. 3. mount batur mount batur is ancient mountains in bali, located in bangli regency, kintamani district with a peak reaching 1717 meters above sea level. mount batur is surrounded by a village called "bintang ranu" (sunarya, 2019: 112). the village has a spiritual connection with mount batur. it is a mountain that is purified by all balinese people as mount lebah, mount rata, and or mount gempal. the kedewatan community believes that civilization in kedewatan has a close relationship with the existence of mount batur. the foregoing is evidenced by the participation of the kedewatan community in the implementation of the betara turun kabeh ceremony which is held every year in both ulun danu batur temple, ulun danu batur songan temple, and in bale agung sukawana temple while still presenting atos; offering of produce. the foregoing relates to the discourse of elders who say that the footing of "bukit cintamani"; kintamani's ancient name and "bintang ranu" are in kedewatan. mount batur as an ecofactic heritage related to the myth of "ratu gede tengahing sagara" in kedewatan is represented in the form of hills called "bukit buwung". bukit buwung is located east of gunung ratha temple or by the people of kedewatan better known as pucak swargan temple. in ideology, mount batur is part of three worship phallus in bali, lingga maha agung, maha ratha, and maha awidya. mount batur is lingga maha ratha represented by pucak gunung ratha temple as a place to worship god in its manifestation as "hyang siwa pramesti guru" 4. palinggih ratu gede tengahing sagara it is a sacred building in the form of a babaturan style that can be found along the kedewatan highway, ubud, right in front of each resident's house. the building is a concrete form of the mythical heritage of "ratu gede tengahing sagara" in kedewatan. palinggih is a form of representation of the figure of "ratu gede tengahing sagara" which has been delivered to padanggalak beach. the community believes that the building is a personification media of the figure of "ratu gede tengahing sagara". the existence of ratu gede tengahing sagara palinggih was the result of an agreement between the kedewatan community and ratu gede tengahing sagara when it was returned to pasih teges or padanggalak sea. the shrine of (palinggih) ratu gede tengahing sagara is a form of legitimacy of the myth of "ratu gede tengahing sagara" which confirms that the life of the kedewatan community has always been inseparable from the role of the sea as the builder of civilization. thus, the existence of worship media in the form of palinggih is a concrete form of the inheritance of the spirituality of the kedewatan community which cannot be separated from the role of the sea, especially the padanggalak sea. ideally, palinggih ratu gede tengahing sagara is a personification of the figure of ratu gede tengahing sagara which functioned as a place to worship the figure. the sacred building as a sign of kedewatan is a place under the authority of ratu gede tengahing sagara. 216 worship rituals worship ritual is a translation of the myth of "ratu gede tengahing sagara" into social behavior that can be seen with the senses and norms of the kedewatan people. the worship ritual referred to the sociofact that is told, acted, performed and or which has not been carried out in accordance with the "ratu gede tengahing sagara" trip from padanggalak sea to mount batur, namely (1) pamendak and (2) pamelastian. 1. pamendakan pamendakan ritual is a ritual (no longer carried out) with the aim of welcoming the arrival of ratu gede tengahing sagara in kedewatan. it implies meaning of the welcoming ceremony which is held to welcome respected figures. ratu gede tengahing sagara is a respected figure in kedewatan, so that the community conducts rituals and at the same time opposes tirtha sagara which is used as a symbol of ratu gede tengahing sagara. the idiological meaning in it is related to the carrying out of the pamendakan ritual containing the knowledge of welcoming supernatural figures that are believed, respected, and believed to bring good and prosperity to the people of kedewatan. pamendakan also aims to honor ratu gede tengahing sagara who is the son of dewi samudra, which means the people of kedewatan should respect the ocean. 2. pamelastian pamelastian is a ritual that is held once a year (now it has moved) on the nyepi holiday series, exactly two days before the celebration by doing pamelastian or taking tirtha sagara; holy water from the ocean carried out at padanggalak beach, denpasar. the implementation of the pamelastian ritual held at padanggalak beach is a form of bond that arises between the kedewatan community and padanggalak beach which is based on the myth of ratu gede tengahing sagara which is said to originate from pasih teges or also means padanggalak beach. the ideology expressed in the pamelastian ka pasih padanggalak ritual is (1) the form of discipline the community towards the realization of myths realized by the melasti ceremony, (2) the form of social and spiritual ties between the kedewatan community and the kesiman community which is guarded by ancestors by carrying out pamelastian, (3) the concept of gama tirtha which glorifies water sources, mountains, rivers and seas which are actualized by rituals to the padanggalak sea, and (4) forms of maintaining water resources from upstream to downstream which are packed with the implementation of traditional rituals of the kedewatan community, means maintaining cleanliness and the sanctity of padanggalak beach, ayung river, and mount batur. these three are united water flow must be maintained by the kedewatan community as a source of life and prosperity. 4.1.2 inheritance cognitivity cognitivity inheritance is a legacy associated with the knowledge contained in the mythical text. knowledge referred to in relation to the concept of folklore is a mindfact from the myth of "ratu gede tengahing sagara" in kedewatan. inheritance of cognitivity is described in four forms, namely: (1) marine knowledge in kedewatan, (2) spiritual knowledge about mountain worship, (3) the essence of the ayung river, and (4) knowledge about health. a. knowledge of padanggalak sea 217 knowledge about the sea is generally inherited on the coast also inherited in the highlands such as in kedewatan. this knowledge is inseparable from the myth of "ratu gede tengahing sagara" which originated from pasih teges heading to mount batur and the intersection in kedewatan. the people of kedewatan believe that the sea is a sanctified place in the conduct of melasti rituals. on the other hand, the sea is also the place where "ratu anom" was punished when he wanted to protect the public from the law of "ratu gede tengahing sagara" as mentioned in the mythical text. the sea has a dual function, in addition to being a place of purification as well as a place of execution of punishment. the sea is described as something very powerful in kedewatan. this is manifested in (1) ratu gede tengahing sagara's figure who came from the sea so respected and sanctified and (2) the sea has the authority to punish ratu anom which is a manifestation of god's manifestation believed by the people of kedewatan. kedewatan is a village that is influenced by mountains and sea. the myth of ratu gede tegahing sagara in kedewatan is a medium used to (1) understanding indepth knowledge about the authority of the sea in regulating land communities, (2) respecting the sea, which then means also respecting traditions believed at sea, and (3) legitimizing water civilization or gama tirtha adopted by the ancient balinese people b. knowledge of mount batur the balinese people generally regard the mountain as a sanctified place (reuter, 2018: 1-5). mountains become the orientation of the community to show the direction kaja or sometimes used upstream; holy direction in bali. three mountains that are used as a benchmark in the spiritual in bali are mount agung in the east, mount batukaru in the west, and mount batur in the middle. mount batur in the myth of "ratu gede tengahing sagara" is a mountain that was purified as a place to end the holy journey of the figure of "ratu gede tengahing sagara". mount ratha which is the archaic name of mount batur is a temple name that is now better known as pucak swargan. in the pucak gunung ratha system there are patterns of worship of mount batur (the destination of ratu gede tengahing sagara's sacred journey) with the medium of "palinggih baturan suci" and "palinggih siwa bhujangga". the myth of ratu gede tengahing sagara bequeathed a form of worship media and worship rituals related to mount batur, so that the mythological myth of ratu gede tengahing sagara bequeathed patterns of worship oriented to mount batur. batur is one of the tri phallus in bali with the manifestation of god being worshiped as the "hyang siwa pramesti guru" or "hyang siwa bhujangga" which is embodied by pucak gunung ratha temple or pucak swargan as mount batur and linggih siwa bhujangga as an entity worshiped by the kedewatan community c. the essence of the ayung river ayung river is a river that stretches from the batur area into padanggalak beach. ayung river in the myth of "ratu gede tengahing sagara" in kedewatan is believed to be the sacred route of ratu gede when heading for mount batur. the word ayung is believed to originate from the words ang and ung which means women apply to men. the meaning of women applies to men given to the ayung river is a symbolic form of the function of the ayung river which provides a lot of life as a symbol of a man (father) and at the same time maintains the continuity of civilization, in this case set forth in the myth of ratu gede tengahing sagara which binds between mount batur, kedewatan village, and padanggalak sea. 218 the ang script in bali is generally used to describe the holy scripture of lord brahma which is identical to the fire of creation, while the ung script is generally used to describe lord vishnu which is identical to the water preserver (jaman, 2010: 15). the ang alphabet corresponds to the dynamic female character such as fire, while the ung alphabet corresponds to the male character that flows more like water. idiologically related to the myth of "ratu gede tengahing sagara" the ayung river, which became the pangunyan route (along the ayung river flow from padanggalak beach to mount batur), serves as a caregiver for the figure of "ratu gede tengahing sagara" which means also as a "caregiver" and source of life for the kedewatan community. so, the meaning of women applies to men in relation to the ayung river is a form of independence, resilience and prosperity of the kedewatan community while maintaining, and functioning the ayung river properly and correctly. d.knowledge about health norms about manner telling should not sleep on the bed related to knowledge of health. knowledge that can be obtained from the norm forbidden from sleeping in bed related to weather or temperature that occurs during the november-december is a month with extreme temperatures or so-called transition, so that activities related to maintaining health or the quality of rest is needed. the way to maintain the quality of rest is reflected through the norms narrated in the myth of "ratu gede tengahing sagara" such as not being able to sleep in bed and being prohibited from traveling at certain times; 12 noon, 5:30 p.m., and 24 p.m., the purpose of which is to maintain the quality of rest. ideally, health knowledge implanted in the myth of "ratu gede tengahing sagara" aims to protect the health of the kedewatan community during the transition period. the foregoing reflects an effort to maintain good health with mystical matters, ask for the safety and protection of ratu anom or logically apply the health norms as a regulation of trust. discipline applied in understanding the myth of "ratu gede tengahing sagara" is a form of maintaining public health in a mystical and logical way. the goal is that the community whose number was limited at that time did not experience a reduction or mass death; gerubug or ketadah by making the myth of "ratu gede tengahing sagara" as a media that holds the power of knowledge 4.2 the ideology of gama tirtha in the myth of ratu gede tengahing sagara the inheritance of the myth of ratu gede tengahing sagara as described above shows the dominance of the water element. water which has the same field of meaning as tirtha implies that civilization in kedewatan is very much related to water, both upstream and downstream. the association of water civilization was later named gama tirtha. tirtha gama is very closely related to mythology related to water (ardika, et al, 2011: 227). the ayung river is one of the water sources owned by kedewatan village, which on the cliffs sprung up a lot of springs or customs, which later became the sub-name of the ayung river. the myth of ratu gede tengahing sagara originating from the sea ideologically shows that the kedewatan community has a connection with the sea. the destination of ratu gede tengahing sagara is mount batur which is the origin of the ayung river. the three water elements mentioned above are explained in the myth of ratu gede tengahing sagara as a sacred journey pattern in which they contain local wisdom norms of the kedewatan community. the myth of ratu gede tengahing sagara also bequeathed the traditions carried out in connection with the existence of the ratu gede myth. this tradition is called gama. gama is a form of reconstruction of ancestral beliefs that is explained in a behavior pattern of the kedewatan community. 219 thus, the ideology of gama tirtha in understanding the myth of ratu gede tengahing sagara is a form of attachment to the spiritual ideology of the kedewatan, batur and padanggalak communities as a system of utilization, tribute, and purification of water from upstream to downstream. 5. novelties myth is an oral discourse that inherits ancestral identity. each region in bali has a myth in which the construction of ancestral knowledge and identity, then actualized in the form of inheritance they are: of spirituality and cognitivity. in this case, the myth of ratu gede in bali which has always been oriented to ratu gede nusa penida turns out to be debunked by the existence of the ratu gede tengahing sagara myth in kedewatan; that each region has a ratu gede entity that has its own story patterns and idiology. 6. conclusion the mythical water civilization inheritance of ratu gede tengahing sagara in kedewatan can be seen such as: four inheritance of worship media, two inheritance of ritual worship, and three inheritance of knowledge. 2. gama tirtha ideology in the myth of ratu gede tengahing sagara in kedewatan is an ancient 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discourses and marginalized discourses in the legend of dongkang kuning matindik mas in the customary village of kesiman. denpasar: warmadewa university press yudari, sri. 2016. persepsi masyarakat terhadap mitos ratu kidul di pesisir bali selatan: kajian wacana naratif (disertasi). denpasar: universitas udayana sunarya, i nyoman, dkk. 2019. penelitian hidro-arkeologi das pakerisan-petanu kabupaten gianyar: kajian terhadap pola penempatan bangunan suci. denpasar: balai arkeologi bali biography of authors i made nurjaya putra mahardika, s.pd was born in gianyar 22 february 1994. he graduated with a bachelor's degree in bali language education, faculty of language and art, ganesha university of education in 2016. then in 2018, he proceeded his study in post graduate program of linguistic, focus on literature discourse, udayana university. now he is a teacher in state junior high school 1 ubud. email: nurjayapm@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 43—55 doi.10.24843/ejl.2019.v13.i01.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 43 function and meaning of metaphors in the palm-leaf manuscript of cilinaya written in sasak language and its translation 1 sarwadi, qamarul huda badaruddin university 2 ida bagus putra yadnya, putrayadnya@yahoo.com, udayana university 3 n.l. sutjiati beratha, sutjiati59@gmail.com, udayana university 4 ida ayu made puspani, dayupuspani@gmail.com, udayana university *corresponding author: alfarabiadi@gmail.com received date: 15-11-2018 accepted date: 22-11-2018 published date: 22-07-2019 abstract--the palm-leaf manuscript of cilinaya is one of the manuscripts which is still implemented in the life of the sasak ethnic people. the writer conveyed massages to the readers using different figurative expressions, one of which is metaphor. this current study is a productoriented translation study in which the qualitative descriptive approach was applied. the palmleaf manuscript of cilinaya was used as the data source. based on the result of analysis and discussion, it can be concluded that several metaphorical expressions are used to praise a beautiful girl that everybody is proud of. those metaphorical expressions are duh mas mirah kembang mete, duh mas mirah serining kasur, duh mas mirah buaq bulu, neneq bini, dun den dare masku, dendare, dende, duh mas mirah dende ayu. in the sasak language, a metaphor will have different function and meaning if the morpheme „be‟ is inserted in the expression „lauh daye’ to form „belauk bedaye‟. keywords: meaning, function, metaphor, translation 1. introduction metaphors are indirectly used by a writer or reader to convey messages; in other words, the symbols or words used by a writer or reader to convey massages do not always express their denotative meanings. in kamus besar bahasa indonesia (2008:59), a metaphor is defined as a word or a group of words with connotative meaning using either similarity or comparison. metaphors are used to represent the ideas or concepts which the writer intend to convey using the symbols associated with the meanings which he or she intends to express. the palm-leaf manuscript of cilinaya is one of the palm-leaf manuscripts which the sasak ethnic people still have. it is still relevant to their current lives. the manuscript contains many figurative expressions including the metaphors expressed using linguistic symbols and structures which are interesting to be explored so that the people can understand the symbols which the manuscript contains. https://ojs.unud.ac.id/index.php/eol/ mailto:putrayadnya@yahoo.com mailto:sutjiati59@gmail.com mailto:dayupuspani@gmail.com mailto:alfarabiadi@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 43—55 doi.10.24843/ejl.2019.v13.i01.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 44 the metaphorical expressions used in the palm-leaf manuscript of cilinaya refer to the nature, plants, gold, silver, parts of the body and so forth. the writer used those symbols to describe the massages or ideas which he intended to convey verbally. in relation to that, lakoff and johnsen (2003:26) stated that there are a variety of ontological metaphors, that is, the ways of viewing events, activities, emotions, etc., as entities and substances. one of the metaphorical expressions which can be found in the palm-leaf manuscript of cilinaya is „duh mas mirah kembang mete‟, meaning „seorang gadis yang sangat cantik dan menjadi rebutan lelaki’ (a beautiful girl that many young men intend to have). „mas mirah’ in the metaphor above refers to a highly precious metal which everybody wants to have. the beautiful girl mentioned above is associated with a precious metal which is made to be so beautiful. the sasak people use „mas‟ (gold) as a symbol of beauty and luxury. therefore, the writer of the manuscript used it to identify a girl who is very beautiful and captivating. the writer also used „kembang‟, meaning flower, as another metaphorical expression to give more emphasis on the meaning he intended to express in relation to the beautiful girl mentioned above. the metaphorical expression „kembang‟ is used as the symbol symbolizing that the girl is really beautiful. according to orrecchioni(1977: 149-156), such a metaphor is referred to as metafora in absentia. to what extent metaphors can be translated is still argued by the translation experts as they are culturally loaded. apart from that, the objective of the current study was to reveal what ideas or feelings were intended to convey by the writer of the manuscript using metaphors or symbols which cannot be literally understood as exemplified by metaphor 48 above. the other example which was found in the data source is “duh mas mirah kembang mete penyungsunganku sebumi mider leq bawaq langit mese keji ratu gen malu mauq mastike serining negare sedang lebang pati kurip ratu mas keji nunas sedah masaq”. it is translated into “wahai gadis manis buah mata kumbang bumi yang ada di bawah langit masak aku akan malu mendapatkan aku sebagai kembang di negara ini”. if analyzed, the figurative language above is referred to as the “terrestrial” metaphor, where the words bumi (earth), samudra (ocean), padang pasir (desert), and sungai (river) are used. it seems that as far as the metaphor in the target language is concerned, there is something missing as the translator did not attempt to find a similar metaphorical expression in the source language. in addition, the translator applied the word-for-word technique of translation. he should have created a new expression in the target https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 43—55 doi.10.24843/ejl.2019.v13.i01.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 45 language as the equivalent of the metaphor provided that the form is maintained “re-creation a job”. the meaning of a metaphor cannot be separated from its function, meaning that the reader will easily understand its meaning if he or she can understand its function internally and externally. what is meant by the internal function is the literal meaning of the metaphor. for example, the metaphor „duh mas mirah buaq bulu kembang mate’ and the metaphor „duh mas mirah kembang mata’ almost have the same meaning; however, if further analyzed, the addition of the words „buaq bulu’ functions to emphasize that the girl is not only beautiful but she is also expected to maintain the family‟s reputation and support the family‟s income. 2. research method this current study is a product-oriented translation study using qualitative descriptive approach. the qualitative data were used; however, for specific units the quantitative data were also used. the data were taken from the palm-leaf manuscript of cilinaya, which is made up of 280 clauses; however, only 50 clauses were used as the sample. in this way, it was expected that the data could be analyzed in-depth which then could lead to maximum results. 3. results and discussion 3.1 meaning of the metaphors in the palm-leaf manuscript of cilinaya the data on the metaphors in sl and tl sl : 60. … duh mas mirah kembang mete penyungsunganku sebumi mider leq bawaq langit mese keji ratu gen malu mauq mastike serining negare tl : 60. … wahai gadis manis buah mata kumbang bumi yang ada di bawah langit masak aku akan malu mendapatkan aku sebagai kembang di negara ini”. in the data above the metaphor „duh mas mirah kembang mete penyungsunganku sebumi mider leq bawaq langit‟ is in the form of a noun clause. the metaphor can be classified based on its nature. it was created by the poet, causing it to be original in nature. the meaning which is intended to be expressed is „seorang gadis yang sangat cantik yang menjadi jodohnya dunia’ (a beautiful girl that becomes the earth‟s marriage partner). the expression „mas mirah’ mentioned https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 43—55 doi.10.24843/ejl.2019.v13.i01.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 46 above denotatively refers to „logam mulia‟ (precious metal) which everybody dreams of having. in this manuscript the beautiful girl is associated with the precious metal which is made to be very beautiful. the sasak ethnic people use „mas‟ (gold) as the symbol of beauty and luxury; therefore, in the manuscript the writer used it as the identity of a beautiful and captivating girl. as a metaphorical expression, the word „kembang‟ (flower) is also used to symbolize a beautiful girl, which, according to orrecchioni (1977: 149-156), can be classified as metaphor in absentia. if the word-for-word translation technique is used to translate the metaphorical expression “penyungsungku sebumi mider leq bawaq langit” into tl, the translation will be “jodoh ku sebumi ada di bawah langit’. however, the translator translated it into kumbang bumi yang ada di bawah langit, meaning that the metaphor was translated into a metaphor in tl but the symbols used are different, causing its metaphorical value to disappear. mustike serining negare is a metaphor in the form of a noun clause. its meaning can be associated with the expression expressing that there is a beautiful girl who will become the queen of a kingdom. if the word-for-word technique of translation is used to translate it, the translation will be „mustika sinar negara’. through such a metaphor the writer used the word „mustika‟ (precious stone) to describe the beauty of a beautiful girl. it can be understood that in the palmleaf manuscript of cilinaya, a beautiful girl is associated with highly precious objects such as gold and precious stones „permata‟ and „mustika‟. the word „serening‟ is the predicate as stated by miller (1979)‟ … when a predicative concept is expressed by a predicate phrase (verb, verb phrase, or predicate adjective) that is metaphorically used. since a predicate phrase is metaphorically used, these are referred to as predicate metaphors. the data on metaphors in sl and tl momot+mero diam+diam sepi+lau+daye sepi+selatan+utara the data above contain several being metaphors, which, according to lunsford (in ching, ed., 1980) include emotion or someone‟s thoughts such as anger, love, sadness, happiness, situation or color. further, according to him, there are also metaphors of energy which include roar, lightning, and ray. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 43—55 doi.10.24843/ejl.2019.v13.i01.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 47 the metaphor „momot mero‟ in the sl symbolizes and describes that the writer was „extremely powerless‟ or „extremely confused‟ when he saw his child blown by the wind, causing the child to disappear. if translated using the word-for-word technique of translation, the translation would have been „duduk diam‟, meaning „duduk diam tidak melakukan apa-apa‟ (sitting quietly and doing nothing). the metaphor is characterized by the use of the same word with the same meaning. according to kur (1982:19), that type of metaphor is referred to as the innovative or creative metaphor. it is a metaphor which is new and unique. it is stated to be unique as it uses a symbol found in the data source. if analyzed, it uses the theory proposed by knowles and moon (2006:5) in which a metaphor is defined as a figurative or non-literal language expression through which two things are implicitly compared. “momot mero‟ refers to a situation which shows that the king and queen get confused when their child is blown by the wind. the comparison expressed through data (iii) can be described as follows. 1.a = momot mero 1.b = situasi yang membingungkan (confusing situation) the next example is the metaphor „sepi lauk daye’, which, if literally translated, the translation will be „sepi di sebelah selatan dan utara‟, meaning completely quiet and lonely. the expression „alam sunyi sepi‟ (the lonely and quiet nature) was also found in tl. the expression „sepi sebelah selatan dan utara‟ was used by the writer to symbolize that nobody from the south to the north could help find the child. in this case, directions are used to compare the situation which the king and queen faced. sl: 1.a = sepi lau’ daye 1.b = situasi yang membingungkan (confusing situation) tl: 1.a = alam msunyi sepi 1.b = situasi yang membingungkan (confusing situation) the theory proposed by lunsford (in ching, ed., 1980: 155-161 includes human, animate, living, objective, terrestrial, substantial, energy, cosmic, and being. nobody has discussed any metaphor https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 43—55 doi.10.24843/ejl.2019.v13.i01.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 48 using directions as found in the above data. therefore, the researcher intends to add the metaphor symbolizing direction, which is referred to as the metaphor of direction, to the current study. 3.2 functions of the metaphors in the palm-leaf manuscript of cilinaya a.) informational the informational function is the language function based on the information which the speaker intends to convey to the addressee. in this current study, the researcher will analyze several components related to the information which is intended to convey to the reader. the components include the metaphorical expressions in the forms of word, phrase, and clause as the researcher did not find any complete expression using a metaphor in any piece of information, as analyzed in the following data. the data on metaphors in sl and tl sl: 68 mun ne lumbar naq dende serte nyincing ie sekediq betis ne maraq tolang nengke nyeliring tur klinis maraq tekandel pasti ajongne lemes melencut bejeluat penoq dede bejeririt puteq kuning singktemen mule patut gawe dese tl: 68 kalau gadis itu bepergian, kainnya diangkat sedikit, kakinya seperti biji nangka sangatlah lembut, ayunannya sangat lemah lembut berayunan putih kuning sampai geger desa melihatnya. (when the girl walks, her yellow cloth is slightly lifted, causing her feet, which look like the soft seeds of the jackfruit, to be seen in one step and covered with the yellow cloth in another step). the above data show several informational metaphors; they are nyincing, tolang nengke nyeliring, lemes melencut bejeluat, bejeririt puteq kuning, gawe dese. the figurative expression „nyincing‟ means someone who behaves as if he/she knew everything, or someone who behaves as if she was beautiful. in this manuscript, the writer described such a beautiful girl or woman as „nyincing‟. the translator translated the metaphor into a non-metaphor, namely kainnya diangkat sedikit (her cloth is slightly lifted), whose meaning is different from that of the word „nyincing‟. this shows that the metaphorical expression „nyincing‟ is made to be identical with something which suddenly and unexpectedly takes place. the writer also used the metaphor for informing the reader that the girl slightly lifts her cloth. the next metaphorical expression „tolang nengke nyeliring’ means a beautiful girl whose feet are pure, white and clean. the writer compared her with the seed of jackfruit which is soft, https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 43—55 doi.10.24843/ejl.2019.v13.i01.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 49 clean, and shines brightly, making everybody tempted. the writer informed the reader that the girl has beautiful and interesting complexion. the metaphorical expression „lemes melencut bejeluat‟in the data above is used to refer to a beautiful girl who walks in such a way that she is metaphorically expressed as a bouncing ball „melencut‟. the word „bejeluat‟ refers to someone who runs in such a way that as if he/she intended to be the first winner. the information which the writer intended to convey to the reader is how the very charming girl walks. in tl such a metaphorical expression is translated into a non-metaphor, namely “ayunannya sangat lemah lembut” (she walks gently), meaning that its indonesian equivalent does not contain any metaphorical value. the meaning of the metaphor in sl is the same as that of its equivalent in tl; however, the latter does not contain any metaphorical value. in other words, the information in tl does not show originality; the metaphorical value in tl is not equal to that in sl. the metaphor “bejeririt puteq kuning’ refers to how a very charming girl walks. the translator translated it into „berayunan putih kuning’ (walking gently causing the girl‟s feet to look pure and clean in one step and to be covered with yellow cloth in another step), which is not a metaphor in tl. the meaning of the expression „berayun‟ (walking gently) is not too thoughtful. what is meant by the researcher is that the metaphor in sl is not represented in tl. from the analysis, it can be concluded that the information which the writer intended to convey to the reader is how gently the beautiful girl walks. b.) expressive, … genku mandi‟ raus genku njauq buaq sebiris lekoq gero arak selembar, tembako sepenyusut … which is translated into: “… … aku akan mandi, aku akan membawa sepotong pinang, selembar sirih, dan segenggam tembakau” … „genku mandi‟ raus‟ is a metaphorical expression expressing that the king will come back to keep the promise already made when his dream has come true. the word „mandi raus” symbolizes the cleaner of the promise already uttered. the word „mandi‟ (bathing) means purifying the king‟s soul and body, and the word „raus‟ is the essence of the process of purifying https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 43—55 doi.10.24843/ejl.2019.v13.i01.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 50 the soul and body of someone who has kept his/her promise. as far as the tradition of the sasak ethnic people is concerned, everybody should keep the promise they have made; if they do not, god will directly admonish them unexpectedly. the next metaphorical expression is „buaq serbiris‟, which can be associated with someone‟s humbleness before almighty god as we are too small and poor before him. in addition, we are too powerless to overcome what happens to us. „buaq sebiris’ means he/she does not have anything. philosophically, according to the sasak ethnic people, a slice of betel nut is the symbol reminding someone that when he/she is dead, he/she will need a slice of betel nut as an additional food. apart from that, when „sorong serah‟ (a traditional activity) and other formal activities are held, everybody taking part in them, should bring a slice of betel nut. the same meaning can also be found in the metaphorical expression „lekoq gero arak selembar, tembako sepenyusut’. based on the above analysis, it can be concluded that the above metaphorical expressions used by the king who has long been waiting for the birth of a child who will be his successor. the king is given a trial by almighty god. one king remembers that he has promised to do something but another king does not. sl: 94. … cahyene benar turne manis maraq bulan si purname …. tl: 94. … wajahnya bercahaya dan manis bagaikan bulan purnama … the metaphorical expression in the above data is „cahyene benar turne manis maraq bulan si purname’. if it is literally translated using the word-for-word technique of translation, the analysis will be as follows. metaphor meaning metaphorically associated meaning cahyene cahanya (its light) gagah (muscular) benar terang (bright) putih bersih (white and clean) turne muda (young) muda (young) manis manis (sweet) rupawan (good-looking) bulan bulan (moon) tampan (handsome) si purname full moon menawan (captivating https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 43—55 doi.10.24843/ejl.2019.v13.i01.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 51 based on the analysis above, it can be stated that the metaphorical expression above is used to express that the newly-born child is very handsome and guiltless. it is different from the other metaphorical expressions in which the former gives more emphasis on things related to the child. the symbol used to describe the handsomeness of the newly-born child is the expression „bulan purnama‟ (the full moon). the full moon symbolizes a new thing which will appear and everybody dreams of, as can be seen from the metaphorical expression „terang‟ (bright), which does not only symbolize something which will shine but also something which will give brightness to others. as far as the culture of the sasak ethnic people are concerned, the full moon is not only something which is waited due to its beauty but it can also make the mysticism they have learned more powerful, for example, man-created ghosts. the next metaphorical expression is „terune manis’, which is used to express that the newly-born child is not only handsome but he is also used as a model by everybody. therefore, the metaphorical expression was used to symbolize him by the writer. the word „manis‟ (sweet) symbolizes the child‟s significance to the family, society, and home country, as can be seen from the metaphorical expression „manis maraq bulan si purname’, meaning that the child gives life and tranquility to everybody who looks at him. from the analysis above, it can be concluded that the above metaphor is used to express happiness, expectation, and what the child‟s parents expect from the child. they expect that the child will maintain their reputation and give pride to the parents. c.) directive, this type of metaphor functions to affect the attitude and point of view of another; in other words, it is used to regulate another‟s behavior and feeling using command, instruction, threat and joke. data on metaphors in sl and tl sl: 120 yende jeri buaq nyambuq nune gusti kupesakit untal side tl: 120. seandainya kamu jadi buah jambu pastilah aku akan menelanmu. in the data above there are two metaphorical expressions; they are buaq nyambuq and kupesakit untal side. the metaphorical expression buaq nyambuq means „anak yang masih suci https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 43—55 doi.10.24843/ejl.2019.v13.i01.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 52 dan bersih tanpa dosa’ (the pure, clean and guiltless child). the rose-apple „buah jambu’ used as a symbol above is a type of fruit which cannot fully be swallowed by humans. however, in the above context the fruit is used to symbolize a mother who leaves her child on earth alone without her affection. the metaphorical expression „kupesakit untal side‟ is used to symbolize a „threat‟ from someone who intends to kill the child. the mother cannot do anything. she leaves the child at a forest. nobody looks after, feeds and loves the child. therefore, the mother intends to swallow the child; however, it is impossible. d.) pathetic data on metaphor in sl and tl sl: 75 bemanik neneq leki duh mas mirah dende ayu yen temah lenge leq side yende timpoh dirique leq epi keji juluq jeri au-au merah tl: 75 pangeran berkata “wahai sayangku yang manis tidak ada salahmu, kalau kamu terjun ke dalam api aku terlebih dahulu menjadi abu”. as explained before that the metaphorical expression „duh mas mirah dende ayu’ is an expression used to express a beautiful wife. however, beauty is not the only requirement to be accepted as the daughter-in-law of a king. the girl is not from any royal family; therefore, she is not accepted. the metaphorical expression „kembang mata’ cannot be used to symbolize any married beautiful woman; therefore, the expression „dende ayu’ is used. the symbols used to symbolize both the married and single women are slightly different from the expression „dende ayu‟. the word „dende‟ is usually used to refer to a married royal woman, and the word „ayu‟ is used to symbolize a beautiful motherly woman. the metaphorical expression above is used to express the husband‟s compassion towards his wife for being disapproved by her father and mother. seeing that his wife always feels guilty and will always be blamed, he says that he will be responsible for everything occurring to his wife. he also says that he is prepared to die before his wife is killed. e.) aesthetic leech (1997:57) stated that the aesthetic function is the language function frequently used in aesthetic art works and poetic works. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 43—55 doi.10.24843/ejl.2019.v13.i01.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 53 data on metaphor in sl and tl sl: 60 duh mas mirah kembant mete penyungsunganku sebumi mider leq bawaq langit mese keji ratu gen malu mauq mastike serining negare … tl: 60 wahai gadis manis buah mata kumbang bumi yang ada di bawah langit masak aku akan malu mendapatkan aku sebagai kembang di negara ini”. the metaphorical expression in the above data is „duh mas mirah kembang mete‟. it is used to describe the beauty of a girl as the beloved one of her family. the word „mas‟ (gold) is used to express a very precious thing which every man wishes to have. the word „mirah‟ (ruby) is used to symbolize an honest rural girl that is never touched by any man. the word „kembang‟ (flower) is used to symbolize beauty which every mother wants, and the word „mete‟ is used to symbolize the mother‟s center of affection for her child. it can be concluded, therefore, that the metaphorical expression is used by the writer to beautify what message the writer intended to convey, causing the reader to be more inspired and enjoy the message. the researcher found many metaphorical expressions in the palm-leaf manuscript of cilinaya used to refer to a beautiful girl that the parents are proud of. they are duh mas mirah kembang mete, duh mas mirah serining kasur, duh mas mirah buaq bulu, neneq bini, duh dare masku, dendare, dende, duh mas mirah dende ayu. the researcher also found several different metaphorical expressions which have the same meaning. the metaphorical expressions nune, pegeran buaq ateng kaji and dende pati anaq kaji, for example, are used to express the concept „anak‟ (child). 4. novelties based on the result of the in-depth analysis above, there were several metaphorical symbols used to symbolize a beautiful girl in the palm-leaf manuscript of cilinaya. there are also several metaphorical expressions used to praise a beautiful girl that everybody is proud of. they are duh mas mirah kembang mete, duh mas mirah serining kasur, duh mas mirah buaq bulu, neneq bini, duh den dare masku, dendare, dendare, dende, and duh mas mirah dende ayu. several different metaphorical expressions were also found to express the same concept „anak‟ (child).they are nune, pegeran buaq ateng kaji, and dende pati anaq kaji. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 43—55 doi.10.24843/ejl.2019.v13.i01.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 54 5. conclusions 5.1 the same symbol can express the same metaphorical meaning and function if the morpheme „be‟is inserted in „lauk daye’, becoming „belauk bedaye‟. 5.2 the results of data analysis show that the types of metaphors vary. the metaphor using the directions of up and down, back and front, east and west, south and north, and so forth should be added to the classifications of metaphors proposed by ching. ed. (1980); they are the human, animate, living, objective, terrestrial, substantial, energy metaphor, cosmic, and being metaphors. it is also necessary to translate the sasak metaphors into indonesian. 5.3 in the palm-leaf manuscript of cilinaya there are several metaphorical symbols used to express „praise‟ to a beautiful girl that everybody is proud of. they are duh mas mirah kembang mete, duh mas mirah serining kasur, duh mas mirah buaq bulu, neneq bini, duh den dare masku, dendare, dende, and duh mas mirah dende ayu. references: dharmika, i. a. 1992. “awig-awig desa adat tenganan pegringsingan dan kelestarian lingkungan : sebuah kajian tentang tradisi dan perubahan” (tesis) (serial online), [cited 2017 oct. 9] . available from: www.lontar.ui.ac.id/opac/themes/libri2/detail.jsp?id=81933. genua, veronika, et al..2018. ideology in nijo text on the speech community of lio flores: ecolinguistic perspective. (serial online), jan.-june, [cited 2018 dec. 4]. available from: https://ojs.unud.ac.id/index.php/eol/ keraf, a. sony. 2014. filsafat lingkungan hidup. yogyakarta: penerbit pt kanisius. maria, siti dan i wayan rupa. 2007. monografi desa adat tenganan pegringsingan kabupaten karangasem provinsi bali. jakarta: departemen kebudayaan da pariwisata direktorak jenderal nilai budaya seni dan film, direktorat kepercayaan terhadap tuhan yang maha esa. peters, jan hendrik and wisnu wardana. 2013. tri hita karana the spirit of bali. jakarta: pt gramedia. stibbe, arran. 2017. critical discourse and ecology. in: routledge handbook of critical discourse analysis. london: routledge, pp. 497-509. stibbe, arran. 2015. ecolinguistics: language, ecology and the story we live by. london and new york: routledge. wiana, ketut. 2007. tri hita karana menurut konsep hindu. surabaya: paramita. https://ojs.unud.ac.id/index.php/eol/ https://www.lontar.ui.ac.id/opac/themes/libri2/detail.jsp?id=81933 https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 43—55 doi.10.24843/ejl.2019.v13.i01.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 55 yudari, a.a. kade sri, et al. 2016. tri hita karana and hydrolic cycle based on veda. (serial online), jan.-june, [cited 2018 dec.]. available from: http://ojs.unud.ac.id/index.php/eol 6. acknowledgements praise almighty god for his mercy and grace that enabled the writer to complete this journal. a word of appreciation goes to the writer‟s father and mother, h. sukardi and hj. siti aiysah, my wife, laily hidayati, and my son, m. asraf al-farabi for their love, affection and attention. thanks are also expressed to the examiners for their suggestion, criticism and correction, causing the writer‟s dissertation to be better. https://ojs.unud.ac.id/index.php/eol/ http://ojs.unud.ac.id/index.php/eol 1 configuration of cultural norms in traditional rice planting ritual discourse the traditional farming community of bayan, north lombok i made netra english department, faculty of letters, udayana university denpasar –bali email: batyn69@yahoo.co.id n.l.sutjiati beratha study program of linguistics, faculty of letters, udayana university i gusti made sutjaja study program of linguistics, faculty of letters, udayana university i wayan pastika study program of linguistics, faculty of letters, udayana university abstract this is the study of traditional rice planting ritual discourse of the traditional farming community of bayan, north lombok in an ethno-pragmatic perspective. it is specifically aimed at describing the cultural norms and their meaning configurations. the theory used in the study is the cultural scripts developed by wierzbicka (2002a) considering that cultural norms constitute rules and regulations in social interaction practices. they can be investigated from the use of grammatical aspects of language and linguistic routines which are context-bound. they can be configured by paraphrasing in simple and mini language using single space. the results of the study showed that there were some cultural norms found on the traditional rice planting ritual discourse of the traditional farming community of bayan, north lombok. they included: (1) asserting thought and hope, (2) respecting other entities, (3) apologizing, (4) promising, and (5) giving advice. the configuration of these cultural norms was in accordance with the understanding of local cultural scripts and wisdom in terms of rituals of the local farming system. the configuration is constructed in low-level script with components of “when” and “if”. it contains the aspects of thinking, speaking, and doing. it is derived from the semantic primes of both evaluation and perception. key words: configuration, cultural norms, ritual discourses, cultural scripts, semantic primes 2 1. background sasak language is one of the traditional languages in indonesia. it has been used by more than a million sasak people in various domains of life. it is mostly used in traditional gathering and meeting, arts, custom, and the like. as it plays essential roles and functions in the internal communication in society, it can be considered a means of uniting sasak people. consequentlty, it functions as the traditional language having cultural functions. it is also specifically used in the traditional rice planting ritual discourse. language which is used in the traditional rice planting ritual discourse by the traditional farming community of bayan, north lombok implies that people have their own ways of exchanging messages and intention in terms of cultural norms and social interaction convention. the meaning interpretation and configuration are based on their cultural scripts. therefore, academically a language can be seen as playing a very significant and important role in human communication and social interaction. the linguistic and cultural phenomena, which are reflected in traditional rice planting ritual discourse, shows the fact that its complexity contains meanings, norms, and values based on the the culture of its speakers. this has been kept by the society up to now in order to avoid both echological and sociological damages. this has been done because the traditional rice planting ritual in bayan, north lombok, is the primary source of the local economy developed in line with the maintenance of cultural norms and values within the ritual discourse. the language and message delivered can be paralleled to the concepts of both langue and parole proposed by saussure (1959). langue is a sign or rule based upon which every utterance is produced as parole, special message. therefore, cultural norms can be interpreted and configured in the context of language use. the correlation between language and other cultural aspects can be comprehended in details by interpreting the meaning or sense of a certain symbol based on the functionalist paradigm of context of language use. 3 2. research method the study is designed in a syncronic-etnographic field research describing language in use in both social and cultural aspects of community in certain speech events. the method used for collecting data was non-participative observation (bungin, 2001:57; moleong, 2000) supported with recording and note-taking techniques (bungin, 2003; sudaryanto, 1993:25). then, in depth interview method was also employed especially in collecting further information or data. the data collected were analysed using padan method with which the meaning can be derived from relevant articles, journals, and theories and agih method with which the meaning could be internally interpreted within the language. (sudaryanto, 2003). to support those methods, such techniques as determining elements split and paraphrasing were implemented. both formal and informal methods were used for presenting the result of data analyses. (sudaryanto, 1993:145). those methods were supported with addition, substitution, and paraphrasing techniques (sudaryanto, 1993:36) 3. discussion this part focuses on the discussion of the cultural norms in the traditional rice planting ritual discourse of the traditional farming community of bayan, north lombok and their meaning configuration. cultural norms on traditional rice planting ritual discourse of the traditional farming community of bayan, north lombok are determined by cultural scripts. they are divided into two categories, high-level scripts and low-level scripts (wierzbicka, 2002a; goddard, 2004). the high-level script is master script. the master script in the traditional farming community of bayan, north lombok is considered the core discourse containing cultural practices which can be used as guideline or model for discovering the cultural norms. the two kinds of cultural scripts are related to the components of semantic primes of evaluation, such as ”that is good if.........”. the component of evaluation 4 has some variants, such as: ”that is not good if...”, ”that is bad if...”, ”that will be good if...”. besides, component of human perception is used to explain the cultural norms. perception here means ”i can say (think, do, etc).......” i cannot say (think, do, etc)...”. the kind of low-level script tends to be constructed with the components of ”when” and ”if” (goddard, 2004: 6). the following is the examples of cultural scripts of bayanese traditional farming community in north lombok: (a) someone thinks like this. when someone does something, it is good if this person can think something like this: ”i do this because i want to do it and because this is something legal” (b) someone thinks like this: that is good if someone wants the other person knows what someone thinks that is good if someone wants the other person knows what someone feels (c) someone thinks like this. when i want someone to do something, it is not good if i say something to someone: ”i want you to do this. i think that you will do this because of this” 3.1 asserting thoughts and hopes the traditional farming community of bayan, north lombok tends to assert their thoughts and hopes directly in doing traditional rice planting ritual. see the following data. (so/1b – 11) silaq terima, tanggap sami, silaq please accept, respond all, please ‘please accept all these things, please’ the utterance silaq terima, tanggap sami, silaq ’please, accept all these things, please’ contains a message that the farmers do want to reconfirm something which has happened. they usually assert something which has been thought and become someone else’s obligation. therefore, they think that it will be good if they say the 5 things. such a way of communication is a reflection of their cultural behaviour. this suggests that the culture is actually about the right to express what people feel or think directly, openly, freely, and frankly so that something good will happen. this is a kind of local wisdom containing cultural norms configured below. i will say something to the other person if i know the person wants to do it and because the other person has right to do it: “i think i say something like this beacuse i think you can do it” 3.2 respecting other entities there is a social organization organizing the irrigation system and its members in bayan, north lombok. it is the so-called subak headed by an inan aiq. according to the local regulation the traditional farming community has to respect other entities, such as lord of water spring in the very beginning phase of ritual, slamet olor ‘ritual on keeping the water spring’ and their religion and custom leaders. soon after they respect them, they may request something. the respect is reflected in the lexicon pejambeangku ‘my offering’. see the following data. (so/1a – 5) terima pejambeangku, slamet olor. accept offering poss-1sg, ritual spring ‘accept my offering, water spring ritual’ goddard (2004) says that cultural script can be expressed in low-level script with such components as ‘when’ and ‘if’. it is the model used for the meaning configuration of cultural norm of respecting other entities. it is believed that when the traditional farming community respects the other entities, something good will happen accordingly. the respect includes aspects of thinking, saying, and doing. they think they should respect other entities. they say it then on the traditional rice planting ritual. they do it because they believe something good will happen. this way of communication constitutes the representation of traditional rules and norms of the local tradition. the cultural representation refers to a balance between right and 6 obligation. the farmers should do their obligation first prior to their right. the meaning of cultural norm is configured below: i will say something like this to someone if i know something good happens, if i want someone knows it ”i think i say it i respect him/her” respecting other entities implies making friendship. the traditional framing community always make it when they do the ritual for the rice pragnance. in this case, the goddes of rice who is prabnat is considered their friend. therefore, they should look after her in order to get the qualified and more result. they offer a purification, like fulfilling and inserting bamboo planted in the rice field with some items. this purification has positive symbolic meanings. see the data. (npq/nb – 5) nimoq aku ngisinya pengidaman epe nyur, gula, dait reket dem pron-1sg insert homeposs-2sg obj, obj, conj, obj ’this is me, i fill coconut, red sugar, and rice into your home’ rice is considered a symbol of a deep and close relationship. coconut symbolizes the brave and smooth relation or friendship. red sugar symbolizes the sweet relation. these symbolic meanings indicates that the harmonious relation can be easily made. this way of communication involves aspects of thinking and doing. this is the the reflection of their cultural norms that should be obeyed. this is a kind of low-level cultural scripts as suggested by goddard (2004) as figured below: i can do this to someoneelse that i think he/she can give something good and more in result. if not something worse will happen. it would be better if i do this: ”i think i should do this” 3.3 apologizing the traditional farming community of bayan, noth lombok tends to do evaluation toward what they have done for god, environment and human being 7 including farmers and kiai, tradition and religious leader. in doing the harmonious relation to the three important entities, they believe that they do some mistakes. as their special status is lower, the believe that they think, say, and do something beyond their expectation as stipulated in traditional rules and regulations. therefore, they should apologize for the mistakes being done. this will result in positive image as something good will happen. see the following data. (tw – 6) sang apelih sang asalaq if wrong, if mistake ’if it is wrong and mistaken’ (tw – 7) tertib tingkahku kiri kanan julu mudi way behaviourposs-1sg left right front back ’whatever my behaviour’ (tw – 8) siq aran serahin epe inaq prumbaq amaq prumbaq prep name give pron-2sg mother prumbaq father prumbaq ’in offering you, the goddes of rice’ (tw – 9) aku melakoq samporayan beleq-beleq pron-1sg ask apology big big ’i am terribly sorry’ wierzbicka (1999, 2002) and goddard (2004) say that apology is a part of low-level scripts expressed after doing evaluation. the apology can be expressed with the perception of when, if, and it is good if... see the following configuration (a) i can say something like this if i did something wrong or some mistakes. i can say something like this if i did something wrong unintentionally: ”i am tereribly sorry” (b) i can say something like this because something good will or will not happen. i believe that something bad can happen to him/her: ”i am terribly sorry” the configuration shows that the apology can be done in two contexts: first, the perception of doing some mistakes as they certainly bother the existances of 8 other entities of high social status when they perform ritual. second, the perception that the mistakes will not be certainly and unintentionally done by the community. therefore, if they do not ask for any apologies, something bad will happen. it is good for them to apologize terribly for positive image 3.4 promising promising is in line with cognive emotion. the traditional farming community of bayan, north lombok promise easily when they believe something good will happen with them. therefore, they should keep their promises. promise is closely dealt with such aspects as thingking, saying, and doing (goddard, 2004). promise can be verbally expressed after the community has thought something good will happen with them. they then can do something as promised. based on the general rules for promising, such things as who promise whom, what relation they are in, what they promise for, where it takes place, and the like can be taken into account. the traditional farming community promise goddess of rice in the conditional situation. see the following data. (tw – 5) aku tunas jangkar lolo daun buaq pron -1sg ask root tree, leaf, fruit ’i ask for root, leaf, and fruit of the tree’ (mgq/nyn-4) laun dait usim masanya ketesu aku jari alu later conj season time dem pron-1sg become pick ’i will pick you up on time later’ the above data shows that the traditional farming community of bayan, north lombok asks for so qulified rice that they believe that something good will happen. they offer ritual to ask for jangkar ’root’, daun ’leaf’, and buaq ’fruit of rice. at the same time, they offer ritual to fill in her home with such goods as coconut, red sugar, and glutinous rice. in this case, they believe that the goddess of rice agrees to their request. as they believe that something good will happen, they promise that they should offer such a ritual again in the future. the utterance laun dait usim masanya 9 kete su aku jari alu ’i will pick you up on time later’ is a linguistic data to show that they believe that the family of goddess is going out and playing for fun. they promise that they will pick them up to gather with family at home. this is actually expressed prior to the harvest time. this intended to let them know that there will a harvest. in order not to make them shocked and upset, they usually think and say something to them and pick them up.therefore, the meaning configuration of promise is shown below. i can say something like this because something better is believed will happen because of this, i can say something again to someone for the same thing or i can say some other things for the beeter purposes: ”i promise i will do this or that again” 3.5 giving advixe giving advice is related to solidarity. one who gives advice to other entities beacuse of some reasons and conditions: (1) he/she is obliged to give advice because of the close relation to the other entities who are supposed to receive the advice, (2) the other entities have got problems with them so that they are supposed to receive advices to cope with their problems, and (3) it is not a must for people receiving advice to do it intentionally. based on the general condition, advice can be classified into two: (1) advice containing necessity and (2) advice containing suggestion. in relation to the habit stipulated in traditional rules and regulations of the traditional farming community of bayan, north lombok, farmers are supposed to give advice to family of goddess of rice in particular prior to the harvest time. therefore, goddard (2004) says that it is a case study in the event of doing rituals. see the following data (npq – 4) inget kon diri epe nengkane consider prep refl-2sg now ’consider carefully yourself now’ (npq – 5) ruang aku ngisinya pengidaman epe cnj pron-1sg fill homeposs-2sg ’when i fill something into your dwelling’ 10 (mth – 6) sang araq anaq jarin epe if there child many pron -2sg ’if some of your children’ (mth – 7) sang lalu menjojaq if go play ’if they go playing’ (mth – 8) agin epe tenaq ampoq uliq kumpul kon pengumpulan epe conj pron-2sg take conj home gather prep place poss-2sg ’you should go home to gather with your family’ the above data shows that the traditional farming community of bayan, north lombok gives some advice taking the form of suggestion. they do it after the family of goddess of rice considered human being, are going out for a while. the farmers think that they are worried of them. they are afraid that something bad will happen to them. therefore, they think they should give advice, like: (1) agin epe inget diri epe kolan kepengumpulan epe ‘you should consider yourself and your home, either’ and (2) sang araq anaq jarin epe, sang lalu menjojaq,agin epe tenaq ampoq uliq kumpul kon pengumpulan epe ’if some of your children go playing, you should go home to gather with your family’ therefore, the meaning of cultural norm of giving advice can be figured as follows. i can say something like this. i consider the entity as human being, friend, and companion. although he/she does not have bad problems with him/her, i think i can say something like this as an anticipative step. i say something like this to prevent something bad happens. i believe that someone certainly follow what i have said because he/she does not want something bad will happen with him/her: “i give advice” 4. result cultural norms on traditional rice planting ritual discourse of the traditional farming community of bayan, north lombok are determined by cultural scripts. they are divided into two categories, high-level scripts and low-level scripts. the high-level script is master script. the master script in the traditional farming 11 community of bayan, north lombok is considered the core discourse containing cultural practices which can be used as guideline or model for discovering the cultural norms. 5. novelty there is a system implemented in the ways the traditional farming community of bayan speak specifically to the other entities. it refers to the cultural norms. the meaning of cultural norms can be configured in accordance with local cultural scripts and wisdom in terms of rituals of the local farming system. it is constructed with semantic primes of both evaluation and perception. it refers to cultural script with the components of “when” and “if” 6. conclusion after discussing the aspects or problems under study on previous sections, conclusion can be drawn. there are some cultural norms found on traditional rice planting ritual discourse of the traditional farming community of bayan, north lombok. they include: asserting thoughts and hopes, respecting other entities, apologizing, promising, and giving advice. the configuration of cultural norms can be made based on the prototype of semantic primes of both evaluation and perception. 7. acknowledgements i am grateful to the following for supervision, assistance, and support to finish this study: board of supervisors for valuable and total supervision given during the process of accomplishing this study; board of examiners for constructive critics, input, and suggestion given during the terms of examination; the teaching teams of the doctorate program in linguistic study program of post graduate program, udayana university for the up-to-date lecture given in class; rector of udayana 12 university, dean of the faculty of letters, udayana university, head of the english department, the faculty of letters, udayana university for their respective supports; administrative staff of the linguistic study program and library of udayana university for their administration service and assistance; colleagues for assistance and support; informants in the field for assistances given during collecting the data; beloved family members, wife, son, and daughter for their supports given during the accomplishment of the study. bibliography bach, k and r. m. harnish. 1979. linguistic communication and speech acts. london: the mit press sutjiati-beratha, n. l. 1997. "basic concepts of a universal semantic metalanguage” in linguistika tahun iv edisi keenam, 110--115. goddard, c. 1994. cross linguistic syntax from a semantic point of view (nsm approach). new england: new england university press. goddard, c. and a. wierzbicka, eds. 1994. “semantic theory and semantic universal” in from semantic and lexical universals: theory and empirical findings. amsterdam/philadelphia: benjamins, 7--29. goddard, c. 1997. semantic analysis: a practical introduction. oxford: oxford university press. grix, j. 2004. the foundation of research. new york: palgrave macmillan grundy, p. 2000. doing pragmatics. great britain: hodder arnold netra, i. m. 2005. eksplikasi makna ilokusional tuturan upacara memadik di denpasar: sebuah kajian metabahasa semantik alami. denpasar: program pascasarjana universitas udayana wierzbicka, a. 1996. semantics primes and universals. oxford and new york: oxford university press wierzbicka, a. 1999. emotions across languages and cultures: diversity and universals. cambridge: cambridge university press. 13 konfigurasi norma budaya dalam wacana ritual melong pare bulu, komunitas petani adat bayan, lombok utara i made netra jurusan bahasa dan sastra inggris, fakultas sastra, universitas udayana denpasar –bali email: batyn69@yahoo.co.id n.l.sutjiati beratha program studi linguistik, fakultas sastra, universitas udayana i gusti made sutjaja program studi linguistik, fakultas sastra, universitas udayana i wayan pastika program studi linguistik, fakultas sastra, universitas udayana abstrak penelitian ini merupakan kajian terhadap wacana ritual melong pare bulu (wrmpb) ‘penanaman padi tradisional’ komunitas petani adat bayan, lombok utara dari sudut pandang etnopragmatik. kajian ini secara khusus bertujuan untuk menggambarkan norma budaya komunitas petani adat bayan, lombok utara dalam melaksanakan wrmpb dan menjelaskan konfigurasi maknanya. teori yang digunakan adalah cultural scripts ‘wacana kebudayaan’ yang dikembangkan oleh wierzbicka (2002a) dengan pertimbangan bahwa norma budaya merupakan aturan yang digunakan dalam praktik-praktik interaksi social. norma budaya dapat ditentukan dari penggunaan aspek-aspek gramatikal bahasa dan rutinitas linguistic yang terikat oleh konteks. norma budaya dapat diconfigurasi dengan parafrasa yang menggunakan bahasa sederhana dan bahasa mini dengan spasi tunggal. hasil analisis data menunjukkan bahwa terdapat beberapa norma budaya yang ditemukan dalam wrmpb komunitas petani adat bayan, lombok utara: (1) menyatakan pikiran dan harapan, (2) menghormati entitas lain, (3) meminta maaf, (4) berjanji, dan (5) memberikan nasihat. konfigurasi dari norma budaya ini sesuai dengan pemahaman wacana budaya dan kearifan lokal dalam hal sistem pertanian lokal. konfigurasi dibuat dengan wacana ragam rendah dengan komponen “ketika” dan “jika”. konfigurasi dibuat berdasarkan aspek berpikir, berkata, dan berbuat yang diderivasi dari makna asali evaluasi dan persepsi. kata kunci: konfigurasi, norma budaya, wacana budaya, kearifan lokal, makna asali 14 1. latar belakang bahasa sasak (bs) merupakan salah satu bahasa daerah yang ada di indonesia. bs digunakan oleh lebih dari satu juta orang sasak. bs sering juga digunakan dalam rapat-rapat adat, kesenian, adat istiadat, dan lain-lain. bs bagi penuturnya memiliki kedudukan dan fungsi yang sangat penting dalam berbagai segi kehidupan masyarakatnya. bs bisa digunakan sebagai alat komunikasi dan alat pemersatu orang sasak. oleh karena itu, bs dianggap memegang peranan yang sangat penting dalam komunikasi internal dan kehidupan sehari-hari mereka. bs digunakan dalam berbagai ranah kehidupan sehari-hari dan berfungsi sebagai bahasa daerah dan merupakan bahasa yang memiliki fungsi kultural. di samping itu, bs juga digunakan secara khusus pada acara melong pare bulu ’penanaman padi tradisional’ penggunaan bahasa dalam wrmpb oleh komunitas petani adat bayan, lombok utara, mengisyaratkan adanya komunitas yang memiliki cara mengomunikasikan tujuan dan maksud tertentu dalam hal norma dan nilai berdasarkan interaksi sosialnya. interpretasi dan konfigurasi makna berdasarkan wacana kebudayaan mereka. oleh karena itu, secara ilmiah, bagaimanapun bahasa memegang peranan yang sangat penting dalam komunikasi dan interaksi sosial di antara para penuturnya. fenomena kebahasaan dan kebudayaan yang tercermin dalam ritual melong pare bulu ’penanaman padi tradisional’ komunitas petani adat bayan, lombok utara, menunjukkan sebuah fakta bahwa kompleksitas ritual penanaman padi mengandung makna, norma, dan nilai-nilai tersendiri berdasarkan budaya masyarakat penuturnya. hal ini tetap dipertahankan oleh masyarakat penuturnya sampai saat ini untuk menghindari kehancuran ekologis dan sosiologis. masih dipertahankannya tradisi ritual melong pare bulu ’penanaman padi tradisional’ oleh komunitas petani adat bayan, lombok utara, disebabkan oleh pekerjaan bertanam padi tradisional komunitas petani adat bayan merupakan pilar utama dalam menyangga atau menyokong ekonomi kerakyatan sampai saat ini dengan tetap mempertahankan 15 norma-norma budaya dan nilai-nilai budaya yang terdapat di dalamnya. bahasa ritual melong pare bulu ’penanaman padi tradisional’ dan kandungan pesan yang disampaikan dapat disejajarkan dengan konsep langue dan parole saussure (1959). langue adalah tanda yang didasarkan pada setiap pembicaraan yang menghasilkan parole sebagai suatu pesan khusus. oleh karena itu, norma budaya dapat ditafsirkan dan dikonfigurasi dalamkaitannya dengan penggunaan bahasa. korelasi antara bahasa dan aspek wacana budaya dapat dipahami secara detail dengan penafsiran makna atau rasa budaya dari simbol tertentu berdasarkan pada paradigma fungsionalis dalam konteks penggunaan bahasa. 2. metode penelitian kajian ini dirrancang berdasarkan penelitian lapangan yang bersifat sinkronisetnografi. kajian ini menggambarkan bahasa dalam penggunaannya dalam aspek sosial dan aspek budaya dalam peristiwa tutur. metode yang digunakan untuk memperoleh data adalah pengamatan tidak terlibat (bungin, 2001:57; moleong, 2000) yang didukung oleh teknik perekaman dan pencatatan (bungin, 2003; sudaryanto, 1993:25). kemudian, metode wawancara mendalam juga diterapkan khususnya untuk memperoleh informasiatau lanjutan data yang telah diperoleh dianalisis dengan metode padan, yaitu metode yang menekankan pada penentuan makna berdasarkan artikel, jurnal, dan teori yang relevan dan metode agih, yaitu metode yang menekankan pada penentuan makna dari dalam bahasa itu sendiri (sudaryanto, 2003). metode ini didukung dengan teknik pemisahan unsur-unsur penentu. sementara itu, hasil analisis data disajikan dengan metode formal dan informal (sudaryanto, 1993:145). metode ini didukung dengan teknik penambahan, penggantian, dan parafrasa (sudaryanto, 1993:36) 3. pembahasan bagian ini membahas tentang norma budaya dalam wrmpb komunitas 16 petani adat bayan, lombok utara dan konfigurasi maknanya. norma budaya pada wrmpb komunitas petani adat bayan, lombok utara ditentukan dengan wacana budaya yang dibagi menjadi 2 kategori (wierzbicka, 2002a; goddard, 2004). wacana pada ragam tinggi merupakan wacana master. master script dalam komunitas petani adat bayan, lombok utara, dianggap sebagai wacana inti yang mengandung praktik-praktik budaya yang digunakan sebagai pedoman atau model untuk membahas norma budaya. kedua jenis wacana kebudayaan tersebut berhubungan dengan komponen makna asali evaluasi, seperti ”hal itu bagus jika...”. komponen evaluasi seperti ini memiliki berbagai varian, seperti: ”hal itu tidak bagus jika...”, ”hal itu buruk jika...”, hal itu akan ”menjadi bagus jika...”. di samping itu, komponen persepsi manusia juga bisa digunakan untuk menjelaskan norma budaya. persepsi yang dimaksud adalah ”saya dapat mengatakan (memikirkan, melakukan, dll)...” saya tidak dapat mengatakan (memikirkan, melakukan, dll)...”. jenis wacana kebudayaan yang lowlevel script cenderung dibuat dengan komponen ”ketika” dan komponen ”jika” (goddard, 2004:6). berikut disajikan master script ’wacana inti’ yang merupakan dan berisikan high-level dan low-level scripts dari komunitas petani adat bayan. (b) orang berpikir seperti ini. ketika seseorang melakukan sesuatu, alangkah bagusnya jika orang ini dapat memikirkan sesuatu seperti ini: ”saya melakukan ini karena saya ingin melakukannya di samping karena ini merupakan sesuatu yang sah” (b) orang berpikir seperti ini: hal itu bagus jika seseorang ingin orang lain mengetahui apa yang seseorang pikirkan hal itu bagus jika seseorang ingin orang lain mengetahui apa yang seseorang rasakan (d) orang berpikir seperti ini. ketika saya ingin seseorang melakukan sesuatu, alangkah tidak bagusnya jika saya mengatakan sesuatu kepada seseorang: ”saya ingin kamu melakukan ini. saya pikir bahwa kamu akan melakukan ini karena ini” 17 3.1 mengungkapkan pikiran dan harapan komunitas petani adat bayan, lombok utara cenderung mengungkapkan pikiran dan harapannya secara langsung dalam melaksanakan ritual penanaman padi tradisional. lihat data berikut. (so/1b – 11) silaq terima, tanggap sami silaq silah terima, ambil semua silah ‘silahkan dierima, diambil semua, silahkan‘ tuturan silaq terima, tanggap sami, silaq ini sarat dengan penyampaian pesan petani kepada lawan bicaranya. penyampaian pesan dan pengungkapan pikiran dan harapan dimaksudkan untuk memastikan kembali sesuatu yang sudah pasti terjadi. mereka biasanya mengungkapkan sesuatu yang sudah mereka pikirkan. mereka mengungkapkan sesuatu karena sesuatu menjadi kewajiban orang yang akan melakukan sesuatu. oleh karena itu, mereka berpikir bahwa akan sangat lebih baik kalau mereka harus mengatakan hal ini. cara berkomunikasi seperti ini merupakan refleksi perilaku budaya mereka. sesungguhnya, kebudayaan tersebut menunjukkan bahwa orang mempunyai hak untuk menyampaikan apa yang mereka rasakan atau pikirkan. merupakan suatu tradisi bagi mereka jika mereka menyampaikan pikiran mereka secara langsung dan bebas, terbuka, dan jujur sehingga sesuatu yang baik sesuai dengan yang diharapkan dapat terjadi pada diri mereka. hal ini merupakan kearifan lokal komunitas petani adat bayan, lombok utara dan mengandung norma budaya. pesan yang terdapat dalam norma budaya ini dapat dikonfigurasikan seperti berikut ini: saya akan selalu katakan sesuatu kepada orang lain, jika saya yakin orang itu bersedia melakukan sesuatu seperti yang saya mohonkan dan karena orang itu berkewajiban untuk melakukan itu: “saya pikir saya berkata seperti ini karena saya pikir anda pasti melakukannya” 18 3.2 mengungkapkan rasa hormat kepada orang lain ada organisasi sosial yang mengatur sistem irigasi dan anggotanya di bayan, lombok utara. organisasi ini disebut subak yang dipimpin oleh seorang inan aiq. menurut aturan adat setempat, komunitas petani adat bayan, lombok utara harus menghormati entitas lainnya, seperti penguasa mata air pada fase awal ritual, yang disebut slamet olor ‘ritual mempertahankan sumber mata air’, para pemimpin agama dan adat. segera setelah komunitas petani adat bayan, lombok utara mengungkapkan tasa hormat mereka, mereka boleh memohon sesuatu. rasa hormat ini direalisasikan dalam penggunaan leksikon pejambeangku ‘persembahan saya’. perhatikan data berikut. (so/1a – 5) terima pejambeangku, slamet olor. terima permohonan poss-1tg, syukuran mata air ’terimalah persembahanku selamatan mata air’ menurut goddard (2004), wacana kebudayaan diungkapkan dengan low-level script yang menggunakan komponen “ketika” dan “jika”. hal ini merupakan model yang digunakan untuk konfigurasi makna norma budaya, yaitu mengungkapkan rasa hormat kepada entitas lain. dalam hal ini, diyakini bahwa apabila komunitas petani adat bayan, lombok utara, menghormati entitas lain, maka sesuatu yang baik akan terjadi. berdasarkan hal ini, wacana kebudayaan pada komunitas petani adat bayan, lombok utara yang bertujuan untuk mengungkapkan rasa hormat diungkapkan dengan aspek-aspek berpikir, berkata atau berbicara, dan bertindak atau berperilaku. komunitas petani adat bayan, lombok utara harus mengungkapkan rasa hormat kepada entitas lain. mereka mengungkapkannya pada saat pelaksanaan ritual melong pare bulu ‘penanaman padi tradisional’ karena mereka percaya bahwa sesuatu yang baik akan terjadi. cara berkomunikasi seperti ini merupakan representasi dari aturan adat dan norma tradisi local. representasi budaya seperti ini mengacu pada keseimbangan antara hak dan kewajiban. mereka sebaiknya melakukan kewajiban terlebih dahulu sebelum menuntut hak. makna dari norma budaya ini dapat dikonfigurasikan sebagai berikut. 19 saya akan mengatakan sesuatu seperti ini kepada seseorang jika saya meyakini sesuatu terjadi dengan tulus dan ikhlas, jika saya ingin seseorang mengetahuinya ”saya pikir saya mengatakannya saya menghargai dan menghormatinya” pengungkapan rasa hormat kepada entitas lain mengisyaratkan adanya usahaa menjalin persahabatan. komunitas petani adat bayan, lombok utara selalu melakukan ini ketika melaksanakan ritual buburang pare ’padi hamil’. dalam hal ini, penguasa padi yang sedang berbadan dua dianggap sebagai teman. oleh karena itu, mereka sebaiknya menjaga penguasa padi tersebut untuk memperoleh hasil panen yang berkualitas dan berlimpah. mereka mempersembahkan pengorbanan, yaitu mengisi taletan ’bambu yang ditanam di sawah’ dengan beberapa barang yang dimaksudkan memeiliki makna simbolik. perhatikan data berikut. (npq/nb – 5) nimoq aku ngisinya pengidaman epe nyur, gula, dait reket dem pron-1tg masukan pengidamanposs-2tg obj konj, obj ’ini saya mengisi tempatmu dengan kelapa, gula, dan ketan’ padi dianggap sebagai simbol hubungan yang dalam dan dekat. kelapa merupakan simbol hubungan yang berani dan lancar. gula merah melambangkan hubungan yang manis. makna simbolik ini menunjukkan bahwa hubungan yang harmonis dengan mudah dapat dijalin. cara komunikasi seperti ini melibatkan aspek berpikir dan aspek berbuat. hal ini merupakan refleksi norma budaya mereka yang harus ditaati. hal ini merupakan wacana kebudayaan ragam rendah seperti yang dijelaskan oleh goddard (2004) yang dikonfigurasikan berikut ini: saya dapat melakukan ini kepada seseorang yang diyakini dapat memberikan hasil yang lebih besar, kalau tidak sesuatu yang lebih buruk akan terjadi. oleh karena itu, akan lebih bagus kalau saya melakukannya: ”saya pikir saya harus melakukan ini” 20 3.3 mengungkapkan permintaan maaf komunitas petani adat bayan, lombok utara cenderung melakukan evaluasi terhadap apa yang telah mereka perbuat yang melibatkan tuhan, alam, dan kiai pemimpin doa. di dalam berhubungan dengan ketiga entitas penting tersebut, mereka meyakini bahwa mereka pasti melakukan kesalahan. mengingat status dan posisi sosial petani di bawah ketiga entitas tersebut, petani dapat memastikan bahwa ada beberapa pemikiran, perkataan, dan tindakan mereka yang tidak berkenan di hati entitas tersebut. oleh karena itu, sebagai wujud solidaritas yang vertikal, mereka sudah sepantasnya meminta atau memohon maaf atas apa yang mereka telah perbuat. perhatikan data berikut. (tw – 6) sang a pelih sang a salaq mungkin ada keliru, mungkin ada salah ’kalau ada yang keliru dan yang salah’ (tw – 7) tertib tingkahku kiri kanan julu mudi tertib tingkahposs-1tg kiri kanan muka belakang ’tingkah lakuku di sana-sini kiri kanan muka belakang’ (tw – 8) siq aran serahin epe inaq prumbaq amaq prumbaq prep nama berikan pron-2tg ibu prumbaq bapak prumbaq ’dalam hal memberikan engkau ibu prumbaq bapak prumbaq’ (tw – 9) aku melakoq samporayan beleq-beleq pron-1tg mohon maaf besar-besar ’saya mohon maaf yang sebesar-besarnya’ menurut wierzbicka (1999, 2002) dan goddard (2004), permohonan maaf ini merupakan bagian low level scripts yang dapat diungkapkan setelah melakukan evalusi. permohonan maaf ini dapat diungkapkan dengan persepsi ketika, jika, dan alangkah bagusnya.... oleh karena itu, konfigurasi pesan budaya wacana kebudayaan ini dapat dilihat sebagai berikut. (a) saya dapat mengatakan sesuatu seperti ini jika saya meyakini saya melakukan kesalahan atau saya dapat mengatakan sesuatu 21 seperti ini jika saya melakukan sesuatu kesalahan secara tidak disengaja: ”saya memohon maaf yang sebesar-besarnya” (b) saya dapat mengatakan sesuatu seperti ini walaupun hal ini belum tentu terjadi. saya berkeyakinan bahwa sesuatu yang buruk dapat terjadi pada dirinya. ”saya memohon maaf yang sebesar-besarnya” konfigurasi di atas menunjukkan bahwa permohonan maaf dapat dilakukan atau diungkapkan dalam dua kondisi atau konteks. konteks pertama adalah kesalahan dapat terjadi secara tidak disengaja oleh komunitas petani adat bayan, lombok utara. persepsi yang muncul dan berkembang adalah persepsi bahwa di dalam berhubungan dengan tuhan, roh penguasa padi dan sebagainya sudah dapat dipastikan bahwa petani bisa mengganggu entitas dimaksud. oleh karenan itu, sudah sepantasnyalah petani memohon maaf yang sebesar-besarnya. konteks kedua adalah kesalahan yang diperbuat oleh petani belum tentu terjadi. oleh karena itu, apabila permohonan maaf tidak diungkapkan oleh petani pada saat melaksanakan ritual, sesuatu yang buruk dapat terjadi, baik pada entitas tersebut maupun pada petani bersangkutan. oleh karena itu, alangkah bagusnya jika petani memohon maaf yang sebesar-besarnya untuk mendapatkan pencitraan yang positif. 3.4 mengungkapkan janji janji merupakan sesuatu yang diungkapkan oleh seseorang karena adanya luapan emosi jiwanya. komunitas petani adat bayan, lombok utara dengan mudah mengungkapkan janji kalau mereka yakin sesuatu yang baik dapat terjadi pada diri mereka. oleh karena itu, mereka harus menepati janji yang telah mereka buat. janji berhubungan erat dengan aspek berpikir, berkata, dan bertindak (goddard, 2004). janji seseorang dapat terungkap secara verbal apabila dia telah memikirkan sesuatu yang baik yang dapat terjadi pada diri dia. selanjutnya, dia dapat mengungkapkan 22 janjinya tersebut secara eksplisit kepada orang lain. terakhir, dia dapat melakukan sesuatu seperti yang dijanjikannya. berdasarkan kaidah umum, seseorang mengucapkan janji kepada orang lain yang disampaikan di atas secara semantik dapat dicermati hal-hal sebagai berikut: siapa yang berjanji kepada siapa, hubungan entitas yang terlibat bagaimana, tujuannya berjanji apa, di mana kejadiannya berlangsung, dan sebagainya. komunitas petani adat bayan, lombok utara berjanji kepada tuhan dalam manisfestasi-nya sebagai roh penguasa padi. mereka berjanji dalam kondisi yang kondisional. ucapan berjanji yang diungkapkan oleh komunitas petani adat bayan, lombok utara dapat dilihat dalam data berikut. (tw – 5) aku tunas jangkar lolo daun buaq pron -1tg minta akar pohon, daun, buah ’saya mohon akar pohon, daun, dan buah’ (mgq/nyn-4) laun dait usim masanya kete su aku jari alu nanti konj musim masanya dem mesti pron-1tg jadi jemput ’ketika musimnya tiba, saya menjemputmu ke sini’ data di atas menunjukkan bahwa betapa petani memegang teguh suatu keyakinan bahwa sesuatu yang baik dapat terjadi karena keberadaan roh penguasa padi yang sangat baik. petani nunas ’meminta’ dalam konteks ini lebih tepat memohon jangkar ’akar’, daun ’daun’, dan buaq ’buah’ sehingga tanaman padi mereka tumbuh dengan baik. selain itu, dalam konteks ini diyakini bahwa roh penguasa padi dapat memberikan jiwa kepada padi terjadi karena komunitas petani secara jujur, tulus, dan ikhlas telah mempersembahkan ritual dan selalu mengisi pengidamannya dengan benda-benda simbolis, seperti kelapa, gula, dan ketan. hal ini menunjukkan bahwa betapa petani ingin menunjukkan persahabatan yang kental dan erat. oleh karena itu, sudah sepantasnyalah roh penguasa padi untuk memberkahi petani hasil yang berkualitas baik. karena hubungan yang baik ini dan sesuatu yang baik diyakini terjadi oleh komunitas petani, komunitas petani memiliki pemikiran 23 untuk mengatakan sesuatu, yaitu janji untuk melakukan dan mempersembahkan lagi hal yang sama di kemudian hari. itu pun kalau ada umur yang panjang. tuturan yang menjadi fakta lingual dalam wrmpb adalah laun dait usim masanya kete su aku jari alu `nanti dan musim masanya tiba ke sini mesti aku jadi menjemputmu’. perhatikan konfigurasi pesan atau makna norma adat dan budaya komunitas petani adat bayan, lombok utara dalam hal berjanji, berikut ini. saya dapat mengatakan ini karena sesuatu yang lebih baik diyakini dapat terjadi. oleh karena itu, saya dapat mengatakan hal yang sama atau hal lain lagi kepada seseorang agar suatu yang lebih baik dapat terjadi lagi, seperti ini: ”saya berjanji melakukannya lagi” 3.5 memberi nasihat menasihati seseorang merupakan pekerjaan yang yang berhubungan dengan solidaritas. orang yang memberikan nasihat kepada orang lain karena beberapa kondisi, yaitu (1) orang yang memberikan nasihat merasakan sesuatu yang sifatnya wajib karena terikat oleh hubungannya dengan orang yang diberikan nasihat, (2) adanya masalah yang dimiliki oleh orang lain sehingga nasihat merupakan sesuatu yang yang wajib diterimanya untuk menghilangkan masalahnya, dan (3) tidak ada keharusan bagi orang yang memberikan nasihat agar nasihat yang diberikan itu harus dijalankan oleh yang menerima nasihat. berdasarkan kondisi universal tersebut dapat dikatakan bahwa ada dua jenis nasihat, yaitu (1) nasihat yang mengandung keharusan dan (2) nasihat yang mengandung saran. terkait dengan kebiasaan yang tertuang dalam aturan adat bayan, lombok utara, petani adat bayan dalam melakukan ritual penanaman padi tradisional biasanya mengimplementasikan bentuk dan pola komunikasi yang bermaksud untuk memberikan nasihat seperti ini. nasihat bisa diberikan oleh seseorang yang memiliki status sosial yang lebih tinggi kepada seseorang yang memiliki status sosial yang lebih rendah. di samping itu, nasihat dapat diberikan kepada teman atau sahabatnya. 24 dalam wrmpb komunitas adat bayan, lombok utara nasihat diberikan oleh petani kepada roh penguasa padi ketika menjelang panen. perhatikan data berikut. (npq – 4) inget kon diri epe nengkane ingat prep refl-2tg sekarang ’ingatlah pada dirimu sekarang’ (npq – 5) ruang aku ngisinya pengidaman epe knj pron-1tg ngisi pengidamanposs-2tg ’pada waktu saya mengisi pengidamanmu’ (mth – 6) sang araq anaq jarin epe mungkin ada anak banyak pron -2tg ’kalau ada anak-anakmu yang banyak’ (mth – 7) sang lalu menjojaq mungkin pergi main-main ’kalau pergi bermain-main’ (mth – 8) agin epe tenaq ampoq uliq kumpul kon pengumpulan epe konj pron-1tg ajak konj pulang kumpul prep tempatposs2tg ’agar engkau kembali lagi ke tempat perkumpulan engkau semula’ data di atas menunjukkan bahwa komunitas petani adat bayan, lombok utara memberikan nasihat dalam bentuk saran. mereka melakukan ini setelah anggota keluarga roh penguasa padi yang dianggap sebagai manusia sedang berada di luar untuk sementara. mereka pikir bahwa mereka khawatir dengan keadaannya. mereka takut kalau sesuatu yang butuk akan terjadi pada diri mereka. oleh karena itu, komunitas petani bisanya berkewajiban untuk memberikan nasihat yang bukan merupakan keharusan. fakta lingual yang menunjukkan nasihat agar roh penunggu padi berkumpul kembali bersama keluarganya di rumahnya adalah (1) agin epe inget diri epe kolan kepengumpulan epe ‘agar engkau ingat dengan dirimu pada tempatmu’. dan (2) sang araq anaq jarin epe ’kalau ada anak-anakmu yang banyak’, sang lalu menjojaq ‘kalau pergi bermain-main’, agin epe tenaq ampoq 25 uliq kumpul kon pengumpulan epe ‘agar engkau kembali lagi ke tempat perkumpulan engkau semula’. perhatikan konfigurasi maknanya seperti berikut. saya dapat mengatakan sesuatu seperti ini. saya menganggapnya seperti manusia, teman dan sahabat. walaupun dia belum tampak punya masalah yang buruk bagi dirinya, saya pikir saya dapat mengatakan sesuatu seperti ini sebagai langkah antisipatif. saya mengatakan sesuatu seperti ini untuk mencegah hal yang buruk dapat terjadi. saya yakin bahwa seseorang pasti mengikuti apa yang saya katakan karena dia tidak ingin sesuatu yang buruk terjadi pada dirinya “saya memberikannya nasihat” 4. hasil norma budaya pada wrmp komunitas petani adat bayan, lombok utara, ditentukan dengan wacana kebudayaan. norma budaya dibagi menjadi 2 kategori. high-level scripts ’wacana ragam tinggi’ dan low-level scripts ’wacan ragam rendah’ wacana ragam tinggi disebut juga dengan master script ’wacana inti’ di dalam komunitas petani adat bayan, lombok utara. wacana ini dianggap sebagai inti wacana yang berisikan praktik-praktik budaya yang dapat digunakan sebagai panduan atau model penggalian norma-norma budaya. 5. temuan baru ada sebuah sistem yang diterapkan dalam cara komunitas petani adat bayan, lombok utara berbicara, khususnya kepada entitas yang lainnya. cara berkomunikasi seperti ini mengacu pada norma budaya. makna dari norma-norma budaya tersebut dapat dikonfigurasi sesuai dengan wacana kebudayaan setempat dan kearifan lokal dalam hal pelaksanaan ritual sistem pertanian setempat. konfigurasi ini dibangun dengan semantik alami evalusi dan persepsi. semantik alami ini mengacu pada wacana kebudayaan dengan komponen-konponen ”ketika” dan ”jika”. 26 6. simpulan setelah dilakukan analisis terhadap aspek-aspek atau masalah dalam penelitian ini pada bagian sebelumnya, simpulan dapat dibuat sebagai berikut: ada beberapa norma budaya yang ditemukan dalam wrmpb komunitas petani adat bayan, lombok utara. norma-norma budaya tersebut berisikan mengungkapkan pikiran dan harapan, mengungkapkan rasa hormat kepada entitas lain, mengungkapkan permintaan maaf, mengungkapkan janji, dan memberikan nasihat. konfigurasi norma budaya dapat dibuat berdasarkan prototipe semantik alami evalusi dan persepsi. 7. ucapan terima kasih saya berterima kasih banyak kepada orang-orang berikut karena supervise, bantuan, dan dukungannya di dalam menyelesaikan penelitian ini: dewan tim pembimbing atas total supervise yang sangat berharga yang telah diberikan selama proses penyelesaian penelitian ini; dewan penguji atas kritik yang membangun, masukan-masukan, dan saran-saran yang telah diberikan selama proses ujian; tim pengajar pada program doktor (s3) linguistik, program pascasarjana, universitas udayana atas teori terkini yang telah diberikan selama perkuliahan; rektor universitas udayana, dekan fakultas sastra, ketua jurusan sastra inggris, fakultas sastra, universitas udayana atas dukungannya; staf administrasi pada program studi linguistik dan perpustakaan fakultas sastra, universitas udayana atas pelayanan dan bantuan administrasi; kolega atas bantuan dan dukungannya; informan di lapangan atas bantuan yang diberikan selama proses pemerolehan data; keluarga tercinta, istri, anak-anak atas dukungan yang telah diberikan dan kesabaran menemani saya dalam suka dan duka dalam penyelesaian penelitian ini. 27 daftar pustaka bach, k and r. m. harnish. 1979. linguistic communication and speech acts. london: the mit press sutjiati-beratha, n. l. 1997. "basic concepts of a universal semantic metalanguage” in "linguistika tahun iv edisi keenam, 110--115. goddard, c. 1994. cross linguistic syntax from a semantic point of view (nsm approach). new england: new england university press. goddard, c. and a. wierzbicka, eds. 1994. “semantic theory and semantic universal” in from semantic and lexical universals: theory and empirical findings. amsterdam/philadelphia: benjamins, 7--29. goddard, c. 1997. semantic analysis: a practical introduction. oxford: oxford university press. grix, j. 2004. the foundation of research. new york: palgrave macmillan grundy, p. 2000. doing pragmatics. great britain: hodder arnold netra, i. m. 2005. eksplikasi makna ilokusional tuturan upacara memadik di denpasar: sebuah kajian metabahasa semantik alami. denpasar: program pascasarjana universitas udayana wierzbicka, a. 1996. semantics primes and universals. oxford and new york: oxford university press wierzbicka, a. 1999. emotions across languages and cultures: diversity and universals. cambridge: cambridge university press. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 1, january 2023, pages: 114--123 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i01.p14 114 a deixis analysis song lyric of “ reckless” by madison beer 1 elvina rosa dilla, 2 foury widya anjani, 3 indahh rustiyani, 4 syafa salsabila putri annazmi, 5 emeliya sukma dara d 1 elvinarosadilla05@gmail.com, 2fourywidya1706@gmail.com 3 rustiindahyani45@gmail.com, 4 salsabilaputriannazmi@gmail.com, 5emeliya@uinsu.ac.id uinsu, indonesia article info abstract* received date: 20 june 2022 accepted date: 1 juli 2022 published date: 31 january 2023 keywords:* pragmatics; deixis; song; kinds of deixis this study aim of the research is to identify the type of deixis and the dominant type of deixis in the lyrics of madison beer's song reckless. this study is a type of qualitative research. data collection techniques include listening to songs and analyzing madison beer's song "reckless." the findings of this study include all types of deixis found in the person (64 data), spatial (11 data), temporal (8 data), and social (5 data) deixis found in the lyrics of madison beer's song reckless. people's deixis is most frequently found in reckless lyrics. the majority of the deixis found in this study are people's deixis, such as i and you. while the plural deixis of people found is we which is addressed to the listener. 1. introduction in this world, there are multiple ways to communicate in all forms, including written, spoken, and gestured. this can be done like a song, a poem, a play. because pragmatics are so closely related to human interaction, in learning pragmatics that are important in everyday communication, harman's sapphire puts language through a spontaneous system of signs, ideas, emotions, and desires. is defined as a purely human and instinctual way of communicating. pragmatics is not just what people say, but how they say it, and how others interpret their language in a social context, as in the case of songs. i'm focusing. songs are a form of communication that allows people to work together through ways of communication. songs are considered a communication system that uses sounds and songs to express emotions, feelings, ideas, feelings, and thoughts. the cambridge dictionary, in its third edition, states that the lyrics are derived from songs and short poems that express the songwriter's personal thoughts and feelings. in other words, not only putting words in sentences, but also expressing emotions such as love, battle, and emotions express the feelings and emotions of the creator. some of the messages sent by the composer are intended to hear the context and context of the lyrics, including emotions that express emotions such as jealousy, love, peace, difficulty and struggle. beauty that creates communication. below is an example of a song by the famous madison beer singer "reckless". mailto:yuliindahpratiwi919@gmail.com mailto:fathiaasmadiah0103@gmail.com mailto:hijjah123@gmail.com mailto:fahriirawanwijaya@gmail.com mailto:emeliya@uinsu.ac.id 115 2. literature review tfouni and klatzky (1983) describe “deixis discourse analysis: pragmatic, cognitive, and semantic factors in understanding “this,” “that,” “here, “and” there. "i did research on the subject. the children used in this study (mean age 3; 6) were tested for understanding of this deixis word here and there in two circumstances: the listener's goal and the audience's listener. sari, (2015) conducted a study "analysis of intercultural interaction deixis among students". the results of this study indicate that different cultural backgrounds affect communication styles and outcomes. you need to pay more attention to the person you are talking to, topics, goals, and situation. deixis, according to (yule & stalnaker, 1996), refers to that is communicated through language. in pragmatics, semantics, and linguistics, deixis is a significant topic. deixis is vital in discourse because it keeps people at specific moment in time and space, according to (cairns, 1991). each dialogue would appear as a loose collection in separate language without such an anchor, which is plainly not the case. this talk maybe very important, and on this context numerous deixis references consult with the context. direct connection with phenomena where in the that means of sure phrases or terms in speech calls for contextual records. words and expression that require contextual records for taxation are extra than the implementation of deixis. deixis also are a fabricated from the manner language encodes functions, and consequently additionally how the translation of contextual utterances withinside the evaluation of the context of the utterances (dylgjeri & kazazi, 2013). based on lyons (2003: 170) in (eragbe et al., 2015), “lyon also shows that in many languages, deixis is a grammatical device that is classified as human and tense. deixis refers to the participants, speakers, listeners, and sometimes the real-world directions of the discourse, whereas tenses reflect the time of interaction or occurrence of events. place of time or communication. the language function used to find people in an encounter is called deixis. in general, deixis performs the function of pointer or orientation in a discourse." jaszczolt (2002:191) states that"deixis"comes from an ancient greek word and means"to show"or"to show". deixis is a miracle that uses grammatical identifying vocabulary particulars to render contextual information and give that information only when paired with that environment. in other words, it means the lexicaliztation or alphabet of contextual information. that means making it an important grammatical or verbal distinction. yule (1996:9) states that deixis is a slang (from greek) that describes one of the most introductory effects we do in speaking. this means that" show"is called deixis. deixis receives its semantic element from the context of the language in which it is used, according to hurford (1984:63). (i.e., speaker, purpose, time, place). jack richards, for example. (1985, page 75) deixis is the term or words that immediately tie a word with a time, place, or person, according to his book, the longman dictionary of contemporary applied linguistics. 3. research method this research uses a qualitative descriptive approach to clarify and describe the deixis in the lyrics of the song 'reckless.' a qualitative descriptive method is one in which data is described using words or pictures rather than numbers (moelong, 2006:4). the researcher employs qualitative research because data and analysis written in the form of words and sentences are analyzed based on their actual form without revealing the context of the surrounding data. the approach used is a pragmatic approach in the form of deixis because it is consistent with the object of research, which is the type and meaning of deixis referents in song lyrics. research data in the form of research objects or things that are the focus of a study (arikunto, 2010:161). the data from this study is descriptive data, which is the object 116 of the research, namely words, phrases, or sentences that are included in the type of deixis and the meaning of deixis referents contained in the lyrics of the song 'reckless’. following the collection of data from the lyric text, the researcher analyzed the data as follows: determine some of the word expressions contained in the deixis expression first. second, the researcher categorizes the deixis expressions that have been determined using the criteria. third, the researcher examined the various types of deixis, such as person deixis, time deixis, and place deixis. to analyze the data, the researcher took the following steps: reading and listening to the song lyrics as a whole, analyzing the types of deixis in the lyrics based on theory (levinson, 1983), identifying and categorizing the types and their meanings deixis in the song, and the last one draws conclusions based on data analysis findings and suggestions. 4. finding and discussion a. definition of deixis deixis is a human linguistic phenomenon in which the meaning of a particular reference expression depends on the aspect of its usage context. for example, an utterance like "see you in a week" means (at least) who is speaking, where we (speakers and targets) are, and now. it depends on the number of days). the meaning of all utterances and social behaviors is generally contextual or "indicative", but deixis introduces this indicator feature into the structure of the language itself. words like me were called here and are now called deixis, indicators, or changers. this is because terms like "shift" depending on usage. such words lack the intensional meaning or criteria for determining the set of possible references (think round as a distinct feature of each sphere). instead, their meaning depends on various context factors. traditionally, scholars have identified three categories of deixis (people, places, hours), but the language has the words deixis main ("this / that") and "discourse". deixis can also use deixis for "society". deixis sites are often regarded as typical cases of deixis and are the focus of many studies, including those that cast doubt on the basis of spatial meaning (eg hanks1990). all known human languages show deixis in grammar. this is primarily reflected in the pronouns (personal deixis), deixis (place deixis), and hour adverbs or time symbols (time deixis). however, the deixis of in the grammar of each language is not uniform and does not have strong universality (levinson, 2004). in fact, the language varies greatly depending on the number of deixis grammar categories, the number of deixis terms in each category, the meaningful distinction type and the actual usage of the deixis form. the use of deixis is ubiquitous in face-to-face interactions, with often accompanied by nonverbal deixis cues (especially pointing) that the child receives before words and plays an important role in the language development of increase. (although this is controversial). ). philosophers, linguists, psychologists, anthropologists and others have been wondering about the nature of deixis for at least a century. they ask a wide range of questions about deixis, including the semiotic characteristics, the meaning of a particular deixis, the inter-linguistic typologies of forms and functions, the acquisition of children's deixis, and their role in language. i raised it a nonverbal deixis in the evolution of language. current research continues to investigate these questions, demonstrating the central importance of deixis to linguistic theory. b. types of deixis  person deixis the person deixis is used to point the object (it, these, those books), all pronouns (i, you we), and possessives (your,our, their). person deixis connect to the person related in an utterance, such as: the person directly connected, e.g the speaker and the addressed, the 117 person not directly connected e.g they that hear the utterance beside they are not being directly addressed and the person that mentioned in the utterance. commonly person deixis is expressed by the following kinds of constituents: 1. the first person deixis the speaker or both the speaker and referents group with the speaker e.g singular pronouns (i, me, myself, my mine) and the plural pronouns (we, us, ourselves, our, ours) can be interpreted as the first person deixis. 2. second person deixis a person or persons identified as addressee e.g you, yourself, yourselves, your, yours, can be interpreted as second person deixis. 3. third person deixis a referent not identified as the speaker or addressee, e.g he, she, they, the third singular verb suffix-s can be interpreted as third person deixis.  social deixis "social deixis covers that feature of sentences which reflect, establish, or are determined by specific realities of the social setting in which the speech act occurs," levinson (1983:89 in fillmore) writes. this type of deixis is concerned with the social information contained in a statement. according to levinson (levinson s. c., 1979, p. 67), social deixis is defined as "those characteristics of language structure that are attached to the social identities of participants (including spectators) in the speech event, or to their relations, or to their relations with other referents.” participants' social identities (properly, incumbents of participants roles) or the social link between them, or between one of them and the persons and entities referred to, are encoded using social deixis. the use of polite pronouns and the title of address is required when using social deixis. social deixis, according to fillmore, "encodes the social relationship depending on the port of the participants in the conversation that decided, for example, the choice of honorific, polite, intimate, or insulting speech level." nicknames, informal names, and titles of respect are all types of honorifics. social deixis demonstrates the variations in individuality in every participant's roles, specifically the social fame of the addressee. the marking of social relationships in linguistic expression, with direct or indirect connection with the social fame or position of individuals withinside the speech event, is called social deixis. the factor of sentences that mirror positive realities of the social scenario wherein the utterances arise is likewise addressed via way of means of social deixis. the following are a few examples of social deixis: good morning, mommy. thank you very much, sir.  temporal deixis a temporal deixis is a time marker (now, then, next week, last month) to interpret all of these deictic expressions, we need to know who the speaker is thinking about, when they are thinking about it, and where they are thinking it. time adverbs such as "now, soon, lately, recently, ago, today, tomorrow, yesterday" are used to express temporal in dexicals. there is a significant difference between what is close to the speaker (this, here, and now) and what is distant (this, here, and now) (that, there, then). we can also tell if the movement is away from the speaker (go) or towards the speaker (come) (come). when someone comes up to you, you say, "he's coming!" when someone moves away from you, you say, "he's going!" according to rinck, temporal deixis is an adverb of time whose reference is contextual. according to putrayasa, in kkbi (2014: 50) this deixis is referred to as a time adverbial in grammar, which is a disclosure to a point or time distance seen from the time an utterance occurs or when a speaker says it. now or now expresses the time when the utterance occurs. 118 for the time "after," we find the words later, tomorrow, the day after tomorrow, later; for the time "before," we find the words earlier, yesterday, last week, at that time, before. temporal deixis is giving shape to a time range such as what speakers mean in language events (cahyono, 1995: 218). giving the time span intended by the speaker can be seen through the two example sentences according to cahyono (1995: 218) as follows: (1) don't go home now. (2) now it's better to always have an umbrella ready. the word now (1) refers to a few moments or minutes. while the word now (2) has a time reference for several months, namely during the rainy season. the word 'now' in the two sentences is an embodiment of the word deixis because it can be seen that a word, the word 'now', can have a different time reference based on its context. meanwhile, according to yule, the notion of a time deixis word is explained through an utterance. the following is an example of temporal deixis in the lyrics of madison beer's song reckless. * then you got up and went to her house * each day goes by and each night * i cry somebody saw you with her last night * you might love her now  spatial deixis according to thomas, spatial deixis or place deixis does not mean anything in and of itself; it only becomes meaningful when you know where the speaker is standing or what the speaker is indicating. as a result, levinson describes spatial deixis as "the encoding of spatial locations relative to the location of participants in the speech event." he goes on to say that the majority of languages use a two-term system. the concept of the speaker pointing in space or time to draw the addressee's attention to it is fundamental to both spatial and temporal deixis. spatial deixis refers to the concept of the distance between the speaker and the object of his speech. the use of spatial or place deixis, which refers to a specific referent that moves around, frequently becomes an anaphora for previous information. according to nababan (1987:41), place deixis is a type of guidance to the location of a space or place as seen from the location of people or actors in language events. however, it is through the consideration of spatial deixis that place, from the speaker's perspective, can be defined both mentally and physically. the following is an example of spatial deixis in the lyrics of madison beer's song reckless. * this is a story i hate * this chapter's about how you said there was nobody else * then you got up and went to her house * said you'd never hurt me but here we are * you check in and out of my heart like a hotel * i hope you both go to hell research finding after analysis the data, researcher found the types of deixis in the lyric song “reckless” by madison beer’s. researcher used some steps in this research. first, transcribe the lyric and the second classifying the person deixis, spatial deixis, temporal deixis and social deixis. tabel 1. analysis song lyrics of song types of deixis 119 hey, this is a story i hate and telling it might make me break but i'll tell it anyway this chapter's about how you said there was nobody else then you got up and went to her house you guys always left me out this (spatial deixis), i (first person deixis) it (person deixis), me (first person deixis) i (first person deixis), it (person deixis) this (spatial deixis) you (second person deixis), there (spatial deixis) then (temporal deixis), you (second person deixis), house (spatial deixis) you (second person deixis), me (first person deixis) i still have the letter you wrote when you told me that i was the only girl you'd ever want in your life i guess my friends were right i (first person deixis), you (second person deixis) you (second person deixis),that (spatial deixis), i (first person deixis) you (second person deixis), your (second person deixis) i (first person deixis), my (first person deixis) each day goes by and each night, i cry somebody saw you with her last night you gave me your word, "don't worry 'bout her" you might love her now, but you loved me first said you'd never hurt me, but here we are oh, you swore on every star how could you be so reckless with my heart? i (first person deixis) you (second person deixis), her (third person deixis) you (second person deixis), me (first person deixis), your (second person deixis), her (third person deixis) you (second person deixis), her (third person deixis), now (temporal deixis), you (second person deixis), me (first person deixis) you (second person deixis), me (first person deixis), here (spatial deixis), we (first person deixis) you (second person deixis) you (second person deixis), my (first person deixis) you check in and out of my heart like a hotel and she must be perfect, oh well i hope you both go to hell you (second person deixis) my (first person deixis), hotel (spatial deixis) she (third person deixis) i (first person deixis), you (second person deixis), go (spatial deixis), hell (spatial deixis) each day goes by and each night, i cry somebody saw you with her last night you gave me your word, "don't worry 'bout her" you might love her now, but you loved me first i (first person deixis) you (second person deixis), her (third person deixis) you (second person deixis), me (first person deixis), your (second person deixis), her (third person deixis) you (second person deixis), her (third person deixis), now (temporal deixis), 120 said you'd never hurt me, but here we are (here we are) oh, you swore on every star how could you be so reckless with my heart? (heart) you (second person deixis), me (first person deixis) you (second person deixis), me (first person deixis), here (spatial deixis), we (first person deixis) you (second person deixis) you (second person deixis), my (first person deixis) how could you be so reckless? how could you be so reckless? how could you be so reckless with someone's heart? you (second person deixis) you (second person deixis) you (second person deixis) hey, this is a story i hate but i told it to cope with the pain i’m so sorry if you can relate this (spatial deixis), i (first person deixis) i (first person deixis), it (person deixis) i(first person deixis), you (second person deixis) tabel 2. types of deixis types of deixis frequency personal deixis spatial deixis temporal deixis social deixis total 64 11 8 5 88 from the table above, we can see total of deixis types of lyric "reckless" by madison beer are 88 word using the deixis types. 64 person deixis, 11 spatial deixis, 8 temporal deixis, and 5 social deixis. the dominant deixis is person deixis used in madison beer's lyrics reckless. from this study the researcher found 64 word of deixis in person deixis, they are 11 spatial deixis, 8 temporal deixis, and 5 social deixis in the lyric song of "reckless" by madison beer song's. besides, the discussion from this study is about total types of deixis which used in any lyric of song is different. from that lyric the singers explain the feeling and emotion from the song that they wrote. and the researcher found the dominant deixis, they are : dominant personal deixis, spatial deixis, and the last dominant temporal deixis. 5. novelties deixis is a frequently used linguistic expression that enables participants to identify concrete relationships. deixis studies becomes a crucial component of comprehending spoken or written work as a result. however, other investigations indicated that it is difficult to understand the significance and referent of deictic phrases. maspufah's (2015) study also revealed that senior high school students struggle to understand the context and recognize the referent of deictic terms in narrative literature. people, time, place, and social deixis are frequently employed in everyday life, both orally and in writing, as demonstrated by the study from wicaksono (2019), which revealed that university students could easily interpret them. 121 however, they struggle to interpret discourse deixis and absorb situational information when it is presented in a descriptive text. understanding deixis and context is essential for spotting deixis in speech and other verbal communication. the speech is produced using a variety of words and expressions, and the context in which they are used will have a significant impact on the students' comprehension. deictic phrases are therefore used in several languages to denote "who," "when," "where," and "what." depending on who says them, when they are said, and where they are stated, these words constantly acquire new referents since they lack fixed referents. the personal deictic pronoun "i," for instance, can either refer to the speaker or the listener, depending on who is given the role of the speaker. 6. conclusion after the above discussion, researchers conclude that reckless's lyrics from madison beer's song include all three types of deixis: person, place, and time. deixis is used in three ways: first person, second person, and third person. in addition, other types, temporal deixis, social deixis, and spatial deixis are present in madison beer's song reckless. deixis is the most dominant type of song. because in the lyrics of the song, the singer talks about her feelings and feelings towards her partner. this is because some of the people involved do not feel guilty and find it easy to hurt their partner's emotions and hearts in life. person deixis is the most common type of deixis in this song. according to research, deixis can be used to easily explain person, pronoun, tense, and indicator functions that connect utterances to person, space, and time relationships. it also helps you understand the meaning of the reference, such as who, where, and when you spoke. 7. acknowledgements first of all, praise be to allah swt for the blessing and mercy that was given to us during our study so that we can at length go to this. to begin with, we would like to thank to our supporting lecturer emeliya sukma d, m.hum whose advice, encouragement, criticism and suggestions have represented a feature of the writing process since the distinct beginning of this article. and our thanks to e-journal of linguistics as publishing this article. and also we wish to thank all lecturers of the english education department for the guidance, support, and knowledge that they have given to us. thanks also to our friends that gave support and spirit to us. w realize this article is imperfect. therefore, we welcome all criticisms and suggestions from those interested in a similar topic. we expect this article will be functional for whoever comprehends it, particularly the students of english education department of state islamic of uin-su. references stapleton, a. 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(2018, november). deictic verbs in modern linguistics. in international conference on contemporary education, social sciences and ecological studies (cesses 2018) (pp. 481-487). atlantis press. macrae a, 2019. discourse deixis in metafiction: the language of metanarration, metalepsis, and disnarration. new york: routledge. isbn: 978-0-429-03035-2 sinha, k. k. (2021). the role of pragmatics in literary analysis: approaching literary meaning from a linguistic perspective. international journal of english and comparative literary studies, 2(2). uddin, m. a. (2019). second person pronouns as person deixis in bengali and english: linguistic forms and pragmatic functions. international journal of english linguistics, 10(1). turgay, k., gutzmann, d. (2019). secondary content: the semantic and pragmatics of side issues. leiden: hotei publishing. isbn: 978-90-39312-7. talmy l. (2020) targeting in language : unifying deixis and anaphora. language science, a section of the journal frontiers in phsychology, 11:2016. 123 biography of authors emeliya sukma dara d seorang perempuan kelahiran rantauprapat 26 september 1981. email: emeliya@uinsu.ac.id elvina rosa dilla seorang anak perempuan kelahiran kisaran 5 mei 2001. ia anak ke empat dari empat bersaudara, ia terlahir di keluarga sederhana. ia sedang menempuh pendidikan s1 di universitas islam negeri sumatera utara program studi tadris bahasa inggris fakultas ilmu tarbiyah dan keguruan yang saat ini berada di semester 6 menuju semester 7. ketertarikannya di pelajaran bahasa inggris menjadikan ia memilih program studi tadris bahasa inggris. email : elvinarosadilla05@gmail.com foury widya anjani adalah seorang perempuan yang terlahir dari keluarga sederhana. ia lahir di sampali,17 juni 2001. ia adalah anak ke empat dari empat bersaudara. kegiatan yang dilakukan saat ini adalah sebagai mahasiswa yang tengah menempuh pendidikan s-1 di universitas islam negeri sumatera utara, di fakultas tarbiyah dan keguruan. ia mahasiswa jurusan tadris bahasa inggris yang saat ini menuju semester 7. ia memilih jurusan tadris bahasa inggris karena merasa memiliki skill dan ingin menjadi seorang guru. email : fourywidya1706@gmail.com indahh rustiyani seorang anak perempuan yang lahir di kota medan, 29 desember 2001. perempuan ini memiliki banyak hobby seperti makan, photography,editing,dan membaca novel. saat ini, ia sedang menjalankan pendidikan s1 nya di perguruan tinggi islam negeri sumatera utara yaitu uinsu, fakultas ilmu tarbiyah dan keguruan, jurusan tadris bahasa inggris semester 6. perempuan ini menyukai aksen-aksen bahasa luar terutama bahasa inggris dan bahasa korea. email : rustiindahyani45@gmail.com 124 syafa salsabila putri annazmi adalah seorang mahasiswa berkelahiran tebing tinggi, 26 april 2001. seorang mahasiswa yang berkuliah s-1 di universitas islam negeri sumatera utara, perempuan ini memiliki hobby yaitu gemar bernyanyi dan bermain musim hingga mendengarkan lagu. dan juga perempuan ini menyukai aksen-aksen bahasa luar terutama bahasa inggris dan bahasa korea. email : salsabilaputriannazmi@gmail.com microsoft word rasna_e-journal aji blegodawa text in the perspective of functional systemic linguisticts i wayan rasna1, made suastra2, i gusti made sutjaja2, i ketut darma laksana2 1postgraduate program, udayana university 2department of linguistics, faculty of letters, udayana university email: wayanrasna@yahoo.com abstract this research give answers to the following five problems; they are (1) the lexico grammar of aji blegodawa text (text aji blegodawa; hereon abbreviated to tab); (2) the context of situation (register) and the context of culture (genre) of tab; (4) the ideational, interpersonal and textual meanings of tab; and (5) the values in tab. note taking method was employed for collecting the data needed for the lexicogrammar, the context of situation, the functions, meanings, and the values. the data needed for the cultural context were collected by note taking, questionnaire, observation and structured interview. structured interview, in which eleven informants were interviewed, was also employed for collecting data needed for the values. functional system linguistics (hereon abbreviated to fsl) introduced by halliday was employed to analyze the data (halliday, 1985: 2004; 2005); (halliday and maththiessen, 2004). the findings show that the frequencies of the processes in the text are as follows: the material process appears 674 times (52.29%); the relational process takes place 233 times (18.08%) and the mental process occurs 177 (13.73%). with regard to circumstances, the circumstance of location is the most dominant followed by the circumstance of manner. from the context of situation, it can be identified that the field is black magic; from the participants, it can be identified that the main participant is blegodawa. the mode is simultaneously used to form the configuration of meaning. it can be revealed that the main participant supported by the supporting participants kill the victim. viewed from the cultural point of view, the cultural norms referred to in tab destroy life. the linguistic functions in tab are: 1) ideational function which includes belief, the tradition of the magic world, taboo, historical relationship and ritual; 2) interpersonal function which includes interactive function and self expressive function and 3) textual function. the meanings in tab include ideational meaning, interpersonal meaning and textual meaning. the values in tab include: 1) the value of power (the intention to have the power) which is made up of a) religious value as the basis for having the intention to have the power); b) the magic value as the basis for having the intention to have the power; c) the magic socio cultural value as the basis for having the intention to have the power; 2) the achievement value (the intention of achieving something) as the basis for having the intention to achieve something magically; 3) the hedonism value and 4) the value of universalism. key words: text, lexicogrammatical, context of situation, culture, meaning and value 1. introduction the reasons why tab has been chosen are that (1) compared to the other texts, 62.69% of its content is concerned with black magic; 23.80% is concerned with how to avoid the black magic, and the rest, that is, 3.49% is concerned with other things; (2) tab is one of the main magic texts after sang hyang aji rimrim and surya mas. the reasons why fsl is used to explore tab are as follows a) it is highly appropriate for analyzing both oral and written texts as it views them from the context of situation; b) it is an approach which may touch ideological interpretation; e) it views language holistically, based on the social situation (halliday, 1994). this research give answers to the following problems: (1) the lexicogrammar of tab; (2) the contexts of situation and culture of tab; (3) the functions of tab; (4) the meanings in tab; and (5) the values in tab. 2. theoretical framework in this research the theory of fsl is employed, in which it is stated that linguistic role distinguishes functions within the context of paradigm from those within the systemic context (halliday, 1985). halliday states that grammar is a source which may reveal and form meanings. as a source, grammar is organized as a set of choices which is related to each other and presents alternative strategies used to express and form the meanings available for the language user (matthiesen, 1990; halliday and hassan, 1985 and martin, 1992). the hallidayan concepts about language are related to how either the speaker or the writer interacts with either the hearer or the reader within a social situation. the analysis of a text should be followed by interpretations related to the contexts of situation and culture. a text constitutes a semantic unit instead of a grammatical unit. however, the interpretation of the meaning of a text may be realized through a theory and words or a grammar (halliday,, 1985: xvii). the grammatical concepts are determined by the linguistics used to explain them (matthiessen, 1990: 1). a grammar is organized as a set of choices which are related to one another and present alternative strategies used to express and form the meanings available for the language user (matthiessen, 1990). 3. research method this research in tab, as a magic text, is ethnographic descriptive in nature. the reason is that it applies the cultural description of an ethnic group (sutjaja, 2005: 50). the data used in this study are primary data and secondary data. the primary data are in the form of corpus which was directly taken from the source of corpus, that is, tab and the secondary data were taken from practitioners. the data on lexicogrammar, situational context, cultural context, language functions, meanings and half of the values were collected by employing note taking and observation methods. the data on values were collected by structured interview, in which questionnaire was provided to eleven informants. the data were analyzed by grouping and modifying clauses, analyzing transitivity, register, genre, meanings and values. the the results analysis are descriptively presented. 4. discussion 4.1 transitivity based on the lexicogrammatical analysis, it is identified that 1) material process takes place 675 times (52.29%); 2) the relational process takes place 233 times (18,-08%); 3) the mental process occurs 177 times (13.73%) and 4) behavior process occurs 132 times (10.24%); verbal process takes place 40 times (3.10%) and 6) existential process takes place 33 times (2.56%). the most dominant process is the material process which usually characterizes a procedural text, in which the participants are required to go through a procedure to achieve something as can be illustrated by the following clauses pacek holih hiyip (prick with palm leaf rib) and pendem ring pawon (bury in the kitchen). ‘pacek’ (pricking) and ‘pendem’ (burying) are verbs which indicate material process. the second dominant process is the relational one. the reason is that the function of the participant is only as the complement, that is, completing the carrier participant. this can be observed from the role of ku ‘aku’(i) in data (d.2.11-116) which only functions as the complement of the magic formula in the clause sidhi mandi mantraku (my magic formula is powerful). the third dominant process is the mental process. the reason is that the magical text cannot be separated from mental aspects, especially when performing haku hanganggon pangasihe hi dukuh halit, yan lunga aku maring gunung agung, widyadari kasih maring haku (i use the magic formulas of i dukuh alit when i go to mount agung and heavenly beautiful women will love me). the word kasih (love) in the clause of widyadari kasih maring aku (heavenly beautiful women will love me) indicates affective mental process. the word hangrangsuk (being possessed by a spirit) does too. this can also be found in the clause hapan haku, hangrasuk pangasihe sang hyang taya wisesa (as i am possessed by the magic formulas of sang hyang taya wisesa. circumstance is one of the important components in transitivity and has a strategic role in magical procedural discourse. the reason is that procedures in tab are straightly compared to circumstances. the main strength of a procedure is on circumstance. the role of the circumstance in tab does not have anything to do with its capacity to explain the participant, process and goal as usual; but it should obligatorily be in existence. this can be exemplified by the example (c.4.18-107) iki pengeluasannhya ‘this is the restitution of its materialization’; the example (c.419-108) ngrong ing beji ‘ngrong pronounced in the river’; systemically, ngrong is a circumstance indicating instrument and ing beji is a circumstance indicating location. as far as a procedural discourse is concerned, circumstance is not explanation but something which is obligatory and plays an important role. this is the reason why procedure in a text is related to circumstance. the words contained in tab do not only refer to one process but more than one as can be seen from ‘menggabungkan kedua telapak tangan lalu meletakkannya di atas ubun-ubun atau di dada, sambil berkonsentrasi mengucapkan permohonan’ get the two palms of hands united before they are put on the fontanel or on the chest, while concentrating to propose for something’ (material process, behavior process, mental process and verbal process); mangregep ‘concentrating while proposing for something’ (material process, mental process, behavior process and verbal process; mayoga (material process, mental process, behavior process and verbal process); nglekas ‘restitution of materialization’ (material process, mental process and verbal process); mereh ‘mengubah’ ‘restituting materialization’(material process, behavior process and mental process). based on the analysis of theme-rheme and mood, it can be inferred that tab is a monologue as no dialogue has been found between the participants. most of the contacts are indirectly made as can be seen from when attempts are made to make the victim sick. when the participants propose for and perform ritual, as a procedure, the contact made is indirect. the analysis of mood shows the taboos (prohibitions) expressed in the modality. the application of fsl, as the metalanguage system, reveals that tab contains ideational meaning, interparticipant meaning and textual meaning which basically refers to register and context of situation. as far as the field of tab is concerned, ‘panestian’ (black magic) is more dominant than white magic such as avoidance of supernatural power. the main participant is blegodawa. the other participants are his helpers such as kala dengen and bhuta sungsang (evil spirits). the last part of register which reflects the context of situation is the mode, which works simultaneously to establish the contextual configuration or the configuration of meaning. it can be inferred that tab reflects the magical behaviors of the main participant and his helpers in treating their victims contemptibly and magically. the analysis of cultural context (martin, 1992) shows that tab contains balinese specific cultural values/norms. genre expresses cultural events in a social process (meta-field). according to hasan, the goal of the social process (meta-tenor) and its stages are known as generic structure, and according to martin, they are called schematic (meta-mode). the magic cultural norms in tab are different from the cultural norms of balinese community in general. those in tab damages life and those in balinese community improve life. the text channel is in the form of direct/oral talk known as monologue between the participants and the addressee. no dialogue is found. the schematic structure of tab is 1) type 1: abstract ^ orientation ^ action ^ complication action ^ resolution ^ evaluation ^ code; type 2: abstract ^ orientation ^ complication action ^ resolution ^ evaluation ^ code; and type 3: abstract ^ orientation ^ action ^ complication action ^ resolution ^ and code. as far as the constituents are concerned, the basic elements of the text are made up of introduction, content, and closing. however, one basic element cannot be categorized similar to the others, especially with regard to its content. 4.2 language functions language functions cannot be separated from socio cultural context (halliday and hasan, 1995). the language functions in tab cannot be separated from the balinese socio cultural context in the past. consequently, the language functions in this case cover: 1) ideational functions which include (1a) belief; (1b) magical traditional world such as black magic, pengasih-asih (magic formulas), pencabut roh (magical killer), avoidance of wickedness; (1c) taboos, historical relationship with tab, ritual functions related to how to perform ceremonies, including the instruments needed and how to perform them. no poetic function has been found in tab. only magic formulas which have been found in tab, no poem has been found. however, the repetition of sounds which has resulted in aesthetic effects does not have anything to do with syllables and words. the reason is that magic formulas are not made of meaningless words and meaningless syllables which can be exchanged. the sounds, the syllables and the words in magic formulas have magical strength; 2) the interpersonal or interactive meaning includes egoism, sadism, no self confidence, being scared and arrogance; 3) the textual function in tab is both verbally and nonverbally composed of introduction, content and closing as in monologue. the text is composed of declarative, informative and imperative clauses. with regard to its themes, tab is constructed from simple themes which are realized by one clausal element. of course, complex clauses have also been found. the language functions in tab generally support the language functions developed by halliday and hassan (1985). 4.3 the meanings and values found in tab the meanings found in tab are ideational meanings as far as the black magic performed by blegodawa is concerned and as far as the white magic performed by i macaling is concerned. in addition, inter participant meaning and textual meaning have also been found. the inter participant meaning takes place through both internal contact and indirect contact. in informal contact, the participants face or do not face each other. in indirect contact, the participants do not face each other. it is this which takes place the most frequently. as far as the textual meaning is concerned, the oral language channel is used. from these meanings, the following values emerge (1) the values of intending to have the power which are made up of (1a) the religious values supported by the rituals which are parts of the religious behavior such as mind purification using fresh water and avoidance of diseases; (1.b) the magical values as the basis of the intention to have the power; (1.c) the magic socio cultural values; (2) the values of intending to achieve something; (3) the values of hedonism; and (4) the values of universalism. 5. novelties the novelties of this research are as follows: 1. the procedure in tab is significantly related to the circumstance; 2. the transitivity in tab shows that : a. the infix in is added to the verb in the passive construction which is in initial position; therefore, the verb has two valences as can be illustrated by sinembah haku dening sarwa leak wisesa ‘i am worshipped by the powerful leak (evil spirit). b. suffixless three argumented verbs have also been found as exemplified by genjong kang pertiwi sinembah haku dening sang hyang hanantaboga ‘when the earth shakes, i am approached by sang hyang anantaboga’. 3. a procedural text is not always characterized by imperative clauses; it may also be characterized by declarative clauses; in tab it is more strongly characterized by declarative instead of imperative clauses. the reason is that procedures are not always indicated by imperative forms but by declarative forms as well. the explanatory declarative clause is not generally in the form of circumstance. it is this which has been responsible for the fact that the form of the magic procedural discourse is not only realized by the imperative clause but also by declarative clause. 6. conclusions and suggestions 6.1 conclusions based on the problems formulated in 1.2, the aims of the study as described in 1.3, and the results of the analysis presented above, conclusions can be made as follows. 6.1.1 transitivity in tab based on the analysis of transitivity using fsl model, the most dominant process in tab is the material process which takes place 674 times (52.29%). this can be understood from the fact that tab is classified under the procedural text. it requires procedures which should be carried out in order to achieve something. therefore, the material process is needed. the second dominant process is the relational process. the reason is that the participants function as complements, that is, the carrier ones (the nature of the participants). this can be illustrated by ‘ku’ (i) in data (d.2 11 – 101) page 148 which only functions as the complement of the magic formulas ‘mantra’. so is the function of sang hyang amangkurat prajapati which complements or explains the expression pakulun (honorific term of address) which serves as the carrier participant as can be seen from the data (d. 3.10 – 102) on page 148. the third dominant process is the mental process which occurs 177 times (13.73%). it is dominant enough as the procedural magic text cannot be separated from mental aspects. the reason is that when performing the rituals, reciting the magical formulas and performing magical things mental aspects are involved. the analysis of circumstance shows that, as one of the important components in transitivity, it plays a strategic role in the magical procedural discourse. the reason is that the procedures in tab are straightly compared to the circumstance. 6.1.2 the situational and cultural contexts in tab based on the analysis of field, the main themes of tab are panestian ‘black magic’ and white magic such as avoidance and supernatural power. the analysis of participants (tenor) shows that the main participant is blegodawa. the other participants are his helpers such as kala dengen and bhuta sungsang (evil spirits). the last part of register reflecting the context of situation is the mode which simultaneously works to establish the contextual configuration of meanings. this indicates that the main participant and his helpers treat the victim contemptibly and magically. tab does not mention the requirements of the victim. from the cultural context, tab contains cultural values/norms which are specific in the balilnese community. martin (1989, 1992) considers genre as a social process which is oriented towards the goal to achieve. genre expresses cultural events in a social process (meta-field), the goal of the social process (meta-tenor) and at the same time the stages in the social process which is referred to as generic structure potential by hasan and as schematic (meta-mode) by martin. the norms of the magic culture in tab damages life, while the cultural norms of the balinese community generally improve life. 6.1.3 the language functions in tab the language functions in tab include 1) ideational function concerning belief, the tradition of the magical world such as lessons how to apply black magical power and formulas, how to avoid wickedness, taboos and historical relationship with tab; ritual function which is related to how to perform ceremonies and what instruments are needed; 2) interpersonal functions which include interactive functions which are expressed by egoism, sadism, no self -confidence, being scared, and arrogance; and 3) textual function. 6.1.4 the meanings found in tab the meanings contained in tab are ideational meaning, inter participant meaning and textual meaning. the ideational meaning can be classified into two: (1) ideational meaning which is related to the lesson how to apply black magic and its implementation and (2) ideational meaning which is related to white magic. the ideational meaning which is related to the black magic refers to the pangleakan (black magic) applied by blegodawa and his helpers. and the ideational meaning which is related to the white magic refers to the activities how to take care of one’s self, to fight against the black magic as done by i macaling. the interpersonal meaning in tab is realized through both informal and indirect contact. in the indirect contact, the participants do not face one another. it is this contact which most frequently takes place. the reason is that it is not possible to apply magical activities by facing one another. blegodawa applies the black magic to kill the victims regardless whether they are his relatives, friends or seniors). in other words, he does not care whether the victims are close to him or not. the textual meaning found in tab is that it employs oral language channel. it is necessary to reveal that the requirements of the victims are not required. 6.1.5 the values in tab the values contained in tab include: (1) the value of intending to have the power which is made up of (1a) the religious values, as it has been found that rituals are part of religious behavior, especially in the part which expresses avoidance and super natural; (1b) the magical values, as what is mostly contained in the text is related to magic; (1c) the magical socio cultural value, as the ways in which the victims are made sick have also been found. such manners have been applied since a long time ago up to now (contextual). magically making the victims sick is not only classified as textual but as contextual as well; and (2) the value of intending to achieve something magically shows magical ability; appreciation is probably expected; (3) the value of hedonism, as blegodawa intends to feel enjoyment without being recognized by others; and (4) the value of universalism, as the attempts made to protect human beings have also been discovered. 6.2 suggestions based on the content, meanings and values explicitly contained, the following can be suggested. 1) tab may not be exposed to everyone for the sake of security. it is not to be consumed by the public but it is created for shamans who have been able to manage themselves in such a way that they can diagnose diseases easily. 2) it is recommended to be read only by the shamans who are already able to keep their emotion stable so that they are not persuaded to black magic practices. it is highly recommended to be read and understood by the shamans in order to be able to diagnose diseases. the reason is that being able to diagnose diseases accurately means being able to determine the therapy. the accurate therapy will be helpful to the patient’s healing process. the reason is that any shaman who can diagnose the patient accurately will accelerate the patient’s recovery. if he/she can understand tab, he/she will be able to apply it to diagnosing the patient better. 7. acknowledgements the completion of this dissertation cannot be separated from both moral and material supports provided by various parties. therefore, in this opportunity, the writer would like to extend his high respect and appreciation to prof. dr. dr. i made bakta, sp.pd (k), the rector of udayana university; prof. dr. i wayan ardika, m.a., the dean of the faculty of letters; prof. dr. ir. dewa ngurah suprapta, m.sc. (the former director of the school of postgraduate studies; and prof. dr. dr. a.a. raka sudewi, sp.s. (k), the current director of the school of postgraduate studies; prof. dr. i gusti ngurah bagus (the later) as the first supervisor; prof. dr. i wayan bawa, as the second supervisor replacing prof. dr. i gusti ngurah bagus; prof. dr. ketut artawa, ph.d., as the head of the doctorate program in linguistics; prof. drs. made suastra, ph.d., as the supervisor replacing the late prof. dr. i wayan bawa. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 1, january 2021, pages: 25-39 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i01.p04 25 description of phonology, characteristics, and determination of the origin language of waisika i wayan agus anggayana 1 akademi komunitas manajemen perhotelan indonesia, badung, indonesia anggayana28@gmail.com i nyoman suparwa 2 denpasar, indonesia nym_suparwa@unud.ac.id ni made dhanawaty 3 denpasar, indonesia md_dhanawaty@unud.ac.id i gede budasi 4 singaraja, indonesia yaysurya8@yahoo.com article info abstract* received date: 18 september 2020 accepted date: 21 september 2020 published date: 31 january 2021 keywords:* comparative historical linguistics, phonology, language of waisika this study aims to describe the waisika language carried out in the northeast alor sub-district based on the observation point, which was the object of research. this research uses quantitative and qualitative approaches. in diachronic research methods, there are two main methods in facilitating the direction of research, namely quantitative methods and qualitative methods. application of minimal pairing procedures and similar environments, it can be found that all vocoids sound in waisika is vocal segments /a, i, u, e, o/. application of minimal pairing procedures and similar environments, it can be found that all contoid sounds are consonant segments [p, b, m b, t, n t, d, k, g, n d, h, s, m, n, ,  k, l, r, w]. five vowel phonemes, which are found to have complete distribution at the front, central, and back of the morpheme. the phoneme / m b/, / n t/, /d/, /k/, / n d/, /r/, /w/ only exists in the initial and middle position of words. the phonemes /  k/ are only in the central position of words. the phonemes // are only in the central and back positions. 1. introduction the phonology description of the waisika language was carried out in the northeast alor sub-district based on the observation point, which was the object of research. four things will be discussed in the phonological description, namely, sound inventory, phoneme identification, phoneme distribution, and phoneme distinguishing characteristics. an inventory of sounds includes vocoids and contoids; phoneme identification includes identification of vowel and https://ojs.unud.ac.id/index.php/eol/index 26 consonant phonemes; likewise, the distribution of phonemes consists of the distribution of vowel and consonant phonemes; and distinguishing characteristics are adjusted to the conditions. this research discusses phonological descriptions, the characteristics of waisika in the determination of the origin. the primary energy source in terms of language sounds is the presence of air through the lungs. air is sucked into the lungs and exhaled together at the time of breathing. the air that is exhaled gets a small or complete obstruction in various places, and in multiple ways, it causes the sound of the language. when the air comes out through the lungs, the vocal cords will open so that the air does not happen obstacle when breathing and does not cause language sounds (pike, 1948: 3-4). language sounds can be divided into two, namely segmental sounds and suprasegmental sounds. segmental sounds are language sounds that can be solved or segmented in one segment or can be said to be sounds that are produced independently and can be separated. in contrast, suprasegmental sounds are the opposite of segmental sounds. suprasegmental sound elements can be separated into several segments; this element always integrates with segmental sound; its presence is very influential for segmental sound, in the form of pressure, tone, and tempo (o'grady et al., 1989: 14-36). there are four basic requirements for language sounds, namely, the process of air release, phonation, articulation, and oro-nasal processes (fromkin & ladefoged, 1981: 2-3). industries are entirely and highly aware of the importance of language proficiency and they need to have good command (budasi & anggayana, 2019). language is one of the most critical aspects in communication and cannot be separated from our daily activities (anggayana, budasi, & kusuma, 2019). it is also can be beneficial in teaching learning process, because key component in language teaching which is the basis for learners when learning languages (sudipa, aryati, susanta, & anggayana, 2020). 2. research methods this research uses quantitative and qualitative approaches. in general, in diachronic research methods, there are two main methods in facilitating the direction of research, namely quantitative methods and qualitative methods. the quantitative method is used for the compilation and classification of the kinship of the alor island languages and to find out their kinship rank. quantitative language kinship data makes it easier to conduct qualitative research, and the findings in quantitative research are a working hypothesis for qualitative research. in determining the evidence for the classification of related languages and their grouping, it is completed in a qualitative method. relative languages can be divided into two groups, namely languages that fall into one group (unifying the group) and languages outside the group (group separator). to determine evidence qualitatively. the language data obtained in the field were quantitatively reconstructed, either with a bottom-up approach or through a top-down approach. the bottom-up reconstruction technique yields proto-languages at low rank and proto-languages at the meso-language status (pro-languages at the intermediate level). the top-down reconstruction technique aims to test the reliability of the reconstruction results, both in low-level proto-languages and meso-languages. evidence achieved by establishing a bottom-up reconstruction, whether in the form of unified evidence or exclusively shared innovation obtained from bottom-up studies after complemented by evidence of mutual innovation exclusively from the top-down reconstruction. it can provide significant evidence for the grouping of languages in the alor archipelago. literature review la ino (2013) and adhiti (2015) are concerned about the linguistic aspects of the alor islands. the following is a review of these studies. la ino (2013) researched "protobahasa 27 modebur, kaera, and teiwa, languages of non-austronesian relatives in pantar island, east nusa tenggara". the methods used for data analysis are syncomparative and comparative methods. based on the quantitative evidence in this study, two groups of languages were found, namely the austronesian and non-austronesian groups. it classified as non-austronesian groups are modebur, kaera, and teiwa languages, with quantitative evidence in the form of cognate similarity reaching a mean percentage of 56% and the lower level reaching 71%. the qualitative evidence is in the form of a joint exclusive phonological and lexical innovation. a number of innovative vocabularies were found, both in the modebur-kaera-teiwa language group and the modebur-kaera language sub-group. after reconstruction, it was found that the modebur-kaerateiwa proto-languages phoneme system. it has the number of segmental phonemes, namely five vowel phonemes with complete distribution and sixteen consonants that are completely distributed, at the beginning and in the middle, as well as in the middle and end of words. adhiti's research (2015) examined "the kinship of kabola language, hamap language, language and clones on alor island". in adhiti's research, the comparative method is syncomparative and comparative with comparative historical linguistic theory. this study examines the relationship between the three languages in alor island based on a comparative historical linguistic theory with quantitative and qualitative studies that are syncomparative and comparative. in lexicostatistics, the highest percentage between kabola and hamap is found, namely 53%. the percentage of hamap and klon languages reaches 46%. furthermore, the percentage of kabola and klon reached 36%, which is the lowest percentage. research on language relations in alor regency is significant to do with sustainability knowing the genealogy of local language austronesian or non-austronesian (anggayana, suparwa, dhanawaty, & budasi, 2020). 3. discussions overview of waisika's phonology the waisika phonology study includes (1) an inventory of sounds, (2) identification of sounds, (3) phoneme distribution, and (4) the distinguishing characteristics of waisika phonemes. sound inventory includes an inventory of vocoids and contoids. phoneme identification has the identification of vowel phonemes and consonant phonemes; likewise, the distribution of phonemes consists of the distribution of vowel phonemes and consonant phonemes; and the distinguishing characteristics of the waisika phonemes based on the waisika language situation. these four things are presented below. inventory of waisika’s sounds the study of the inventory of waisika sounds includes vocoid, contoid sounds, and then phonemes are identified, which include vocal segments, consonant segments. the following describes the sound classification and identification of the phonemes. waisika vocoid sound here are some data that contain vocoid. 1) [al.ma.ka] ‘person’ 2) [gal.mu.tei] ‘they’ 3) [ga.bu.ta] ‘back of the body’ 4) [ku. w i] ‘dog’ 5) [a.to. y i] ‘bird’ 6) [lu. w u.ra] ‘leaf’ 7) [ka.ri:] ‘house’ 28 front central back u close i close-mid e open a o 8) [su.mu. w i] ‘wind’ 9) [i.ye.i] ‘laughs’ 10) [go.sul] ‘open’ 11) [ma.lo:] ‘walking’ 12) [su.pul] ‘spit’ based on the above data, five vocoid were found in the waisika language. more details can be seen in the following data. [a] contained in the data [a w u.ka] ‘dry’, [i. y a.i] ‘below’, [na] ‘no’ [i] contained in the data [il] ‘you’, [sil] ‘we’, [la.mi] ‘male’ [u] contained in the data [uh.mi] ‘fruit’, [dum] ‘child’, [sa.fu] ‘fog’ [e] contained in the data [eg.lah] ‘left’, [ga.ke. y i] ‘tongue’, [ku.me] ‘snake’ [o] contained in the data [o.ho. w i] ‘far’, [go.ne. y i] ‘name’, [go. w u.ko] ‘mother’ diagram 1. waisika vocoid waisika contoid sounds data shows that the contoid in waisika consist of 21 types, namely [p, b, m b, t, n t, d, k, g, , n d, h, s, m, n, ,  k, l, r, w, w , y ]. the data below shows the sounds of the waisika contoid. [p] contained in the data [pi. y a] ‘other’ [b] contained in the data [ba.ta] ‘cut’ [ m b] contained in the data [ m bi.ye.ta] ‘afraid’ [t] contained in the data [tit.la] ‘night’ [ n t] contained in the data [ n tu.i] ‘rat’ [d] contained in the data [da.fe] ‘needle’ [k] contained in the data [ka.pe] ‘string’ [g] contained in the data [ge.la.mi] ‘husband’ [] contained in the data [ga.to] ‘stomach’ [ n d] contained in the data [ n dah.ta] ‘black’ [h] contained in the data [ga.weh] ‘tooth’ [s] contained in the data [su.be] ‘chicken’ [m] contained in the data [i.sel.ma] ‘meat’ [n] contained in the data [a.man] ‘roof’ [] contained in the data [pa.ra] ‘wet’ [  k] contained in the data [su.  ka.bi.ta] ‘ancestor’ [l] contained in the data [la.pay] ‘long’ [r] contained in the data [ma.ri.ta] ‘sick’ [w] contained in the data [wa.tu] ‘day’ [ w ] contained in the data [go. w u.ko] ‘mother’ [ y ] contained in the data [go.ne. y i] ‘name’ 29 the contoid segmental elements above can be described in table 1. the following is a waisika phonetic diagram. this table refers to the ipa symbol proposed by odden (2013). table 1. waisika contoid sounds bilabial alveolar palatal velar glottal sound barrier voiceless p t k  voice b d g frikatif voiceless h voice s nasal m n  prenasal voiceless m b n d  k voice n t lateral l trill r semi vocal w w y identification of waisika’s phonemes in identifying sounds, become phonemes. in general, there are three procedures performed, namely 1) with a minimum pair, 2) similar environment, and 3) complementary distribution. these three procedures are used to determine that the status of the contrasted sounds is a different segment or phoneme. waisika’s vocal segment in determining the status of the vocoid sounds above, minimal pairing procedures and similar environments are applied, as in the following data. (1) [i] and [u] [la.mi] ‘male’ [la.mu] ‘wound’ (2) [i] and [e] [wu. y i.ma.i] ‘coolie’ [wu. y i.ma.e] ‘prisoner of war’ (3) [i] and [a] [nil] ‘us’ [nal] ‘i’ (4) [i] and [o] [sil] ‘we’ [sol] ‘right’ (5) [e] and [a] [ge.la.mi] ‘husband’ [ga.la.mi] ‘he is a man’ (6) [e] and [u] [ke. w i] ‘reed’ [ku. w i] ‘dog’ (7) [e] and [o] [se.] ‘grass’ [so.] ‘basket’ (8) [a] and [u] [ta.wa. y i] ‘sea slug’ [ta.wu. y i] ‘bean’ [wa.i] ‘goat’ [wu.i] ‘moon’ based on the application of minimal pairing procedures and similar environments, it can be found that all vocoids sound in waisika is vocal segments / a, i, u, e, o /. waisika’s consonant segment 30 the following procedure applies the minimum pair and the same environment to identify whether the contoid sounds based on table 1 are phonemic or allophonic segments. (1) [p] and [b] [ga.pa.ta] ‘wings’ [ga.ba.ta] ‘land’ (2) [p] and [w] [ga.pa] ‘father’ [ga.wa] ‘mouth’ (3) [n] and [m] [nal] ‘i’ [mal] ‘delicious’ (4) [m] and [p] [a.mi] ‘milk’ [a.pi] ‘cork fish’ (5) [m] and [n] [a.mi] ‘milk’ [a.ni] ‘nipples’ (6) [b] and [ m b] [bul] ‘fells’ [ m bul] ‘blunted’ (7) [w] and [h] [ta.wan] ‘puzzle’ [ta.han] ‘not yet’ (8) [w] and [l] [wa.i] ‘goat’ [la.i] ‘already’ (9) [t] and [p] [ga.to] ‘stomach’ [ga.po] ‘cheek’ (10) [t] and [s] [ba.ta] ‘cut’ [ba.sa] ‘noni’ (11) [h] and [t] [to.mo.moh] ‘social gathering’ [to.mo.mot] ‘carry’ (12) [d] and [t] [da.u] ‘petai’ [ta.u] ‘rattan’ (13) [n] and [h] [go.bun] ‘delicer’ [go.buh] ‘reconnaissance’ (14) [ n t] and [t] [ge.wa. n tui] ‘calf’ [ge.wa.tui] ‘ankle’ (15) [ n d] and [l] [ta.we n d] ‘bean’ [ta.wel] ‘flowing’ (16) [l] and [s] [ge.la] ‘base’ [ge.sa] ‘custom’ (17) [s] and [b] [ge.sa] ‘custom’ [ge.ba] ‘sword’ (18) [ n d] and [d] [ge. n dol] ‘bay’ [ge.dol] ‘valley’ (19) [p] and [r] [ka.pe] ‘rope’ [ka.re] ‘energy’ (20) [l] and [k] [la.i.ta] ‘shame’ [ka.i.ta] ‘trap’ (21) [k] and [s] [ki.rit] ‘small’ [si.rit] ‘oil’ (22) [g] and [b] [ga.wa.i] ‘ear’ [ba.wa.i] ‘onion’ 31 (23) [] and [k] [i.wa.a] ‘swing’ [i.wa.ka] ‘vomit’ (24) [  k] and [k] [so.  ko] ‘skullcap’ [so.ko] ‘clothing bug’ (25) [h] and [n] [go.buh] ‘reconnaissance’ [go.bun] ‘deliver’ (26) [h] and [w] [ta.han] ‘not yet’ [ta.wan] ‘puzzle’ based on the application of minimal pairing procedures and similar environments, it can be found that all contoid sounds are consonant segments [p, b, m b, t, n t, d, k, g, n d, h, s, m, n, ,  k, l, r, w]. distribution of waisika phonemes the distribution of phonemes can be divided into two, namely the distribution of vowel phonemes and the distribution of consonant phonemes. the following two distributions are presented. distribution of waisika vocal segments distribution phonemes front central back /a/ [a w u.ka] ‘dry’ [i. y a.i] ‘below’ [na] ‘no’ [al.ma.i] ‘warehouse’ [ke.na.mut]‘eyebrows’ [ge.la.bu.ta] ‘eyelashes’ [a.we.i] ‘hook’ [ga.wa.bah] ‘lips’ [ga.pu.na] ‘forehead’ /i/ [i.di.ka] ‘sister’ [go.wo.ha.i]‘shoulder’ [go.to.tu.i] ‘calf’ [i.li.go] ‘porridge’ [ga.ra.li] ‘molars’ [ga.pu.i] ‘male genitalia’ [i.a.wa.i.li] ‘honey’ [ge.ih] ‘body’ [ge.ta.i] ‘thigh’ /u/ [u. w as] ‘yam’ [ga.ua.mut] ‘beard’ [su] ‘mines’ [u.ku.wa] ‘dove’ [ga.bu.ta] ‘shoulders’ [ka.wa.pu] ‘turmeric’ [u.wet] ‘monitor lizard’ [ga.ta.bu] ‘elbow’ [da.u] ‘petai’ /e/ [e.go. w u.kan] ‘punish’ [ge.ko.ra] ‘chest’ [pa.e.ka.pe] ‘clothesline’ [e.ma] ‘segment’ [ga.ta.la.e.sa] ‘thumb’ [da.pe] ‘needle’ [eg.lah] ‘left’ [ga.te.a] ‘armpit’ [pe.e] ‘pig’ /o/ [o.sa.pa] ‘cottage’ [bo] ‘wood’ [i.li.ta.ko] ‘river estuary’ [o.ap] ‘chisel’ [pa.no.ka] ‘cool’ [si.ra.go] ‘beach’ [oh] ‘shrimp’ [mo.ko] ‘stupid’ [ga.mi.go] ‘edge’ the data above can be seen that the five vowel phonemes, which are found to have complete distribution at the front, central, and back of the morpheme. distribution of waisika consonant segments based on the number of consonant phonemes found, the following is a description of the distribution of the waisika consonant phonemes. distribution phonemes front central back /p/ [pa.cul] ‘hoe’ [ga.po] ‘cheek’ [o.ap] ‘chisel’ 32 [pa.e.ka.pe] ‘clothesline’[o.sa.pa]‘heirloom’ [su.nup] ‘cricket’ [pa.li] [pa.li.po] [ga.pa.ra.i.ga.ne.up] ‘ax’ ‘star fruit’ ‘moist’ /b/ [bit] ‘mat’ [we.ba.i] ‘flood’ [beb] ‘lava’ [ba.ru] [ge.la.bu.ta] ‘pants’ ‘pubic hair’ [boh.go.ba] ‘sin’ [ti.loh.bu] ‘sideburns’ / m b/ [ m ba] ‘cage’ [ge. m bah] ‘skin’ [ m bos.la] ‘mattress’ [te.a. m bah] ‘eye patch’ [ m bi.li] [ga. m buk.mag] ‘frying spoon’ ‘ceiling’ /t/ [ta.suk.si] ‘sweat’ [ga.ta.le.i] ‘finger’ [ga.ua.mut] ‘beard’ [ta.ge.ti.loh.bu] [ga.ta.tu.i] [ge.we.it] ‘esophagus’ ‘arm’ ‘place’ [te.ba.na.ta] [ge.ti.loh.bu] [wo.tam.si.ge.we.it] ‘cheek’ ‘lungs’ ‘kitchen’ / n t/ [ n ta.sak.sel] ‘hips’ [ne.na. n teh] ‘son-in-law’ [ n tek.bu] ‘limbs’ [ta.wo. n ta.pan] ‘gave birth’ [ n ta.mu.ku] ‘village head’ [wu. n ti] ‘pole’ /d/ [de.hi] ‘furnace’ [man.de.ge.sa] ‘traditional leader’ [ta.we n d] ‘bean’ [di.si.pun] ‘community service’ [ku. w i.dum] ‘puppy’ [da.pe] ‘needle’ [a.ri.da] ‘insect’ /k/ [ka.ma.ra.mi] ‘room’ [ta.suk.si] ‘sweat’ [ka.u.pa.i.be] ‘buffalo enclosure’ [sak.ba.i] ‘adult’ [ku.ra.ba] ‘horse stable’ [boh.ka.ta] ‘feast’ /g/ [ga.wa.bu] [ta.u.gol] [ga. m buk.mag] ‘chin’ ‘which one’ ‘ceiling’ [ga.we.ha.mo] [al.ma.ge.tek.ba] [ke.ig] ‘gum’ ‘engaged’ ‘mistaken’ [ga.i.pe.i] [ak.ma.ge.sut] [lu.bug] ‘female genitals’ ‘scoop’ ‘chopsticks’ / n d/ [ n da.wa] ‘medicine’ [ge. n dol] ‘bay’ [ n dok.si.ge] ‘calm down’ [ha. n du.ki.ri] ‘shawl’ [ n de.me.i] ‘earrings’ [tak. n di] ‘lay’ /h/ [ho.u.ko.gen] [leh.mah] [ga.wa.bah] ‘my mom’ ‘hanging’ ‘lips’ [ha. n du.ki.ri] [ta.keh.ta.wal] [ge. m bah] ‘shawl’ ‘cross-legged’ ‘skin’ [ha.ri.ma.o] [da.wa.i.ma.ha] [te.a. m bah] ‘tiger’ ‘gall’ ‘eye patch’ /s/ [si.muh] [ga.sa] [u. w as] ‘we’ ‘waist’ ‘yam’ [ni.ni.su] [ga.se.i] [a.li.as] ‘three of us’ ‘ribs’ ‘deflated’ [sak.ba.i] [ge.su] [ge.las] ‘adult’ ‘grandchildren’ ‘glass’ 33 /m/ [ma.de.ge.sa] [bu.mo.i] [ne nah ge rum] ‘traditional leader’ ‘papaya’ ‘older brother’ [meg.pa.e] [sug.ma.li] [ne.kah.ge.dum] ‘bury’ ‘green snake’ ‘sister child’ [mo] [ge.mi.bu.ta.ra] [ni.tam] ‘bow’ ‘dizzy’ ‘grandma’ /n/ [nu.a.ga.lil.na] [tah.na.na] [ne.gen] ‘wasteful’ ‘easy’ ‘drink’ [nu.a.ge.ka] [ge.i.nek.mal] [ton] ‘smart’ ‘soundly’ ‘jackfruit’ [nu.a.lo.ta] [bok.na] [to.on] ‘poor’ ‘hit’ ‘bamboo’ // [ke.na.mut] [boh.ka.ta] ‘eyebrows’ ‘feast’ [go.to.tu.i] [ n ta.mu.ku] ‘calf’ ‘traditional leader’ [ge.la.bu.ta] [sa.me.i.bo] ‘eyelashes’ ‘banyan’ /  k/ [su.  ka.bi.ta] ‘ancestor’ [a.ni.  ku. w i] ‘termite’ [pu.o.  ka.] ‘beautiful’ /l/ [la.mug] [pe.li] [ge.kul] ‘swallow’ ‘pickaxe’ ‘skin’ [let.lag] [te.u. w i.la.pa] [ge.pul] ‘kick’ ‘log bean’ ‘butt’ [la.i] [po.lil] [ n ta.sak.sel] ‘already’ ‘hand bracelets’ ‘hips’ /r/ [ri.bu.we.i.si] [ga.ra.li] ‘five thousand’ ‘molars’ [ri.bu.no] [ke.ri.go. w u.ko] ‘one thousand’ ‘side porches’ [ra.mi.lu.te.i] [ge.re.i] ‘youth’ ‘down’ /w/ [wu. y i.ma.e] [ge.ku.we.i] ‘prisoner of war’ ‘anal’ [wa.i] [wu.to.i.wu.ra] ‘goat’ ‘vegetable’ [wa.te.ge.pa.sa] [su.rat.wu.ra] ‘coconut pulp’ ‘paper’ the data above can be seen that the consonants phonemes, which are found to have complete distribution at the front, central, and back of the morpheme. however, based on the data captured, the phoneme / m b/, / n t/, /d/, /k/, / n d/, /r/, /w/ only exists in the initial and middle position of words. the phonemes /  k/ are only in the central position of words. the phonemes // are only in the central and back positions. the canonical pattern of the waisika language 34 the canonical pattern of the waisika language is based on twelve data. the origin of this morpheme can form the following pattern. 1) pattern v ([+sil]) data: /a/ [a] ‘this’ 2) pattern cv ([-sil] [+sil]) data: /ba/ [ba] ‘fence’ pattern v-v ([+sil]-[+sil]) data: /au/ [a w u] ‘deer’ 3) pattern v-cv ([+sil]-[-sil] [+sil]) data: /awi/ [a.wi] ‘fishing line’ 4) pattern cv-v ([-sil] [+sil]-[+sil]) data: /dau/ [da.u] ‘petai’ 5) pattern cv-cv ([-sil] [+sil]-[-sil] [+sil]) data: /geli/ [ge.li] ‘veins’ 6) pattern cv-v-v ([-sil] [+sil]-[+sil]-[+sil]) data: /buei/ [bu. w e.i] ‘flies’ 7) pattern cv-cv-cv ([-sil] [+sil]-[-sil] [+sil]-[-sil] [+sil]) data: /kabuba/ [ka.bu.ba] ‘warm’ 8) pattern cv-v-cv ([-sil] [+sil]-[+sil]-[-sil] [+sil]) data: /weili/ [we.i.li] ‘rear’ 9) pattern cv-cv-v ([-sil] [+sil]-[-sil] [+sil]-[+sil]) data: /kanui/ [ka.nu. w i] ‘flute’ 10) pattern v-cv-cv ([+sil]-[-sil] [+sil]-[-sil] [+sil]) data: /atowi/ [a.to.wi] ‘grouse’ 11) pattern vv-cv ([+sil] [+sil]-[-sil] [+sil]) data: /auka/ [a w u.ka] ‘dry’ based on the data above, the canonical pattern of the waisika language can be found as follows. 1) single-canonical pattern: a. v b. cv 2) a canonical pattern of two tribes: a. v-v b. v-cv c. cv-v d. cv-cv e. vv-cv 3) a canonic pattern of three tribes: a. cv-v-v b. cv-cv-cv c. cv-v-cv d. cv-cv-v e. v-cv-cv 35 thus, the canonical pattern of the waisika language can be assessed as follows (v(c)v)(v(c)v)(v(c)v). so, in waisika, the first syllable can be structured v, cv. similarly, the same structure can be repeated in the second and third syllables. characteristics in distinguishing segments of waisika language explain segment characteristics by distinguishing features. there are six groups and nineteen distinguishing features. the six groups are: 1) the characteristics of the main group, 2) the features of the place of articulation, 3) the way of articulation, 4) the characteristics of the tongue, 5) additional features, and 6) the characteristics of prosody (schane, 1992: 26-34). the following are the distinguishing features of the waisika language segment. 1) the characteristics of the main group (1) [+silabis]: vowels /a, i, u, e, o/ [-silabis]: explosive inhibiting phonemes /p, b, t, d, k, g, /; nasal pre-obstruction / m b, n d, n t,  k/; frivative /s, h/; nasal /m, n, /; likuida /l, r/; and semi vocal /w/. (2) [+consonant]: explosive inhibiting phonemes /p, b, t, d, k, g/; nasal pre-obstruction / m b, n d, n t,  k/; fricative /s, h/; nasal /m, n, /; likuida /l, r/ [-consonant]: vowels /a, i, u, e, o/; semi vocal /w/; glottal // (3) [+sonoran]: includes vowel phonemes /a, i, u, e, o/; semi vocal phonemes /w/; nasal /m, n, /; and likuida /l, r/. [-sonoran]: includes explosive inhibiting phonemes /p, b, t, d, k, g, /; fricative /s, h/; and glottal //. 2) the features of the place of articulation (1) [+malar]: includes fricative /s, h/; likuida /l, r/; and semi vocal /w/. [-malar]: includes explosive inhibiting phonemes /p, b, t, d, k, g, /; nasal pre-obstruction / m b, n d,  k/; and nasal /m, n, /. (2) [-pts (indirect release)]: includes explosive inhibiting phonemes /p, b, t, d, k, g, /; nasal pre-obstruction / m b, n d,  k/; and nasal /m, n, /. (3) [+nasal]: includes nasal phonemes /m, n, / and nasal pre-obstruction / m b, n d,  k/. [-nasal]: includes explosive inhibiting phonemes /p, b, t, d, k, g, /; fricative /s, h/; likuida /l, r/; semi vocal /w/. (4) [+nasal pre-obstruction]: includes nasal pre-obstruction / m b, n d,  k/. (5) [-implosive]: includes nasal pre-obstruction / m b, n d/. (6) [+lateral]: includes the lateral phonemes /l/. [-lateral]: includes fonem getar /r/. (7) [+strident]: includes fricative phonemes /s/. [-strident]: includes explosive inhibiting phonemes /p, b, t, d, k, g, /; nasal pre-obstruction / m b, n d,  k/; nasal /m, n, /; likuida /l, r/; fricative /h/. 3) the way of articulation (1) [+anterior]: includes explosive inhibiting phonemes /p, b, t, d/; nasal pre-obstruction / m b, n d,  k, n t/; frikative /s/; nasal /m, n/; likuida /l, r/. [-anterior]: includes explosively inhibiting phonemes /k, g, /; frikative /h/; nasal //; and semi vocal /w/. (2) [+coronal]: includes explosive inhibiting phonemes /t, d/; nasal pre-obstruction / n d, n t/; fricative /s/; nasal /n/; likuida /l, r/. [-coronal]: includes explosive inhibiting phonemes /p, b, k, g, /; nasal pre-obstruction / m b/; fricative /h/; nasal /m, /; and semi vocal /w/. 36 4) the characteristics of the tongue (1) [+high]: includes vowel phonemes /i, u/; /; explosive inhibiting phonemes /k, g/; nasal //; semi vocal /w/. [-high]: includes vowel phonemes /e, o, a/; explosive inhibiting phonemes /p, b, t, d/; nasal pre-obstruction / m b, n d, n t/; fricative /s/; nasal /m, n/; likuida /l, r/. (2) [+low]: includes vowel phonemes /a/; faringal /h/; glottal // [-low]: includes vowel phonemes /i, u, e, o/; explosive inhibiting phonemes /p, b, t, d, k, g/; nasal pre-obstruction / m b, n d, n t/; fricative /s/; nasal /m, n, /; likuida /l, r/; and semi vocal /w/. (3) [+round]: includes vowel phonemes /u, o/; semi vocal /w/. [-round]: includes vowel phonemes /i, e, a/; explosive inhibiting phonemes /p, b, t, d, k, g, /; nasal pre-obstruction / m b, n d, n t/; fricative /s, h/; nasal /m, n, /; likuida /l, r/. (4) [+back]: includes vowel phonemes /u, o/; explosive inhibiting phonemes /k, g/; nasal //; semi vocal /w/. [-back]: includes vowel phonemes /i, e, a/; explosive inhibiting phonemes /p, b, t, d/; nasal pre-obstruction / m b, n d, n t/; fricative /s, h/; nasal /m, n/; likuida /l, r/; faringal /h/; and glottal //. 5) additional features (1) [+voice]: includes vowel phonemes /a, i, u, e, o/; voice inhibiting /b, d, g/; nasal /m, n, /; liquid /l, r; semi vocal /w/. [-voice]: includes phoneme voiceless inhibiting /p, t, k, /; fricative /s, h/. (2) [+tense]: includes tense vocal phonemes /a, i, u, e, o/ 6) the characteristics of prosody (1) [-stress] includes unstressed vowel phonemes /a, i, u, e, o/ to obtain a complete and clear picture of the waisika phonemes with its distinguishing features are presented in the following table. 37 table 2. characteristics by distinguishing features of waisika language 4. novelties linguists assume that all languages forming a family were once one language (poedjosoedarmo, 1978). some speakers of language moved to another place, and the language of that group of speakers changed in different ways. based on this theory, and in line with the historical development of alor, mainly, which includes the lipang, langkuru, and waisika languages, it is proven. however, this theory needs to be reexamined by the position of the lipang language, langkuru language, and waisika language, which are the languages spoken by the alor people who live side by side with other languages. until now, these languages have survived. it requires further research on society, lipang culture, langkuru, waisika. 5. conclusion five vocoids were found in the waisika language, namely [a, i, u, e, o]. contoid in waisika consists of 21 types, namely [p, b, m b, t, n t, d, k, g, , n d, h, s, m, n, ,  k, l, r, w, w , y ]. based on the application of minimal pairing procedures and similar environments, it can be found that all vocoids sound in waisika is vocal segments / a, i, u, e, o /. based on the application of minimal pairing procedures and similar environments, it can be found that all contoid sounds are consonant segments [p, b, m b, t, n t, d, k, g, n d, h, s, m, n, ,  k, l, r, w]. five vowel phonemes, which are found to have complete distribution at the front, central, and back of the morpheme. however, based on the data captured, the phoneme / m b/, / n t/, /d/, /k/, / n d/, /r/, /w/ only exists in the initial and middle position of words. the phonemes /  k/ are only in the central position of words. feature p b m m b t d n n d n t s r l k g   k  h y w i u e o a cont + + + + + + + + + + + + + + + + + + sil + + + + + son + + + + + + + + + + + + nas + + + + + ant + + + + + + + + + + + + + cor + + + + + + + + + high + + + + + + + low + + + back + + + + + + + roun + + + strid + voic + + + + + + + + + + + + + + + lat + nas pre-ob + + + impl + + + 38 the phonemes // are only in the central and back positions. the canonical pattern of the waisika language can be assessed as follows (v(c)v)(v(c)v)(v(c)v). so, in waisika, the first syllable can be structured v, cv. similarly, the same structure can be repeated in the second and third syllables. there are six groups and nineteen distinguishing features. the six groups are: 1) the characteristics of the main group, 2) the features of the place of articulation, 3) the way of articulation, 4) the characteristics of the tongue, 5) additional features, and 6) the characteristics of prosody. references adhiti, i. a. i. (2015). kekerabatan bahasa kabola, bahasa hamap, bahasa klon di pulau alor nusa tenggara timur. disertasi: universitas udayana. anggayana, i. a., budasi, i. g., & kusuma, i. w. (2019). social dialectology study of phonology in knowing english student speaking ability. the asian efl journal, 25(5.2), 225-244. anggayana, i. a., suparwa, i. n., dhanawaty, n. m., & budasi, i. g. (2020). lipang, langkuru, waisika language kinship: lexicostatistics study in alor island. international journal of psychosocial rehabilitation, 24(4), 301-319. doi:https://doi.org/10.37200/ijpr/v24i4/pr201010 budasi, i. g., & anggayana, i. a. (2019). developing english for housekeeping materials for students of sun lingua college singaraja-bali. the asian efl journal, 23(6.2), 164-179. fromkin, v & ladefoged, p (1981). early views of distinctive features. towards a history of phonetics, eds. r.a. asher and e.j. henderson, 3-8. edinburgh: edinburgh university press. la ino. (2013). protobahasa modebur, kaera, dan teiwa bahasa kerabat non-austronesia di pulau pantar nusa tenggara timur. disertasi: universitas udayana. o’grady, william, michael dobrovolsky, and mark aronoff, eds. (1989) contemporary linguistics. st, martin’s press new york. odden, d. (2013). introducing phonology. united states of america, new york: cambridge university press. pike, k. l. (1948). tone languages. university of michigan publications in linguistics, 4. ann arbor: university of michigan press. poedjosoedarmo, s. (1978). interferensi dan integrasi dalam situasi keanekabahasaan, jakarta : pusat pembinaan dan pengembangan bahasa. schane, sanford a. (1992). fonologi generatif. jakarta: summer institute of linguistics. sudipa, i. n., aryati, k. f., susanta, i. p. a. e., & anggayana, i. w. a. (2020). the development of syllabus and lesson plan based on english for occupational purposes. international journal of psychosocial rehabilitation, 24(4), 290–300. https://doi.org/10.37200/ijpr/v24i4/pr201009 biography of authors 39 i wayan agus anggayana, s.pd., m.pd. was born in denpasar on july 28 th , 1993. he is a lecturer in akademi komunitas manajemen perhotelan indonesia. sinta id: 6088465, nidn: 0828079301, ph. +62 856-3855-763. he graduated with his bachelor's degree in the faculty of languages and arts, ganesha university in 2014. he finished his master's degree in the postgraduate program, magister program, english language studies, ganesha university in 2016. he continued his study in doctoral degree in 2017. currently, he is completing his dissertation at udayana university. email: anggayana28@gmail.com scopus id: 57213141209 / https://www.scopus.com/authid/detail.uri?authorid=57213141209 orcid id: https://orcid.org/0000-0001-7509-5196 prof. dr. i nyoman suparwa, m. hum. is professor in udayana university, faculty of art, denpasar, indonesia, sinta id: 5980001 ph. +62 817-354-717 email: nym_suparwa@unud.ac.id scopus id: 57194424523 / https://www.scopus.com/authid/detail.uri?authorid=57194424523 orcid id: https://orcid.org/0000-0003-1544-933x dr. ni made dhanawaty, m.s. is an associate professor in udayana university, faculty of art, denpasar, indonesia, sinta id: 5988335 ph. +62 813-3849-3565 email: md_dhanawaty@unud.ac.id scopus id: 57215424327 / https://www.scopus.com/authid/detail.uri?authorid=57215424327 dr. i gede budasi, m.ed. is an associate professor in ganesha university, faculty of languages and arts, denpasar, indonesia, sinta id: 6037785 ph. +62 813-3890-3491 email: yaysurya8@yahoo.com scopus id: 57213150398 / https://www.scopus.com/authid/detail.uri?authorid=57213150398 orcid id: https://orcid.org/0000-0001-7653-7734 mailto:iwayansuryasa@gmail.com ../7%20artikel%20for%20publish/scopus%20id:%2057200211897 https://www.scopus.com/authid/detail.uri?authorid=57213141209 https://orcid.org/0000-0001-7509-5196 mailto:nym_suparwa@unud.ac.id file:///d:/mega%20cloud%20jayaharta1234@gmail.com/jurnal/daftar%20pengajuan/8.%20e_journal%20of%20linguistics%20(unud)%207_3_2020/scopus%20id:%2057200211897 https://www.scopus.com/authid/detail.uri?authorid=57194424523 https://orcid.org/0000-0003-1544-933x mailto:md_dhanawaty@unud.ac.id file:///d:/mega%20cloud%20jayaharta1234@gmail.com/jurnal/daftar%20pengajuan/8.%20e_journal%20of%20linguistics%20(unud)%207_3_2020/scopus%20id:%2057200211897 https://www.scopus.com/authid/detail.uri?authorid=57215424327 mailto:yaysurya8@yahoo.com https://www.scopus.com/authid/detail.uri?authorid=57213150398 https://orcid.org/0000-0001-7653-7734 e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 104—112 doi.10.24843/ejl.2019.v.13 i01.p.10. e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 104 the core contradictions elements in the mob of papua: a dialectical ecolinguistics analysis 1 maryanti e. mokoagouw, papua university 2 aron meko mbete, aron_meko@yahoo.com, udayana university 3 ida bagus putra yadnya, putrayadnya@yahoo.com, udayana university 4 made sri satyawati, srisatyawati@gmail.com, udayana university *corresponding author: mokoagouwyanti@gmail.com received date: 28-06-2018 accepted date: 11-07-2018 published date: 22-01-2019 abstract -quite a lot of approaches have been utilized to study humor texts; yet, none has been from an ecolinguistics’ perspective. this article specifically intends to scrutinize a particular humor text from papua called mob on the ground of dialectical ecolinguistics as developed by bang, door, et al. (1993). the main purpose of this article is to describe the elements of core contradictions (i.e. race, age, sex, class, authority, ideology, town-country, private-public, and culture-nature) found in mob. the result of the analysis shows that all the nine elements of the core contradictions in mob are found in the bio-logics dimension indicating that the bio-logics dimension is the most dominant dimension in the world of the mob owners (i.e. the people of papua). keywords: core contradictions, mob of papua, dialectical ecolinguistics 1. introduction mob is a typical humor discourse from papua. at first, mob was a part of oral traditions, meaning that it was spread through the words of mouth. however, technological advance helps delivering mob into bigger audiences. nowadays, mob can be found in various media: either electronic media (such as local television and local radio) or short message services and internet. in other words, mob can now be referred to as not only an oral text but also a written text. even though mob can be categorized as humor text, there is a different focus of discussion about humor in this article from previous studies on other humor texts. previous studies on humor texts mostly focused the discussion on contributing factors to humorous aspects in the texts; while the main focus of discussion here is rather on how humor text is viewed from an ecolinguistics’ perspective. ecolinguistics in this article refers mainly to dialectical ecolinguistics (de) as developed by bang and door (1993). the article will specifically address the elements of the core contradictions in mob. mailto:aron_meko@yahoo.com mailto:putrayadnya@yahoo.com mailto:srisatyawati@gmail.com mailto:mokoagouwyanti@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 104—112 doi.10.24843/ejl.2019.v.13 i01.p.10. e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 105 2. theoretical framework this particular section will cover about important concepts used in the article and the theories applied for the analysis. 2.1 concepts: mob and triple dimensions of environment 2.1.1 mob the concepts of mob here are: (1) “its owner’s (i.e. papuan folks) knowledge of their world, community, faith, culture and tradition, which is informally learned and creatively expressed through words as well as interactively and dynamically created and communicated to its audiences in order to make them laugh when reading or listening to it”; and (2) ”secondary folklore”, it is because mob is prone to changes and development. the dynamics of mob nowadays make it more known, documented, and developed, thanks to printing media, mobile phones, and the internet. 2.1.2 triple dimensions of environment the concept of triple dimensions of environment here refer to the three main points of the odense mashab’s concept of environment: (1) ideological environment (mental order, also known as ideo-logics dimension); (2) biological environmemt (physical order, also known as bio-logics dimension); and (3) sociological environment (sosial order, also known as sosio-logics dimension) and the dialectical relation among the triple dimensions. 2.2 theoretical framework the theory applied here is the theory of dialectical ecolinguistics, using the model of core contradictions. applying the core contradictions model from the de theory as theoretical framework means that the analysis focuses on the nine elements of core contradictions of social praxis and their triple dimensions. these nine elements are race, age, sex, class, authority, ideology, town-country, private-public, and culture-nature; while the triple dimensions are biologics, socio-logics, and ideo-logics dimensions. the following picture presents the core contradictions model. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 104—112 doi.10.24843/ejl.2019.v.13 i01.p.10. e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 106 picture 1: core contradictions of the social praxis (source: bang and door, 1993) the nine elements of the core contradictions deal with the following aspects. 1) race: referring to differences in colors, culture, and ethnicity, or conflicts between issues of integration vs apartheid. 2) age: referring to old-young dichotomy or things related to life-cycle phases, from childhood to adulthood, or to parents, grandfather/grandmother, etc. 3) sex: referring to male-female dichotomy, fertile-infertile; as well as heterosexualhomosexual. 4) class: referring to conflicts of positions, rights, and compentencies within a social order system. 5) authority: referring to position conflicts in relation to authority relations, such as teacherstudent relation, doctor-patient relation, or parents-children relation. 6) ideology: referring to various philosophical points of view, religions, values, yudicial laws and ethics, or paradigms of true knowledge and sciences. 7) town-country: referring to different lifestyles and life settings as well as to different production and consumption styles of foods and goods. it also refers to different ecology. 8) private-public: referring to various domains in social order related to different yudicial and economic condition among individuals or communities. 9) culture-nature: referring to different lifestyles related to the complexity of media and other artificial products. 3. research methods the research is qualitative in nature and it is based on the philosophy of phenomenology. the research data include a total of 176 papuan mob texts, all are written. on the ground of titscher et al (in mautner, 2008:35) the research data can be categorized as “universe of possible texts”. data collection process in this research can be referred to as “cyclical process” as pointed out by bauer and aarts (in mautner, 2008: 35). the process can be presented in the following picture. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 104—112 doi.10.24843/ejl.2019.v.13 i01.p.10. e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 107 select texts for preliminary analyze preliminary select more texts saturation corpus corpus & add to corpus stop picture 2: cyclical corpus-building (source: bauer and aarts in mautner, 2008:35) this research employed documentation as its data collection method as proposed by danandjaja (1997:191). the documentation method is the first stage of the data collection, intended to archive or document. besides, the research adopted the documentation method from sarwono (2006) and bungin (2008) which stated that this method may refer to both document study method or online data search. document study method employed in the research referred to searching of written data sources on mob; while online data search method referred to information searching on mob by utilizing internet. this research employed triangulation technique to check on the data validity. according to moleong (2002:178), triangulation referred to data validity checking technique which made use of other components beyond the data themselves. those components functioned both as background check and as comparison to the data. triangulation consisted of four types, which are triangulation of sources, methods, examiners, and theory. this research utilized the triangulation of sources (see sugiyono 2009:83). the triangulation of sources here meant the research data were obtained from different sources using the same technique. the analysis method applied for this research can be categorized within the group of the text and language analysis as well as the group of the cultural-theme analysis. from the text and language analysis, the research applied both discourse analysis/textual analysis and critical discourse analysis. from the cultural-theme analysis, the research applied the analysis techniques which contained domain analysis, taxonomic analysis, and componential analysis. besides, the use of the cultural-theme analysis for the research related to the fact that this research viewed the research object (mob) as part of papuan culture in a form of folklore. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 104—112 doi.10.24843/ejl.2019.v.13 i01.p.10. e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 108 4. discussion as previously mentioned, the core contradictions consist of nine elements: race, age, sex, class, authority, ideology, town-country, private-public, and culture-nature. those nine elements are found within the triple dimensions of environment in mob, which are, bio-logics dimension, sosio-logics dimension, and ideo-logics dimension. all the nine elements of core contradictions are found at the bio-logics dimension in mob; while only three elements of core contradictions (sex, class, authority) are present at the socio-logics dimension, and one element (authority) at the ideo-logics dimension. the following table summarizes the lexicons found in mob referring to each core contradiction element. no core contradictions elements lexicons 1 race “komin”, “amungme”, “akud”, “napi”, “wamena”, “serui”, “ompay”“amber”, “jawa”, “buton”, “orang timur”, “orang india”, “bule”, “amerika”, “jepang”, “dimara”, “wambrau”, “woisiri” 2 age “kaka” , “ade”, “mangga”, “nangka”, “anak balita”, “anak kecil”, “anak-anak kecil”, “anana muda”, “cewe abg”, “anana”, “cewecewe”, “anak kecil”, serta “perem sma”, “ibu-ibu”, “bapa”, “nene”, “tete” 3 sex “margaretha”, “lesni”, “juferlin”, “penina”, “merry”, “mina”, “mince”, “tina”, “meri”, “beti”, “maria”, “dorkas”, “yakomina”, “salomina”, “kartini”, “obet”, “petrus”, “yakobus”, “yakonias”, “yudas”, “yohanis”, “yakob”, “joshua”, “oktapianus”, “lukas”, “tinus”, “marten”, “agus”, “enos”, “markus”, “matius”, “obaja”, “yusuf”, “tius”, “isak”, “pilatus”, “simon”, “joni”, “maikel”, “martinus”, “akbar tanjung”, “melkianus”, “didimus”, “musa”, “budi”, “iwan”, “julius”, “einstein”, “otis”, “coky”, “kaleb”, “marthen luther”, “polwan”, “bidan”, “suster”, “syamas”, “suami”, “laki” “paitua”, “ayah”, “bapa”, “anak laki-laki”, “kaka laki-laki”, “tete”, “opa”, “om”, “istri”, “mace”, “maitua”, “mama”, “anak perem”, “nene”, “mamatua”, “ompai”, “akud”, “napi” 4 class “bos”, “pemimpin”, “menteri”, “bupati”, “kades”, “sekdes” “karyawan” “dokter”, “bidan”, “suster”, “guru”, “dosen”, “penyuluh” 5 authority “nene ina”, “ibu mega”, “bapa otis woisiri”, “pak sby”, “kaka pinus sitokmabin”, “pdt. yohanis”, “pak polisi”, “om polisi”, “pa guru”, “bu guru”, “papen”, “pa bos”, “bapak mentri”, “bapa bupati”, “anak”, “bapa”, “mama”,”om”, “mas”, “mbak”, “ibu”, “mister” , “sodara”, “pendeta”, “majelis”, “syamas”, “tuhan” e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 104—112 doi.10.24843/ejl.2019.v.13 i01.p.10. e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 109 6 ideology “yesus”, “roh kudus”,” dosa”,”altar” , “kayu salib”, “patung bunda maria” 7 town – country “gunung”, “hutan”, “sungai”, “muara sungai”, “gua”, “lembah”, “kali”, “terumbu karang”, “sawah”, “kampung”, “pedalaman”, “kota”, “daerah”, “jayapura”, “sentani”, “entrop”, “ambroben”, “pegunungan jayawijaya”, “makasar”, “teluk wondama”, “remu”, “sorong”, “anggi”, “enarotali”, “nabire”, “bangunanbangunan”, “klas”, “markas”, “kantor”, “rumah”, “gubuk”, “pondok”, “rumah berlabuh”, “sumur”, “kandang”, “panggung”, “kuburan”, “sd yppk”, “skolah smp”, “kampus”, “uncen”, “museum”, “kebun binatang”, “kantor bupati enarotali”, “kantor gubernur”, ‘kantor polisi”, “pln”, “kantor pelni”, “polres teluk wondama”, “kantor pos”, “perum pertamina”, “pertamina”, “polda”, “dinas sosial”, “rri” “rumah sakit”, “apotik”, “laboratorium nabire” “bank mandiri”, “wc umum”, “terminal”, “terminal sentani”, “pasar”, “pasar kaget”, “pasar inpres”, “pasar remu”, “zebra cross”, “jembatan”, “lapangan”, “pelabuhan” “mesjid”, “gereja” “kfc”, “café”, “warkop”, “warung”, “restoran” “diskotik”, “kebun binatang”, “hotel” “lapangan hockey sorong”, “lapangan mandala” 8 private – public “sd yppk”, “uncen”, “kantor bupati enarotali”,” kantor gubernur”, “kantor polisi”, “pln”, “kantor pelni”, “polres teluk wondama”,” kantor pos”, “polda”, “dinas sosial”, “rri “diskotik” “kfc”, “café”, “warkop”, “warung”, “restoran” 9 culture – nature “tanah”, “gunung”, “hutan”, “sungai”, “muara sungai”, “langit”, “gua”, “angin”, “hujan”, “mentari”, “pelangi”, “lembah”, “kali”, “laut(an)”, “bulan”, “padang pasir”, “batu”, “terumbu karang”, “bintang”, “pantai”, “batubara”, “kebun”, “kolam ikan”, “sawah” ,“bahasa”, “bahasa kampung”, “bahasa inggris”, “bahasa indonesia”, “bahasa india”, “bahasa belanda”, “layang-layang”, “kelereng” “fb” “lagu”, “pantun”, “syair”, “kata mutiara” “acara peresmian”, “ultah”, “valentine”, “kado”, “piala dunia” 1) race: the race element is identified to be existing within the living things groups. the element is present in the environment of human beings under the aspects of “race/ethnicity” and “family names. 2) the age element is identified to be existing in the living things groups for the environment of human beings. it is present under the aspects of “terms of address”, “nicknames’, and “ages”. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 104—112 doi.10.24843/ejl.2019.v.13 i01.p.10. e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 110 3) the sex element is found at the living thing group, in the environment of human beings. it is present under the aspects of “personal names”, “occupation”, “kinship”, “sex”, “race/ethnicity”, “nicknames”, “terms of address”, and “bible figures”. 4) the class element is found at the living thing group, in the environment of human beings. it is present under the aspects of “occupation”. the element is also found at non-living thing group at material/matter environment and spiritual/supernatural environment. 5) the authority element is identified at both the living thing and the non-living thing groups. in the living thing group, the element is found in the environment of human beings under the aspects of “personal names with respect attribute”, “occupation”, “kinship”, and “terms of address”. in the non-living thing group, the element can be found at three kinds of environments. the first one is in the environment of the universe under the aspects of “territorials”; in the material/matter environment under the aspects of “general facilities”; and the the spiritual/supernatural environment. 6) the ideology element is identified in the environment of non-living thing. it is present at the spiritual-supernatural environment (at liturgical aspects/christianity with regard to the dogma/concept, worship services attributes, and symbols), and at the cognitive-creative environment (at the aspects of citizenship/ideology/law). 7) the town-country element is identified in the non-living thing group. the element is found within two types of environments: a. the environment of the universe; which includes the aspects of “nature and climate” as well as “teritorials”; and the environment of the material/matter under the aspects of “housings” and “general facilities”. 8) the private-public element is found in the non-living thing group. the element is present at the environment of material/matter under the aspects of “general facilities” and “transportation”. 9) the ninth element, the culture-nature elemet is found in the environment of the non-living thing. it presents in three types of environments: a. the environtment of the universe, at the aspect of “the universe/climate”; the environment of material/matter at the aspects of “foods”, “drinks”, “cooking spices”, “housings”, “home appliances”, “clothing and jewelry”, “stationary”, “tools/(edged) weapons”, “general facilities”, “industry”, “transportation facilities”, “electronic devices”, “basic items/staple”, “furniture”, “cellular world”, “money”, “solid matter”, “chemical substance”, “infrastructure”; and c. the cognitive-creative environment. berger and luckman (1990:27-28) states that everyday lives present themselves as reality as interpreted by humans and possess subjective meanings to them as a coherent world. everyday lives are basically a world made of thoughts and actions and therefore, maintained as “real” by those thoughts and actions. the basics of knowledge in the everyday lives are what is so called “objectivation”. objectivation itself refers to the process of objectifying subjective meanings and it is this process which in the end leads to intersubjectivity. thus, it can be said that what is presented in mob may convey the world of thoughts and actions of its owner. the world is objectified through language use in everyday lives. language, through its lexicons, remarks the coordinates of its speakers’ community lives. in other words, it can be e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 104—112 doi.10.24843/ejl.2019.v.13 i01.p.10. e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 111 assumed that the bio-logics dimension is the most dominant dimension in the world of the mob owners (i.e. the people of papua). this is so since all the nine elements of the core contradictions as mentioned in the table above are found in the bio-logics dimension. then, it is understandable why physical environments (here: nature, land, and all their riches) are invaluable treasures to the people of papua. the result of this research, indeed, confirms that this physical environment (bio-logics dimension) is not merely an element of core contradiction namely culture-nature, but it is a realization of all the core contradiction elements in the lives of the people of papua. 5. novelty novelty aspect of this research refers to its empirical finding with regard to the elements of core contradictions. the nine elements of core contradictions in mob are found in the environments of both living and non-living things. in the dialectical ecolinguistics’ perpective, the environment is usually addressed as the triple dimensions of environment, consisting of three dimensions, namely bio-logics dimension, socio-logics dimension, and ideo-logics dimension. the environments of both living and non-living things are parts of bio-logics dimension. 6. conclusion and recommendation 6.1 conclusion based on the discussion on the core contradictions in mob, it can be concluded that the nine elements of core contradictions (i.e. race, age, sex, class, authority, ideology, town-country, private-public, and culture-nature) are all found in the bio-logics dimension of the environment, both in the group of living things and in the group of non-living things. 6.2 recommendation this article only presents the elements of core contradictions as shown by the lexicons found in the texts of mob. core contradictions model is actually one of the four models of analysis offered by the dialectical ecolinguistics (de) theory. therefore, it might be interesting to see how these elements are tackled using other models of approaches available in the de (i.e. dialogue, triple references, semantic matrix). e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 104—112 doi.10.24843/ejl.2019.v.13 i01.p.10. e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 112 references; bang, j.chr. dan door, j. 1993. “eco-linguistics: a framework”. [retrieved 22 februari 2010]. available on: url: www.jcbang.dk/main/ecolinguistics/ecoling_aframework1993.pdf. berger, p.l. dan luckman, t. 1990. tafsir sosial atas kenyataan: risalah tentang sosiologi pengetahuan. jakarta: lp3es. bungin, b. 2008. penelitian kualitatif: komunikasi, ekonomi, kebijakan publik dan ilmu sosial lainnya. jakarta: kencana. danandjaja, j. 1997. folklor indonesia: ilmu gossip, dongeng, dan lain-lain. jakarta: grafiti . mautner, g. 2008. “analyzing newspaper, magazines, and other print media”. in: wodak, ruth dan krzyzanowski, ed. qualitative discourse analysis in the social sciences. london: palgrave macmillan. moleong, l. 2002. metodologi penelitian kualitatif. bandung: pt. remaja rosdakarya. sarwono, j. 2006. metode penelitian kuantitatif dan kualitatif. yogyakarta: graha ilmu. sugiyono. 2009. memahami penelitian kualitatif. bandung: alfabeta. 7. acknowledgments the author wishes to thank all those who have given valuable contributions to this research so that the results can be disseminated through publication, especially to the examiners: prof. dr. made budiarsa, ma., prof. dr. ketut artawa, m.a., prof. dr. putu kerti nitiasih, m.a., dr. ni made dhanawaty, m.s., and dr. a.a. putu putra, m.hum. for their advices to deepen the analysis and presentation of appropriate research results. http://www.jcbang.dk/main/ecolinguistics/ecoling_aframework1993.pdf sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 2, july 2022, pages: 236—241 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i02.p09 236 youtube as a teaching media to enggage students’ interest iin learning speaking of english language learners at universitas muhammadiyah kotabumi 1 dewi sartipa, 2 eny munisah, 3 dewi sri kuning 1 university of muhammadiyah kotabumi, dewisartipa51@gmail.com 2 university of muhammadiyah kotabumi, enymuni0@gmail.com 3 university of muhammadiyah kotabumi, dewisrikuning@gmail.com article info abstract* received date: 05 january 2022 accepted date: 21 january 2022 published date: 31 july 2022 keywords:* youtube, speaking, interest the popular social media network today is youtube. in the context of teaching and learning, youtube can be used as a learning medium. youtube can increase students' interest in learning speaking. the benefit of the results of this study is to describe how students are interestedtouse youtube in a learning medium for speaking. this research uses descriptive quantitative research methods. the instrument of this research is a questionnaire. the results in this research is the use of youtube as a learning medium played a significant positive role in increasing students' interest in learning. youtube also has a positive role to increase students' interest in learning. 1. introduction technology is very important role in people's lives today and technology can used in various aspects of life. for example, today's society tends to use technology in activities and find job information, complete work and even search for information via the internet. the internet has grown with rapidly, through the internet, everyone can access a variety of information useful for the development of each individual. various information found on the internet can be used for teaching materials and teaching via the general internet more up to date, so that many students are interested in reading and accessing his. one of the learning media is youtube. this research examines the extent of students' interest in learning speaking using youtube. it is the center of the unconventional learning process and as a learning medium that is very well known by the students with life them everyday. this research is based on learning the speaking course in the english education department at the muhammadiyah university of kotabumi. this result of this study is expected to be a reference for internet-based learning, especially language courses english and other subjects in general. https://ojs.unud.ac.id/index.php/eol/index mailto:dewisartipa51@gmail.com mailto:enymuni0@gmail.com mailto:dewisrikuning@gmail.com 237 according to boovee in (simamora, 2009, p. 125)the learning process of students in the classroom is the main key for students in determining the results of the learning process so that learning media is a tool or something important. the learning process will involve 3 important things to connect a process, namely the process between educators or teachers or lecturers, students or students or students and teaching materials or learning materials. good communication will go well with the help of means of delivering messages with the media that are in accordance with the needs of students and with media that are in accordance with the current era. the media in the current era that is interesting is the internet because the internet has a high relationship with students, especially at this time. of course, with this the learning style or way of learning of students is very different from the previous generation. previous research has shown that the generation of students known as the generation of internet students in fact has greater motivation than others, but there are differences in the way students get information about learning materials. (barnes et al., 2007, p. 90) the current phenomenon requires teachers to be more creative in carrying out the process teaching and learning to meet the needs of students. at this time the extraordinary thing is the internet with significant changes. the progress of the internet with advanced technology has also been in line with the needs of the current generation of students who are in accordance with the many learning materials that can be obtained using the help of the internet so that the results of the learning process can be achieved. become more optimal than before by using the help of the internet. profit learning with videos in the form of pictures and sounds that have been well displayed for students in class.(snelso, 2011, p. 78) said that currently, sharing video views with existing services, youtube is the right place or container at this time in indonesia the most popular internet today. according to agazio&bucklev in (sharoof, 2011)youtube as an alternative and means of learning media in the classroom and with the aim of increasing students' abilities by combining students' expertise in technology in education. the benefits of youtube can also provoke student activity to be active and provide enormous knowledge. in the current era the internet can be said as as technology web 2.0 because the needs and benefits of the internet have a development value that has progressed very rapidly from the beginning of the emergence of the internet. at this time not only simple and ordinary facilities but the internet world as on the previous level the second national seminar on advanced and exciting education (the second progressive and fun education seminar) isbn: 978-602-361102-7 the second national seminar on advanced and exciting education the second national seminar on advanced and exciting education 608 its initial development but has become a read write web. some by using the current internet media by searching on the internet, users or students have taken advantage of the usefulness of the internet itself. we all as users here, especially students, have a big important role in creating new and creative things and also for online communication with positive functions. so users or students are the center of internet technology today, so we can conclude that there is a relationship between the student learning process and the world of internet technology at this time where the learning process is important and becomes the center of activity in student learning today. learners generation using internet with characteristics of independence and multitasking, likes multidimensional input and gets bored quickly because it has attention span the short one requires with the appropriate facilities and conditions as well as the means of the infrastructure. students' reading and writing activities by utilizing the internet world with student needs facilities for the current generation of students. generation of internet students with stories in students' daily activities will certainly affect their thinking patterns and ways of communicating. acoording to (bonamici et al., 2005 in (barnes et al., 2007). 238 a study in america shows that a child entering college has, on average, write emails in 2000 watch 2000 hours of tv, 1000 hours to paly game, 1000 hours to use cell phone, but only read less of 500 hours . one of the sites it is empowered facilitated generational learning digital that requires simultaneous input is internet of youtube. it is a variety site the famous popular videos today. of course the video is not by itself a material ready-to-use learning. careful planning in accordance with learning objectives and the integration of videos available on youtube as a means of supporting will optimize learning achievement because it is in accordance with the learning styles and interests of generations digital. based on to a survey, about 1000 videos are watched every day on youtube. every 24 hours there are 6500 new videos uploaded to youtube. every month youtube visited by viewers 2000 millions with the majority aged between 12 to 17 years old(burke et al., 2009)according to youtubewww.youtube.comyoutube is not an educational video sharing site. but in its development youtube launched a special service for education . this service immediately received a positive response from user. with the achievements of the digital modern world at this time, it has become a center for learning resources and as a learning medium that can meet the needs of students in the current digital era. the learning style by today's digital generation by using youtube can indirectly increase students' interest and interest in the learning process. according to (burke, snyder, &rager, 2009) it also offers learning experiences technologies, it can be useful when they graduate and also youtube has hundreds of videos with various types of topics related to classroom learning materials. free libraries are also currently called youtube because everything is on youtube. in this research, the author takes students who take speaking courses to serve as a population study. eye learning process speaking lecturer is always accompanied practice in the form of technical exercises. students are enthusiastic in participating class activities. task carried out individually or group. assignments are presented and practiced in front of the class take turns. problems that occur is when waiting for their turn to practice, some students are still found playing smartphones. writer at once as a lecturer in public courses speaking tries to take advantage of youtube as an alternative and addition conventional teaching media. in addition to looking for information, students are asked to upload result video assignment his creations to youtube so that the results his creations can be seen by many people. this is intended so that students can more enthusiastic about the task. if students are enthusiastic in do the task then they will enthusiastic about receiving the material education so that the transfer process material runs more effectively. 2. research methods this research used descriptive quantitative research methods which aims to examine the causality between variables and explain a phenomenon certain(zulganef, 2008, p. 11). this research is based on english learning activities in the english study program, universitasmuhammadiyahkotabumi by utilizing youtube. study field (field research) namely collect data in the form of facts or other symptoms in the field, between others: questionnaires and observations. interviews, questionnaires and observations carried out on students who take in speaking class. there are 48 students in the speaking class. the research lasts for 16 weeks during the lecture period in the even semester 2020/2021. when the learning process ends at the end of the semester, students will be asked questionsat the end of the semester, students will be asked questions to fill out a questionnaire to know youtube as a teaching media in students’ interest in learning speaking of english language learners at http://www.youtube.com/ 239 universitasmuhammadiyahkotabumi. there are three twelve questions with five answer choices using a likert scale of 6 which include "strongly disagree" to "strongly agree". 3. discussions through the researcher's question give in the distributed questionnaire for the purposes of this research, then the researcher can find out the response respondents regarding students’ interest on the usefulness of youtube can be as a teaching media in the speaking learning process, especially english. scale measurements taken in research this is a likert scale of measurement, where each question contains five alternative answers. form questions have been structured using likert's measurement method. based on the results of the data that has been obtained, it can be seen that the respondents' responses regarding interest in learning speaking is very interested, indicated by the average score of 4.45 which is in the interval from 4.20 to 5.00. this means that students are very interested in learn speaking with the youtube media. this research too shows that students have positive perceptions about the use of youtube in speaking class. all students have a positive perception about the use of youtube. the phrase that appears the most is the word "interesting". some students expressed their perception that videos from the internet can overcome boredom. besides they also stated that the use of videos from youtube had increased interest study them. students also stated that the use of vidios of youtube was more interesting than just reading learning resources from books or listening to lectures. some students also expressed the importance of choosing videos that have good sound and picture quality. 4. novelties this research is expected to make a real contribution to the classroom teachers, especially linguistics class teachers who are interested in integrating the internet as a learning facilities and resources. the use of youtube in english class is very help enrich the material for learners. input that doesn't only come from books helping the internet generation who are familiar with various digital information sources understand the learning material better. this research is also expected provides an overview of how to integrate technology, especially video internet-based learning in theory course classes which are often perceived as difficult courses by students. student perceptions of technology integration in classrooms, especially internet-based video technologies are positive. integration youtube in english class has succeeded in increasing student interest and interest so that this course is no longer considered a difficult subject to learn. 5. conclusions researcher can conclude from the explanation above according to the results of the analysis that researchers did that: then the following conclusions can be drawn: students have a high interest in learning speaking, especially by using youtube media, it can be seen from the data obtained with an average score of 4.45 which is in the interval from 4.20 to 5.00. it means that, student totally agreewith the use youtube as a teaching media in learning speaking.youtube is used students as a means of finding information, news and entertainment. other than that, youtube is also used for each other share videos. in the public speaking class, individual students or groups are given the task of recording tasks such as speeches and the mc implemented in class. 6. knowledgements 240 the researcher would like to express their gratitude and highest appreciation to those who have contributed positively during the process of writing this research. 1. the chancellor of the university of muhammadiyah kotabumi, namely dr. sumarno, m.pd., has provided a very valuable opportunity for the researcher. 2. all lecturers, assistant lecturers, staff and employees of university muhammadiyah kotabumi who have provided support from each researcher. references ahmadi, a. (2009). psikologi sosial. jakarta: rineka cipta. barnes, k. m., r.c., & s.p, f. (2007). teaching and learning eith the new generation. innovate: journal of online education, 3(4), 1–8. http://doi.org/10.1111/j.14678535.2009.00994 2.x burke, snyder, s. ., & rager, r. . (2009). an assessment of faculty usage of youtube as a teaching resource. the internet journal of allied health science and practice, 7(1). burns, a., & joyce, h. (1997). focus on speaking. national center for english language teaching and research. djaali. (2008). psikologi pendidikan. jakarta: bumi aksara. sharoof, l. (2011). integrating youtube into nursing curriculum. ojin: the online journal of issues in nursing, 16(3). doi:10.3912/ojin.vol116no03ppt03 simamora, r. h. (2009). buku ajar pendidikan dalam keperawatan. jakarta: egc. slameto. (2010). belajar dan faktor-faktor yang mempengaruhinya. jakarta: rineka cipta. snelso, c. (2011). youtube across the disciplines. a review of literature. merlot journal of online learning and teaching, 7(1). zulganef. (2008). metode penelitian sosial dan bisnis. yogyakarta: graha ilmu. 241 biography of authors dewi sartipa, s.pd.,m.pd.b.i. she is lecturer of university of muhammadiyah kotabumi at north lampung. she finished her master degree in ahmad dahlan university of yogyakarta in 2014. email: dewisartipa51@gmail.com dr. eny munisah. m.pd. she is senior lecturer at university of muhammadiyah kotabumi. she finished her master degree at lampung university. email: enymuni0@gmail.com dewi sri kuning,s.pd.,m.pd. she is lecturer and as the head of english study program at university of muhammadiyah kotabumi lampung. email: dewisrikuning@gmail.com mailto:dewisartipa51@gmail.com mailto:enymuni0@gmail.com mailto:dewisrikuning@gmail.com impression in “i wandered lonely as a cloud” e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 77 e-journal of linguistics feminism in kakawin nȋtisȃstra (a deconstructive literary approach) i nyomansukartha e-mail: inyomansukartha@yahoo.co.id study program of linguistics, school of graduate studies, udayana university i wayancika, m.s. e-mail: wayancika@yahoo.com study program of linguistics, school of graduate studies, udayana university i nyoamsuarka, m.hum. e-amil: nyomansuarka@yahoo.com study program of linguistics, school of graduate studies, udayana university i made suastika, s.u. e-mail: made suastika@yahoo.com study program of linguistics, school of graduate studies, udayana university abstract kakawin nîtisậstra is a type of non-narartive old javanese poetry. it contains moral teaching and governing politics. one of the teachings is the ethic of students in learning which is necessary to be adopted. the ethic states that during learning period students are not allowed to get married.the way of the implementation of the ethic is through disgracing women, so it as negative meaning. the theory applied in analyzing the vision of nîtisậstra towards women is the theory of literary deconstruction. literary deconstruction states that there is an implicit meaning within the existence of meaning in a piece of literary work. in order to reveal the implicit meaning, the literary work needs to be open into its parts and then deconstructed. nîtisậstra reveals that women has their own weaknesses such: stupid, the way of their thinking is hard to be followed by men, dishonest,the cause of all misery, and even it can be as the cause of a war or a world destruction. so it gives negative judgement. mailto:wayancika@yahoo.com mailto:idarmaputra@yahoo.com mailto:made%20suastika@yahoo.com e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 78 nîtisậstra`s judgment as stated above signals there is an implicit meaning in it. it is the meaning of “fear and obedient” with the existence of women. feminism in kakawin nȋtisȃstra (a deconstructive literary approach) 1. introduction nîtisậstra is one of old javanese poem or kakawin which is different from other types of kakawin in general. the differences can be seen in the form of presentation of the text within it. nîtisậstra kakawin, if it is viewed from the presentation of the text, it is belong to non-narrative literary work. it means that, it does not contain element of narration. in general kakawin is a narrative literary work, and it contains “narration/story”, series of events, characters and it marks by stages of time (zaimar et.al, 2011:47), on the other hand, these elements are not exist in kakawin nîtisậstra. kakawin nîtisậstra if it is viewed from its form of narration is a descriptive kakawin. descriptive means there is a representation or pictures of something from the writer. besides, the dialogues are in the form of monologue; it means kakawin does not contain elements of dialogues in it.the kakawin which have the same form of presentation with kakawin nîtisậstra are: kakawin nirȃrtha prakŗȇta, kakawin pŗalambang bhȃsa wȇwatȇkan, kakawin atlas bhumi, and kakawin sabhalangȍ. kakawin nîtisậstra comprises of 15 metrics and 120 stanzas. all of the stanzas are presented in old javanese. it contains the moral teaching and ethic, governing systems, communication, philosophy of life, which basically are given to the students as younger generartion, future leaders, and future priests or to those who believe in sukla brahmacari (a belief which forhibitting students married during learning period). a part from these, the stanzas also encompass views on women. this study describes the views of nîtiṡậstra on women (feminism). etymologically nîtiṡậstra derives from sanskrit words; they are the words nîti and sậstra. the word nîti derives from the first class of sanskrit verb nî which has the meaning “to lead”; to bring; to get married; to ensure; to decide; to trace; to instruct; to teach; and to train.then it turns to the form nīti which means: supervision, to conduct; to gain, supporters, support, policy, wise, and ethic (surada,2007;190). e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 79 mardiwarsita (1981:375) states the meaning of the word nīti are: `behaviour, `life guide line`, `manner`, `tactics`, `politics`, `sceience of politic`,`wise`, `supervision`, skill,`expertise` ,`cautious`, `concern`, and `alert`. in old javanese language nīti means: the way to work/conducting the right and good things; good behaviour/being sincere and wise; political science, political policy,world liness policy, tactic or strategy which has been considered carefully (zoutmulder, 2006:707) the word ṡậstra, in sanskrit or in old javanese means: `religion`, `truth`,`sceince`, `story`,`script`and `philosophy`. nitiṡậstra is in the form compound words with its meaning `science on political ethic; science guidelines`; religious guidelines`, religious philosophical guidelines` or `governing political guidelines` (zoutmulder, 2006; 708).nîtiṡậstra in this study means knowledge of morality guidelines/ethic and polictics. 2. general overview on feminism and deconstruction 2.1 feminism, feminis and feminin feminism is a new concept on women movement in literary theory (post modern). in the year 1960 th was not the beginning of the emergence of the theory of feminism in literature it can be assumed new; because there was a new movement on tradition of the way of thinking of women which were related to literature. it indicates that the modernity on the way of thinking and the old movement which owned their own classical books, that diagnose the problems of inequality of women in the society as it was being proposed (barry, 2010:141). furthermore it was said that the women movement during the 1960 th as the cause of the emergence of feminism literary criticism of the present day. women realize the significance of the women image which was being brought into wide spread of fame in literature, they view that it is very importsnt for them to struggle and question its authority and coherence. in the 1970 th feminism crictics was aim at the effort to analyse on patriarchy mechanism. it means there is a way of thinking of men and women culturally which is constantly viewed the inequality of sexes. certainly, it has been more emphasized on the view of the male writers who state women as objects.they construct women images which influences their works, this conditioned can be assumed that women `ready to fight` and in a polemic (barry,2010;143). the above description stated on the 1980 th era the feminism critique was more dynamics. the feminism critics it turned out to be more ecletics from the previous era. their intention were focused more on the attacking men relate to thier world which become the investigation, and the point of view of women. on the other hand, it is alsoreconstructed writings on women who were under oppression /being disgraced or even vanish. the focus of intention was also shifted on the needs of reconstructing the importance of women writing by rewriting them, so the disappearance of the women role former time, it was being e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 80 emphasized and given priority. the existence of change of focus means there was changes from androteks(males literary works) to `ginoteks(female literary works). feminiscan be assumed as `political postion`, while feminism means female biologically. feminism means women`s concept or `a school in a literary world`. this paper, a part from pro and contradict towards the theory of feminism, describes the deconstruction of women which were being discussed in the kakawinnītiṡȃstra.redescribing the implicit meaning on women (feminine) which were describe in the stanzas of the kakawin. 2.2 deconstruction the word deconstruction relates to jacques derrida in his book de lagrammatologie,i and ii. he was born on the 15 th of july 1930 from a jewish family el biar, aljazair (fayadi, 2005:252). his article was published on critiquemagazine which were published in 1965 and 1966(kaelan, 2009:252). deconstruction is a name given to the critique when the opposition was being weaken partly or it can be shown that some of them weakening each other in their textual meaning (eagleton,2010;191, piliang, 2010;125). deconstruction is a method of analysis which was developed by derrida by opening the language codes, particularly the opposition of the pair, so it can create an endlessly play of sign and without final meaning (piliang, 2010;16). hoed (2003;153) states that: the theory of deconstruction proposed by derrida exists as a critique to the theory of sign proposed by ferdinand de saussure. sign is seen as the relation between significant and signifie.the meaning of a sign is based on semiology`s differences. in reality the relation between signifiant and signifie is dynamic. it means this relation is often is not reveal yet and given new meaning.the argumentation strengthen it, that in french language the word `differer`is not only has the meaning `difference` but it also has the meaning `to postpone`. further it was said that the relation between `signifiant` and `signifie` or between form and meaning is dynamic. the meaning does not gain only through differences but it also can be achived through simiology postpone. that is the reason he proposed new term difference, (the letter a is replaced by e). deconstructive theory is applied to find out theis unreveal meaning on women in nȋtiṡȃstra kakawin . 3.feminin in kakawinnîtiṡậstra it has been discussed in the introduction of this writing, that nȋtiṡȃstra kakawin is a type of non-narrative kakawin. the other forms of non-narrative kakawin are nirȃrtha e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 81 prakrēta, and prēlambang bhȃsa wēwatēkan. recently emerges a new non-narartive kakawini. e: kakawin sabha langȍ and kakawin atlas bhȗmi wirama (type of metric/ poetic metre) used in nîtiṡậstrakakawin are 15 poetic metres. the total stanzas are 120 in the kakawinnîtiṡậstra. the first wirama is wiramasarddulawikridhita. then followed by other wirama: wangsapatrapatita, padma kesara, raga kusuma, seronca or kusuma wicitra, aswalalita, bhramara wilasita, raga kusuma, smara dahana, prawira lalita, sardhula wikridhita, smara dahana, sardhula wikridhita, kusuma wicitra, and wasanta tilaka. the gist of the nîtiṡậstra kakawin is in accondance with its title which is related to the description of way of life, piety or ethics, political ethics.the introduction in the first stanza covers manggala or introduction.the content of the text in the manggala stribute to the goddess of patronage, dewawisnu. dewawisnu is in the shape of great spiritresides in each human. he inspired the writer so that the writer was able to complete the nîtiṡậstra kakawin.the second stanza up to the last stanza contain ethic or moral teaching. the stanzas reveal about women are interesting. these stanzas are in the 4 th wirama raga kusuma on the 15 th , 16 th 17 th and 18 th (or the 53 rd , 55 th , 56 th from all the stanzas) the details are in the following quotations. wirama raga kusuma ring stri sangka nikang wirodha ring asit krêta yuga sira dewi renukậ ring trêtậtisayeng prang ậdbhuta nimittaning alaga ta dewi janậki ngunî dwậpara bharatậyudha sirang drupada parama putri kậngdanî sakwehning waniteng yugậnta kaharêpnia maka karananing prang ậdbhuta (ns 4,15) the transalation since early time, women caused all the troubles. during the kreta yugaperiod dewi renuka who caused the destruction of the world. during the period of treta yuga, there was a great war caused by dewi sita. during the period of dwapara yuga there was a war among bharata decendants, which caused by the beautiful daughter of king drupada. during the period of kali yuga (doomsday) all women had caused the great war . lwirning tan rêju ring jaga ttwi ganitanya tan abênêr ulahnya kawruhi, strî wad wad kalawan lwahậrêju wilut lakunika pada tan wȇnang tutên, yan wantȇn kumudậcukul ṡaka rikang watu mabênêr ulahning anggana, sangsiptanya wuwusku yatna sira sang sujana siniwi ring wadhujana (ns.4,16). the translation e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 82 there are three items which are not straight in this word, and the unworthy behaviour should be known. a female, root (of a tree) and the flow of the river which has windy ways, all should not be imitated. ifthere is alotus grows on the stone it is straight (right) it is asign of a good behaviour of a female. the conclusion of my advice refers to those wise men should be careful when being served by women. yan wagmîka winaya kastậgunanên ng anakȇbi têkaping mahậjana, ring bhuktinya tikậstabhậga tȇkaping puruṡa kȇlar ikậstabhậganên, yan ring sanggama samahậpuruṡa kậstaguna têkap ika wadhû jana ring strî tan kahanan warêd puruṡa ling drupada parama putrikậngucap.(ns.4,17). the translation the cleverness and tactic of women are one eighth of wisemen. the women food consumtion and strength are one eighth of men. the coitus of men is one eighth of the strength of women. women never feels satisfy with men that was being stated by the prominent daughter of drupada. ring wang haywa manût buddhi nikang parajana matêmah winậṡa ya, yan strî bhudi tinutakên pati tȇmahnya inirang-irang ing param-para yapwan satmaka bhudi tusta têmahanya mangangên-angêneka pûrwaka byaktậmanggihakên wisesa kita yan lumêkasakêna budhining guru (ns.4,18) the translation as a human we should not follow a women`s thinking it will cause disaster. if a woman`s thingking is being followed, it will cause death, humiliated, and disgraced by the society. if using our own thinking certainly we can be happy, but first, we have to be cautious. certainly you will find happiness if you follow my advice. the stanzas of the above kakawin are being observed carefully, it can be seen that how bad and disgrace women are in the view of the nîtiṡậstra writer. on the 15 th women is regarded as the one who caused the destruction of the world. terrible wars are caused by women. on the era of kretayuga there was a war caused by dewi renuka. in the period of tretayuga, the terrible was caused by dewi sita. the period of dwaparayuga, dewi drupadi who caused the terrible war. all the women in this world caused the destruction or the doomsday. probably the aims of the writing of nîtiṡậstra kakawin as guideline in order to achive the stage of brahmacari (student should not get marry during studying period). if it is the aim of the writer, it can be accepted that to influence the brahmacarin to dislike women. but the way it seemed too excessive. e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 83 all women were stated that they are very dishonest, unfaithful and not smart.the women`s thinking were not need to be followed because they will cause death/destruction. if men obeyed/followed women thinking, in their intere life they will be disgraced, and humiliated. all women are stupid and weak. that is the reason why women are not able to work. if that condition what is the used of to get a woman.women are also strong in having coitus. their strength is eight time compare to men. is it still relevant the expression stated in the nîtiṡậstra text, if it is addressed women in recent modern period? on the other stanza of nîtiṡậstra, proposed a way to choose a woman as a wife. this stanza is controversial to the above stanzas. on the three stanzas above, the existence of women was being disgraced and humiliated, but on the other points there are two stanzas which give suggestion to choose women. eventhough the choice being proposed was very thight and selective. in choosing a woman to be a wife, it is advisable not to choose a woman who has loud voice. a woman who has loud voice is considered as an arrogant person show off, and the type.vdo not choose a handicapped woman, a woman who has bad smell, begger, and woman who has small breasts. do not choose a vicious woman who comes from a disgraced decendants.the woman that can be choose is only the woman who has big breasts, beautiful, behave well, prominent decendant and is a virgin. lwir ing awalậ tinggalakêna denta, krêpana daridreka rêsêb awaknya swaranika mậwor drawa kamadhatri agalak asabdậghrêna ya mapunggung (ns.5,5) lwir ing awalậ yogya pinaka patni waraguna rûpa dhika kula dhani mapês ikang ambêk ghrêna ya susila kadi panêdêng ning kusuma wicitra (ns.5,6) the translation type of woman that you need to ignore physically defected, begger/low class of and have bad smell rude, loud voice and talkative vicious, mean and stupid type of woman which is suitable for a wife noble character, beautiful and decendant of good family behave well, honest, sincere and good moral like colourful blooming flowers. 4. discussion e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 84 the description on 2.2 above states that deconstruction is a name given to a critique operational which was partly weakened, or it was shown as weaken each other within the textual process of mening. as an example a woman is an opponent “other party” from man (binary opposition). he who is not a male, is given negative value in relation with male as main principle. as the party that is assumed as the opponent of man, so woman is being weakens, humiliated, and even being disgraced. deconstruction will open the meaning and find out unrevealed meaning. in the stanzas of the kakawin above if it is well analyze, maily if it is related to the condition of the woman recently, so it can be seen there some irrelevant things or even contradictory. the 15 th stanza above stated that since previous time woman such as: dewi renuka, dewi sita and dewi drupadi caused the terrible wars. then the doomsday was caused by all women. let us put our attention to the first and the second world wars were not caused by women.the war in malvinas between england and argentina, the war in afganistan, iraq, crisis or civil wars in vietnam, the tension in korea; between north and south korea, and war in ukraina which happens recently, none of it caused by the bad beahviour of women. but, these wars are caused by ambition, politics and power. the woman that was being placed as opposition in nītiṡȃstra was a very beautiful ideal woman has class or from a noble decendant, so she becomes the target of all men. greedy men, who are being enslaved by their lust, will try to get her in a deceitful way. like the figure of rahwana who wanted to take sita eventhough sita was married to rama. is it sita to be blamed becaused she was born with a beautiful face, so as dewi renuka, and drupadi who are also beautiful. did they ever ask to be born with beautiful faces? so as with other girls or women who are beautiful in this present period. is it their fault of having beautiful faces? in the law of market (buying –selling), if a person wants to buy a thing, often the buyer show the bad side of the condition of the thing he/she wants to buy, eventhough the thing was fine. by showing the bad side of the goods, it has the aims to get lower price of the goods. there is a fear of the “buyer” of his incapability to get “the goods”; which is the cause to express disappointment in the form of excoriation. this condition can be assumed that the buyer as been `enslaved` by the goods. the same thing happened to the writer of nītiṡȃstra kakawin.the writer of nītiṡȃstra kakawin was certainly a male writer. on the other hand the writer of nītiṡȃstra, definitely a person who always feels fear, enslaved by a woman. or at least he was being disappointed or broken e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 85 hearted because of a woman. if the writer was only aims at teaching a student not to get married during study period by disgracing women, it is a fallacy. dewi drupadi is a beautiful woman who was said as the cause of bharatayuddha war. if the story of war between siblings of bharata and kaurawa decendants with pandawa viewed in more details, so it can be seen that the cause was greed from the character of kaurawa mainly the character of duryodhana. duryodana was being driven by his uncle sakuni who was willing to take over the entire astinapura kingdom. moreover when pandawa had made his own palace amartapura, duryodhana also wanted to take it over. in short the war of bharatayuddha was not caused by drupadi but by the greed of the character duryodhana. further kakawin nītiṡȃstra states that there are three things which have malice behaviour in the world are: woman, roots and river flow. all these three things can be in good conduct if there is a lotus grows on the stone. the statement on the kakawin nītiṡȃstra was firmly stated that “there will be no woman who is straight (loyal and honest)” in the entire period of the world, because it is impossible for a lotus to grow on a stone. a stone is not a media that can be used by plants to grow and live, except algae/mildew. plants like lotus can grow only on a soft muddy earth. this statement refers to the meaning of “impossible” this opinion indicates that women as stated in the kakawin nītiṡȃstra, none have honest behaviour and loyalty in the entire period. briefly, it can be assumed that kakawin nītiṡȃstra stated women have bad moral. on the other part nītiṡȃstra stated that women ways of thinking were not needs to be obeyed. men who are obeying them are disgraceful men and having miserable life. so there is an assumption which disgracing women. based on the statement in kakawin nītiṡȃstra above, a question appeared why the writer of kakawin nītiṡȃstra disgracing women? this type of question is only eligible to be uttered by a brokenhearted person or a person who had been hurt by a woman. because of being hurt, the feeling of hatred occurs or even vindictive to women. did the writer ever think that he was born from a woman? or thinking about how hard if a woman gave birth to a baby? did the writer of nītiṡȃstra ever feel happy as a man who lived with his wife even further if they have girl and boy? if these questions ever being thought by him, or even if he ever experienced them, so the statement of disgracing women would never be expressed. if the view of the writer of nītiṡȃstra is right, it means there will be never existed the couple who can stay together in their lifetime. it is not necessary to employ female, police woman, female army, or even to elect a female leader, because e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 86 woman are immoral.these statement certainly came from them” fear or being enslaved by women” in terms of perspicacity, strength and eating, the strength of women is one eight compared to men. but the strength women in coitus are eight times stronger compared to men. this opinion is also lessapropritate. it can be accepted that the strength of women is far less than men. in coitus probably it is true that the strength women eight times stronger compared to men. but in terms of intelligence and eating are not the same. it means that the intelligence of women and men are equal. there are women who are strong in eating, but there some who are less strong in eating. men are also in the same condition. in terms of intelligence between men and women are also alike. it means thereare men and women who are intelligence. there are less intelligence women and men. this condition is natural, which is often called as rwabineda. rwabineda means “two things being apposed”, i.e: high-low, bigsmall, good-bad, cleverstupid, etc. . it is a fallacy to say that the intelligence of men is eight times more compared to women. in reality these can be verified from the result of examination on school children in this recent period, infact that the higestranks of passing grade wereachived by female students, either in junior high school or senior high school. besides, in this present era many girls achived their undergraduate degrees, master and ph.d. there are women who have high position in government as a minister, prime minister, even as a president of a state. in choosing a woman to be a wife, nîtiṡậstra stated it with over exaggeratedmanner. if it is being implied in this era, certainly there will be many men and women who will not find their partners or become “spinster” nîtiṡậstra stated in choosing a woman to be a wife, it should a woman who does not have loud voice (gora). a woman who doen`t have loud voice means a woman who speaks sofly, not arrogant, etc. the woman should have gemuhing breasts which means has big breasts. a woman, who has “big breasts”, certainly is a fertile woman, because big breasts content a lot milk for breast feeding. a lot of milk in the breast feeding will influence her fertility and the health of the child. a woman wih “big breasts” probably has symbolic meaning which is implied to a woman who is clever at earning income to support the family mainly her children. besides the criteria above, nîtiṡậstra also suggests in choosing a woman to be a wife, it is suggested not to choose handicapped, immoral and a woman from a disgraced family. but the limit of women who are from a disgraced discendants was not being expalained in the kakawin. e-journal of linguistics vol. 9. na.2 issn: 2442-7586 accreditation:- 87 5. conclusion kakawin nītiṡȃstra if it is being analysed by applying the theory of literay deconstruction, particularly on the view of women/feminine is less appropriate. the meaning content in the kakawin nītiṡȃstra is negative i.e: by disgracing and humiliating women. but, if it is being closely analyzed there is an unrevealed meaning. the implied meaning refers to the fear of the nītiṡȃstra`s writer toward the existence of a woman. this is due to that the writer was not able to get a beautiful wife so that he buries his disappointment, broken heart, angry, and hatred. these feelings were expressed through his writing by disgracing and humiliating women.this condition can be said that the writer “being enslaved” or at least there is fear and obedience towards the existence of women. references barry, peter. 2010. beginning teori, pengantar komprehensif teori sastra dan budaya. yogyakarta. jalasutra berger, arthur asa. 2010. pengantar semiotika tanda-tanda dalam kebudayaan kontenporer (terjemahan oleh m.dwi marianto). yogyakarta. tiara wacana. creese, hellen. 2004. women of the kakawin world: marriage and sexuality in the indic courts of java and bali. london, england. m.e sharpe danesi, marcel. 2011. pesan, tanda, dan makna. yogyakarta. jala sutra eagleton, terry. 2010. teori sastra, sebuah pengantar komprehensif. yogyakarta. jala sutra fayadi, muhammad al-, 2005. derida. yogyakarta. lkis hoed, benny h. 2008. semiotik dan dinamika sosial budaya. jakarta. fakultas ipb universitas indonesia kaelan, prof. dr. m.s. 2009. filsafat bahasa semiotika dan hermeneutika. yogyakarta. paradigma locrone, megan backer-. 2005. teori sastra & julia kristeva (terj. sunaryono basuki ks). denpasar. cv. bali media 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https://ojs.unud.ac.id/index.php/eol/ 143 lexical time words in balinese and japanese language: a typological approach 1 ketut widya purnawati, udayana university 2 ketut artawa, ketut_artawa@unud.ac.id, udayana university 3 made sri satyawati, srisatyawati@gmail.com, udayana university 4 asako shiohara, ibashio@gmail.com, research institute for languages and cultures of asia and africa, tokyo university of foreign studies *corresponding author: tuti@unud.ac.id received date: 07-05-2018 accepted date: 14-05-2018 published date: 11-07-2018 abstract—this research is a study of intralingual typology in the form of a contrastive study of temporal lexicon in balinese and japanese language. the main theory used in this study was the theory of canonical time periods proposed by haspelmath (1997) and the classification of lexical time words proposed by dixon (2010). the result of data analysis showed that both balinese and japanese have a rich variation in lexical items. japanese is rich in vocabulary relating to qualitative time periods, especially the vocabulary that related to the seasons and day parts. balinese is rich in vocabulary related to the name of calendar unit because balinese uses not only the christian year as the japanese people, but also uses the saka year which has a complex system and procedure for calculating the time keywords: balinese language, japanese language, language typology, lexical time words 1. introduction balinese and japanese people are the people who live in a society that strongly believe in the existence of gods. they maintain a harmonious relationship between the human beings and human being as well s between the human beings and the nature. this similarity does not necessarily make the balinese and japanese people have the same way of thinking because after all this community group has a different culture. tompenaars and tunner (1998, 8-11) stated that attitudes toward time are one of the cultural dimensions that can distinguish one society from another. in the history books of japan, the time markers are not indicated by the clock as they are now, but by the names of animals and other natural signs, such as sunrise and sunset. this shows the closeness relationship between japanese people and the nature. in addition, the imperial system in japan is closely related to the year naming system. year‟s name is changed according to the emperor's period in japan. https://ojs.unud.ac.id/index.php/eol/ mailto:ketut_artawa@unud.ac.id mailto:srisatyawati@gmail.com mailto:ibashio@gmail.com mailto:tuti@unud.ac.id e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p: 143—156 doi. 10.24843/ejl.2018.v12. i02. p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 144 it is similar to the japanese, the balinese people did not use the clock to determine the time; the time was indicated by nature‟s sign. good days and bad days are determined based on wariga system and the calculation system is based on month‟s rotation, that is, the full moon and new moon. both of these systems exist in the saka calendar adopted from india. there are several aspects which are very influential on the availability of lexical time words in balinese and japanese, such as geographical and cultural influences from outside the society. based on the geographical location, japan is a subtropical region with its four seasons, while bali is a tropical region, which only has two seasons. based on cultural influences from outside, japan is heavily influenced by chinese culture, while bali is strongly influenced by indian culture. both of these aspects have a very important role in the development of lexical time words in both japanese and balinese societies. the widespread influence of the west in the form of the use of the christian calendar and the use of the clock with numbers with its center point in greenwich, england, also gives an impact on the development of lexical time words in balinese and japanese. maruyama (2006: 158) divides the time into three, i.e. clock time, nature‟s time, and event time. clock time is the time objectively indicated by the clock and is not affected by the movement of nature. the nature‟s time is the time determined by the changes of nature on earth, such as sunrise time, sunset, and season‟s turning. the event time is the real time used by people in doing their daily activities. in this study, the main problem discussed was the comparison of lexical time words in balinese and japanese. the comparison was performed using a lexical typology approach, based on the canonical time period classification proposed by haspelmath (1997) and the classification of temporal words proposed by dixon (2010). the canonical time period proposed by haspelmath belongs to one of the classifications expressed by dixon, namely the specific time span. haspelmath provides a more detailed classification for one of the classifications put forward by dixon. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p: 143—156 doi. 10.24843/ejl.2018.v12. i02. p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 145 2. reseach methods this research is a qualitative descriptive research using functional typology approach, especially lexical typology. based on the level of explanation, this research is a contrastive research, which is part of the intralingual typology research model. the data was collected using observation method. there are two kinds of data used in this study, those are written data and intuition data. the written data was obtained from document, while the intuition data was obtained through elicitation technique. the data was classified based on the canonical time period classification proposed by haspelmath (1997) and the lexical time words classification proposed by dixon (2010). 3. result and discussion 3.1 canonical time periods the canonical time period is the lexical form of noun which is used to indicate a temporal-related situation. haspelmath proposed three subtypes of canonical time period, namely 1) time units, such as „clock‟, „day‟, „month‟, „year‟; 2) calendar unit names, such as „january‟ and „sunday‟; and 3) qualitative periods, such as „spring‟ and „morning‟ (haspelmath, 1997: 26). these three subtypes are seen in phenomena that occur naturally by forming a certain cycle, for example earth‟s rotation on its axis that makes the phenomenon of suns pseudo-moving. it makes as if the sun rises and sinks, which causing a change of light and dark. it also makes the phenomenon of the moon shape changing and sun-earth distance changing. this canonical time period is closely related to the calendar usage. although japanese and balinese people are currently using a gregorian calendar whose calendars are based on the christian year, but that does not mean that the previous systems and terms of time were not used anymore. japanese society, for example, even today, still uses some of the terms contained in kyuureki „old calendar‟, especially to beautify their literary works. this knowledge is also helpful for reading ancient texts and for learning japanese culture. similarly, the balinese people are very strict in carrying out their customs and religious rituals. good and bad days, as well as holy days are determined using the system available in the saka year. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p: 143—156 doi. 10.24843/ejl.2018.v12. i02. p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 146 3.1.1 time units balinese and japanese have several terms to denote time units, such as „hour‟, „day‟, „month‟, and „year‟. the time units, from milliseconds to hours, either in japanese or balinese are the same. however, balinese and japanese have different rules for time units that fulfill the temporal adverbial function with temporal location and temporal extent semantic functions. the temporal adverbial with temporal extent semantic function requires the time unit that indicates duration, while the temporal location does not require time unit at all. in english there is a term that denotes the time unit for decade 'ten years', century 'hundred years', millennium 'thousand years'. a similar term is found in japanese, but only for a thousand years and a hundred years, namely sennenki 'thousand years' and seiki 'hundred years'. however, there is no specific term to denote a ten-year period, such as decade in english. moreover, in balinese, there is only one special term found, namely abad „hundred years‟. the year in japanese is written in kanji 年 which can be read as toshi / doshi, and nen. different readings do not affect the meaning of the letters, but the usages are different. the word toshi / doshi, tends to show the year‟s name qualitatively, such as 申 年 sarudoshi 'monkey year', while nen is used to indicate the time quantitatively, for example 2017 is written 2017 年 nisen juu nana nen. in balinese, there are two terms to indicate the year, namely taun and warsa. both of these terms have the same meaning, but they have different speech levels. taun 'year' is used in the regular speech level, whereas warsa is used for both polite and formal speech levels. there is no such distinction in balinese to indicate a qualitative or quantitative year because basically in balinese there is no qualitative year such as sarudoshi 'monkey year' in japanese. a temporal adverbial function, which shows the „temporal extent‟ semantic function may be filled by words indicating duration. a numeral may be attached by word(s) to indicate the „duration‟ meaning. in japanese there is a term —nenkan „….years‟, whereas in balinese there are two words, —tiban „…years‟ or —taun „….years‟. for example, to show a period of ten years, we can find words dasa tiban in balinese and juunenkan in japanese. words dasa in balinese and juu in japanese both have the meaning of 'ten'. the morpheme https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p: 143—156 doi. 10.24843/ejl.2018.v12. i02. p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 147 {kan} in —nenkan indicates the „duration‟ meaning. this morpheme can also be added when indicating the duration in others time unit, i.e. hours and days. in japanese, the duration words with the „day‟ as the time unit have a complicated rules, because the day counting for the first day until the tenth day was different with the regular counting for numbers. therefore, time units with „day‟ as time unit can be created with the following rules. first, without any morpheme addition; this happens specifically for a period of one day, ichinichi „for one day‟. second, the addition of morpheme to the word denoting the 2 nd to the 10 th day, futsukakan „2 days, mikkakan „3 days‟, yokkakan „4 days‟, itsukakan „5 days‟, muikakan „6 days‟, nanokakan „7 days‟, youkakan „8 days‟, kokonokakan „9 days‟, tookakan „10 days‟. third, the addition of morpheme {kan} to the word -nichi for the date other than date one to ten, for example juuichi nichikan 'eleven days'. the time unit for „hour‟ in japanese is called ji „hour‟. to show the duration with „hour‟ as the time unit, the morpheme {ji} and {kan} are added to the numeral words. the terms for „one hour‟ and „two hours‟ for example, become ichi jikan „one hour‟ and ni jikan „two hours‟. the addition of morphemes does not occur in smaller time units such as fun/pun „minute‟ and byou „seconds‟. this addition does not occur in time unit getsu „month‟ as well. to indicate the duration with „month‟ as time unit, the numerals words must be attached with -kagetsu „for months‟. in balinese language, the time unit is placed after the numeral words. the term for time units in balinese mostly taken from the indonesian language, such as jam „hours‟, minggu „weeks‟, bulan „months‟. but there are also several terms for time unit, which are originally from balinese language, such as dina „day‟, rahina „day‟, sasih „month‟, tiban „year‟, warsa „year‟. in some situations, the term „year‟ can also be indicated by the word taun „year‟, which is borrowed from indonesian language and has undergone a sound change by deleting the consonant [h]. to indicate time units, there are numbers from one to ten that are different with number for indicating punctual time. this can be seen in the following table. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p: 143—156 doi. 10.24843/ejl.2018.v12. i02. p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 148 table 1 the comparison of numbers for punctual and duration of reference time in balinese number punctual reference time duration reference time 1 (satu) besik/sik/siki/sa a 2 (dua) dua/kalih duang / kalih 3 (tiga) telu/tiga tigang 4 (empat) pat/papat petang 5 (lima) lima limang 6 (enam) nem/nenem nem 7 (tujuh) pitu pitung 8 (delapan) kutus kutus 9 (sembilan) sia sia 10 (sepuluh) dasa dasa thus, to denote the punctual time 'two o‟clock' and the time unit 'two hour' in balinese, the number two in the two noun phrases are represented by different terms. the term „two o‟clock‟ is denoted by jam dua, while the term 'two hours' is denoted by the duang jam. however, if it was spoken in high speech level, then the number two, both for punctual and time unit is denoted by the word kalih, so the terms that appears are jam kalih „two o‟clock‟ and kalih jam „two hours‟ hence, balinese tends to have different expression for the same number with different functions. the numbers, which denote reference time as temporal adverbial for temporal extent semantic function almost always different with the numbers, which functioned as reference time for temporal location semantic function. 3.1.2 calendar unit names both bali and japan use the gregorian calculation system in ad, so the system is the same. differences arise because in addition to the year of ad, the wewaran system in saka years, which adopted from india, is still used for determining holy days and festivals in bali. in general, the names of calendar units can be divided into day names, month names, and year names. the names of the days in week in balinese are the terms in the sapta wara 1 1 sapta wara is a group which consists of seven days. this group of days is parallel to the days in a week of ad. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p: 143—156 doi. 10.24843/ejl.2018.v12. i02. p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 149 group which belong to the classification of the wewaran 2 . those names are redite „sunday‟, soma „monday‟, anggara „tuesday‟, budha „wednesday‟, wraspati „kamis‟, sukra „friday‟, and saniscara „saturday‟. in japanese, the names of the days are represented by the elements of nature 3 . these can be seen when the names of the days are written in kanji. the seven names of the days in japanese are 日 曜 日 nichiyoubi „sunday‟, 月曜日 getsuyoubi „monday‟, 火曜日 kayoubi „tuesday‟, 水 曜 日 suiyoubi „wednesday‟, 木 曜 日 mokuyoubi „thursday‟, 金曜日 kin'youbi „friday‟, 土 曜 日 doyoubi „saturday‟. although bali and japan have been using the gregorian calendar system in ad, but the terms in the japanese old calendar and the terms in the saka calendar in bali are still in use. only, the purpose of using these terms is different. the terms in the old calendar of japan mainly used in the writing of literary works. this is different from the term in saka's calendar year. all the terms in saka's calendar year are still used today. the system is mainly used to determine the good and bad days of doing an activity and to mark the holy days of hindus. 3.1.3 qualitative periods the terms indicating the qualitative time period belong to the day part and the season classification. the qualitative time periods for both the day parts and the seasons in japanese have a greater number if it is compared to those in balinese. in balinese, the day parts only show the general times that indicate the pseudomovement of the sun. those terms are das lemah „dawn‟, semengan „morning‟、tengai „noon‟、tengai tepet „12 o‟clock in the noon‟, sanja „afternoon‟、sandikala „dusk‟, peteng „night‟, tengah lemeng „middle of the night‟. in japanese, the term denoting the day part in general are 朝 asa „morning‟, 昼 hiru „daytime‟, 夕 方 yuugata „evening‟, 夜 yoru „night‟. in addition to these four terms, japanese also still has other terms to denote a very detailed part of the day. the terms indicating that part of the day are divided into four classifications, 2 wewaran is the term for days grouping in saka calendar. wewaran is divided into ten groups. the first group named eka wara consist of only one day, the second group named dwi wara consist of two days, the last group named dasa wara consist of ten days. 3 the meaning of the days based on its kanji character are 日 „day/sun (sunday)、月 „moon‟ (monday)、火 „fire‟ (tuesday)、水 „water‟ (wednesday)、木 „tree‟ (thursday)、金 „gold‟ (friday)、土 „earth/soil‟ (saturday). https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p: 143—156 doi. 10.24843/ejl.2018.v12. i02. p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 150 namely the qualitative time period relating to the morning, relating to the afternoon, relating to the evening, and relating to the night. japan's geographical location in the subtropical region caused japan to have four seasons, namely haru „spring‟, natsu „summer‟, aki „fall‟, and fuyu „winter‟. the four seasons can be divided further based on natural phenomena that occur in each season. each season is divided into six time divisions; therefore there are twenty-four names for the seasons on the japanese old calendar. bali, which is located in the tropical region only have two seasons, namely masan ujan „rainy season‟ and masan tuh „dry season‟. however, fruit plants that only bear fruits at certain times are often used as a timepiece. for example, masan duren „durian season‟, masan mangis „mangosteen season‟, masan poh „mango season‟ which shows a certain time when certain fruit trees bear many fruits. it is also often used as a reference time. 3.2 lexical time words in the clause level, the lingual unit of temporal adverbial can be word(s) or phrase. based on its meaning, the word(s) or phrase can be divided into five classifications, namely (1) temporal shifter; (2) specific time spans; (3) frequency; (4) duration; and (5) expectation (dixon, 2010: 121; 2012: 20). the explanation of each classification is as follows. 3.2.1 temporal shifter the term temporal shifters can be paralleled with the term of temporal deixis. dixon (2010) explains the definition of this term as follows. temporal shifters—words referring to time intervals with respect to the present. what is „today‟ today becomes „yesterday‟ „tomorrow‟. (dixon, 2010: 114) the definition clearly shows the same meaning as the commonly used term temporal deixis. dixon also explains that this category involves grammatical indicators of the tense as well as certain temporal adverbs (dixon, 2012: 10). in english, the words that can be included in this category are words like today, yesterday, and this morning. the words in this category can be divided into past, present, and future. table 5.6 shows the japanese vocabulary that belongs to this category. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p: 143—156 doi. 10.24843/ejl.2018.v12. i02. p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 151 table 2 lingual units for temporal shifter in japanese time japanese letters roman letters meaning past 昔 mukashi „formerly‟ 昨日 kinou „yesterday‟ 一昨日 ototoi „the day before yesterday‟ 先週 senshuu „last week‟ 先月 sengetsu „last month‟ 先年 sennen „last year‟ present 今 ima „now‟ 今日 kyou „today‟ 今週 konshuu „this week‟ 今月 kongetsu „this month‟ 今年 kotoshi „this year‟ future 将来 shourai „future‟ 明日、明日 ashita, asu „tomorrow‟ 明後日 asatte „the day after tomorrow‟ 来週 raishuu „next week‟ 来月 raigetsu „next month‟ 来年 rainen „next year‟ in table 2, several words in japanese show a particular pattern for marking the past, the present, and the future times. the words that denote days, weeks, months and years in the past, are marked with the presence of kanji 昨 saku · 先 saki which shows the meaning of „has passed‟. the words that explicate the present time are marked by the presence of kanji 今 ima which means „now‟. and, the words that indicates the future time are marked by the presence of kanji 明 which means akarui „light' or kanji 来 which means kuru „come‟. each kanji has more than one way of reading, but the meaning remains the same. the group of words, which is used to indicate the past, present, and future times are also found in balinese. however, some terms cannot be expressed in a single lexicon, rather, they must be expressed with some words in a phrase form. the lexical variation in the balinese occurs due to the difference in vocabulary for low and high speech levels. balinese has several particular strategies for marking the past and future time. the past time is morphological marking, while the future time is syntactical marking. the words, which indicate the past time tend to be marked by prefix i-, such as ipidan „formerly‟, ipuan „two https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p: 143—156 doi. 10.24843/ejl.2018.v12. i02. p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 152 days ago‟, dan ituni „a little time ago‟, while for the future time the word is marked by a word buin (low) „more‟ or malih (high) „more‟, such as buin mani „tomorrow‟, buin puan „two days later‟, dan malih kalih rahina „two days later‟. the lingual units for temporal shifter in balinese are provided in the following table 3. tabel 3 lingual units for temporal shifter in balinese time low high meaning past ituni, inuni „a while ago‟ ipidan, imaluan dumun, riin „formerly‟ ibi dibi „yesterday‟ ibian „the days before today‟ ipuan i kalih rahina „two day before yesterday‟ bulanné ane suba liwat sasihé sane sampun lintang „last month‟ taunne ané suba liwat warsané sané sampun lintang „last year‟ sekarang jani mangkin „now‟ dinané jani rahinané mangkin „today‟ -sasihé mangkin „this month‟ -warsané mangkin „this year‟ akan datang nyanan malih jebos „a short while later‟ mani puan benjang pungkur „someday in the future‟ mani/buin mani bénjang „tomorrow‟ manian bénjangan „the days after today‟ buin puan malih kalih rahina „the day after tomorrow‟ bulanné ané lakar teka sasihé sané jagi rauh „next month‟ taunne ané lakar teka warsané sané jagi rauh „next year‟ 3.2.2 specific time spans the lexical word that belong to specific time spans category are the words which belong to the calendar unit names and the qualitative time period of canonical time periods as well as the words which mention the „festival‟ names. this category has the most number of words compared to another category. in english, the specific time span can be represented by forms such as morning, night, sunday, winter, march, year's end, 1939 (dixon, 2010). in japanese, this category can https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p: 143—156 doi. 10.24843/ejl.2018.v12. i02. p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 153 be shown with examples like asa „morning‟, yoru „night‟, getsuyoubi „monday‟, nigatsu „ferbruary‟, shuumatsu „weekend‟ tanabata „tanabata festival‟, while in balinese, it can be shown with examples such as semengan „morning‟, tengai „noon‟, redité „sunday‟, sasih kadasa „the tenth month‟, galungan ‘galungan festival‟. 3.2.3 frequency the frequency words denote the frequency of a situation or event. the form of the frequency words can be differentiated into two classifications: general and specific. in english, the examples for general frequency are often, generally, usually, whereas the specific frequencies are monthly and weekly. table 4 shows the lingual units frequency in japanese and balinese, which are divided into general and specific terms. tabel 4 lingual units for frequency in japanese and balinese classification japanese balinese meaning general itsumo setata „always‟ yoku sesai „often‟ nando mo ping kudakuda „many times‟ shiba-shiba busan-busan „often‟ tabi-tabi amari kapah „toki doki‟ tama ni metta ni mare ni specific mainichi sawai, ngawai, nglemeng „everyday‟ maishuu ngaminggu, „every week‟ maitsuki ngabulan, „every month‟ maitoshi ngataun, „every year‟ https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p: 143—156 doi. 10.24843/ejl.2018.v12. i02. p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 154 3.2.4 duration the lexical forms, which denote the durational meaning indicates a particular time period expressed by a word or phrase, e.g. in english are a long time, just a minute. in japanese and balinese, the examples can be seen in table 5. table 5 lingual units for durational in japanese and balinese japanese balinese meaning low high mijikai aida kejep, akesep jebos, ajebos „a while‟ isshun apakpakan base apanginangan „very short time‟ nagai aida makelo lami „long time‟ hitobanjuu apetengan awengian „all night‟ 3.2.5 expectation the lexical forms associated with expectation are the words, which show the reference time of a situation or an event in accordance with the speaker's expectation. in english, the words that fall into this category for example are already and too soon. some examples for this classification in japanese and balinese are provided in the following tables. table 6 lingual units for expectation in japanese and balinese bahasa jepang bahasa bali arti biasa sopan tama tama jeg sagét -„by chance, unexpectedly‟ sassoku prajani pramangkin „soon, immediately‟ sakki mara wawu „just now‟ mou suba sampun „already‟ mada-vnai tondén durung „not yet‟ ima kara lakar jagi „will‟ sugu énggal lakar énggal jagi „soon‟ sakini malunan dumunan „former‟ no ato belakangan pungkuran „latter‟ https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p: 143—156 doi. 10.24843/ejl.2018.v12. i02. p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 155 4. novelties this is a new way in classifying the lexicons, which related to the temporal expressions. previous research on balinese has never made the classification of the lexicons in detail. the lexicons are provided just as the temporal lexicon in general, they never been classified into several groups based on their meaning. if the balinese temporal lexicons were contrasted with those in japanese, we can clearly see that the balinese has lack temporal lexicons for temporal shifter and specific time spans. the temporal shifter meaning mostly is provided in a phrase form, while the specific time spans, which refer to calendar time unit, tend to be provided in indonesian language. evidence also showed that balinese temporal lexicon has two different word forms for the same meaning, because they have to be differentiated based on the speech levels. this evidence cannot be found in japanese. 5. conclusion based on the discussion above, we can conclude that the lexical variations in balinese is influenced by the speech levels, while in japanese it deals with the accuracy of particular time period. however, the number of temporal lexicons in japanese are more than those in balinese. japanese is rich in vocabulary relating to qualitative time periods, especially the words that related to the seasons and parts of the day. balinese is rich in vocabulary related to the name of calendar unit since the balinese people use not only the christian year as it is used by the japanese community, but also the saka year which has a complex system and a complex procedure for calculating the time. references haspelmath, martin. 1997. from space to time: temporal adverbials in the world’s languages. munchën: lincom europa. pan, chia jung. 2010. the grammatical realization of temporal expression in tsou. muenchen: lincolm. dixon, r.m.w. 2010. basic linguistic theory volume 1: new york: oxford university press. dixon, r.m.w. 2011. basic linguistic theory volume 2: grammatical topics. new york: oxford university press. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p: 143—156 doi. 10.24843/ejl.2018.v12. i02. p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 156 dixon, r.m.w. 2012. basic linguistic theory volume 3: further grammatical topics. new york: oxford university press. maruyama, masazumi. 2006. jikan to bunka: “tokei jikan” to “shizen jikan” “dekigoto jikan”. dalam hashimoto mitsuhiro, hatakeyama hitoshi, maruyama masazumi, kyouyou toshite no komyunikeeshon bab 4 (hal. 148—179). tokyo: hokuju shuppan. tompenaars, fons dan turner, charles hampden. 1998. riding the waves of culture. london: nicholas brealey publishing. 6. acknowledgments i would like to thank the ministries of research, technology, and higher education republic of indonesia for giving the doctoral scholarship and doctoral dissertation research grant. this paper is part of the results of research conducted using the grant funds. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 142—157 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 142 phonological errors of broca’s aphasia: a single case study of neurolingusitics 1 i ketut wardana, wardanak3tut@yahoo.co.id, mahasaraswati denpasar university 2 i nyoman suparwa, suparwa_nym@yahoo.co.id, udayana university 3 made budiarsa, made_budiarsa@yahoo.com, udayana university 4 anak agung putu putra putraharini@@yahoo.co.id, faculty of arts,udayana university *corresponding author: wardanak3tut@yahoo.co.id received date: 02-05-2018 accepted date: 7-05-2018 published date: 04-01-2019 abstract— broca’s aphasic patients display language problems in initiating utterances with groping movements, multiple false attempts and self-correction resulting from a lesion to the third frontal convolution of the left hemisphere of the brain. this study describes the forms of sound impairment, types of errors and phonetic processing by a balinese patient who suffered from non-fluent speech disorder. the results showed that kw’s speech performance was categorized severe. there were 0.80% phonological errors in word naming, 0.92% in picture naming, 0.87% in answering questions and 0.89% in oral reading. of the three other types of errors, sound substitution errors mostly appeared in every phonological task. he made 65% sound substitutions, 20% sound distortions, 10% sound insertions and 5% omissions. different speech stimulation could trigger sound inconsistency. the phonological errors occurred because there was not any appropriate coordination between phonological representation and phonetic realization due to the loss of linguistic message in broca’s area. keywords: aphasia; language modality; lexical access 1. introduction language modality is one of human behavior components including language function, memory function, visual-spatial function, emotional function and cognitive function. language function is one of the most prominent components in behavioral neurology because special feature of human beings is their ability to express notion and emotion through speech and language. language disorder can be predicted to happen if there is lesion in one’s language zone caused by traumatic brain injury (tbi) or cerebral vascular accident (cva). stroke can cause so many changes of human behavior components, one of which is considered aphasia (kusumoputro, 1992). lesion in left hemisphere, especially in the area of anterior rolandic fissure can cause non-fluent aphasia with autism, difficulty of naming things, repetition, articulation, and writing (benson, 1979). based on dichotomy classification of aphasia proposed by kirshner & freemon (1982), aphasia has different underlying spectrums. from the spectrum of physiology, the relationship between brain damage in anterior language zone and any type of language disorder syndrome is mailto:wardanak3tut@yahoo.co.id e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 142—157 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 143 well known as a broca’s aphasia. this term shows some identical features, such as decreasing verbal expression and language modality disorder. the later includes non-fluent speech, words or sentence repetition, naming and writing. these language errors occur due to pathology in the area of broca that affects the system of brain network in such a way from sending verbal concepts into the system of sound symbols caused by the breakdown of phonological planning into phonetic output. simplification is a type of phonetic errors found in broca’s aphasia including distortion, prolongation and voicing (gandour, 1998). this study tries to find out the forms of sound impairment, types of errors and phonological encoding process produced by a patient with broca’s aphasia, named kw who suffered from cva. from the medical record, the patient has diabetes causing him to suffer from stroke. there was lesion in the frontal inferior gyros and underwent hemiparesis on his right body part as well as non-fluent aphasia. after stroke, kw used any body language to communicate due to the difficulties of expressing ideas or responding simple orders. this phenomenon is very challenging to be further investigated from neurolinguistic side of view. empirically, investigation in clinical phonology has been very few in bali; however, aphasics who suffer from stroke are increasing in number. studies of neurolinguistics have claimed that lesion in left hemisphere especially in the area of broca follows speech disorder called non-fluent or broca’s aphasia. based on neuronal mechanism, this type of speech disorder is shown by incapability of the motor cortex controls nervous system of speech to manipulate either verbal or non-verbal concept into sound symbol system. this disorder involves sound simplification through the process of distortion, substitution, omission, and insertion (gandour, 1998, blumstein, 1994). for the solution of speech disorder, a lot of analysis and phonological therapy have been conducted through experimental, clinical, and theoretical approach, such as robson, et.al. (1998), muso et al. (1999), hesketh, et al. (2000), kendall et al., (2003), sengkey, et al. (2014),widjaja & nuartha (2015), yet there have been only few studies conducted to describe the natural the phonological error form, types of sound errors, syllabic patterns and decreasing language modality of an aphasic. the contribution of scientific findings on rehabilitation of language disorder by those researchers is entirely prominent for further analysis of neurolinguistics, especially in the field of e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 142—157 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 144 phonology, psycholinguistics, physiotherapy, and neurology. the study of error sound, either segmental or suprasegmental has been ever conducted using software speech analyzer or praat, like sastra (2016), adam (2014), marotta, barbera, & bongioanni (2008). this property can explain sound system phenomenon, especially phonation, frequency duration, and intonation produced by aphasics (sastra, et al. 2014, sudaryanto, 2014). studies in phonetics and phonology on aphasia have been exposed by buckingham & chrisman (2008), gordon & ledoux (2008) and gandour (1998). however, there must be further some case studies that investigate phonological error phenomenon that include distortion, substitution, insertion, and omission of a single subject with broca’s aphasia. in line with the description above, any possibilities of decreasing language modality can be stimulated through word and picture namings, answering short questions, and reading passages. the detailed result can be significant for strategy or model in speech therapy. the language sound produced by kw can give readers any valuable information including errors of segmental forms, types of errors, features of syllabic patterns, and grade of sound severity. this study proposes three questions, (i) what are the segmental forms and types of sound errors produced by kw?, (ii) how severe are the language modality of kw?. in general, neurolinguistics is concerned with the relationship between language and brain (bambini, 2012). its final goal is the comprehension and explanation of the neural bases for language knowledge and use (gandour, 1998). neurolinguistics is by its nature an interdisciplinary enterprise and straddles the borders between linguistics and other disciplines that are connected to the study of the mind/brain (bambini, 2012). from the perspective of the neurosciences, neurolinguistics focuses on how the brain behaves in language processes, both in healthy and pathological conditions; conversely, from a linguistic standpoint, neurolinguistics aims at clarifying how language structures can be instantiated in the brain, i.e. how patterns and rules exhibited in human languages are represented and grounded in the brain (arifuddin, 2010, kusumoputro, 1992., gordon and ledoux 2008). in addition, neurolinguistics has a fundamental clinical impact for assessment and treatment of patients suffering from aphasia and other language pathologies (kemmerer, 2014). this language disorder involves language aspects; phonology, morphology, syntax, semantics and pragmatics (adam 2014; novick et al. 2010; bastiaanse, r., & zonneveld, v.r., 2004, alexander, et.al, 1990). phonological errors may be concerned with two major scopes, segmental and e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 142—157 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 145 suprasegmental. (lieberman and blumstein,1988) in which the former can be analyzed using generative phonology proposed by schane, (1992). the theory claims that the smallest sound units are not known as phonemes but their distinctive features, i.e. sound produced by a balinese aphasic, /papat/ ‘four’ mentioned /papas/ which is known as a non-word. the final consonant sound [t] is stop sound and [s] is fricative sound. the substitution results in non-word. this is caused by incapability to lift and stick the tongue tip on alveolar ridge and there is space for the air stream to leave the mouth resulting in a fricative sound (lieberman and blumstein, 1988., ladefoged, 2003). the phonological process, according to simanjuntak (1990), schane, (1992) consists of three stages, lexical representation, phonological representation and phonetic representation. impairment in one of these parts results in errors in determining word meaning. dell refers to retrieval process which involves three elements; semantics, words and phonemes. according to dell, et.al (1997), lexical knowledge is summarized in nets of three layers, in semantic layer, word layer and phonological layer, each of which connects bidirectional through the activation of semantic features and phonological features with top-down, from semantic unit into word unit and phonemic unit and with bottomup, from phonemic units to word unit and to the semantic unit. 2. research method this single-case study was conducted to investigate the phonological deficit of a single balinese participant with broca’s aphasia syndrome. the participant was kw who had suffered from a non-fluent aphasia after cerebral vascular accident (cva) and there was lesion in anterior fissure rolandic of left brain hemisphere. he was 70 years of age with right hander and was a retired elementary school teacher. he participated in this study to produce utterances stimulated by different phonological tasks. the study applied quantitative-descriptive through a single-case investigation approach so that description of phonological errors of consonants and vowels, determination of sound severity and decreasing language modality can be further scientifically performed. kw’s language disorder syndrome was confirmed by testing his language modality; fluent speech, repetition, naming words or pictures, reading and writing. the tests were in the form of four phonological tasks, namely word naming, picture naming, answering questions and e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 142—157 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 146 oral reading. each task had 65 words or pictures that mainly represented consonants and vowels in different distributions. kw named words orally, identified and mentioned pictures, answered the questions and read a reading passage. the recorded data were then phonetically and phonemically described and classified to determine the sound severity, types of errors and phonological process. the sound errors were classified into four types of phonological deficits; distortion, substitution, insertion and omission. all alterations were analyzed to know the phonological process, such as mutation, assimilation, syllable structures and simplification and phonological rules using generative phonology. the severity applied aphasia severity rating scale of boston test that ranged from scale of 1 to 5 with specific criteria. all total correct and incorrect sounds were calculated to find out the percentage of the deficit. after severity level was found, the number of types of errors were definitely measured to know what errors were more and less dominant. 3. result and discussion verbal data were in the form of speeches spoken by kw in four different phonological tasks. broca’s aphasia syndrome showed decreasing language modality, known as spontaneous speech, auditive comprehension, repetition, naming and writing (benson, 1979). evaluation was conducted by asking them to name listed words, to name pictures, to answer some short questions and to read a short reading passage each of which consisted of 65 words. the data spoken by kw in each phonological task is presented below. 3.1 word naming kw was shown 65 words. the speech was then recorded, tabulated, phonetically and phonemically transcribed and then classified into 4 different phonological errors, namely phonemic distortion, substitution, insertion and omission. 10 of 65 words named by kw are as follows. table 1 form and types of phonological errors in words naming no targeted words meaning spoken sounds types of sound errors 1 ipah /ipah/ ‘sister in law’ /aleh/ distortion 2 uled /ulǝd/ ‘caterpillar’ /oles//olef/ substitution 3 aluh /aluh/ ‘easy’ /lul/ /alluh/ insertion 4 toke /tokè/ ‘gecko’ /tuke/ substitution e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 142—157 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 147 5 keket /kèket/ ‘thorny plants’ /keiket/ insertion 6 oleg /oleg/ ‘a balinese dance’ /olleɂ/ substitution 7 roko /roko/ ‘cigarette’ /lokoh/ insertion 8 katos /katos/ ‘hard’ /hastuh/ substitution 9 kapak /kapak/ ‘an axe’ /hapah/ substitution 10 papat /papat/ ‘four’ /papas/ substitution 3.2 pictures naming 65 pictures representing the consonants and vowels in different distribution were shown to be named by kw. all errors were counted to determine the level of severity. the phonological errors are listed below. table 2 forms and types of phonological errors in pictures naming no pictures shown targeted sounds/meaning spoken sound types of sound errors 1 /kapak/ ‘axe’ /lapak/ substitution 2 /tujuh/ ‘seven’ /subuh/ substitution 3 /baju/ ‘shirt’ /badu/ substitution 4 /bikul/ ‘rat’ /pikul/ substitution 5 /tabuan/ ‘wasp’ /na naŋkuan/ distortion 6 /tomat/ ‘tomato’ /opat/ omission 7 /sate/ ‘satay’ /sake/ substitution 8 /kipas/ ‘fan’ /ipas/ omission 9 /dǝdarǝ/’pigeon’ /dǝdalǝ/ substitution 10 /toke/ ‘gecko’ /meldǝ/ distortion 3.3 answering short questions there were 65 short questions to be answered by kw. the questions were about his identity, his relatively closed environment, his past experience and problem-solving questions. this was conducted to know his language modality. the phonological errors are listed below. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 142—157 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 148 table 3 forms and types of phonological errors in answering short questions no short questions kw’s answers targeted answers 1 nyen adane pak? ‘what’s your name, sir?’ /i kǝtut widiyǝ/ i ketut widya 2 kuda umure? ‘what’s your age?’ /ah eh uh/ tujuh puluh ’seventy’ 3 bulan ape pak lekad? ‘in what month were you born?” /dua bǝlas/ desember ‘december’ 4 dija pak ngoyong? ‘where do you live?’ /kǝlagǝ//buleleŋ/ buleleng 5 apa gegaene pidan? ‘what did you do for a living?’ /kulu/ guru ‘teacher’ 6 bapak ngajin murid kelas kuda? ‘what grade did you teach?’ /celem un em enem/ kelas enem ‘grade sixth’ 7 mata pelajaran ape ajin pak e? ‘what lesson did you teach?’ /matih, ipapa, ipeneh matik, ipa, ips math, natural science 8 dugas pidan pak pensiun? ‘when did you retire” /empat dua riju, dua 2008 duo ridu delapan/ 9 nyen adan kurenan bapake? ‘what is your wife’s name?’ /kǝtut ladiye/ ketut ladri 10 dija kurenan pak megae? ‘what does she do?’ /kuud lekon penadi/ petani ‘a farmer’ 3.4 oral reading the speech output of aphasia patients can be stimulated by oral reading task. it is considered prominent to allow him to produce linked sounds, not an individual sound, because language sounds are functional (ladefoged, 2003). it is conducted to know the sound errors and any intonation, rhythm and word stress that is related to the extent of normal function of right hemisphere. here is the ability of kw in reading a balinese folklore. i siap selem ada katuturan satua i siap selem ngelah pianak pepitu. ane paling cerika tusing ngelah bulu madan i doglagan. sawai-wai i siap selem ngalih amah nganti ke dauh pangkunge. sedek dina anu ritatkala i siap selem teken panak-panakne ngalih amah dauh pangkunge, lantas langite megerudug nyihnayang lakar ujan. tusing joh uli pangkunge ento, tepukina ade umah tongos maembon. a black hen once upon a time, lived a black hen with her seven chicks in which the youngest did not have any feathers, called i doglagan. every day she took hers to the river bank, sometimes crossed the river to find foods. on a single day, when the black hen and her chicks were enjoying the food, suddenly the sky was covered by the dark clouds about to rain hard. is was nit far away from the valley, there was seen a house to have shelters. kw: /se se lah eap eleb/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 142—157 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 149 /sade...adǝ katuturan..cu.. pulia… pula… eyap ketem…ku…kolo…konan… elah… pelak ..pi.. panak papitu/. /lande paling kelike,.. gege..ge ge ige ige.. ulih ngalek ngulih.. pe…pe …ulun kelah hulu madi madan iidog…. / wis wai wai i siap penlem ngalih amah ladi ke lauh pangkung/. dadi..ce.. ye ..pe..joh… ya.. aken.. akud.. ne …ladu ikaoh ritatkala..iyap..elem…kete..ketet…ketet..ehketet..uh..geliget..ganah..man...nag…ah…ngadih…ng alih amah..wo po do kulo o dah pangkunge/. /lantas.. la… langite maduduk ilaka...laka dijah..ka..sugi doh…lalu…bloh..lejo…udoh…uri tabinge ndoh ngatu linah ngandah kondah kocong ngenah anggon membon/. all data were then observed comprehensively both to find linguistic phenomenon and underlying pathology in his language area. the data were counted to determine percentages of correct, incorrect sound and sound severity. based on the observation, language modality of the subject was decreasing due to a lot of errors in words naming, pictures naming, answering short question and reading. it was clear that kw tended to prolong the stress in the first vowel of the first syllable, as opposed to the balinese words which are usually stressed in final syllable. to know kw’s language modality, here is the summary of all results of phonological tasks. table 4. kw’s performance on the set of phonological tasks phonological task total correct (n=65) % correct level of severity phonemic errors/ total errors % errors = phonology word naming 21 0.32 severe 35/44 0.80 picture naming 25 0.40 mild 37/40 0.92 answering question 19 0.29 severe 40/46 0.87 oral reading 22 0.34 severe 38/43 0.89 total 87 1.35 severe 150/173 3.48 based on aphasia severity rating scale of boston test, kw’s speech performance was categorized severe. he could not perform fluent verbal expression, i.e. double repetition of first syllable. it was required some hard effort for listener to conclude, question and predict what he was trying to say. he showed limited information range and communication burden was on listener’s side. he had difficulties in repeating words and articulating sounds (kusumoputro, 1992). rating showing correct phonemes and phonological errors produced by kw can be seen in the following graph. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 142—157 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 150 0 .3 2 0 .4 0 .2 9 0 .3 4 0 .8 0 .9 2 0 .8 7 0 .8 9 w o r d n a m i n g p i c t u r e n a m i n g a n s w e r i n g s h o r t o r a l r e a d i n g correct phonemes phonological errors figure 1: kw’s correct phonemes and phonological errors 3.5 forms and types of phonological errors phonological errors produced by kw covered two domains, phonetic errors and phonemic errors. phonetic errors were related to inaccuracy of individual sound articulation, either place of articulation or manner of articulation. individual sound means that it is not a functional sound in a combined segment, i.e. vocal onset time. they are usually caused by neuromuscular impairment; cranial nervous and muscles of speech production organs (lieberman and blumstein, 1988). the phonetic errors can be recognized from formant value and physiology of speech sounds. meanwhile the later are related to neighboring sound rules, in which a sound segment in a word can undergo a phonological process due to the characteristic or distinctive features and position in identical or contrast environment (schane, 1992). of four different phonological tasks, there were 4 types of phonological errors, namely distortion, substitution, insertion and omission of consonants and vowels as shown in the following table. table 5. kw’s performance on the set of phonological tasks phonological tasks distortion substitution insertion omission word naming 7 31 4 2 picture naming 4 28 6 2 answering question 7 35 2 3 oral reading 15 18 7 2 total errors 35 112 19 9 e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 142—157 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 151 3.5.1 phonological errors in word naming in word naming, the 65 listed words were named by kw. these words consist of one or more syllables showing consonants and vowels in different distribution, in initial, middle and final of words. of those words, there were 44 phonological errors including 31 substitutions, 7 distortions, 4 insertions and 2 deleted segments. the sounds /p/, /r/, /s/ became an [l] for 3 cases in all distributions, the sounds /d/, /t/, /k/, /h/, and /ɲ/ turned into [s] for 8 cases in all distributions, the sound /g/ became [ɂ] and [d] for 3 cases in final syllables, the sounds /s/ and /k/ became [h] for 3 cases in initial and final, the sound /ɲ/ turned into [n] and [s] for 2 cases in initial and middle, the sound /y/ became [j] for 1 case in initial, the sound /y/ became [ɲ] for 2 cases in the middle, the sound /s/ became [k] for 2 cases in initial, the sound /g/ became [k] for 1 case, the sound /t/ became [b] for 1 case in final, the sound /p/ became [k] for 2 cases and the /u/ and /e/ became [o] for 2 cases in initial and final. in distortion, the sound /u/ became [a] for 3 cases, sound /p/ became [l] for 4 cases, insertion of sound [i] occurred for 2 cases, and the omission of sound /k/ occurred for 2 cases. 3.5.2 phonological errors in picture naming briefly in picture naming, kw made 40 phonological errors which consisted of 28 substitutions, 4 distortions, 6 insertions and 2 omissions. the sound [l] was substituted by [r] for 5 cases in all distributions. sound [b] was substituted by [p] for 4 cases in all distributions, sound [j] was substituted by [b], [g] for 4 cases in final, sound [t], [l] were substituted by [s] for 2 cases in initial and final, sound [y], [j] were substituted with [d] for 3 cases in initial and in the middle, the sound [d] was substituted by [j] for 3 cases in initial, sound [y] was substituted by [ɲ] for 3 cases in the middle, sound [s] was substituted by [k] for 2 cases in initial, the sound [i] was substituted by [e] for 2 cases in final, the sound [t] was deleted for 3 cases in final, the sound [p] was deleted for 3 cases, insertion of [h] in final for 3 cases, and insertion of [i], [u] for 3 cases in final. 3.5.3 phonological errors in answering questions in answering questions, kw understood the question quite clearly but mostly he could not implement them into correct sounds. he could answer 19 of 65 questions quite clearly with 46 phonological errors. the errors were 35 substitutions, 7 distortions, 2 insertions and 3 omissions. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 142—157 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 152 sound /g/ became [k] for 10 cases in all distributions, sound /b/ became [d] for 5 cases in all distributions, sound [t] became /n/ for 8 cases in the middle, sound [k] became /n/ for 2 cases in initial and in final, sound [y] became /d/ for 2 cases in initial and in the middle, sound [d] became /n/ for 2 cases in initial, sound [s] became /h/ for 2 cases and vocal sounds [i] [e] became /i/ for 3 cases in initial and final. distortions of sounds [k], [l], [s] occurred for 7 cases in any distributions, omission and insertion of sound [k] took place in initial and final for 3 cases. 3.5.6 phonological errors in oral reading in oral reading, kw found it very difficult to encode the written symbols into sound system due to lesion in language expression area. he repeated first syllables or added other phonemes. he made 43 errors with 18 substitutions, 15 distortions, 7 insertions, and 2 omissions. the sound [d] was substituted with [l] for 5 cases in all distributions and /l/ became [r] for 5 cases in all distributions. sound /b/ became [h] for 4 cases in final, sound [g] was substituted by [k] for 2 cases in initial and in final and last was substitution [t] with [d] for 2 cases in final. distortion of [r], [m], [n], and [s] was in all distributions for 15 cases, the insertion of sounds [h], [k] for 7 cases in final and omission of sound [y] for 2 cases in the middle. sound substitutions mostly appeared instead of the other types of errors. based on generative phonology, sound segments may alter into other segments either in homorganic or same features or distinctive ones (schane, 1992). the mental process of sound judgement from underlying representation through phonological rules into phonetic representation. we argue that different speech stimulation could trigger sound inconsistency for the same word. voiceless velar stop sound [k] that starts the word ‘kapak’ meaning an axe in the word naming task was substituted by a lateral sound [l] leading to a nonword [lapak]. however, the velar consonant sound [k] both in initial and final was substituted by glottal fricative [h] as [hapah] in the picture naming task. sound distortion in aphasia refers to errors caused by phoneme substitution, insertion and omission of two or more segment leading to non-words. distortion was also indicated to occur when second syllable was put forward before the target sounds were completed and repetition of second syllable. the summary of the distribution of phonological errors can be tabulated below. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 142—157 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 153 table 6. distribution of phonological errors task distortion substitution insertion omission word naming 7 31 4 2 picture naming 4 28 6 2 spontaneous answer 7 35 2 3 oral reading 15 18 7 2 total jumlah kesalahan 35 112 19 9 7 4 7 1 5 3 1 2 8 3 5 1 8 4 6 2 7 2 2 3 2 distortion er rors substitution errors insertion err ors omission errors 20% 65% 10% 5% distortion substitution addition deletion figure 2. the degree of phonological errors of kw 3.5.7 lexical access the high front vowel [i] was altered into a low middle vowel [a] and in the second syllable [a] was substituted by [e]. these errors commonly occurred in aphasia speech production when semantic layer moved to lemma selection and finally to phonological encoding which did not work properly due to breakdown in phonetic implementation (dell, et, al 1997). neuronal side of views, the lesion in anterior fissure rolandic area could bring some motoric failure in sending the messages in broca to motoric nervous that controls the speech organs to implement the phonetic representation (kemmerer, 2014). very interesting evidence was found in kw’s speech production. language impairment could affect the duration of coding the mental concept for the last syllable in mind had not been completed yet and the time for judging the phonological e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 142—157 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 154 encoding into phonetic implementation had earlier started, i.e. /batu/ ‘stone’ becoming [tuh,,batuh]. this kind of phonological rule is well known as mutation (schane, 1992). alteration of syllable structures from a standard system was caused by failure of phonological encoding process to phonetic implementation. lexical knowledge of kw was packed in three layers of networks known as semantic layer, word layer and phonological layer each of which is connected bidirectionally from semantic feature to phonological feature. each step is activated in top down, that is from semantic unit to word unit and to phonemic unit or button up, from phonemes to words and to semantic (dell, 1997., schwartz, et. al, 2006). word naming began from encoding the orthography, to word concept and to phonetic representation. the phonological errors spoken by kw were related with breakdown of phonetical implementation resulting in non-words. based on the evidences, it can be argued that phonetic output failure was in between of segmental formulation and phonetic judgment either due to existing linguistic experience or physiological system. the patterns of errors produced by kw were associated with word selection or lemma and phonological encoding. in balinese, it is hard to find words that share the same concepts, the same sounds and same orthography. the balinese word ‘guak’ meaning a crow does not have comparing identical sounds, so it does not share another concept. when ‘guak’ was activated, the linguistic knowledge of other languages, such as balinese and indonesian would also be activated, i.e. ‘kedis’ and ‘burung’ meaning bird. the phonological encoding lasted in phonetic implementation of non-words. this occurred due to errors in phonemic selection; /kuak/, /guah/, /gǝdis/, and /bulung/. phonologically, the implementation of segments in aphasia may change either into identical features or distinctive ones. the voiceless sound [k] was altered by the voiced sound [g] or the voiced sound [g] was altered by the voiceless [k]. instead of voicing, segment alteration may be determined by the place of articulation distinctive features; trill sound [r] in the indonesian word burung ‘bird’ becomes lateral sound [l] /buluŋ/. these errors were produced by kw because there was not any appropriate coordination between underlying form and phonetic representation due to the lesion in language expression in triggering the cranial nervous of speech organs (sidharta & dewanto, 1986., novick, et al 2010., buckingham & chrisman, 2008). e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 142—157 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 155 4. novelties the novelties in this article are (1) severity measurement of language modalities in broca’s aphasia. the data are categorized as a novelty because they were obtained from oral data that had never been transcibed into writing. (2) the theory used is neurolinguistics combined with the theory of generative phonology proposed by schane. generative phonology describes how the intended sound is represented as the phonetic realization; meanwhile neurolinguistics describes the neuronal base of phonological errors. (3) the method used is qualitative with phenomenology research paradigm. the data of this study are quantitative which certainly differ from the other subjects based on the medical condition of each patient. 5. conclusion the research data was along with empirical evidences of previous related studies about decreasing language modality produced by the patients with broca’s aphasia. based on phonological tasks, such as word naming, picture naming, answering questions and oral reading, the main results of this study showed that there were 4 types of phonological errors, namely sound distortion, substitution, insertion and omission in which the second had high percentage. kw’s language modality was considered severe based on aphasia severity rating scale of boston test. in phonological encoding, the segments in aphasia may be paired with other segments either with shared semantic or shared phonology. we argue that different stimulation of speech could trigger sound inconsistency. the evidence showed that there was some inconsistent sound alteration from one task to another task. the phonological errors occurred when the second syllable was put forward before the target sounds were completed because there was not any appropriate coordination between underlying form and phonetic representation due to the lesion in language expression area. 6. acknowledgements we thank the patient and his family for their generous assistance to this study. special appreciation is addressed to dr. dian for her neurology description and lecturers of doctoral program of linguistics of udayana university for giving permission and help in this project. special thanks are addressed to the board of examiners: prof. dr. ketut artawa, m.a, prof. dr. i e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 142—157 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 156 ketut darma laksana, m.hum, dr. made sri satyawati, s.s., m.hum and dr. ni made dhanawaty, m.s., for their critical comments and suggestions for the improvement of this paper. references: adam. h. 2014. dysprosody in aphasia: an acoustic analysis evidence from palestinian arabic. journal of language and linguistic studies, 10 (1), 153162 arifuddin. 2010. neurophsycolinguistics. jakarta: raja grafindo persada. bambini, v. 2012. neurolinguistics. in j.o otsman., j. verschueren. hands book of pragmatics (pp.129). john benjamin publishing company, (chapter 1) bastiaanse, r., & zonneveld, v.r. 2004. broca's aphasia, verbs and the mental lexicon. brain and language, 90, 198–202. benson, d. f. 1979. aphasia, alexia, and agraphia. new york: churchill livingstone, new york. buckingham, h.w., & chrisman, s. s. 2008. disorders of phonetics and phonology. in b. stemmer, & h.a. whitaker. handbook of neuroscience of language (pp.127 – 136. london: elsevier ltd dell. s.g., chang, f., & griffin, z.m. 1999. connectionist models of language production: lexical access and grammatical encoding. cognitive science, 23 (4), 517-542. freemon. f.r. 1982. classification of aphasia, in neurology of aphasia (kirsner s and freemon f.r eds) 36. swetz & zeitlinger b,v,lisse gandour, j.t. 1998. phonetics and phonology. in b. stemmer., h.a. whitaker. handbook of neurolinguistics, (pp. 207 – 218). indiana: academic press, (chapter 13). gordon, b., & ledoux k. 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(1999). traininginduced brain plasticity in aphasia. brain, 122, 1781-1790. novick, j.m., trueswell, j.c., thompson, s., & sharon, l. (2010): "broca's area and language processing: evidence for the cognitive control connection". language and linguistics compass 4: 906–924. robson, j.,marshall, j., pring, t., & chiat, s. (1998). phonological naming therapy in jargon aphasia: positive but paradoxical effects. journal of the international neuropsychological society, 4, 675686. schane, s. b. (1992). generative phonology. san diego: prentice hall.inc. schwartz, m.f., dell, g.s., martin, n., gahl, s. (2006). a case-series test of the interactive twostep model of lexical access: evidence from picture naming. journal of memory and language, 54, 228–264 sengkey, l.s, pandeiroth. p. (2014). mirror therapy in stroke rehabilitation. jounal biomedic, 6 (2) 84-90. sidharta, p, & dewanto, g. (1986). anatomi susunan saraf pusat manusia. jakarta: pt. dian rakyat widjaja, h, putra ibk, nuartha, aabn. (2015). neurorestorasi pasca-cva: harapan baru penderita cva. continuing medical education, 42 (4), 257-261. biography of author i ketut wardana, a lecturer at mahasaraswati denpasar university, was born in kapal, mengwi, badung-bali, 30 th of september1971. he completed the bachelor program (s1) on english study program of faculty of teacher training and education of mahasaraswati denpasar university in september 2008. he graduated from magister program (s2) of postgraduate program of udayana university on september 2011. in 2016, he joined to doctoral program (s3) of linguistics department in udayana university, and the title of his dissertation is “phonological disorder of speech output of patients with broca’s aphasia: an analysis of neurolinguistics”. he has taught several subjects of linguistics since he has been a lecturer in mahasaraswati denpasar university. there are several researches that have been done, like phonological errors on impaired language modality produced by individuals with broca’s aphasia, and sonority sequencing principle in phonological errors of patients with broca’s aphasia https://ejournal.unsrat.ac.id/index.php/biomedik/issue/view/752 https://ejournal.unsrat.ac.id/index.php/biomedik/issue/view/752 sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 14, no. 2, july 2020, pages: 315-321 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i02.p15 315 illocutionary speech acts in indonesian language learning at high school dewa ayu widiasri email: dewaayuwidiasri1@gmail.com ikip pgri bali article info abstract* received date: mei 22, 2020 accepted date: mei 22, 2020 published date: july 31, 2020 keywords:* speech acts, illocution, and indonesian language learning . the purpose of this study is to describe the types of illocution in the form of verbal speech acts between teachers and students in learning indonesian language at senior high school 1tampaksiring, gianyar, bali. this study applied descriptive qualitative analysis with the support of audiovisual recordings technique, observation methods, documentation methods that combined with pragmatics and classification techniques. the results of the study have shown that the types of illocution, with the order of use, are directive function (40%), expressive (25%), assertive (20%), commissive (10%), and declarative (5%) in teacher and student speech acts. 1. introduction indonesian language learning is experiencing a transition due to the change in the ktsp curriculum to the 2013 curriculum, especially at the high school level (permendikbud no. 59 of 2014: sabilah, 2018). permendikbud no. 59 states that learning is a process of interaction between students and educators and learning resources in a learning environment. interaction in the learning process is based on the ability of teachers to communicate effectively with their students. in addition, the teacher's ability requires language as a medium and a communication tool to achieve competency standards (permendiknas no. 13 of 2014). research on illocutionary speech acts in learning indonesian in class is relevant to the following studies; first, sabilah (2018) in his dissertation entitled "intercultural competence of english language learning in primary school students". sabilah's research analysis is about the use of pragmatic intercultural theory and foreign language learning theory. the pragmatic intercultural theory referred to is the theory of speech act meaning proposed by searle (1969) and wijana and rohmadi (2009). the results of the analysis show a pragmatic description of elementary english learning materials and develop types of speech acts that are appropriate to be applied to english learning in elementary schools. these types of speech acts are integrated into the learning of intercultural competencies in english language lessons, in elementary schools. learning design shows an intercultural competency of learning planning design consisting of three essential components, namely lingual forms of lexicon and grammar, learning topics that lead to intercultural competency learning, and the form of meaning, function, as well as types of 316 speech acts. the similarity between sabilah's research and this research is that both use the theory of speech acts of searle (1969), while the difference in research lies in the object of study. the object of sabilah's research study focuses on learning english in elementary school, while the object of this research study focuses on the process of learning indonesian in class x sma 1 tampaksiring. sabilah's research contributes to this research in its design of intercultural competency learning planning in english language learning. furthermore, lingual forms are found in the form of lexicon and grammar, learning topics related to intercultural competence, the form of meaning, function, and types of action said. second, zayed (2014) writes a journal entitled "jordanian efl teachers 'and students' practice of speech acts in the classroom". zayed's research analysis uses speech act theory proposed by brown (1980; 2001), lee and van patten (1995) , hadly (2001), about an apology, compliment, greeting, request, and thanking public schools in amman. the results of the study review between teachers and students, there is no prior preparation about which speech act should be used. teachers are dominated by using speech act types of greeting, request, and thanking, while students are dominated by speech act apology and compliment. the research equation between zayed's research and this research is that both use the speech act theory to analyze speech acts. the difference in research lies in the use of supporting theories and objects of study. the object of zayed's research study took 30 female students and teachers in the public school, amman, while this study took participants all students in class x sma i tampaksiring along with indonesian language teachers. zayed's research has contributed to this research in showing that students and teachers have their pragmatic competencies so that learning objectives are achieved well. third, montolalu et al. (2013) in a journal entitled "verbal and nonverbal loyalty in imperative speech in indonesian language learning in pangudi luhur ambarawa middle school, central java". research analysis of montolalu, et al. uses theory proposed by stephen covey in realizing effective communication, namely the attitude of respect, the ability to place ourselves in situations or conditions faced by others or empathy, can be heard or understood or audible. furthermore, it shows clarity and humble attitude. the results of the study conducted by montolalu, et al. explained the form of verbal and nonverbal imperatives spoken by teachers and students at pangudi luhur ambarawa middle school as ordinary imperative speech forms, requests, granting permits, invitations, and orders. the imperative speech form is based on the principle of politeness, generosity, appreciation, simplicity, and sympathy, as well as deviations of the politeness principle on sympathy and appreciation the similarity of research conducted by montolalu, et al. and this research is in the use of illocutionary speech acts as an effort of learning strategies by teachers and students in achieving learning objectives. the difference between research of montolalu et al. and this research lies in the research subject. the subject of research conducted by montolalu, et al. was students of pangudi luhur ambarawa middle school in learning indonesian, while this study took the subject of research in class x students of sma i tampaksiring. montolalu, et al.'s contribution to this research is related to the principle of politeness as a part of the learning process that is important to avoid miscommunication, avoid deviations from the politeness principle, and maintain polite forms of speaking between students and teachers. it can be stated that language has an important role to build effective and efficient learning activities needed by educators. the ability of this language is closely related to the situation of the word and the context in which the utterance is spoken. this language ability is part of pragmatic competence to obtain competency standards following indonesian language learning. 317 based on the explanation above, the formulation of the problem in this study is "what is the form of speech acts of illocution in learning indonesian in high school". the result of this problem is believed to be able to describe the function of the illocutionary speech act. furthermore, the research produce a learning strategy of combining several theories, included theory of illocutionary speech act in learning indonesian in high school. 2. research method this study applies a qualitative descriptive method analysis using oral data are taken from teaching and learning interactions. the data originated from audio-visual recordings and written data in the form of syllabus, lesson plans, manuals, student worksheets, and scores of national final examination of indonesian language for class x students of sma i tampaksiring. data was collected using non-participant observation methods in the form of observation and note-taking techniques (sudaryanto, 2015; 1993: 133). audio-visual recordings were transcribed into written data in an orthographic manner. data analysis techniques used in this study were pragmatic matching techniques and classification techniques that are used to separate verbal forms of speech acts from the functions and verbal meanings of speech acts. finally, it is recapitulated in the data record sheet and presented using formal methods and informal methods. 3. result and discussion searle (1969) argues that speech acts are classified into five speech acts; namely assertive speech acts, directive speech acts, commissive speech acts, expressive speech acts, and declarative speech acts. based on the verbal form of speech act, it is found assertive function, directive function, and expressive function, commissive function and declarative function. the explanation of the data in each function is as follows. 3.1 realization of assertive functions this speech act demands the speaker and the speech partner on the truth of the proposition that expressedd in the utterance spoken. this assertive form of speech includes stating, informing, suggesting, boasting, complaining, demanding, or reporting. the following shows one example of the type of assertive speech act stated. data 1 guru : apa itu teks puisi? siswa : karya sastra translation: teacher : what is a poetry text? student : literary work the type of assertive speech acts is a form of states contained in the data 1. the teacher states in the form of utterances "what is poetry", the teacher produces these utterances to ask students about the meaning of poetry. then students answer with "literary work". based on data 1, the speaker uses assertive speech acts that aims to provide new knowledge to students by stimulating students' understanding of poetry texts. 318 3.2 realization of commissive functions this speech act involves the speaker and the speech partner in several actions that will occur in the future. commissive speech forms include promising, swearing, offering, and offering prayers. of the four commissive forms proposed by searle (1969), only two data were related to the types of commissive speech acts offer and offer prayers, while the types of commissive speech acts of promising and swearing forms were not found. the following describes one type of commissive speech acts offered. data 2 guru : silahkan dibuat tugas dibuku tugas. bagi yang tidak bawa buku tugas, boleh dikerjakan di kertas selembar siswa : (sejumlah siswa membuat tugas di kertas selembar dan lainnya membuat tugas di buku tugas mereka) translation: teacher : please do the assignment in the workbook. for those who do not carry a workbook, it can be done on a sheet of paper student : (some students did assignments on a sheet of paper and others did the assignments in their assignments) data 2 is a commissive speech act in the form of offering from the teacher to students about making assignments that appear in the utterance “please make assignments in the assignment book. for those who do not carry a workbook, it can be done on a sheet of paper. the teacher uses this utterance to offer students to make assignments in a workbook or on a piece of paper. this commissive speech act function offers aims to offer students who do not carry assignments, so they can also do their assignments. these efforts are made by the teacher so that the learning process runs smoothly and the learning objectives are achieved. in this way, the commissive function in the form of offers aims to get a conducive and acceptable learning process by students in the learning process in class. 3.3 realization of expressive functions this speech act serves to describe between the speaker and the speech partner on the psychological attitude of some actions that will occur in the future. expressive speech forms consist of saying thank-you, congratulating, forgiving, blaming, praising, expressing, and condolences. of the eight expressive forms put forward by searle (1969), only two data were they are types of expressive speech acts expressing gratitude and praise, while the types of expressive speech act form of congratulating, forgiving, blaming, stating, and condolences were not found. the following is one type of commissive speech act expressing thanks. data 3 guru : terima kasih kepada grup yang sudah mempresentasikan hasil diskusi mereka tentang resensi game online. silahkan berikan tepuk tangan atas tampilan mereka di depan kelas. siswa : (siswa tampak memberikan tepuk tangan dengan meriah atas tampilan teman mereka dalam mempresentasikan hasil diskusi mereka) translation: teacher : thank you to the group for presenting the results of their discussion about online game reviews. please give a round of applause for their 319 appearance in front of the class. student : (students seemed to give a standing ovation for the appearance of their friends in presenting the results of their discussion) data 3 is an expressive speech act that is categorized in the function of congratulating, done by the teacher to students who were presenting the results of their discussion as seen in the utterance "thank you to the group who have presented the results of their discussion about online game reviews. please give a round of applause for their appearance in front of the class. the teacher produces these utterances to congratulate the group who presented their discussion results in front of them. the function of this speech is to appreciate the results of their efforts in presenting online game reviews. 3.4 realization of declarative functions the form of speech that intends to affect performance successfully causes a good correspondence between propositional and reality, such as surrender, firing, freeing, naming, isolating, pointing, determining, imposing punishment, coercing and convicting. from the eleven declarative forms proposed by searle (1969), there is only one data found in the type of declarative speech acts that force, whereas the declarative speech acts form surrender, dismiss, release, naming, isolate, appoint, determine, impose sentences, and sentenced not found. the following describes one type of declarative speech acts of force. data 4 guru : apakah ada pertanyaan tentang teks laporan hasil observasi? siswa : (siswa tidak merespon pertanyaan guru) guru : apakah saudara/saudari tidak paham atau tidak tahu siswa : masih belum paham bu, bisa tolong dijelaskan kembali translation: teacher : are there questions about the text of the observation report? student : (students did not respond to their teacher) teacher : do you not understand? student : we do not understand mom. could you please, re-explain? data 4 is a form of utterance forcing relevant to declarative functions. this is because one of the hallmark features of the directive function is force. this function aims at representing illocutionary acts when he performance is successful causes the speech partner to correspond accurately between propositional and reality. the practical form is illustrated from the utterance "are there questions about the text of the observation report". the sentence is a series of realization of the next utterance, which is "do you not understand?". the text appears because students do not respond to the teacher’s questions about students' understanding of the range of observation report text. the relationship between the form of forced speech with declarative functions is to force students to understand the text of the observation report so that the learning objectives are achieved well. 320 3.5 realization of directive function this form of speech act gives the action effect on the speech partner, such as ordering, asking, asking, suggesting, encouraging, and advising. from the seven forms of directives put forward by searle (1969), there are five data found in the types of directive speech acts, while the types of the directive speech act in the form of pleading and advocating are not found. the following is one type of directive speech act governed. data 5 guru : tolong buat beberapa group kecil untuk berdiskusi tentang laporan hasil observasi. siswa : (terdapat beberapa siswa tidak mengindahkan perintah guru dalam membuat grup kecil) guru : (karena terdapat sedikit respon dari siswa, guru mengulang kembali perintah untuk membuat grup kecil). tolong dibuat grup kecil dengan teman seputar tempat duduk! siswa : baik bu translation: teacher : please make a few small groups to discuss the report on observations. student : (some students do not heed the teacher's commands in creating small groups) teacher : (because there is little response from students, the teacher repeats the command to make a small group) please make a small group with friends around your seat! student : ok mom data 5 is a form of governing utterance following the directive function because one of the characteristics of the directive function is the ordered utterance form. this function plays a role in causing several effects through the actions of the speech partner. the form of commanding appears in the utterance "please make a few small groups to discuss the report on observations". the text is not responded well by students to make small groups. therefore, the teacher re-orders the students to make small groups visible on the words "please make a small group with friends around the seat". with the appearance of the commanding speech form above, some students respond by forming small groups with friends around the seat. there is a relationship between the form of commanding utterance and he directive function, that is, the teacher's relationship between the form of coercive utterance and the directive function is to force students to understand the text of the observation report so that the learning objectives are achieved well 4. findings through the use of illocutionary speech acts in indonesian language learning, students do not only master the language in oral form but also in written form as an output of the teacher's success in communicating to convey indonesian language learning to stimulate students to use the indonesian language correctly and adequately. mastery in communication is used as the output of indonesian language learning material in class. the communication mastery includes speech acts based on verbal speech acts dominated by directive functions (40%), expressive 321 functions (25%), assertive functions (20%), commissive functions (10%), and declarative functions (5%) in the interaction of teacher and student in clss in learning indonesian language. 5. conclusion the realization of each verbal form of speech acts is relevant and is influenced by the context of learning being taught. illocutionary speech acts consist of five speech acts; namely assertive speech acts, directive speech acts, commissive speech acts, expressive speech acts, and declarative speech acts. the most dominant speech act is the directive function speech act because the teacher gives an action effect on students in the form of commanding, asking, and giving advice. 6. acknowledgments i would like to expree my deep gratitude to prof. dr. made budiarsa, m. a, prof. dr. nengah sudipa, m.a., dr. made sri satyawati, m. hum, prof. dr. ida bagus putra yadnya, m.a., dr. a. a putu putra, m. hum, dr. nyoman seri marlini, m. hum, dr. ni made dhanawati, m.hum, for their patient guidance enthausiastic encouragement and useful critiques of this research work. references: montolalu d.e, sutama made, dan suandi in. kesantunan verbal dan nonverbal pada tuturan imperatif dalam pembelajaran bahasa indonesia di smp pangudi luhur jawa tengah. jurnal pendidikan dan pembelajaran bahasa indonesia. vol 2, 110. bali: universitas pendidikan ganesha. sabilah, fardini. 2018. designing the intercultural teaching using “dialog reading” strategies for the english students at primary schools. e-journal of linguistics (ojs), vol 12 (1), 114. denpasar: universitas udayana. sabilah, fardini. 2018. kompetensi interkultural pembelajaran bahasa inggris siswa sekolah dasar. disertasi. bali: universitas udayana. searle, jhon r. 1969. speech act: an essay in the philosophy of language. new york: cambridge university press. sudaryanto. 1993. metode dan aneka teknik analisis bahasa. jakarta: duta wacana university press. sudaryanto. 2015. metode dan aneka teknik analisis bahasa: pengantar penelitian wahana kebudayaan secara linguistik. yogyakarta: sanata dharma university press. zayed mohammad niveen. 2014. jordanian efl teachers’ and students’ practice of speech acts in the classroom. international journal on studies in english language and literature (ijsell), vol 2 (5), 1 – 10. usa: arc publication, llc biography of author dra. dewa ayu widiasri, m.pd, was born in karangasem on december 30 th , 1967. she is a lecturer in ikip pgri bali. she hold a master of education in undiksa, singaraja, bali. email: dewaayuwidiasri1@gmail.com 1 structure and grammatical function of leo language i ketut yudha indonesian department, faculty of education of languages and arts teachers’ training college of saraswati tabanan email: yudhaketut@yahoo co id. ketut artawa study program of linguistics, faculty of letters, udayana university aron meko mbete study program of linguistics, faculty of letters, udayana university ni made sri satyawati study program of linguistics, faculty of letters, udayana university abstract lio language is a language spoken in central flores. having limited morphological process in general and affixation process involving verbs (head marking) and nouns (dependent marking) in particular, it is classified into an isolating language. the studies exploring the languages spoken in the eastern part of indonesia using lexical functional grammar and the theory of typology are highly limited. in addition, lio language is merely an isolating one and does not have cross referencing. it is this which inspired the writer to conduct research in syntax. this study aims at investigating the canonic structure, the types of verbs used as predicates, the grammatical function, the alternate of clausal structure, the mapping and the pivotance in lio language. the results of analysis show that the clauses in lio language can be divided into basic clauses with verbal and nonverbal predicates. the predicates of the verbal clauses are classified into simple, serial, and causative. the serial verbal constructions are distinguished based on the semantic features of the verbal components forming the serial verbal constructions. these types can be observed from the nature of the relationships among the components forming the serial verbal constructions. a serial verbal construction is made up of more than one verbs and behaves as a simple predicate. there is no dependence marker among the components forming the serial verb. the causative structure also forms monoclause and biclause. the functional mapping uses the features [+/-r] and [+/-o], the argument uses the features [-r] and [-o] which are mapped to subj, [-r] and [+o] are mapped to obj, [+r] and [+o] are mapped to obj2 or objɵ and [+r] and [-o] are mapped to obl (oblique). lio language has gf subj and obj as the nuclear gf (nuclear grammatical function), and obl, comp, and adj as the nonnuclear grammatical functions. the subj appears before the verb (preverbal position) and the obj appears after the verb (postverbal position). based on how the constituents are ordered, lio language is an svo and vos language. typologically, it is classified into an ergative as well as accusative language. it is classified into an ergative language as the argument of the unmarked transitive verbal p is similarly treated to the intransitive simple argument depending on how the constituents are 2 ordered. the limitation of lio language is that p and s can be relativised and modified by the emphatic marker. the only p and s which function as pivots allow the noun which coreferences in both the coordinate and subordinate clauses to disappear. keywords: structural alternates, verbal serialization, valence, transitivity, mapping, causative and ergative typology. 1. introduction one of the regional languages in indonesia is lio language ‘bahasa lio’, hereinafter referred to as bl. it is one of the regional languages under the regional language sub group of bima-sumba (esser, 1951). it is used by its speakers as a means of communication. most people who belong to lio ende ethnic group still speak their local languages called sara lio ‘lio language’ and sara ende ‘ende language’ in their socio-cultural life (mbete et.al, 2006: 9). the regions where bl is spoken cover detusoko district, maurole district, ndori district, kelimutu district, detukeli district, kota baru district, wewaria district, maukaro district, wolojita district, lio timor district, and east ende district, all of which belong to ende regency. in addition, bl is also spoken in paga district and mego district which are located in sikka regency and in the areas adjacent to ende. from the morphological typology, bl is classified into an isolating monomorphemic language which does not have morpholexical process (saradi, 2000). the words and morphems in this isolating language are one-to-one correspondence or every word is a morphem or vice versa. the words in this language are monomorphemic (see comrie, 1981: 39) as structural alternates cannot be measured through affixation. bl is an svo language (subject-verb-object) and typologically it is an accusative and ergative language. the syntactical ergativeness of a language can be seen from the syntactical rules similarly treating p to s and differently treating p from a. anderson (1976) states that not all languages are morphologically ergative; there are several which ergative are syntactically. morphologically, most ergative languages have the syntactical rules which behave as the syntactical rules in the accusative language which similarly treat a to s. this study aims at exploring the canonic structure, the grammatical function, the verbal serialization, the mapping and the structural alternate, the adjunct clause in bl and its ergativeness realized based on pivotance. 3 2. research method this research is in field linguistics, and the methods used are (1) direct elicitation, (2) recording, and (3) elicitation checking. it was conducted in ndori district, wolowaru district, kelimutu district, east ende district, and paga district. the data were taken from the examples used by the other writers whose fidelity was recognized and the native speakers of bl as the informants. the data collected were analyzed using ‘agih’ method and the technique used was ‘bagi unsur langsung’ (bul). the linguistic units within the clauses were divided based on their direct elements. 3. discussion 3.1 grammatical category of bl 3.1.1 basic clause in bl the grammatical categories in bl can be divided into five; they are (1) verb, (2) noun, (3) adjective, (4) adverb, and (5) function word. bl is an svo (subj-pred-obj) as well as osv (obj-subj-pred) language, which can be exemplified as follows (a) pétrus kéda analo’o ghéa ‘petrus menendang anak itu’ (petrus kicked the child) (svo) and (b) analo’o ghéa // pétrus keda’ ‘petrus menendang anak itu’ (petrus kicked the child) (osv). the constituent order in bl is that the verb is the main clausal element, the participant as the role filler and has particular function which may appear in the initial position, central position and final position. in the canonic structure, the subj always appears before the verb, while the obj appears both in the right and left position of the verb based on the intonation and juncture. the verbal predicate clause is classified into intransitive clause, monotransitive clause, and bitransitive clause. the nonverbal predicate clause is classified into adjectival clause, prepositional clause and numeral clause. the discussion about the verbal predicate cannot be separated from the discussion about the valence in bl. there are one-valence verb, two-valence verb and three-valence verb. 3.1.2 grammatical function of bl the nuclear grammatical function of bl includes subj, obj, obj1 and obj2 (objɵ) and the nonnuclear one includes obl, comp, and adj. the gf-subj is featured by (1) 4 canonic structure which appears before the verb; (2) being relativizable; (3) being controllable; (4) the attached predicate subj can be raised to the position of the matrix verbal subj; and (5) adverb can be inserted. bl is a language which has structural alternates that pj may appear in the beginning, middle and final positions; therefore, the pj cannot be absolutely used to refer to gfsbj. however, pj also refers to gfobj. this means that pj with its various positions in the clause cannot be used to prove the subj in bl. the properties of gf obj are (i) canonic structure, which appears in the right position of the verb (preverbal), (ii) being relativizable, (iii) being controllable, and (iv) being unraisable to the higher position. the bitransitive clause has obj1 and obj2 which semantically play a role as the theme, and obj which semantically plays a role as the goal. the types of obl in bl are agent obl, goal obl, source obl, instrument obl and locative obl which are marked by prepositional phrase. the comp may appear with so and the adj is filled in by adverb. every grammatical function has value in the form of phrasal structure (str-p) within which there are attribute and value. none of the str-p contrasts with or breaks the rule of acceptability. the str-p is coherent in nature and the gf which is subcategorized by the predicate is obstructed by incompletion. 3.1.3 constituent structure the constituent structure (str-c) is highly related to the phrasal structure. based on the rules of the phrasal structure of bl, both the noun and phrasal phrases have left and right branches. the noun phrase (np) subj does not always appear in the left position of the verb phrase (vp); it also appears in the right position of the vp. as far as rule of the phrasal structure is concerned, comma (,) is used between the np and vp. time, aspect and mood in bl are realized peripherally using particular lexicon. they generally appear before the verb, the noun and the adjective. the prefix dowa appears in the right position of the verb; if its position is after the verb (postverbal), the clause will remain grammatical. bl has negation functioning to negate the constituents in a clause and sentence. the complement phrase of the complex clausal structure in bl has the argument comp completed with the complement so or without it. in addition, there is also xcomp. in the serial str-c, it appears under the v’ (v-bar). 5 3.1.4 verbal serialization grammatically, verbal serialization in bl can be categorized into monotransitive verb with intransitive verb (vmonotrans + vintrs), intransitive verb with mono transitive verb (vintr + vmonotrans), intransitive verb with intransitive verb (vintrans + vintrans ), and monotransitive verb with bitransitive verb (vmonotrans + vbitrans). kvs (simple verbal clause) in bl is accompanied by aspect and negation which are semantically and syntactically related to the verb forming it. the construction of serial verb can be seen in the following sentences (i) ebé mera repasisi ‘mereka duduk berdesakan’ (they are densely seated) (ii) ine mbana ria ‘ibu pergi mandi’ (mother went taking a bath). the verb mera repasisi in sentence (i) and the verb mbana ria in sentence (ii) are serial verbs forming simple sentences. by forming clauses, the subj in the clauses grammatically function as the subj of the two verbs forming the kvs. the construction of the serial verb cannot be inserted with iwa ‘tidak’ (not). this can be proved by the sentence (iii) kami mbana kedho ana ghea leka one mosalaki ‘kami pergi menengok anak itu di rumah sakit’ (we went to hospital to see the child). the verb mbana kedho ‘pergi jenguk’ (go to see) cannot be inserted with the negative iwa ‘tidak’ (not); therefore, the construction of the verb mbana kedo ‘pergi jenguk’ (go to see) is classified into kvs, which appears in a sequence and is under v’ or the v in the phrasal structure rule. this proves that the kbvs in bl is a construction which behaves similarly to the simple verb. the verbal serialization in bl can be classified into causative, benefactive, goal, instrument, aspectual, manner, locative and directive. its grammatical meaning is clear as it is lexicalized since bl is an isolating language. 3.1.5 the mapping and structural alternate in bl as an isolating language, the mapping of the morphological aspect in bl is highly complicated. being able to direct the mapping, the construction of str-c determines the mapping. the functional mapping is morphologically obstructed as in bl there is no marker distinguishing the active verb from the passive one. the morphological marker plays a highly important role in directing the mapping. therefore, syntactical strategy is needed to identify whether a verb is passive or active. it is not clear whether the verb pasa is passive or active as it may mean menembak/ditembak (shot or being shot). however, as far as the argument mapping is concerned, there is no obstruction as the str-a matches the stre-sem. 6 morphologically and syntactically, bl does not have any passivisation structural alternate. it does not have any passive construction either as, if the obj is put in the front it will become ps fok instead of subj. this can be proved by the sentence kai pati analo’o ghéa’, meaning ‘dia memberikan uang anak itu’ (he/she gave money to the child). in this sentence, kai ‘dia’ (he/she) functions as the subj and analo’o functions as the obj. its alternate structure is analo’o ghea pati doi kai ,meaning ‘dia memberikan anak itu uang’ (he/she gave the child money). based on the alternate structure, the active construction does not change into passive, as bl does not have any passive marker; the obj, which is put in the front, becomes psfok. the causative in bl is classified into analytic causative and lexical causative. such a classification is made based on to what extent the pred1 is dependent upon the pred2 due to the expressions of the serializations of the benefactive and the goal. the lfg can give correspondence between the causative monoclause and biclause. the constituent structure (str-c), the functional structure (str-f) and the semantic structure (str-sem) differ in regard to their expressions. however, the argument structure (str-a) in the monoclause is similar to that in the biclause in regard to their expressions. bl has simple adjunct and relative clausal adjunct. the simple adjunct gives additional information to the nuclear category and the relative clausal adjunct gives meaning or information on additional meaning to the matrix clause. the simple adjunct appears on the left position of the nuclear category; however, if it functions as the adjectival breaker it will appear on the right position. the relationship between the adjunct and the nuclear category is that the former may appear in various positions if the latter is a verb, a noun, an adjective and so forth. in the relative clause, the adjunct may appear on the left or right position of the matrix clause. the adjunct constructions are different depending on the types of the adjunct. some constructions have the subj and some others do not. pragmatically, the disappearance of the subj results from the fact that it refers to the one in the previous clause. syntactically, the coreference causes the subj to disappear. being controlled by the subj of the matrix clause, it disappears. 7 3.1.6 syntactical and typological interpretation of bl the first and second personal pronouns in dyrbal language with accusative nominative marker can be used to reveal the bl’s ergativeness. however, dyrbal language is recognized to be syntactically ergative as its first syntactical construction operates in accordance with the pivot s/p. bl also operates as dyrbal language. however, the tight syntactical obstruction shown by bl, causing the coreference to disappear, makes it different from dyrbal language. the syntactical obstruction in bl can be overcome by pragmatic factors. whether a language is ergative or accusative needs further discussion, as there is no language which is entirely ergative or entirely accusative. however, to what extent a language is ergative or accusative can be identified. bl is a language which has accusative characteristics, one of which is that s, which is the argument of the intransitive sentence, is similarly treated to a but it is differently treated from p. this can be proved by the following sentences; (a) petrus paru ‘petrus lari’ (petrus ran); (b) petrus tebo maria ‘petrus pukul maria’ (petrus hit maria); (c) petrus meremai tebo maria ‘petrus kemarin tebo maria’; (d) ….. eo tebo maria ‘siapa yang memukul maria’ (who hit maria); (e) maria petrus tebo ‘maria dipukul petrus’ (maria was hit by petrus). petrus in sentence (a) is the (s) argument of the intransitive sentence; however, petrus in sentence (b) is the ag and maria is the ps. petrus in sentence a is similarly treated to that in sentence (b), that is, (i) it is in the initial position; (ii) the adverb meremai ‘kemarin’ (yesterday) is inserted between the ag and the verb in sentence (c); and (iii) it may be asked about starting with ‘siapa’ (who). based the treatments described above, bl is an accusative language. bl also shows that it is an ergative language as well as an accusative as mentioned above. this can be seen in the following sentences; (d) petrus paru ‘petrus lari’(petrus ran); (e) maria petrus tebo ‘petrus memukul maria’(petrus hit maria). petrus in sentence (d) functions as the s. maria in sentence (e) functions as the ps and petrus functions as the ag. in sentences (d) and (e) adverb can be inserted between the ag and the verb. in addition, they can be negated using iwa ‘tidak’ (not) as in sentence (f) petrus iwa paru ‘petrus tidak lari’ (petrus did not run) and in sentence (d) maria iwa petrus tebo ‘maria tidak dipukul petrus’ (maria was not hit by petrus). bl is an analytic ergative language as the unmarked transitive verb of the argument p is similarly treated to the intransitive simple argument depending on how the constituents are ordered. the limitation of bl is that p and s can be relativized and modified with emphatic 8 marker. the only p and s function as the pivots which allow the coreferencing noun in both the subordinate and coordinate clauses to disappear. 4. novelties based on the analysis described above, several novelties are found; they are: bl is an svo language (subj-pred-obj) and its alternate structure is osv (objsubj-pred). the gf-subj is featured by (1) the canonic structure which appears before the verb (2) being relativizable; (3) being controllable; (4) the inserted predicate of the subj can be raised to the position of the matrix verbal subj; and (5) being insertable with adverb. the gf-obj is characterized by a) the canonic structure which appears on the right position of the verb (preverbal), b) being unrelativizable; c) being uncontrollable; and d) being unraisable to the higher function. the bitransitive clause has obj1 and obj2 (objɵ). the obj2 is dependent on the semantic role of the theme and the obj functions as the goal. the obl in bl is classified into the agentobl , the goal obl , the source obl , the instrument obl, and the locative obl which is marked by the prepositional phrase. the comp may appear with so and the adj is filled in by adverb. based on the phrase structural rule in bl, the noun phrase and verb phrase have branches to the left and to the right. the noun phrase (np) subj does not always appear in the right position of the vp, it appears in the right position of the vp. as far as the phrase structural role is concerned, the comma (‘) is used to mark the knot between the np and vp. the time, aspect, and mood in bl are peripherally realized in the form of particular lexicon. the time, aspect and mood generally appear before the verb, the noun and the adjective. the perfective dowa appears in the right position of the verb. if its position is after the verb, the clause will remain grammatical. bl has negation which functions to negate the constituents within a clause and sentence. the complement phrase in a complex clausal structure has the argument comp, which is marked by the complement so and without the complement. in addition, in bl there is also xcomp. the serial verb of the str-c appears under the v’ (v-bar). the cvs is accompanied by aspect and negation which are semantically and syntactically related to the verb forming it and appears in an order. the ordered and separated 9 construction in the phrase structural role is under v’ or the knot v. this proves that the cvs in bl is a construction which behaves similarly to the simple verb. the verbal serialization in bl is classified into causative, benefactive, goal, instrument, aspectual, manner, goal, locative and directive. its grammatical meaning is clear as it is lexicalized as an isolating language. the functional mapping is morphologically obstructed as bl does not have any marker which distinguishes which verb is active and which one is passive. bl does not have any passive construction as, when the obj is put in the front, it will become ps fok instead of subj. the causative in bl is classified into analytic causative and lexical causative. bl has simple adjunct and relative clausal adjunct. the simple adjunct gives additional information to the nuclear category and the relative clausal adjunct gives meaning or information on additional meaning to the matrix clause. bl is an ergative analytic language as the argument of the unmarked transitive verbal phrase is similarly treated to the intransitive simple argument in accordance with the order of its constituents. 5. conclusions and suggestions 5.1 conclusions based on the analysis of the data collected to identify the structure and grammatical function of bl, several conclusions can be withdrawn as follows: 1) bl has both nuclear gf which includes subj, obj, objɵ and nonnuclear gf which includes obl, comp, and adj. the gf obj cannot be relativized, controlled and raised. it cannot be inserted with adverb either. the gf subj can be both definite and indefinite. the subj is definite if the filler is the noun phrase. 2) predicate is a nuclear constituent which is usually categorized into both verb and nonverb. the verbal predicate in bl is classified into simple verb and complex verb. cvs is formed from two nuclear verbs which are not related to the complementation of the verbs forming the cvs. 3) the strategies used to change valence are causativity, applicativity and resultivity. the functional mapping in bl refers to the classical one using the features [+/-r] and [+/-o]. the argument which has the features [-r] and [-o] is mapped to the function subj; the 10 argument which has the features [-r] and [+o] is mapped to the function objɵ. the argument which has the features [+r] and [-o] is mapped to obl. the mapping principle referred to by lfg cannot be applied to bl. in addition, bl does not have any passive construction as it does not have any both morphological and syntactical marker; as a result, the obj which is put in the front becomes ps foc. 4) the subj in bl always appears before the verb (preverbal) as the nuclear constituent, while the obj appears after the verb (postverbal). in the noncanonic structure, the sbj appears in the end of the clause and the verb appears in the beginning of the clause. the word orders in bl are svo and vos. in addition, osv is also another word order in bl. having no diathesis, such a word order is classified into ps foc. 5) bl is classified into an accusative language treating a similarly to s (s/a) and differently from p; however, syntactically, bl is classified into an analytic ergative as the transitive verbal argument is not marked and is treated similarly to the intransitive simple argument in accordance with the constituent order. 5.2 suggestions the research in bl aims at exploring the canonic structure, the grammatical function, the verbal serialization, the mapping and the structural alternate, the adjunct clause and the ergativeness of bl which are realized based on pivotance. there are still many syntactical areas which have not been revealed in this study. therefore, it is necessary for linguists to conduct further and deeper research in syntactical aspects of bl using the most current theories which are able to reveal clausal matters in more detail and completely. 6. acknowledgments in this opportunity, i would like to thank those people who have contributed to this research, especially prof. drs. ketut artawa, m.a., ph.d. as a promotor, prof. dr. aron meko mbete, as co-promotor i, dr. ni made sri satyawati. m. hum., as co-promotor ii, and the team of examiners, prof. dr. drs. ida bagus putra yadnya, m.a., prof. dr. made budiarsa, m.a., prof. dr. i ketut darma laksana, m.hum., dr. ni made dhanawaty, m.s., and dr. i nyoman kardana, m.hum., for their suggestions and criticisms for this research. however, none of them is responsible for the errors in this article. 11 7. bibliography ackerman, farel dan gert webelhuth. 1998. a theory of predicate. satnford, california: csli alsina, alex. 1996. the role of argument structure in grammar: evidence from romance. stanford, california: csli publications. arka, i wayan. 1998. “from morphosyntax to pragmatics in baliness: a lexical functional approach”. (dissertation). sydney, australia: university of sedney. artawa, ketut. 1996. keergatifan sintaksis di dalam bahasa: bahasa bali, sasak, dan indonesia. dalam pelba 10. jakarta: lembaga bahasa universitas katolik atmajaya. baker, mark c. 1991. on the relation of serialization to verb extentions. dalam claire lefebvre (ed.). serial verb: grammatical, comparative, and cognitive approaches: 79 – 103. amsterdam/philadelphia: john benjamins publishing company. comrie, bernard. 1981. language universal and linguistic tipology. oxford: basil blackwell. dalrymple, mary; ronald m. kaplan; john t. maxwell iii; annie, zaenen (ed.). 1995. formal issues in lexical functional grammar. stanford, california: csli. dixon, r.m.w. 1994. ergativity. cambridge: cambridge university press. durie, mark. 1977. grammatical structures in verb serialization. dalam alsina alex, joan bresnan, dan peter sells (ed.). complex predicates. 289 – 354. stanford, california: csli. kaplan, ronald m. 1995. the formal architecture of lexicalfuctional grammar: dalam mery dalrymple, ronald m. kaplan. john t. maxwell iii, dan annie zaenen (ed.). formal issues in lexical-functional grammar: 7 – 28. stanford, california: csli publications. mbete, aron meko dkk. khazanah budaya: lio ende. 2006. ende: dinas pendidikan dan kebudayaan. sawardi, f.x. 2000. “ argumen kompleks pada verba kontrol dalam bahasa lio”. (tesis). denpasar. universitas udayana. e-journal of linguistics doaj indexed (since 15 sep 2015) e-issn: 2442-7586 p-issn: 2541-5514 january 2019 vol. 13 no. 1 p: 113-124 https://doi.org/10.24843/e-jl.v13i1.49070 https://ojs.unud.ac.id/index.php/eol/ 113 application of transposition procedure to the translation of emotive words in kṛṣṇa text *corresponding author: iwayansuryasa@stikom-bali.ac.id received date: 28-06-2018 accepted date: 11-07-2018 published date: 31-01-2019 abstract--the current study is aimed at investigating the application of the transposition procedure to the translation of the emotive words found in kṛṣṇa text. the emotive words used are based on the cognitive scenario. there are five emotive words described. they are happy, sad, fear, anger, envious, and ashamed. the transposition procedure was appplied to the replacement of one word class by another. there is no change in meaning. the transportation procedure can be applied intralinguistically, referring to as particular language. the original expression is the base one and the result is the transposed expression. the highly versatile translation procedure is transposition. the stylistic value of the transposed expression is sometimes substantially different from the base expression. transposition can render the nuance of style, and used as a main means of finetuning the stylistic elegance of the translation product. keywords--base expression, feelings, transposed expression, translation. 1. introduction rationally and philosophically, the essence of research is the epistemological aspect of the transference of meaning from sl to tl. meaning and message can be transferred through a language or a system of sign. the basic principle of translation is transferring meaning in sl to tl. the form, function, and meaning of sl are transferred through semantic structures. the meaning should be maintained and the form can be changed. larson (1998:3) stated that translating means learning lexicon, grammatical structure, communication situation, and cultural context of sl. apart from that the sl text and its equivalent in tl should be observed. how to reexpress the meaning of the text of sl in the text of tl using the lexicon, grammatical structure and cultural context of tl is the most basic principle. rationally and pragmatically, the practical thing in this current study is how to translate the concept of emotion. emotion cannot be separated from culture. the practical thing intended in this current study is a phenomenon occurring in the culture of social life. as an illustration, the culture in tl is much more expressive than that in sl. it was the different cultures which inspired that it was important to investigate the translation of the word emotion in the current study. the concept of emotion cannot be separated from the concept of feeling. birch (1995), a biologist, stated that feeling refers to something which is dominant in life; in other words, feeling refers to an agreement made in mind contributing to sense. some people refer to such an agreement as feeling and some others refer to it as emotion. the question is that which one is used? in biology the word feeling is acceptable and the word emotion is much more acceptable and is closely related to language and culture. 1i wayan suryasa, stikom bali, denpasar, indonesia, iwayansuryasa@stikom-bali.ac.id 2i nengah sudipa, udayana university, denpasar, indonesia, nengahsudipa@yahoo.co.id 3ida ayu made puspani, udayana university, denpasar, indonesia, dayupuspani@gmail.com 4i made netra, udayana university, denpasar, indonesia, dektih@yahoo.com https://doi.org/10.24843/e-jl.v13i1.49070 mailto:iwayansuryasa@stikom-bali.ac.id e-journal of linguistics doaj indexed (since 15 sep 2015) e-issn: 2442-7586 p-issn: 2541-5514 january 2019 vol. 13 no. 1 p: 113-124 https://doi.org/10.24843/e-jl.v13i1.49070 https://ojs.unud.ac.id/index.php/eol/ 114 however, the word emotion is used as it is more objective based on the interpretation that the object investigated in any study is real and acceptable. the study was conducted based on the empirical aspect. there are some previous research on emotive words. macagno & walton (2010) argued the argumentative use of emotive words has been discussed in the recent studies on persuasive definitions. it has the semantic and argumentative structure of an emotive word, therefore, the powerful is used unlike argumentative instruments based on pragmatic perspective. barry (1980), were presented with emotive and non-emotive words to the groups of subjects differing on the p scale high p (low effect) subjects appeared inhibited in their emotional rating of all words, and displayed a restricted range in their reporting of this rating. caffi & janney (1994), discussed that the word of meaning needs the further clarification including emotive meaning, involvement, emotive markedness, degree of emotive divergence, objects of emotive choice, loci of emotive choice, and outer vs. inner deixis. it is stated that only with consensual categories and objects of analysis can investigators comparing findings of, start focusing on emotive linguistic phenomena towards a unified point of view. shimizu et al., (2006), investigated the relationship between the erp modulation of emotive words and the depression score in thirty-five healthy subjects with both high and low beck depression inventory scores. each word was classified into two sets of categories by each subject, i.e., positive or negative, and fit or unfit to his/her personality. there are emotively powerful words that can modify our judgment, arouse our emotions, and influence our decisions. the different strategies and counterstrategies used for the manipulation of emotions (macagno, 2014). belfrage, b. (1986) argued in "of infinite". there is no proper use of a language other than the use of a descriptive term. black (1948) distinguished "emotive" from "scientific" or "referential" use of language is more than a technical puzzle. it can easily see the emotion in another person’s face. this fact leads many to assume that emotion perception is given and proceeds independently of conceptual processes such as language. the language functions as a context in emotion perception (barrett et al., 2007). the purpose of the study is to investigate the transposition procedure of emotive words found in kṛṣṇa text. 2. research method the study applied the qualitative method. it was based on the phenomenon of emotive words translated from the source language (sl) into the target language (tl). there were five categories investigated. ortony et al., (1988: 12) argued that ‘‘an analysis of emotion must go beyond differentiating positive from negative emotions to give a systematic account of the qualitative differences among individual emotions such as fear, envious, anger, pride, relief, and admiration’’. the category of emotive words discussed refer to wierzbicka (1999). in order to investigate the transposition procedure applied to the translation of kṛṣṇa text, the translation theory was used (vinay & darbelnet, 2000). the procedure of direct and oblique translations are presented in figure 1. https://doi.org/10.24843/e-jl.v13i1.49070 e-journal of linguistics doaj indexed (since 15 sep 2015) e-issn: 2442-7586 p-issn: 2541-5514 january 2019 vol. 13 no. 1 p: 113-124 https://doi.org/10.24843/e-jl.v13i1.49070 https://ojs.unud.ac.id/index.php/eol/ 115 figure 1. the procedure of direct and oblique translations vinay & darbelnet (2000: 84-93) stated the translation procedure can be divided into two; they are (a) direct translation (borrowing, calce, and literal), (b) oblique translation (transposition, modulation, equivalence, and adaptation). 3. results and analysis wierzbicka (1999) stated that, like any other set of complex entities, the concept of emotion concepts can be classified in many different ways. for the purpose of the current study, it is divided into six groups based on the following general themes: (1) ‘‘something good happened’’ (e.g. happy); (2) ‘‘something bad happened’’ (e.g. sad); (3) ‘‘something bad can/will happen (e.g. fear); (4) ‘‘i don’t want things like this to happen’’ (e.g. anger); (5) ‘‘thinking about other people’’ (e.g. envious); and (6) ‘‘thinking about ourselves’’ (e.g. ashamed). each of these themes is linked with some aspects of the cognitive scenarios which underlie the concept of emotion included in a given group. the emotive word use is based on the cognitive scenario. there are five emotive words described. they are happy, sad, fear, anger, envious and ashamed. the stylistic value of the transposed expression is sometimes substantially different from that of the base expression (waliński, 2015). (1) bs bt when the gopi saw the demon killed and child kṛṣṇa very happily playing on his body, they immediately picked kṛṣṇa up with great affection. the cowherd men and women became very happy to get back their beloved child kṛṣṇa. (v1. hal. 43) ketika para gopi melihat raksasa itu tewas sementara bayi kṛṣṇa dengan riangnya bermain-main di atas tubuh raksasa itu, mereka secepat-cepatnya mengangkat kṛṣṇa dengan perasaan sayang yang sangat besar. para pria dan perempuan gembala menjadi lega membawa kembali bayi kṛṣṇa yang begitu mereka cintai. (v1. hal. 90) the word of emotion illustrating happiness in slt is identical with the words happily and happy. the word happily is an adverb and is translated into keinginan yang gagal terwujud (the desire https://doi.org/10.24843/e-jl.v13i1.49070 e-journal of linguistics doaj indexed (since 15 sep 2015) e-issn: 2442-7586 p-issn: 2541-5514 january 2019 vol. 13 no. 1 p: 113-124 https://doi.org/10.24843/e-jl.v13i1.49070 https://ojs.unud.ac.id/index.php/eol/ 116 which cannot be made to come true), causing the gopi not to be able to enjoy the riisa dance with kṛṣṇa. therefore, it can be identified that the translation procedure applied is transposition, which is oriented towards tl. the transposition translation procedure is an indirect translation procedure. the procedure determines the method used by the translator when translating the text. thus, it can be identified that the method used is the communicative method, which is intended to make the content of the story easily understood. isen (1987) stated that happy persons are more likely to be self-indulgent and to give themselves ‘self gifts’. the sense of relief felt by the shepherd men and women is the illustration of an emotional meaning of the word happy and can be identified that the translation procedure applied is transposition. the procedure is implemented as a communicative strategy to make the reader easily understand the message conveyed by the author of the sl. veenhoven (1996) stated that happy is a quality of life. it is stated that being happy is achieved when a person socially good and welfare. it is dominantly obtained by everyone involved seemed to assume correctly, as argue shortly that the idea that children (stearns, 2010). they seem easy to get happy emotion due do not have much impression in their life. wu et al., (2006), argued that we may feel happy when we have a good reputation, reach a high position in our job, or obtain any kind of benefit. wierzbicka (1992) defining happy is something good happened. diener & seligman (2002) stated that happy people do have a functioning emotion system that can react appropriately to life events. sato et al., (2002), the morphed fearful and angry expressions blended with some happy content as happy facial expressions more frequently than normal controls. thus, happy emotion stimulates rapid, accurate cognitive processing increases the volume of relevant material being processed and enhances cognitive receptivity, all very valuable characteristics for consumers to possess (hirschman & stern, 1999). (2) sl tl when kṛṣṇa spoke in such a discouraging way to the gopis, they became very sad, for they thought that their desire to enjoy riisa dance with kṛṣṇa would be frustrated. thus they became full of anxiety. (v1. p. 198) ketika kṛṣṇa berbicara dengan cara yang menciutkan hari para gopi seperti itu, para gopi menjadi sangat sedih, karena mereka berpikir bahwa keinginan mereka untuk menikmati tarian riisa bersama kṛṣṇa akan gagal. dengan begitu, mereka menjadi gelisah. (v2 p. 103) the gopi become negatively emotional as they cannot enjoy the riisa dance with kṛṣṇa. example (2) shows that the emotive word sad in sl is translated into sedih into tl. it is directly transferred to tl based on the context showing that there is an unfilled desire, causing the gopi to feel sad being not able to enjoy the riisa dance with kṛṣṇa. the transposition translation procedure is an indirect one used to translate a text from sl into tl and determines the method applied by the translator when translating a text. thus, it can be identified that the method used is the communicative method. therefore, it can be identified that the translation procedure applied is transposition, which is tl-oriented and intended to make the content of the story easily understood. https://doi.org/10.24843/e-jl.v13i1.49070 e-journal of linguistics doaj indexed (since 15 sep 2015) e-issn: 2442-7586 p-issn: 2541-5514 january 2019 vol. 13 no. 1 p: 113-124 https://doi.org/10.24843/e-jl.v13i1.49070 https://ojs.unud.ac.id/index.php/eol/ 117 wierzbicka, a. (1992) defining sad is something bad happened. the powerful emotion inducing properties of music may convey different emotional responses depending on environmental factors (jeong et al., 2011). silver et al., (2002), the perception regarded happy and sad emotion differently to significant ailment parameters. it is a differ supports for the existence of an emotion-specific deficit. the emotions perception is in schizophrenia and/or separate network for processing on the two fields of positive and negative emotions. although a relationship between emotional state and feeding behavior is known to exist, the interactions between signaling initiated by stimuli in the gut and exteroceptive generated emotions remain incompletely understood. the behavioral and neural responses to sad emotion induction were attenuated by fatty acid infusion (van oudenhove et al., 2011). (3) sl tl on the other hand, the boys who were play ing wit h kṛṣṇa had no fear of the demons. they were free of fear. any material arrangement for protecting oneself from death is always unsure, but if one is in kṛṣṇa consciousness, then immortality is confidently assured. (v1. p. 82) sebaliknya, anak-anak yang sedang bermain bersama kṛṣṇa tidak merasa takut sedikit pun terhadap para raksasa. mereka bebas dari rasa takut. semua perlindungan yang bersifat material untuk terbebas dari ancaman kematian selalu tidak meyakinkan, namun jika seseorang berada dalam kesadaran kṛṣṇa, maka kekekalan itu terasa pasti. (v. 1 p. 165) data (3) shows that the word fear in sl is translated into takut in tl, meaning that a noun is translated into a verb. although the translation equivalent in tl belongs to a different word class, the meaning is maintained. the translation procedure used here is the oblique translation procedure or an indirect translation procedure oriented towards tl. therefore, it can be identified that the translation procedure applied is the transposition procedure. the context shows the presence of kṛṣṇa, who is believed to have the ability to create good things when he is a child the transpositional translation procedure is oriented towards the tl and determines the translation method used by the translator when translating the text. therefore, it can be identified that the translation method used is the communicative method which is intended to create a cultural context which the readers are more familiar with. wierzbicka (1992) defines fear as something bad can/will happen. feinstein et al., (2011), a pivotal role in triggering a state of fear and that the absence of such a state precludes the experience of fear itself. berg et al., (1998) fear of induced panic-like bodily sensations even once trait and state anxiety were statistically controlled. a second aspect of the investigation was an analogue test of the hypothesis that stress from interpersonal conflict (induced via remembrance of conflictual interactions with an important person) would moderate the affective control scale (acs), effects on anxiety and fear of induced bodily sensations. adolphs et al., (1999), impaired recognition of fear could not be attributed simply to mistaking fear for another emotion (mccracken & keogh, 2009). humans can fear and struggle to avoid their own emotional experiences, even when these cannot harm them. data presented here show individuals with chronic pain have more distress and disability when they manifest more fear of anxiety symptoms, and behavior patterns of “acceptance” and “mindfulness” may reduce this effect (williams et al., 1997). the ability of fear of anger, depression, and positive emotions to predict fear https://doi.org/10.24843/e-jl.v13i1.49070 e-journal of linguistics doaj indexed (since 15 sep 2015) e-issn: 2442-7586 p-issn: 2541-5514 january 2019 vol. 13 no. 1 p: 113-124 https://doi.org/10.24843/e-jl.v13i1.49070 https://ojs.unud.ac.id/index.php/eol/ 118 of laboratory-induced bodily sensations in a population with no history of panic attacks was demonstrated. (4) sl tl she was hoping that as soon as he would suck her breast, he would die. but baby kṛṣṇa very quickly took the nipple in anger. he sucked the milkpoison along with the life air of the demon. (v1. p. 45) putana berharap bahwa bayi itu langsung mati setelah menghisap susu yang dia sodorkan. dengan sigap kṛṣṇa-bayi yang sedang marah itu menghisap susu beracun berikut udara kehidupan iblis perempuan tersebut. (v1 p. 91) data (4) shows that the word emotion anger in sl is translated into marah (angry) in tl. the translation process involves a wide linguistic context in which the emotional nuisance in sl is adjusted to tl. the message in sl gives the impression that it is easily understood from the cultural perspective of tl. the nuisance is oriented towards tl. therefore, it can be identified that the translation procedure applied is the transposition translation procedure. its application is based on the context of situation in which the baby kṛṣṇa feels something bad, showing that goodness and truthfulness always win. although he was poisoned when he was very young, he is always in good condition as he is the personification of the sources of beauty in the universe. the tl-oriented transposition translation procedure determining the translation method was applied by the translator in the translating process of the text. therefore, it can be identified that the translation method applied is the communicative method. the reason is that the basic principle of translation is making the translated text close to the readers with an expectation that they can understand the kṛṣṇa text can understand well. wierzbicka (1992) defining anger is “i don’t want things like this to happen.” martin & dahlen (2005), self-blame, rumination, catastrophizing, and positive reappraisal was among the most valuable predictors of negative emotions. chow et al., (2008), anger was associated with antisocial behavior. in contrast, sadness was not associated with antisocial behavior. feelings of anger were manipulated by excluding emotions for either a fair or unfair reason. unfairly excluded emotion was angrier and was more likely to engage in antisocial behavior than fairly excluded. hutchings & haddock (2008), anger on a racially ambiguous face is perceived to be differentially intense when the face is judged to be black or white. sutton (2007), reported that most experience of anger and frustration are not minor, momentary feelings, but are intense, lasted more than one hour, and are associated with noticeable bodily sensations. (5) bs bt with their full earrings and flowing hair, the queens appeared very beautiful. after looking at such beauties in the palace of king yudhisthira, duryodhana became envious.. (v2. p. 151) ratu-ratu tersebut nampak sangat menawan dengan antingantingnya yang indah dan rambutnya yang tergerai. setelah melihat keindahan-keindahan seperti itu di istana yudhisthira, timbul rasa iri pada diri duryodhana. (v. 4 p. 197) https://doi.org/10.24843/e-jl.v13i1.49070 e-journal of linguistics doaj indexed (since 15 sep 2015) e-issn: 2442-7586 p-issn: 2541-5514 january 2019 vol. 13 no. 1 p: 113-124 https://doi.org/10.24843/e-jl.v13i1.49070 https://ojs.unud.ac.id/index.php/eol/ 119 the negative emotion tends to be expressed by the character duryodhana. he has the nature of causing what is unexpected to happen. in data (5) above, the word envious in sl is translated into rasa iri in tl. as can be seen that an adjective is translated into a noun phrase. however, the change in the word class does not change the meaning in sl. thus, it can be identified that the translation procedure is transposition. the application of such a translation procedure is caused by the context in which duryodhana feels that something good happens to another and something bad happens to himself. therefore, he always tends to have a negative thought of another, which is lexically referred to as iri hati. the sl-oriented translation procedure determining the translation method was applied by the translator in the translating process. therefore, it can be identified that the translation method applied is the communicative method to make the meaning transferred to tl culturally adjusted to that in tl. wierzbicka (1992), defining envious is thinking about other people. crusius & lange (2014), stated that envious, early cognitive processing is tuned toward different stimuli and thus highlight the utility of functional and process-oriented approaches. delpriore et al., (2012), envy describes the main is for good understanding. the function is served unpleasant emotion. steinbeis & singer (2013) stated that social comparison can elicit emotions such as envy, which can affect social interactions. habimana & massé, 2000) stated that personal disorders are frequently associated with socially unacceptable behaviors that might not be always considered deviant. on the other hand, being envious has been linked with various forms of maladjustment such as interpersonal conflicts, low self-esteem, depression, anxiety, aggressiveness, and even criminal behavior such as vandalism and even murder. they envy someone else since envy is socially considered highly undesirable; verbal reports are expected to be biased. (6) sl tl the wives of the demigods who are seated in the planes then become very much ashamed of their singing and musical qualifications. not only that, but they become afflicted with conjugal love, and their hair and tightened dresses immediately loosen." (v1. p. 232) istri-istri para dewa yang sedang duduk di pesawat udara itu merasa malu dengan kemampuan menyanyi dan bermain musik mereka sendiri. bukan hanya itu, mereka menjadi hanyut dalm rasa percintaan, rambut mereka tergerai, dan pakaian ketat mereka langsung melonggar.” (v. 2 p. 170) the word ashamed is in example (6). thinking of oneself will certainly lead to different emotions, one of which is the feeling of being ashamed as what is felt by the wives of the lords when they are playing the flute. the word ashamed in sl is translated into merasa malu (feeling ashamed) in tl. the change in the word class can be seen in the above example. the word ashamed, which is an adjective in sl, is translated into merasa malu, which is a verb. the change in the word class shows that the transposition translation procedure is applied. despite the change in the word class, the meaning is maintained in tl. the translation procedure is oriented towards tl. therefore, the method applied is oriented towards tl. the orientation towards tl shows that the translation method applied is the communicative method to make the readers closer to the story and more easily understand the message intended to convey by the translator. wierzbicka, a. (1992) defining ashamed is thinking about ourselves. leahy (2007), if you are ashamed of your feelings and don't tell people. rieffe et al., (2008), if emotion https://doi.org/10.24843/e-jl.v13i1.49070 e-journal of linguistics doaj indexed (since 15 sep 2015) e-issn: 2442-7586 p-issn: 2541-5514 january 2019 vol. 13 no. 1 p: 113-124 https://doi.org/10.24843/e-jl.v13i1.49070 https://ojs.unud.ac.id/index.php/eol/ 120 experiences are something to be ashamed of, it will be difficult to attend and evaluate them in an open-minded way. duarte et al., (2015), being bullied and feeling ashamed: implications for eating psychopathology and depression. tangney (1996), includes such items as “i sometimes have bad thoughts which make me feel ashamed of myself" and “i often feel that i have not lived the right kind of life.” 4. conclusion transposition procedure involved to replace one-word class to another. there is no changing the text meaning. it can be applied intra-linguistically. it is to refer a particular language. the original expression is a base expression. the result is transposed expression. the highly versatile translation procedure is transposition. the transposed expression sometimes has a substantially different stylistic value comparing on base expression. transposition is able to render the nuances of style. it is the main means for finetuning stylistic elegance towards translation product. if the translation got on this way fits be a better resulting message based on the stylistic perspective. https://doi.org/10.24843/e-jl.v13i1.49070 e-journal of linguistics doaj indexed (since 15 sep 2015) e-issn: 2442-7586 p-issn: 2541-5514 january 2019 vol. 13 no. 1 p: 113-124 https://doi.org/10.24843/e-jl.v13i1.49070 https://ojs.unud.ac.id/index.php/eol/ 121 references adolphs, r., tranel, d., hamann, s., young, a. w., calder, a. j., phelps, e. a., ... & damasio, a. r. 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(2006). emotion recognition from text using semantic labels and separable mixture models. acm transactions on asian language information processing (talip), 5(2), 165-183. https://doi.org/10.1145/1165255.1165259 https://doi.org/10.24843/e-jl.v13i1.49070 https://doi.org/10.1007/bf00300831 http://docplayer.net/29143743-translation-procedures.html https://doi.org/10.1016/0364-0213(92)90031-o https://doi.org/10.1016/s0005-7967(96)00098-8 https://doi.org/10.1145/1165255.1165259 e-journal of linguistics doaj indexed (since 15 sep 2015) e-issn: 2442-7586 p-issn: 2541-5514 january 2019 vol. 13 no. 1 p: 113-124 https://doi.org/10.24843/e-jl.v13i1.49070 https://ojs.unud.ac.id/index.php/eol/ 124 biography of authors i wayan suryasa, s.s., m.hum. was born in marga on july 5th, 1981. he is senior lecturer in stikom bali, department of computer system, denpasar, indonesia id 80226 ph. +6281338734500. he graduated his bachelor degree in the faculty of letter, warmadewa university in 2006. he finished his master degree in the postgraduate program, magister program, linguistic studies, udayana university in 2014. he currently is completing his dissertation at udayana university. he was the founder of the sciencescholar institution in tabanan. email: iwayansuryasa@gmail.com / suryasa@stikom-bali.ac.id scopus id: 57200211897 / http://orcid.org/0000-0002-5307-1828 prof. dr. i nengah sudipa, m.a. is professor in udayana university, faculty of art, denpasar, indonesia, id 80234 ph. +628124667921 email: nengahsudipa@yahoo.co.id dr. ida ayu made puspani, m.hum. is associate professor in udayana university, faculty of art, denpasar, indonesia, id 80234 ph. +6281239351550 email: dayupuspani@gmail.com dr. i made netra, s.s., m.hum. is associate professor in udayana university, faculty of art, denpasar, indonesia, id 80234 ph. +6281337291620 email: dektih@yahoo.com https://doi.org/10.24843/e-jl.v13i1.49070 mailto:iwayansuryasa@gmail.com mailto:suryasa@stikom-bali.ac.id https://www.scopus.com/authid/detail.uri?authorid=57200211897 http://orcid.org/0000-0002-5307-1828 mailto:nengahsudipa@yahoo.co.id mailto:dayupuspani@gmail.com mailto:dektih@yahoo.com microsoft word halus mandala e_journal   1 phonological evolution of oirata and its genetic relationship with non-austronesian languages in timor leste halus mandala1, aron meko mbete2, ni made dhanawaty2, inyo yos fernandez3 1postgraduate program, udayana university 2department of linguistics, faculty of letters, udayana university 3indonesian department, faculty of cultural sciences, gadjah mada university e-mail: halusm@ymail.com abstract oirata (or) as a nan language was indicated to have a genetic relationship with languages in east timor, i.e. bunak (bn) and makasai (mk) (greenberg, 1971) and with mk, fataluku (ft) and lovaea (lov) (capell, 1975). the two opinions are confusing and different from one another. hence, an effort to trace the genetic relationship of the languages was made to clarify the matter. or in kisar island was also assumed to originate from east timor (de jong, 1937). the native speakers should have brought with them their language and it is believed that the acculturation and language contact with the languages in the surrounding areas must have occurred. this condition opened up room for internal and external evolution in or. this study observed nine languages: two languages in kisar island and seven in east timor. the data were collected through interviews and face-to face conversations with the informants who were selected by purposive sampling until a point of saturation was reached. the data analysis was done by using vertical-horizontal syncomparative and diacomparative method which led to the following conclusions. or, ft and mk were diachronically and convincingly proved to have a close genetic relationship with a split patterned family tree. the oirata-fataluku-makasai (ofm) group that was once the ancestor of the three languages underwent a split into oirata-fataluku (of) and mk. it means that or is closer o ft than mk and at the same time it refuted the opinions of greenberg (1971) and capell (1975) that or is closer to mk. or turned out to have undergone an internal phonological evolution as the result of a diachronic interaction with languages that were genetically related to it in the form of: (1) vocal split */i//_#, */a//#_ and /_#; (2) vocal merger */e//_#, (3) vocal centralization, (4) consonant split and (5) voiced stop consonant formation. the external phonological evolution was caused by the contact with the languages in the region and or has undergone: (1) enrichment of consonant phonemes: /b/, /c/, /d/, /j/, /g/, /ng/, /f/, /v/, and /z/, (2) formation of clusters, (3) addition of homorganic nasal stop consonant clusters: /mp/,/mb/, /nt/, /nđ/, and (4) shift toward a non-vocalic language. key words: language evolution, language genetic relationship, language grouping and reconstructing a protolanguage     2       1. introduction indonesia’s historical comparative linguists have so far been more interested in studying an languages, despite the long time recognition of the presence of an languages in south east asia. in the same manner, interest among the researchers of nan languages has not been so great. even, wurm (1975) says that the historical comparative language researchers have not so far shown any interest in nan languages of tng phylum and its relationship with an languages. on the other hand, the languages in this region are very potential and important to study. this study is intended to fill in the gap and at the same time, stimulates other researchers to be interested in nan languages. or as one of the nan languages in this region is interesting to be studied. first, the language is assumed to be related to the languages in timor (de jong, 1937) second, greenberg (1971) states that or has a close relationship with bn and mk languages in east timor and ab in alor which are categorized as ta internal subgroup. third, capell (1975) even completes the ta group to include ab language in alor, bn, mk, ft and lov languages in east timor and or language in kisar island. however, capell adds that the position of each language in the ta group has not yet been coherent and needs to be studied further. fourth, or is used in two villages and spoken side by side with the other languages in kisar island. the population of kisar island speaks or as nan language and also uses ks language which belongs to an languages. as a language which is spoken side by side with other languages in a small island, the speakers of the two languages, who have different cultures, are believed to interact with each other and this leads to language contact phenomenon. slowly by surely, this phenomenon in the long run makes room for the language change process to take place. this study has the aims which can be described as follows. (1) to identify the essential characteristics of or, ft, and mk languages to obtain a phonological concrete synchronic description of each of them. hence, their characteristics will become clear as languages which are different from other languages. (2) to   3 clarify genetic relationships of or, ft and mt by grouping and reconstruction of their protolanguage. the clarity of the pattern of genetic relationship of or, ft and mk realized by the grouping and the reconstruction of their protolanguage can also imply as a verification of the grouping made by greenberg (1971) and capell (1975). (3) to trace the origin of the phonemes of or language in order to provide historical facts of this language development as a language which is internally related to the languages that are genetically similar as the nan language group and interacts externally with the other languages in the region. 2. literature review and theoretical framework 2.1 literature review some research findings are relevant and worth reviewing in relation to the present study. in “oirata, a timorese settlement on kisar”, de jong (1937) studied or with its various aspects which were assumed to be related to the languages in timor by using synchronic approach; hence, the work does not give an explicit description about its history and relationship with the genetically similar languages as expected in this study. in “people and languages of timor”, capell (1944) mentions that in timor island there are two language groups, i.e. indonesian and non-indonesian. the indonesian language group comprises tt, mb, tk, gl and id. the nonindonesian language group found in timor (east timor) mountainous area comprise bn, mk, wm, and kr. the last two languages have been proved as an languages (mandala, 1999 and 2000). capell focuses more on bn and mk as nonindonesian languages that are compared to the languages with a similar type as or language in kisar island and languages in hu and contrasted with indonesian language. cowan (1965) in “the oirata language” classifies or language in kisar island as nan language which belongs to a group with mk and bn in timor (east timor) and interrelated with the languages in the south coast of bird head (in papua island). however, he did not give convincing linguistic facts since the study was based on a limited number of data.   4 greenberg (1971) in “the indo-pacific hypothesis” focuses his discussion on the ta language group of nan languages and decides that ab language in alor island, or language in kisar island, and bn and mk languages in timor (east timor) belong to ta internal subgroup. in that subgroup, it is stated that ab language is closer to bn, while or is closer to mk. this decision is based on the similarity in pronouns (the first and second singular and plural persons) that the languages have. all of the studies above in principle synchronically compare the structural aspects of the languages by using a limited number of words. the present study is diachronic and is based on quantitative and qualitative evidence by grouping and reconstruction of their protolanguage. even the study goes to the point where the phonological evolution, both internally and externally, is described. 2.2 theoretical framework language evolution is a process of language transformation, in a long period of time in a natural way from the initial form to the final one as can be seen today with various variations, adaptations, natural selections, and the characteristics of a phylum (nerlich, 1989; lass, 1990; and mcmahon, 1999). the concept of language evolution in the historical comparative linguistic phenomena tends to be more relevant to the concept of darwinian biological evolution (mcmahon, 1999). the argument is that historical linguistics and historical biology are two special fields that are specially related to the theory of evolution in general (stevick, 1963). language and species are two systems that exist and undergo changes. hence, language and species undergo the same change of forms which end up in the development of classification represented in a family tree. biologically, language and population share two common characteristics, i.e., (1) the structure can be passed on from one generation to the next, (2) the variation is isolated one from another and develops separately (lass, 1990). based on the concept of evolution described above, the theoretical framework of this study is based on the theory of language change (labov, 1994   5 and mcmahon, 1999). change in a language, generally, can occur as the result of internal and external processes. in a historical comparative linguistic study, an internal language change, i.e. a change in language as the result of a long development in time leads to individual languages which originates from a common ancestral language, which can be traced by applying the theory of language genetic relationship (bynon, 1979; hock, 1988; jeffers and lehiste, 1979). external change in language occurs as the result of language in contact process, both in the context of linguistic area as well as in the framework of socio-political relation that can be traced with the theory of diffusion (rickford, 1986; labov, 1994 and dixon, 1997). the genetic relationship among languages of the same family in the historical comparative linguistic study in principle can be proved on the basis of the inherited elements of the original language or protolanguage (hock, 1988). the linguistic facts manifested in orderliness and correspondence found in the languages which are genetically related show the evidence of the authenticity inherited from a common ancestor (bryon, 1979:47). the grouping means the determination of the family tree of the language groups for the purpose of clarifying the genetic structure. through the grouping, the status of each language is established. on the other hand, the reconstruction of the protolanguage clarifies the genetic relationship and the bond of origin of the languages in accordance with the level of genetic relationship depicted in the family tree. 3. research method the method of data collection used in this study was the speak, record and note technique (sudaryanto, 1988:7) and implemented in face-to-face interaction (moleong, 1997:25-27). the instrument of data collection used was the 200 basic words from swadesh list (revised by blust, 1980) and holle list of 1600 words. the data analysis used was syncomparative and diacomparative method as suggested by lass (1969:15). syncomparative was applied to analyze data synchronically while diacomparative was based on the diachronic analysis. the synchronic and diachronic analyses have autonomous characteristics, but are   6 interdependent. saussure states that synchronic analysis is limited to the perspective of finding the entirety of the language system in a particular time. in contrast, diachronic analysis followed the language evolution, does not view the entirety of the language, but the particular elements at different times (gordon, 2002: 34). the application of diacomparative method in the present study was made with vertical and horizontal approach. 4. discussion 4.1 the genetic relationship of or, ft, mk languages and the languages in the surrounding area the quantitative evidence found in the nine languages under observation and on the basis of lexicostatistical computation of the cognate set collected by using the 200 basic words of swadesh list, showed that or, ft, and mt languages are the languages which belong to a separate group as ofm that are related by the 33% genetic relationship. the closest relation is between or and ft as an of subgroup by the 47% genetic relationship, followed by ft and mk by 28%, and or and mk by only 24%. hence, the family tree of the group genetic relationship has a split pattern, i.e. the ofm language group as the ancestor language which is divided into two subgroups, i.e. of and mk. the of subgroup as mesolanguage which is divided into or and ft which finally become autonomous languages of or, ft, and mk. the qualitative evidence also confirms the quantitative one, particularly in the integrating and at the same time separating evidence of the ofm group in the form of: (a) ofm: mk /b/  ft /p/  or /h/, ofm: mk /s/  ft  /h/  or //, (c) ofm: mk /t/  ft /c/  or /d/, and (e) a number of ofm protolanguages are found. the of language subgroup is realized by the separating and at the same time integrating evidence of the of subgroup in the form of: (a) of phonemic correspondence with mk phonemes in the initial position, word-middle and wordfinal positions, (b) metathesis in mk, (c) prothesis in mk, (d) aphaeresis in mk, (e) syncope in mk, (f) apocope in mk, and a number of exclusively lexical innovations in of.   7 on the basis of the quantitative evidence in the percentages of genetic relationship and the qualitative evidence in the form of the ofm group integrating evidence and the of separating and at the same time integrating evidence as described above, the genetic relationship between or, ft, and mk languages can be formulated in the form of a family tree that follows the binary split, i.e. ofm group as the ancestor of the three languages which is divided into of and mk. then, of as mesolanguage which is divided into or and ft. 4.2 the reconstruction of the protolanguage of or, ft, and mk reconstructing ofm protolanguage is a process of tracing abstract relationship of common origin comprising vocal protophonemes, consonant protophonemes, and protowords of that language group. a. reconstructing vocal protophonemes through the tracing of or, ft and mk vocal phonemes and the vocal phonemic change system that occurs in the three languages, five vocal phonemes have been reconstructed, namely, */i/,*/u/, */e/, */o/ and */a/, both at the level of ofm group and at the of subgroup. the proto phonemes generally underwent split in mesolanguage and modern language by the dominant phonemic change rule in the form of progressive assimilation followed by regressive assimilation and dissimilation. in addition, a merger process occurred in the form of vowel centralization. b. reconstructing consonant protophonemes on the basis of the result of the tracing of or, ft and mk consonant phonemes and the consonant phonemic change system that occur in the three languages, 10 consonant protophonemes could be reconstructed at the ofm subgroup level, namely: */p/, */t/, */k/, */’/, */m/, */n/, */l/, */r/,*/s/,*/w/ and 12 consonant protophonemes at the of subgroup level by adding */h/ and */y/ consonants. the consonant protophonemes tended to undergo split at mesolanguage and modern language through the rule of phonemic change in the   8 form of voicing, palatalization, and nasalization (homorganic nasal stop consonant cluster). c. reconstructing proto words in addition to vocal and consonant protophonemic reconstruction, ofm proto words have also been reconstructed as the realization of the common origin of the ofm group and the of protowords as the realization of the of language subgroup. the ofm protowords that were found have 180 etymons in the form of exclusive joint innovation that is only possessed by the language group and is not found in the other languages. the of protowords consist of 209 etymons that are only found in the subgroup. the ofm protowords have undergone innovations at the mesolanguage level and modern language level through the rule of phonemic change in the form of apocope, voicing, fricativization, and metathesis in mk language; palatalization, laryngalization, and fricativization in ft language, and syncope, laryngalization, metathesis, aspiration, and /h/ phoneme release in or language. 4.3 phonological evolution of or language 1) internal evolution in the historical perspective, as the effect of diachronic interaction with languages in the ofm group, or language underwent vocal phonemic change and consonant phonemic change. in vocal phonemic evolution in the form of ofm vocal protophonemes: */u/ and */o/, a retention occurred together in the of subgroup and in the vocal phonemes */u/, */o/ and */a/ a retention occurred in or language in all positions. three vocal protophonemes of ofm */i//_#, */e//_# and */_# underwent split and merger in of and two of vocal protophonemes */i//_# and */e// _# underwent split and merger in or, and the vowel centralization in that language group. in consonant phonemic evolution a change occurred from 10 consonant protophonemes in ofm into 12 consonant protophonemes, by adding phonemes */y/ and */h/ in of and 13 consonant phonemes in or, by adding phoneme /d/.   9 2) external evolution externally, the phonology of or also underwent evolution as the result of language contact with in, bel, por, ks and am languages. the forms of change are as follows: (a) enrichment of consonant phonemes /b/, /c/, /d/, /j/, /g/, /ng/, /f/, /v/, and /z/; (b) the cluster formation: dw, kl, kr, pl, pr, sl, sr, st and tr; (c) the addition of homorganic nasal stop consonant cluster: /mp/, /mb/, /nt/, and /nđ/; (d) enrichment of syllabic patterns; (e) shift from vocalic to non-vocalic language. 5. new findings 1) the relationship between or and ft turned out to be closer than that between or and mk. this finding at the same time refutes greenberg the opinions of greenberg (1971) and capell (1975) who state that or is closer to mk than to bn. 2) greenberg (1971) classifies nan languages in the region of tap, hu, kb and the surrounding areas as west papuan phylum with a very low genetic relationship (12% and below). the findings of the present study showed that the relationship of the three languages (or-ft-mk) falls into the stock category and the average of the cognate similarity is 33%. moreover, the relationship of or and ft belongs to the family category with 47% genetic relationship. 3) the method of an accurate protolanguage reconstruction is not enough by relying on the so far applicable correspondence rules. but, it should be done up to the point of finding the phonemic change that occurred in the language group under study. hence, the use of symbols and capital letters and alternative phonemes are no longer needed. 4) in this study the vocal phonemic change system was found in the form of vowel centralization. the rules of change in the form of split and merger and assimilation and dissimilation correspondence that occurred in the group ended in the vowel centralization. the implication is that if there is a highmedium-low vocal correspondence in some words it can be reconstructed as high or low vowel.   10 5) it was also found that consonant phonemes in the form of voicing in the voiceless stop consonants were traced through the split rule with the correspondents. this finding also serves as the internal evolution of voiceless stop consonants that occurred in the ofm language group in a balanced manner. 6) this study also found or to have lost its natural identity including a shift toward non-vocalic language. the factors leading to this include: (a) or belongs to the substratum of languages of its surrounding areas; (b) the hegemony of indonesian language over or is very strong, particularly. in the religious domain; (c) the less dominant role of the or language users in their environment; (d) the language development system (internal & external) that does not work; (e) the closed language users’ culture toward the existence of their language and (f) the image of or as a dead language. 6. conclusion and suggestions 6.1 conclusion 1) synchronically, or, ft and mk have phonological identity as follows: a) or, ft and mk share five vocal phonemes (/i/, /u/, /e/,/o/ and/e/, /a/) that can distribute completely and share a common diphthong phoneme /ai/. b) or has 13 consonant phonemes (p/, /t/. /d/, /k/, /’/, /m/, /n/, /l/, /r/, /f/, /v/, /s/, /h/, /w/ and /y/) and mk 15 consonant phonemes (/p/, /t/, /b/, /d/, /k/, /g/, /’/, /m/, /n/, /l/, /r/, /f/, /s/, /h/, and /w/), all of which can have initial and middle word positions. c) in terms of the syllabication of the three languages, or has more complex syllabication than ft and mk. the complexity of or is the result of the language users’ tendency to delete vocal phonemes in the middle word position and the dominant influence of foreign languages that contribute to the enrichment of its vocabulary. d) in terms of the structural aspect of the phonemes of words in the final syllable, or, ft and mk have open syllable pattern and diachronically, the three languages are similarly vocalic languages.   11 2) or, ft and mk have diachronically been convincingly proved to have a close genetic relationship and constitute ofm language group. the family tree of the genetic relationship of the three languages takes the split pattern with of and mk as the next branches. it means that or turns to be closer to ft than to mk. 3) it has also been proved that or has undergone phonological evolution both internally and externally. the internal evolution involved among others: (a) two vowels: /i/ and /e/ which underwent innovations in the form of split and merger in or, (b) the centralization of vocal phonemes in the language group. the external evolution included: (a) enrichment of consonant phonemes, (b) formation of clusters, (c) formation of homorganic nasal stop consonant clusters, (d) enrichment of syllabication, (f) the shift from vocalic language toward non-vocalic language as the result of a long history of language development diachronically and the effect of borrowing from languages in the region. 6.2 suggestions 1) this study focuses on the phonological and lexical aspects. as a consequence, it opens up room for morphological and syntactical aspects of the language group. 2) the region that covers tap and kb language group, west papua and its surrounding is a meeting region of an and nan languages that stores the richness of a variety of linguistic and cultural phenomena. a broader and deeper study that combines quantitative and qualitative data needs to be done to discover nan protolanguage in this region. 3) we need prevent the negative effects of the efforts made in the framework of indonesian language development. they should not have an implication in the erosion that lead to the loss of natural identity on the part of ethnic languages in the region.   12 4) it is expected that the findings of this study can encourage a concrete joint effort from the republic of indonesia and east timor in studying linguistic and cultural aspects in tap region and its surrounding areas. acknowledgements in the course of writing this dissertation the writer has obtained assistance from many parties who have shown their active participation. on this occasion, the writer would like to express his deep gratitude and high appreciation to prof. dr. aron meko mbete as supervisor, dr. ni made dhanawaty, m.s. and dr. inyo yos fernandez as the first and second co-supervisor. the writer would also like to extend his thanks to all of the teaching staff and board of examiners in the doctoral program in linguistics, the postgraduate program of udayana university: prof. drs. i ketut artawa, m.a. ph.d., prof. dr. n.l. sutjiati beratha, m.a., prof. dr. made budiarsa, m.a., dr. a.a. putu putra, m. hum., and dr. made sri satyawati, s.s., m. hum. for their invaluable suggestions and comments for the improvement of this dissertation. the writer would also like to thank the administration staff and all people who have helped in the 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languages and the new guinea linguistic science. australia: the australian national university. p. 299--322. wurm, s.a. tth. “austronesian and non-austronesian (papua) languages in contact: some notes.” dalam: s.a. wurm (ed.). linguistic and literary studies. paris: the hague. p. 87--109. wurm, s.a. 1975. “the application of the comparative method to papuan languages: general and mainland.” dalam: s.a. wurm (ed.) papuan languages and the new guinea linguistic science. australia: the australian national university. p. 237--261. e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/ vol. 14, no. 1, january 2020, pages: 151-163 print issn: 2442-7586 online issn: 2442-7586 https://doi.org/10.24843/e-jl.20120.v14.i01.p015 151 expansion clauses application in pan balang tamak text i ketut suardana1 universitas bali dwipa, indonesia suardanate920@gmail.com i nyoman sedeng2 universitas udayana, indonesia nyoman_sedeng@unud.ac.id putu sutama3 universitas udayana, indonesia sutama_udayana@yahoo.com article info abstract* received date: 26 dec 2019 accepted date: 27 dec 2019 published date: 31 dec 2020 keywords:* expansion clauses, pan balang tamak jero klian, paratactic and hypotactic. pan balang tamak text is one of famous balinese texts in balinese community. however, the popularity of the text has declined since more than years ago especially in the youth. this is because of more interesting and modern entertainment. this phenomenon made the stakeholders feel worried because it led it to get extinct therefore, the stake holders anticipated it. one of the efforts to prevent from the extinct was to write pan balang tamak text. the text was written in some version with their own styles. however, the essence of all variances is similar. the text belongs to be narrative text therefore it needs more abstract comprehension to find the character of the figures, message and ideology of the text. most of the communities comprehended the text from literal point of view. this was the reason why the text was viewed to have different interpretation about the characters of the text. besides that, the clauses within the complexes were not comprehended well based on the functions in the clauses complexes. to find the characteristic of the figures of the text, expansion clause becomes prime concern. this paper analyzed the clause functions within the expansion clauses. the data were taken from satua satua bali pan balang tamak (2014). the theory used to analyze the data was the theory of clause complex proposed by halliday. the method hired for this research was library research by syntactical technique. the finding of the research suggested that all kinds of expansion clause be hired in the text such as: elaboration, extension and enhancement. enhancement clauses were found in the most varieties. elaboration and expansion in paratactic clauses indicated that pan balang tamak did something different from others did while enhancement clauses in hypotactic indicated that pan balang tamak became target. 1. introduction pan balang tamak text was ever very popular in more than years ago in balinese community. however, the popularity has been declined especially in youth. the phenomenon https://ojs.unud.ac.id/index.php/eol/ mailto:suardanate920@gmail.com mailto:nyoman_sedeng@unud.ac.id mailto:suardanate920@gmail.com 152 makes the stakeholders feel worried about this situation. many efforts have been done to make the text keep existing in the community. one of which is to write the spoken text into written text. some writers rewrite the text with their own language styles such as: structure of the clause, lexical choice, mood system and many others. this effort aims to ease the community to reach and understand the text. the existence of the text is accepted faster by the community from different level of background. the different background of the readers and different versions in language used in the text make different interpretation for the text. therefore, the text is comprehended differently. the language used in the text plays an important role create certain meaning for the readers. text is written by supatra (2014) is the most popular text accepted in the community because the text uses the simplest clause structure hence the text is easy to comprehend. in addition, the text uses certain lexical choices which people are easy to get the point of the message. clauses play an important role in the text because clauses are used to describe chronology of events, the characters of figures and the involvement of the participants. those identifications are brought through clauses based on their own functions within clause complex. in others word, clause understanding creates internal and external contexts. internal context refers to context that focuses on language stratum. external context refers to the relationship between language and non-language to create certain meaning. unfortunately, the clause functions in the text are not always caught holistically by the communities. therefore, the semantics of the text is interpreted in some versions. some communities view that pan balang tamak serving as the main figure in the text has good character, wise, clever, diligent and helpful. some communities think that pan balang tamak has bad character such as: tricky, selfish, lazy, intolerant and many others. from that phenomenon, this paper analyses the clauses applied based on the functions in the text by using systemic functional linguistics (sfl) approach. the theory used to analyze the clause functions is clause complex theory proposed by halliday (2014). the aims of this analysis are to know how far the theory is applied in the text and what kinds of function have significance in determining context of situation. 2. research method the research used qualitative research method by describing the result of the research descriptively. the theory used to analyze the data was the theory of expansion clause, a part of clause complex proposed by halliday (2014). the data source was taken from pan balang tamak text (supatra, 2014). suptra text was chosen because the text written used the simplest clause structures and the most familiar lexes in the text. the concern was viewed to be very important to achieve the readers’ understanding. the original data were written in balinese language, the data were accompanied with the translation in english. the method was used to take the data is library research (subroto, 2007) by reading pan balang tamak text. all clauses found in the text were collected to become populations, the simple clauses found in the text were ignored since they are not relevant to the analysis. the focus on the analysis was only the clause complexes especially expansions clauses. the technique used to analyze the data was syntactic. the clause complexes were spread into simplex clauses based on the functions they were analyzed by using the theory of clause complex proposed by halliday. 153 the results of the analysis were presented in description and supported by tables in two languages balinese and english. balinese language was placed in the first line as original data and english language was written in the second line as translation language. each clauses was given code based on the function within the clause complex. 3. discussion based on the research, the text of pan balang tamak applies expansion clauses in each category. the clauses found in the text are presented as bellow: 4.1. elaboration, elaboration clauses were found in the text. the elaboration clauses were found such as repetition, clarification and exemplification. a. repetition clause i pan balang tamak koné adané, jelema meawak cenik, muané cekak-cekok meplutlutan pan balang tamak is his name he has small body his face is wrinkle face 1 = 2 = 3 the name of pan balang tamak is the theme of the first clause, the second and the third clauses function to elaborate pan balang tamak’s characteristics embedded in his body. the second clause uses substation released with jelma which can be interpreted as he and the third clause uses muane which is translated into his face. pan balang tamak is substituted into pronoun in the second clause and possession in the third clauses. in other word, pan balang tamak is repeated in different ways. clause ii cetik totonana tuah duén ratu agung di puri cetik totonan tunase tekén krama banjaré cetik totonan anggona nyetik ia i pan balang tamak the poison is possessed by the king the poison is asked by the commoners the poison will be used to kill pan balang tamak 1 = 2 =3 clause ii is similar to clause i. the second and the third clauses in the clause ii use the lexes cetik (poison). the words cetik totonan (that poison) come in the second and the third clause and they function as theme. those mean that the writer thinks that cetik totonan is viewed to play an important role in the text. the poison is viewed to be able to kill pan balang tamak.in other word, the function of the second and the third clauses are to emphasis the function of the poison owned by the king released by the first clause. clause iii kéto pamunyin pan balang tamak ane ngaé kliané kapelek makeneh that is pan balang tamak said which makes the leader blocked α = β clause iv 154 kéto dayan pan balang tamak ané ngaénang basing gedeg that is pan balang tamak’s behaviour that makes the communities angry α β clause iii is different from clause i and ii, clause iii has unequal status. the clause iii consists of a main and a subordinate clauses. therefore, it is called hypotactic clause since the second clause functions to elaborate the first clause by emphasizing nominal group pamunyin pan balang tamak. that nominal group is clarified by adjective clause hence the nominal group has more significant meaning. the existence of the clause complex above guides the reader(s) to comprehend well about what pan balang tamak said. the needed comprehension must be more abstract about whta pan balang tamak already spoke in previous occasion. clause iii is similar to clause iv, the second clause of the clause iv constructed by relative clause functions to elaborate nominal group dayan pan balang tamak. the emphasis in the clause iii is speech, while in the clause iv is behavior. in other word, the speech and behavior made by pan balang tamak were hated by the communities. b. clarification clause v lantas pan balang tamak tulungina megat tukadé totonan dadiné buung ia kena danda maboros then, pan balang tamak is assisted to pass the river in other word, he escapes from the fine 1 = 2 the expansion clause v is the clarification of the first clause. for those who pass the river will escape from the fine. the leader needs the communities to pass the river whether they can pass by themselves or get passed. in this case, pan balang tamak passes the river since one of the commoners gave assistance to pass the river. therefore, pan balang tamak can be prosecuted to pay fine. clause vi cicinge ngengsut ditu di punyan kétkété ané bet tusing nyidang makiba the dog is trapped in luxuriant thorn tree the dog can not move 1 = 2 the second clause above serves as clarification of the first clause. the dog which is trapped on the luxuriant thorn tree can not move because the thorns stick the dog skin and the dog feels pain so the dog does not want to move to avoid pain. the second clause serves to elaborate the dog condition released by the first clause. the second clause serving as clarification clause plays an important role to give more detail information. c. exemplification clause vii makejang cicingné pada galak nguber buron alas ada ané maan kedis, ada ané maan kékér, lubak, semal, kiuh tur ané lénan 155 all of the dogs are ready to pursue preys in the forest some of them get birds some of them get wild chicken, weasel, squirrel and others. 1 = 2 =3 the first clause is elaborated by two clauses, the two of expansion clauses are parts of what the dogs obtain from hunting. in other word, clauses 2 and 3 are parts of the preys gotten from hunting. in other word, the second clause and the third clauses are example of preys gotten by the dogs during the hunting. because of those reasons, the second and third clauses are categorized as elaboration clause in paratactic. clause viii di arep petiné to lantas jero mangku kairing tekén para pemedek ngaturang bhakti, ngaturang prama suksma antuk kelédangang ida betara mapaica in front of jero mangku who is accompanied by the prayers do pray, say thank you because of the god kindness to bless 1 = 2 the first clause suggests the activity be done by jero mangku and the prayers in front of the temple. there are many kinds of activity can be done to say thank you to the god because of his blessing for the community. one of the ways done by the community is by prama suksma (ceremony to say tank you with special offering for the god in the temple). the second clause is a form of activity done by jero klian and the prayer to say thank you for the god. the second clause is viewed as one of the examples which can be done to express gratitude to the god. 4.2. extension clauses, there are three kind of extension clauses found in the text, namely: adversative, addition and variation. a. adversative clause ix makejang anaké mejalan ke alasé sakéwala pan balang tamak mejalan sidori all of the commoners go to forest but pan balang tamak goes late 1 +2 the second clause functions to contrast to the first clause. the second clause is used to describe what pan balang tamak does. the activity done by pan balang tamak is totally different from what the communities do. the second clause plays very important role to value that pan balang tamak does good activity while the community do bad habit. the second clause suggests that only pan balang tamak does something good. the reason why pan balang tamak goes to the forest late because he does not want to hurt animals living in the forest. he thinks that hurting animals is bad behavior, it can destruct natural ecosystem in turn it leads to bad effect for human life. b. addition clause x kéwala pan balang tamak sing ja kodag-kodag baan lengit, pripitné, tur liu pesan dayané however, pan balang tamak is very lazy, considerably and he has a lot of idea 1 +2 156 the second clause functions to add information about pan balang tamak hence the information about pan balang tamak’s possession is more complete. the second clause has the same status with the first clause so the clause complex is called paratactic. both of the clauses are the same process in relational processes, but the first clause is attribute and the second clause is possession. the information brought trough the text becomes coherence by the existence of the second clause using conjunction functioning as extension tur. c. substitution clause xi cicingné lantas kaing-kaing boya ia ngongkong the dog cries instead of barking 1 + 2 the clause xi above belongs to be paratactic clause complex, the first clause functions to state what the dog experiences because of situation that happens to it. the second clause functions to state what the dog should be done in the forest during hunting. the second clause is called substitution because it states what the dog is not doing because of certain situation. clause xii sujatiné, ané darae teken pan balang tamak sing ja tain cicing kéwala ento tuah jaja iwel actually, what pan balang tamak ate is not dog’s feces but it is iwel cake 1 +2 the first clause of the clause xi states that pan balang tamak does not do it, it is only trick or strategy to deceive jero klian and the commoners. the second clause functions to state the exact entity eaten by pan balang tamak. therefore, the second clause is viewed as clause clarifying the commoners’ assumption that pan balang tamak does eat not what the communities think. 4.3. enhancement there are several kinds of enhancement clause found in the text such as reason, purpose, time, place, result, manner and source. the clauses are presented as below. a. reason clause xiii sawiréh ia sing suud-suud makeneh ane tidongtidong, ento makrana ia ngenah énggal tua. because he always thinks of unpredictable matter that is reason why he looks too old α x β α xβ clause xiii is constructed by 3 clauses with different functions. the first clause sawiréh ia sing suud-suud makeneh ane tidong-tidong functions as the main clause stating pan balang tamak always think about anything which is never thought by others. the clause ento makrana 157 ia ngenah énggal tua.is embedded clause (halliday, 2014:501). the embedded clause suggests the reason. the first clause is a clause functioning as source of aging while the second clause functioning as the subordinate clause is viewed to serve as a reason clause. clause xiv sakewala ia tusing pesu ke banjar ia enu ngantosang siapné tuun however, he does not go to banjar he is waiting for his chicken turning down from the nest α x β α xβ clause xiv is a clause complex that consists of three clauses. the first clause functions as the main clause and suggests that pan balang tamak not go to banjar. the second clause ia enu ngantosang siapné tuun functions as reason why pan balang tamak does not go to banjar. the second clause is categorized as subordinate clause without conjunction. the clause above describes that pan balang tamak is a good commoner, he runs jero klian’s instructions. jero klian instructed to all commoners to go to banjar in the time when chicken go down from the nest. pan balang tamak stays in the house while waiting for chickens go down from the nest. he does not want to go to banjar earlier because of the instruction. clause xv ulian ngekoh ngomong kramané lan jero klian lantas menehin sanggahné i pan balang tamak kanti tileh anyar since being lazy to talk the commoners and jero klian repair pan balang tamak’s temple good. x β α clause ulian ngekoh ngomong serves as reason clause, hypotactic clause. the subordinate clause is located before the main clause. the main clause indicates that jero klian and the commoners fill the reasonability to repair pan balang tamak’s temple. they realize that what they instructed to all commoners brought bad effect for them. the second clause is clause that gets ellipsis in subject. b. purpose clause xvi krama banjaré lakar luas ke alasé ngalih kayu the commoners will go to the forest to seek wood α x β the clause xvi belongs to be a clause complex hypotactic. the main clause states about the readiness of the commoners to go forest. the second clause states the reason why they go to forest. the clause states that the aim of seeking wood to the forest is to trap pan balang tamak in 158 order he can be charged with fine. jero klian and the commoners know that pan balang tamak is old enough to seek wood. by this reason, pan balang tamak enables to be trapped. clause xvii kenehné kramamasih lakar nyekin pan balang tamak apanga taén keni denda the commoners want to make agreement to trap pan balang tamak with fine α β the clause xvii is very clear to identify hypotactic clause. the the second clause functions as subordinate clause serving as purpose clauses. the clause is clear to show that the communities have strong disire to margin pan balang tamak by charging fine. c. time clause xviii lantas pan balang tamak jeg nyemak tain cicingé totonan lantas dare buina ciplakané jeg lung pesan then pan balang tamak take that dog’s feces then it is eaten with good chew 1 x 2 the clause xviii is clause complex paratactic because the first and the second clauses have equal status. the second clause suggests the sequence activity be done after the first activity by pan balang tamak. the second clause is viewed as clause of time because the activity is done soon after taking the feces. it is related to the time. the clause complex above is used to state strategy done by pan balang tamak to deceive jero klian and the communities. clause xix mara nepukin kéto jero kian tekén karma ané lénan suba demen atiné sawiréh jani suba lakar nyidayang ngenén ia pan balang tamak denda after seeing a such phenomenon, jero klian and the commoners are happy because they will succeed to fine for pan balang tamak xβ α α xβ the clause xix above belongs to be hypotactic clause of time, because the clause complex suggests a serial activity. the main clause suggests jero klian and the commoners be happy because what they hope becomes true. such feeling comes after knowing that pan balang tamak feels difficulty escaping from the trap. the phenomenon is released by the subordinate clause functioning as clause of time. d. place clause xx suba lantas neked di tengah alas tongosé maboros makejang suba pada ngelébang cicingné apang maboros when arriving at the where they hunt all commoners escape their to hunt 159 forest dog x β α α x β α x β the clause complex above is clause complex hypotactic, the clause tongosé maboros is embedded clause of nominal group tengah alas. the nominal group tengah alas is elaborated by the relative clause functioning as adverbial clause of place. the clause indicates the place where pan balang tamak is trapped by performing hunting. the clause complex above suggests that jero klian and the commoners do something bad not only for pan balang tamak himself but also for forest ecosystem. e. result clause xxi karangé totonan depanga tumbuh misi padang, puletpulet, tur ané lénan ané sing maguna, tur tusing dadi daar the land is not planted the land is grew by grass and any kinds which can not be useful or can not be eaten. α xβ α = β the clause complex above is supported by 3 clauses with different status. the first clause released by karangé totonan depanga function as the main clause suggests that pan balang tamak not do anything in his land. the second clause suggests that situation happen in his land. the third clause is an adjective clause serving to modify nominal group padang, pulet-pulet, tur ané lénan. the clause complex above is used to state an activity done by pan balang tamak to examine how far the commoners can run regulations released by jero klian. pan balang tamak. the commoners think that grass growing in pan balang tamak’s ;and is not useful at all. this is the reason why violation happens. f. manner clause xxii liu ada anak macelep keme, tur pagehané ané melakar aji carang kayu cenik tur lidi kalambuk kanti uug. many people go there by breaking the fence till broken. α x β the clause xxii is categorized hypotactic clause complex. the first clause serves as the main clause, it states that the activity is done by many commoners because certain reasons. the way to reach pan balang tamak’s land is by breaking fence made by pan balang tamak. that 160 second clause serves as adverbial clause and it functions as manner clause. the clause complex above is used to state as proof that the commoners are not ready to run regulations legalized by jero klian. g. resource clause xxiii dadine ulian arah-arahan totonan pan balang tamak liu maan pipis ulian danda therefore, from the instruction, pan balang tamak gets some money because of fine. x β α the clause complex xxiii belongs to hypotactic clause complex. the first clause suggests that pan balang tamak get much money. the second clause is a clause stating the source where the money is from. the clause complex above is used as proof that the communities do violence against regulation legalized by jero klinan. because of that reason, pan balang tamak gets some money released by the first clause. the clause complex above suggests that the communities have low comprehension about ruler and regulation application in the community. 4. novelties expansion clauses played an important role to create meaning because chronology of events was described through expansion clauses. there were some expansion clauses functioning to guide the reader(s) to define the character of jero klian, namely hypotactic elaboration such as: kéto pamunyin pan balang tamak ane ngaé kliané kapelek makeneh (that is pan balang tamak’s speech which make klian trapped) kéto dayan pan balang tamak ané ngaénang basing gedeg (that is pan blang tamak’s behavior which make the community angry). both clauses above suggested that whatever pan balang tamak did made the communities dislike him very much. the anger to pan balang tamak was released by some efforts to punish him with fine. the efforts done to trap pan balang tamak were released by expansion clauses functioning as enhance clause such as purpose clauses. krama banjaré lakar luas ke alasé ngalih kayu (the community want to go to the forest to seek wood) kenehné kramamasih lakar nyekin pan balang tamak apanga taén keni denda (the communities want to make agreement to trap with fine). makejang kramané makeneh apang pan balang tamak sing nu digumine (all communities try to kill pan balang tamak) the three purpose clauses above suggested that jero klian and the communities have deep anger to pan balang tamak and never forgive him. therefore, conflict between pan balang tamak and jero klian was found in the community. the conflict was exaggerated by contradictory behavior done by pan balang tamak. the contradiction was released by adversative clauses. the activity done by pan balang tamak was expressed by negation clauses. 161 5. conclusion based on the research, the text employed three kinds of expansion clauses, namely elaboration, extension and enhancement. elaboration was used to elaborate nominal group. paratactic elaboration clause functioned to (i) give repetition about pan balang tamak’s physic, (ii) clarify that pan balang tamak was free from fine and pan balang tamak’s dog can not move from the thorn, and (iii) exemplify the activities done by the communities. in hypotactic clauses were used to elaborate nominal group concerned to pan balang tamak speech and behaviour. the extension clauses were also found such as: adversative (contradictory clause), additional (giving an additional information) and substitution clauses (change into what should not be done). enhance clause was the most complete varieties found in the text. such as: reason, purpose, time, place, result, manner and source. 6. acknowledgment this researched was inspired by the writer’s promoter prof. dr. i nengah sudipa, m.a.. copromoter i, prof. dr. nyoman sedeng, m.hum. co-promoter ii, dr. putu sutama, m.s. therefore, the research could be finish. the writer would like to express great gratitude to them. in addition the writer would like to thank to the examiners of this article. refferences made, susini et al. indonesian mental clause and its translation directions in english. ejournal of linguistics, [s.l.], v. 13, n. 1, p. 125-140, june 2019. issn 2442-7586. available at: <https://ojs.unud.ac.id/index.php/eol/article/view/48261>. date accessed: 17 jan. 2020. doi: https://doi.org/10.24843/e-jl.v13i1.48261. fitri, nidya et al. the textual structure of the jessica-mirna judicial text: an forensic linguistic approach. e-journal of linguistics, [s.l.], v. 13, n. 1, p. 174-178, june 2019. issn 2442-7586. available at: <https://ojs.unud.ac.id/index.php/eol/article/view/49903>. date accessed: 17 jan. 2020. doi: https://doi.org/10.24843/e-jl.v13i1.49903. halliday, m.a.k 2004. an introduction to functional grammar. london: arnold. halliday, m.a.k. 2014. halliday’s introduction to functional grammar. london new york: routledge. morley,g. david. 2000. syntax in functional grammar an introduction to lexicogrammar in systemic linguistics. london: continuum. samsudin, samsudin. the ideational, interpersonal and textual meaning in jokowi dodo's inauguration speech. e-journal of linguistics, [s.l.], v. 13, n. 2, p. 357-367, july 2019. issn 2442-7586. available at: <https://ojs.unud.ac.id/index.php/eol/article/view/50007>. date accessed: 17 jan. 2020. doi: https://doi.org/10.24843/e-jl.2019.v13.i02.p14. setia, eddy et al. clause complex and experiential realization in court texts (bali bomb case i): a systemic functional linguistics study. e-journal of linguistics, [s.l.], jan. 2009. issn 2442-7586. available at: <https://ojs.unud.ac.id/index.php/eol/article/view/3534>. date accessed: 17 jan. 2020. setiawan, irma et al. the development system of linguistic experience on the debate text of presidential candidate of the republic of indonesia 2014 – 2019. e-journal of linguistics, [s.l.], v. 13, n. 2, p. 211--232, july 2019. issn 2442-7586. available at: https://ojs.unud.ac.id/index.php/eol/article/view/48261 https://doi.org/10.24843/e-jl.v13i1.48261 https://ojs.unud.ac.id/index.php/eol/article/view/49903 https://doi.org/10.24843/e-jl.v13i1.49903 https://ojs.unud.ac.id/index.php/eol/article/view/50007 https://doi.org/10.24843/e-jl.2019.v13.i02.p14 https://ojs.unud.ac.id/index.php/eol/article/view/3534 162 <https://ojs.unud.ac.id/index.php/eol/article/view/49557>. date accessed: 17 jan. 2020. doi: https://doi.org/10.24843/e-jl.2019.v13.i02.p03. subroto.edi.2007. pengantar metode linguistik struktural. surakarta: universitas sebelas maret press. supatra, i.n.k. 2006. satwa bali pan balang tamak. denpasar: cv. kayumas agung. sutama, putu et al. marriage ritual text of balinese traditional community: an analysis of functional systemic linguistics. ejournal of linguistics, [s.l.], july 2010. issn 2442-7586. available at: <https://ojs.unud.ac.id/index.php/eol/article/view/3545>. date accessed: 17 jan. 2020. biography of authors ketut suardana is lecturer at bali dwipa university, was born in karang asam, indonesia, 29 th of september 1975. he joined to doctoral program (s3) of linguistics department in udayana university, september 2017, and the title of his disertation in ‘ teks pan balang tamak: kajian linguistik sistemik ungsional’. email: suardanate920@gmail.com https://ojs.unud.ac.id/index.php/eol/article/view/49557 https://doi.org/10.24843/e-jl.2019.v13.i02.p03 https://ojs.unud.ac.id/index.php/eol/article/view/3545 163 prof. dr. i nyoman sedeng, m.hum is a professor in udayana university, faculty of art, denpasar, indonesia. email: nyoman_sedeng@hotmail.com dr. putu sutama, m.hum. is associate professor in udayana university, faculty of art, denpasar, indonesia. email: sutama_udayana@yahoo.com e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 1-14 doi.10.24843/ejl.2018.v.12.i01.p.01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 1 designing the intercultural teaching using “dialogic reading” strategies for the english students at primary schools 1 fardini sabilah, muhammadiyah university malang 2 ni luh sutjiati beratha, sutjiati59@gmail.com, udayana university 3 made budiarsa, made_budiarsa@yahoo.com, udayana university 4 ida bagus putra yadnya, putrayadnya@yahoo.com, udayana university *corresponding author: fsabilah@yahoo.com received date: 20-10-2017 accepted date: 12-11-2017 published date: 04-01-2018 abstract—english in primary schools has been declared as an extra-curricular activity regulated by the 2013 curriculum, otherwise it is no longer as a local content subject as stated in past curriculum. due to this reason, english as an extra-curricular activity should not strictly followed teacher teaching guideline which has been written before by the local national education, however the teacher should concern more on creative teaching and learning process. on the other hand teachers at primary schools are to be ready to implement the suggested curriculum and be well equipped with the skills to design the instructional materials and activities relevant to the curriculum. this current research aimed at designing dialogic reading guideline to teach intercultural in the teaching of english in primary schools based on 2013 curriculum. intercultural instruction related to sensitivity to culture, intercultural communication skills, personal and group attitudes towards other cultures, as well as knowledge of other cultures whereas in primary schools this instruction introducing cultural aspects and values of both languages, l1 and l2 cultures. meanwhile, dialogic reading is further elaborated into some communicative instructional activities through reading, in which students are to perform a dialogue upon reading. the subjects of this research was sdn bunulrejo 2 malang with two teachers as the models of teaching. this current research was conducted by means of research and development (r & d) design, employing the stages as follows: observation, planning and drafting dialogic reading instruction strategies and guideline, trying out at schools, evaluation, fgd, expert validation, and finalizing the draft of dialogic reading guideline. after following those several stages, this r & d resulted dialogic reading intercultural instructional strategies and for upper grades (4-6) students of primary schools. it is expected that those instructional strategies could be utilized by primary school teachers in wider scope and increase the students competence in english research. keywords: dialogic reading, intercultural, 2013 curriculum, primary schools 1. introduction 2013 curriculum is a new policy of the ministry of education and culture (kemendikbud) which has an impact on the position of english subject at all levels of schooling, especially at the elementary level (sd). in 2006 along with the issue of unit level curriculum (ktsp) policies, english subject in primary education is categorized as local content and must be taught in intra-curricular subjects. however, in 2013 curriculum, elementary school students learn english as supporting knowledge related to everyday life (sari: 2013). https://ojs.unud.ac.id/index.php/eol/ mailto:sutjiati59@gmail.com mailto:made_budiarsa@yahoo.com mailto:putrayadnya@yahoo.com mailto:fsabilah@yahoo.com e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 1-14 doi.10.24843/ejl.2018.v.12.i01.p.01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 2 along with the evaluations of 2013 curriculum implementation that have been conducted by the evaluation team from ministry of education and culture (kemdikbud) in 2014, the government issued ministerial decree (decree of the minister) no. 179 342 / mpk / kr / 2014 concerning the implementation of 2013curriculum on december 5, 2014. one of the points in the decree is the discontinuance of 2013 curriculum implementation at schools where the curriculum has been applied for only one term, that is, in 2014/2015 academic year and the reuse of unit level curriculum (ktsp). as for schools which have applied for three consecutive semesters since 2013/2014 academic year will continue to use 2013 curriculum and must be willing to be pilot schools of this curriculum implementation. based on the empirical facts above, it is clear that the implementation of 2013 curriculum is not mandatory for all schools and unit level curriculum (ktsp) is reimplemented. it means that english learning in primary schools is still taught as a local content. the characteristics of english learning at both curriculum equally accommodate the principles of creative and fun learning, as well as authentic assessment. thus, english learning in primary schools must be able to offer contextual learning to the students. the fact shows that up to now english learning in primary schools still teach english as a tool only and has not been taught on how to use it contextually. it can be seen from the materials and teaching methods applied by the teacher in the classroom. for example, students are taught the concept of 'like' and 'dislike' of food, but students are still directed to think about their own culture that mentions regular meals they have every day. at the pragmatic level, to make students have cultural sensitivity of english native speakers, the learning must give knowledge of english culture, for example, introducing food that they do not generally have every day. so when students are later confronted directly with native speakers of the target language and culture, students will have no trouble to understand it. initial studies conducted by sabilah (2014) for english language learning in fourth (iv), fifth (v), and sixth (vi) grades in five primary schools in malang city found that there is no english language learning which leads to the knowledge of intercultural competence. in addition, all teachers (five people) stated that they do not know how to teach intercultural competence. however, all of the teachers stated that they have indirectly taught learning materials related to https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 1-14 doi.10.24843/ejl.2018.v.12.i01.p.01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 3 the culture of other languages. however, the portions are very small and brief just because there happens to be a topic that is related to the culture of other languages in the used textbook. other findings show that all the teachers strongly agree that intercultural competence in english language learning in primary schools is very important and urgent to teach. it is because it can train students‘ pragmatic abilities so that students' understanding of the learned language will increase and it will automatically increase their communicative competence. therefore, research on intercultural competence in english language learning at primary school becomes crucial. in addition to the aforesaid factual results, an observation piloted in sdn bunulrejo 2 malang, in the end of 2014, revealed that the english instruction still concerned on teaching the language as a tool, not on using the language in communicative and contextual ways. moreover, the teacher was still dominating the use of english in the classroom activities as the techniques used were still classical. accordingly, the implementation of such interaction made the students less active in using english and passive in terms of reading skill. the identical condition was also found out on the further observation the researcher had in the beginning of semester, in september 2015, at sd muhammadiyah 4 malang, one of primary schools that has been employing and committing to incessantly implement 2013 curriculum. nonetheless, in its implication, there were several occurring obstructions, which were: 1) the implementation of the instructional activities had not met the characteristics of 2013 curriculum; and 2) there was not any guideline to execute the english instruction based on the scientific approach as highlighted in 2013 curriculum. this must obviously be a challenge for primary school teachers and academicians to formulate a way how to pattern english instructional activities as a reflection of the running curriculum. therefore, this current research formulated the following statement of the problem: ‗how is the design of dialogic reading strategies for teaching intercultural of english in primary schools based on 2013 curriculum? 2. theoretical basis principles of teaching english in primary schools an aspect that is highlighted within the language instruction is that teaching a new language (whether, in this case, english or the other foreign languages) to the children differs from teaching a new language to adults. ‗pedagogy‘ is the term that refers to teaching the earlyhttps://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 1-14 doi.10.24843/ejl.2018.v.12.i01.p.01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 4 aged children or learners; while ‗androgogy‘ is identical with adult learners, in which the instructional activities are suited to their ages and characteristics. phillips (2000) elaborates that teaching language to the children should underline several aspects as follows. firstly, the provided activities are to be as simple as possible so that students are allowed to get the point. secondly, the tasks given should be reached out by the students‘ competence. in addition, those tasks must be solvable and are to make students amused as well as satisfied right after completing them all. thirdly, the classroom activity has got to be orally-based. fourthly, the writing activity is to be taught as minimum as possible due to the students‘ competence that has not been good enough in writing in spite of using their local language. indeed, according to sabilah (2004), there are some principles of teaching english to the children, they are: using the simplest pattern of language, conducting an exciting teaching, not the horrifying one; and being able to employ some tricks. to appropriately teach english to the children, it is of importance to highpoint children‘s characteristics. children‘s characteristics are distinguished into 10 major points as below (sabilah: 2009): 1. owning several stages of development so as the materials to be taught cannot be over the normal capacity; 2. having a high curiosity; 3. to children, a world is full of surprises so that anything new is commonly attractive; 4. adoring repetition so much; 5. egoistic; 6. believing in any teachings the teachers have taught, including accepting the second language; 7. owning short attention span and low concentration; 8. relying on having hands-on activities to easily learn; 9. activating their five senses; 10. wholeheartedly learning the language with love. the classical theory from scott and ytreberg (2002) has also highlighted that there are several requirements that are to be completed by the english teachers in teaching children. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 1-14 doi.10.24843/ejl.2018.v.12.i01.p.01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 5 firstly, teachers are to be well-equipped (constituting having a good speaking, being able to control children‘s psychology, and being competent in employing various teaching techniques). secondly, english teachers for young learners are to be morally-equipped, by means of loving children, thinking as that of children, being enthusiastic, being humorous, and being able to be the special one for children, since they are supposed to be the role models for their students. in other words, teaching english as a foreign language in indonesia requires an intensive attention to make students euphoric and excited to learn and must be fully oriented to maintain their english mastery. furthermore, one of the determining factors is the readiness of english teachers who have been supplied by the essence of determination, patience, perseverance, creativity, science, and various teaching techniques. intercultural instruction intercultural competence means that learners have a sensitivity to a culture, in which they realize that in reality there are other cultures besides their own culture. bennett (2011) stated that intercultural competence is a set of cognitive, affective and behavioral skills and the characteristics that support effective and appropriate interactions in various cultural contexts. these skills by bennett were then translated into several components of competence, namely: 1) understand their own cultural identity, 2) communicate effectively with others, 3) develop the knowledge, skills, and attitudes that promote understanding, 4) manage the inevitable contact with others, 5) solve the problem together, 6) involve oneself in learning, and 7) work with other different cultures. therefore, in essence intercultural competence is the ability of learners to mimic native speakers and the ability to explain to other people from the same culture what is the culture of native speakers and vice versa. fantini (2009) stated that intercultural competence is the ability to succeed in communicating with people who come from other cultures. this capability can be owned by learners from a young age, and / or later developed and improved according to the willingness and competence. it is clear from the statement that in order to achieve intercultural competence, a learner should be introduced to the cultural material of the language being studied in accordance to his cultural viewpoints at an early age. ability formed from an early age will yield better competence. adaptive characteristics of young learners and their high curiosity make them https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 1-14 doi.10.24843/ejl.2018.v.12.i01.p.01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 6 more quickly in developing capabilities, strategies and skills in foreign languages with an intercultural insight. this basic ability is the asset for students to improve their ability at a higher level until the time they master the intercultural competence to communicate and interact in foreign cultures and with the societies. dialogic reading dialogic reading signifies a technique used at the english instructional activities for students of primary schools that aims at upgrading students‘ communicative competence, mainly on reading activity. in addition to the communicative competence, dialogic reading technique is deemed to be able to upright students‘ non-linguistic competence; students are required to socially and culturally get into the interaction to meet the characteristics of 2013 curriculum. moreover, the purpose of such dialogic interaction is to involve students at a particular conversation or dialogue in continuance so that they can acquire several chances to deeply learn new concepts and vocabularies, to formulate newly-learnt vocabularies, and to build first-hand phrases and sentences that are classier. therefore, this is considered of urgency since students have more chances to read any texts in english. dialogic reading strategy that is possible to be implemented at the english instructional activities in primary schools is ―follow the car‖ standing for, follow the child’s lead, comment and wait, ask questions and wait, and respond by adding a little more and wait. this strategy can be occupied by means of interconnecting with the instructional goals, instructional materials, and the readiness as well as competency of the students. furthermore, a student-centered english instruction is allowed to make students get attracted in which their interest provides teachers with an ease to teach new concepts and vocabularies. after reading activity has been completed, teachers utter some comments to what is happening in the reading texts and wait for the students to comment, which is supposed to train students‘ critical thinking. afterwards, teachers are to ask some questions to students for sharpening their speaking competence and wait for them to answer the whole questions. in this stage, teachers, furthermore, are allowed to repeat the questions. after students finish answering the questions, teachers are to respond and provide some new concepts while waiting for students‘ coming responses. in this stage, students will have more opportunities to prepare themselves to speak out, obtain new vocabularies, and rehttps://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 1-14 doi.10.24843/ejl.2018.v.12.i01.p.01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 7 elaborate the concepts of patterning sentences until they are able to find out the precise patterns of the sentences by their own competence. the core characteristic of the dialogic reading technique is asking question. by asking question, students are accustomed to formulate the target language, to think about wording the concepts, and to develop the notions based on what are actually happening in reality. consequently, the word ‗crowd‘ can be referred to a guideline for teachers to arrange the questions to ask. the followings are the exemplifications as well as the illustrations: c-completion questions ‗five little monkeys jump on ___‘ r-recall questions what happens after the wolf huffs and puffs? o-open-ended questions ‗tell me what is happening in this picture?‘ w-„w-h-questions‟ what is that? who is..? d-distancing questions what happened when we made your birthday cake? 3. research methods this research is designed in the form of research and development with the main objective to produce an instructional strategy in teaching the intercultural study for english language learning at primary schools. the research begins with the initial research and followed by direct observation of english learning in grades iv, v, and vi and the examination of the lesson planning documents and learning materials used by teachers. this research, moreover, was expected to result dialogic reading strategies for english instructional activities in sdn bunulrejo 2 of malang city by means of 2013 curriculum-based approach. the development of this model aimed at upgrading english instructions in primary schools to be more meaningful, contextual, and able to arrive at students‘ communicative competence. in this research, there are two (2) teachers selected from the school. while the students are those from these two selected schools and are in grades iv, v, or vi. informants in this research are english teachers and students, while key informants are education expert and expert in english language learning for primary education. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 1-14 doi.10.24843/ejl.2018.v.12.i01.p.01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 8 data were collected through observation and discussion with the teachers and experts. the procedures of r & d of this research were as follows: 1) collecting the information and piloting an initial observation – in this stage, the researcher team was learning some findings of the previous researches regarding the implementation of english instructions based on 2013 curriculum. at the same occasion, the researchers visited numerous schools throughout malang to observe the real condition of schools that were in their on-going implementation of 2013 curriculum. furthermore, sdn bunulrejo 2 malang was appointed to be the representative of all public primary schools of malang. 2) planning – after piloting the observation, the researcher team constructed a technical plan for conducting the instructions by means of dialogic reading technique that had been completely matched to the schools‘ conditions; 3) drafting a format – the researcher team created a practical guideline to be tried out at both of the schools; 4) training to utilize dialogic reading guideline at the real instructional activities – in the end of the training session, the teachers of both schools gave feedbacks for the betterment of the design; 5) piloting a field-testing – the researchers were to consider the feedbacks uttered by the teachers. therefore, after the revised draft was complete, it was ready to be tried out at the real instructional activities in the classroom; 6) revising – alluding to the classroom implementation, some findings of the obstructions would be the bases for making an improvement on the design of dialogic reading guideline; 7) expert validation – after the design had been completely perfected, the revised draft was handed out to the expert for being validated; 8) finalizing the revision – in this stage, the main activity signified refining dialogic reading guideline to be implemented in other classroom activities. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 1-14 doi.10.24843/ejl.2018.v.12.i01.p.01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 9 4. discussion this research has resulted dialogic reading strategies for intercultural english instructions based on 2013 curriculum in sdn bunulrejo 2 of malang. this product development, therefore, was purposed to make english instructions in primary schools more meaningful, contextual, and able to improve students‘ communicative competence. this current research was conducted yielding the following outputs: (1) dialogic reading instructional strategies contained a list of frequently asked questions regarding dialogic reading. those questions, moreover, comprised definition, advantages, characteristics, time to implement, instructional techniques, lists of dos and don‘ts during the implementation, instructional procedures, text selection procedures, how to make questions, patterns of questions, and teachers‘ challenges in implementing dialogic reading instructional strategies. (2) dialogic reading guideline could be utilized by primary school teachers for teaching english in primary schools based on 2013 curriculum in wider scopes. in detailed, the strategy has been designed was dialogic reading guideline for upper graders (4-6). the reached outputs had already matched with the research procedures that followed the adopted procedures from borg and gall (1983:775-776) which were simplified based on the needs of this research. by report, the performed procedures consisted of the followings: (1) collecting the information and piloting the initial observation – in this stage, the researcher team learnt some findings on the previous researches regarding the implementation of english instructions based on 2013 curriculum. at the same occasion, the researchers visited numerous schools throughout malang to observe the real condition of schools that were in their on-going 2013 implementation. eventually, sdn bunulrejo 2 malang was appointed. (2) planning – after piloting the observation, the researcher team constructed a technical plan of dialogic reading instructional strategies that had been completely matched with the schools‘ conditions. (3) drafting a format – the researcher team created a practical guideline as the result of the researcher internal fgd. the initiation draft was the unprocessed one that would be https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 1-14 doi.10.24843/ejl.2018.v.12.i01.p.01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 10 revised and modified by considering the suggestions uttered by the teacher team from both of the delegated schools. further, there were 3 drafts that had been initially yielded and modified, which were; (1) dialogic reading instructional strategies, (2) dialogic reading guideline for the lower graders (1-3), and (3) dialogic reading guideline for the upper graders (4-6). (4) training to use the design of dialogic reading guideline at the instructional activities – as an initiation, the researcher and teacher teams piloted a closed simulation (without involving the students at schools), discussing the agreements of the detailed procedures to implement dialogic reading, including predicting some occurrences that might happen to be the challenges and obstructions during the classroom implementation. the instructional plans that had been constructed by the researcher team and was supposed to be able to be implemented in the real classroom condition gained some feedbacks from the teachers, which included: (1) the reading texts available were too complicated; and (2) the formulated language function was too sophisticated; one of the examples was the use of simple past tense. according to the teachers of both of the delegated schools, to the students, the provided reading texts were too puzzling since they were deliberately deemed suitable for the english native speakers. as a consequence, the initial drafts created by the researchers were to be modified by the school teachers. (5) piloting a field-testing – testing the try-out draft of dialogic reading guideline was piloted in both of the schools of which time schedules were different. the try-out was conducted at grade 4 of sdn bunulrejo 2 on friday, may 13, 2016. the instructional goals at grade 4 of sdn bunulrejo 2 malang were: to define and comprehend the use of complicated vocabularies worded in the a reading text entitled “goldilocks and the three bears”; to understand the plot and numerous expressions used by the characters within the dialogues in the form of narration; to read the text and highlight the main idea of the story; and to answer the questions regarding the reading text provided. concerning on the language focus comprising vocabulary, grammar, speaking, and writing, the instructional activities were performed by means of flash storybook instructional media. uniquely, the process of delivering a story was through reading aloud. the criticism that might arise on the implementation of reading aloud https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 1-14 doi.10.24843/ejl.2018.v.12.i01.p.01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 11 technique was that it was a monotonous technique due to tedious activity that only activated the students to imitate the ways how the teachers read the texts; whereas the dialogues between the students were performed after the reading activity was over. however, regarding post-implementation discussion, the students gained more outputs from the utilization of reading aloud technique, that were: (1) the students were wellequipped to precisely pronounce any sounds of the words based on the modeling of the teachers; and (2) by reading aloud, the students were able to activate their memories to recall any information communicated in the stories. the instructional goals at one of the lower grades, grade 3 of sd muhammadiyah 4 malang, were: to transfer the meaning from the complicated vocabularies worded at the reading text entitled the greatest treasure; to find out the nouns in the reading text and see their meanings; to highlight singular and plural forms; to read through and understand the main idea of the reading text; and to answer the questions based on the reading text given. referring to the language focus that covered vocabulary, grammar, speaking, and writing, the teachers used the video the greatest treasure completed with an english subtitle. in addition, the teachers played the video until the end without having any dialogue with the students and replayed by stopping at the particular scenes to have some conversations with the students. this activity, furthermore, revealed that the students were building a scheme of the story when watching out the video for the first time. therefore, the dialogues with the students were more alive and communicative when the video was paused as there were a picture and a subtitle visible altogether. based on the observation, it has been detected that the questions formulated by the teachers were the simple forms of a crowd design inserted at dialogic reading guideline. 6) revising – the instructional stages that had been implemented within the instructions were included at a fact-based lesson plan. the revised lesson plans would not be tested anymore, but it was sent to the expert for validation. thereafter, the revised lesson plan was manifested as dialogic reading guideline for the lower and upper grades. 7) expert validation – dialogic reading guideline that had been finished being validated had to still be revised. in fact, there were three urgent suggestions given by the expert, https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 1-14 doi.10.24843/ejl.2018.v.12.i01.p.01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 12 namely: (1) the accuracy of the use of grammar in dialogic reading guideline was truly of necessity, so as this written guideline fulfills the accepted regulations. this was needed as one of efforts to minimize the misuse of grammar in dialogic reading-based instructions. (2) in implementing dialogic reading, there was one session to be included, which was silent reading. this session was useful to provide the students with the chances to re-read the reading text right after reading the text loudly. reading aloud was advantageous for the students to enhance their pronunciation competence, but it, unfortunately, was not able to give the students wider chance to see the meanings of what they were reading through. (3) in dialogic reading guideline, it was suggested that the use of tenses be consistent. 8) finalizing the revision – the final version was thoroughly revised by several suggestions from the expert. in addition, dialogic reading guideline was not compiled like a book, but it was just packaged in the plastic folders and looped by a ribbon, because during the real implementation of dialogic reading, this guideline would be used separately by the teachers. only pages needed for teaching were taken by the teachers. 5. novelties this research used dialogic reading by using ―follow the car‖ strategy standing for, follow the child’s lead, comment and wait, ask questions and wait, and respond. meanwhile, this research utilized one more strategy namely ―silent reading‖, so as the formula strategy called ―follow the scar‖. ―silent reading‖ strategy as the first novelty of this research was implemented to give more chance to students to comprehend and understand the text meaning more. the second novelty of this research was in the form of question formula in which the theory mentioned crowd questions formula that consisted of completion, recall, open-ended, wh-questions, and distancing questions. meanwhile, this research found two additional question formula, they were elaboration and referential questions. 6. conclusions and recommendations this research has resulted the targeted outputs planned beforehand, which were: dialogic reading instructional strategies for teaching english in primary schools based on 2013 https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 1-14 doi.10.24843/ejl.2018.v.12.i01.p.01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 13 curriculum. to yield some outputs up to the final stage, the researcher and teacher teams had completed a set of stages based on the previously designed scenarios of the research and development, covering: planning, drafting, printing the draft, workshop and fgd for betterment, trying out at schools, revising, expert validation, and finalizing the products. after accomplishing such set of research stages to result the products which were dialogic reading strategies in the form of guideline for teaching english at primary schools based on 2013 curriculum and dialogic reading instructional strategies, the following suggestions were proposed: (1) english teachers are to be more creative in selecting and trying out numerous instructional techniques in effort to facilitate students to feel excited and meaningful in following english instructions; one of the examples is by means of dialogic reading technique that has been completed by the general guideline and the strategies to implement as highlighted in this research; (2) english teachers are not to rigidly adhere to dialogic reading instructional strategies and guideline that has been yielded from this research. they are allowed to have some innovations by modifying a number of aspects based on the requirements and the conditions of classrooms and students. for example, teachers could replace one text with other kinds of texts that are rich of vocabularies which students are capable of. in addition, they may modify the way to tell the story, from direct story-telling to reading the story aloud or even might just let students watch any movie played. furthermore, all variances of implementation aim to conduct exciting english instructions that can attract students to try out and practice using english. in this case, therefore, it is advocated that english teachers be fully creative. references ary, d. et al. (2010). introduction to research in education 8 th edition. canada: cengange learning, inc. borg & gall. (1983). educational research: an introduction. london: longman. kementerian pendidikan dan kebudayaan. (2013). kerangka dasar dan struktur kurikulum 2013. philips, sarah. (2000). young learners. hongkong: oxford university press. sabilah, fardini. (2004). teaching english to young learners; its policy, framework, and activities-based teaching. unpublished students‘ book. universitas muhammadiyah malang. sabilah, fardini. et al. (2009). english for elementary school teachers. malang: umm press. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 1-14 doi.10.24843/ejl.2018.v.12.i01.p.01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 14 scott, w.a. and ytreberg, l.h. (2002).teaching english to children. new york: longman group. sukamerta, i made. (2011). implementasi kebijakan pembelajaran bahasa inggris pada sekolah dasar di kota denpasar. disertasi program pascasarjana universitas udayana. retrieved on august 6, 2016 from http://www.pps.unud.ac.id/disertasi/detail-27implementasi-kebijakan-pembelajaran-bahasa-inggris-pada-sekolah-dasar-di-kotadenpasar.html sutjiati, n.l beratha. 2010. buku ajar bahasa inggris siswa sekolah dasar. laporan hasil penelitian. dpa skpd disdikpora. provinsi bali. fakultas sastra universitas udayana. 7. acknowledgements this research was supported by the researcher have to express her appreciation to riski lestiono, m.a for his assistance during the field research and his partnership in discussion to improve the research significantly. https://ojs.unud.ac.id/index.php/eol/ http://www.pps.unud.ac.id/disertasi/detail-27-implementasi-kebijakan-pembelajaran-bahasa-inggris-pada-sekolah-dasar-di-kota-denpasar.html http://www.pps.unud.ac.id/disertasi/detail-27-implementasi-kebijakan-pembelajaran-bahasa-inggris-pada-sekolah-dasar-di-kota-denpasar.html http://www.pps.unud.ac.id/disertasi/detail-27-implementasi-kebijakan-pembelajaran-bahasa-inggris-pada-sekolah-dasar-di-kota-denpasar.html e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 25-36 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 25 naturalization and adaptation taking place in the translation of medical texts from english into indonesian 1 i gst ag sri rwa jayantini, saraswati university 2 ida bagus putra yadnya, putrayadnya@yahoo.co, udayana university 3 i nyoman suparwa, suparwa_nym@yahoo.co.id, udayana university 4 ida ayu made puspani, dayupuspani@yahoo.com, udayana university *corresponding author: sri.rwa.jayantini@gmail.com received date: 27-09-2017 accepted date: 11-10-2017 published date: 04-01-2018 abstract—this study investigates naturalization and adaptation as the translation procedures utilized in the translation of english medical texts into indonesian. it aims at (1) identifying how naturalization takes place in english-indonesian medical texts translation and (2) describing the adaptation of meaning reflecting the equivalence process in translation. the two translation procedures are specifically discussed concerning the phenomena that adaptation of form and meaning are irrefutable in the process of translating. here, naturalization demonstrates the absorption of english medical terms into indonesian reflecting the adjustment of the terms‟ form namely spelling and pronunciation. meanwhile, adaptation refers to the process of adapting the meaning of the foreign terms. this process involves the mapping of concepts contained in the terms and how they are commonly utilized in their field of study so that the equivalence can be obviously explained. the data were taken from the translation of selected articles from a medical textbook, general ophthalmology (2008) and its translation into indonesian oftalmologi umum. the results show that there are four classifications made in the mapping of naturalization of the english-indonesian medical terms and adaptation occurs through the use of synonymous terms in the target language that are considered having similar meaning components with those of the terms in the target language. keywords: naturalization, adaptation, medical texts, translation 1. introduction the rapid development of science and technology has made language a very important communication means of delivering stimulus from one individual to another. the stimulus between individuals is something that makes a person show certain reactions resulting in interaction and communication (bloomfield, 1995: 21). the existence of the language is surely important for the interaction and spread of information, concepts, beliefs, rules, etc. with this, the development of various sciences can be communicated to the whole society. language can be a means of building communication by transferring information from one language to another. https://ojs.unud.ac.id/index.php/eol/ mailto:dayupuspani@yahoo.com mailto:sri.rwa.jayantini@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 25-36 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 26 in indonesia, translation has been explicitly taken into account in the establishment of terms in indonesian. the general guidelines for the formation of terms known as pedoman umum pembentukan istilah (pupi) clearly indicates the contribution of the translation in the search for equivalence of foreign terms. equivalence is done through three ways: (1) translation process, (2) absorption, and (3) combination of translation and absorption. the equivalence occurs as the efforts of scientists to disseminate information, findings, and ideas that are useful for the development of the language and the nation. this equivalence is the way to make use of the concept of science, technology, and art in the creation of new terms (general guidelines for the establishment of terms, 2007: 11-13). the contact of languages through translation allows the enrichment of terms in certain disciplines. this enrichment is reached through implementation of some translation procedures such as borrowing (vinay and dalbernet, 2000), transference and naturalization (newmark, 1988), and pure borrowing and naturalized borrowing (molina and albir, 2002) through which the adjustment of form and meaning from the source language to the target language take place. the examples of transference or pure borrowing, without adjustment of spelling and pronunciation, are the use of the english words internet and print in indonesian. the english term that is absorbed in indonesian with pronunciation and spelling adjustment is for example camera, which is adjusted to kamera, while the english nasal into the indonesian nasal is the example of absorption with pronunciation adjustment but without spelling adjustment. (indonesian development committee, 2006: 22). in addition to naturalization that is considered as absorption in the indonesian term establishment guideline, there are also other ways of finding the equivalence, namely adaptation (called as translation in the guideline) and the combination of naturalization and adaptation that can be usually applied in the translation of phrases or compounds that usually consists of two lexicons. for example, the term clay lempung as one category of clay is translated into koloid lempung in indonesian. this study also presents the discussion on the so-called adaptation, which is considered as the act of translating since the search for equivalence is not undertaken through the adjustment of form like spelling and pronunciation. take for example the term jasa boga in indonesian is the adaptation of concept from the term catering in english. the term catering is not merely absorbed into https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 25-36 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 27 indonesian „katering‟ yet a new term is created that derives from the process of adapting the meaning of the term, i.e. catering that equals to the activity of delivering meal service (meal is boga and service is jasa). thus, it is interesting to analyze how naturalization and adaptation take place through the process of translation, specifically by means of observing the translation of english medical terms into indonesian as the data. both naturalization and adaptation are two translation procedures that are found to be used in medical texts translation indicating the linguistic phenomena of form and meaning adaptation in translation. 2. reseach methods this study was a qualitative research using quantitative data for verification and validation. the data were the medical terms in the form of words and phrases taken from the data source. the objective data of this research were the medical terms from the book vaughan & asbury’s general ophthalmology and its translation in indonesian oftalmologi umum by olohan (2004), which were classified as unidirectional parallel corpora. the investigation of naturalization and adaptation was based on the theory of translation studies, particularly procedures of translation proposed by newmark (1988) and vinay and dalbernet (in venuti, 2000). the predominant method applied was observation. it was conducted through the note-taking technique and the classification of the data was based on the theory utilized in this study. there were 368 medical terms observed as the data. they were comprehensively classified in accordance with the category of translation procedures. it means that there were two categories determined in the process of classification, i.e. naturalization and adaptation. after identifying the two categories and their data, closer observation on the patterns of naturalization was done by finding out the adjustment of spelling and pronunciation taking place in the translation of english medical terms into indonesian. meanwhile, the analysis of adaptation of meaning was made by comparing the meaning components of the two lexicons by utilizing natural semantic metalanguage (wierzbicka, 1996). https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 25-36 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 28 3. result and discussion 3.1 naturalization and adaptation the rapid development of science and technology has made language a very important communication means of delivering stimulus from one individual to another. the stimulus between individuals is something that makes a person show certain reactions resulting in interaction and communication (bloomfield, 1995: 21). the existence of the language is surely important for the interaction and spread of information, concepts, beliefs, rules, etc. with this, the development of various sciences can be communicated to the whole society. language can be a means of building communication by transferring information from one language to another. in indonesia, translation has been explicitly taken into account in the establishment of terms in indonesian. the general guidelines for the formation of terms known as pedoman umum pembentukan istilah (pupi) clearly indicates the contribution of the translation in the search for equivalence of foreign terms. equivalence is done through three ways: (1) translation process, (2) absorption, and (3) combination of translation and absorption. the equivalence occurs as the efforts of scientists to disseminate information, findings, and ideas that are useful for the development of the language and the nation. this equivalence is the way to make use of the concept of science, technology, and art in the creation of new terms (general guidelines for the establishment of terms, 2007: 11-13). the contact of languages through translation allows the enrichment of terms in certain disciplines. this enrichment is reached through implementation of some translation procedures such as borrowing (vinay and dalbernet, 2000), transference and naturalization (newmark, 1988), and pure borrowing and naturalized borrowing (molina and albir, 2002) through which the adjustment of form and meaning from the source language to the target language take place. the examples of transference or pure borrowing, without adjustment of spelling and pronunciation, are the use of the english words internet and print in indonesian. the english term that is absorbed in indonesian with pronunciation and spelling adjustment is for example camera, which is adjusted to kamera, while the english nasal into the indonesian nasal is the example of absorption with pronunciation adjustment but without spelling adjustment. (indonesian development committee, 2006: 22). https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 25-36 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 29 in addition to naturalization that is considered as absorption in the indonesian term establishment guideline, there are also other ways of finding the equivalence, namely adaptation (called as translation in the guideline) and the combination of naturalization and adaptation that can be usually applied in the translation of phrases or compounds that usually consists of two lexicons. for example, the term clay lempung as one category of clay is translated into koloid lempung in indonesian. this study also presents the discussion on the so-called adaptation, which is considered as the act of translating since the search for equivalence is not undertaken through the adjustment of form like spelling and pronunciation. take for example the term jasa boga in indonesian is the adaptation of concept from the term catering in english. the term catering is not merely absorbed into indonesian „katering‟ yet a new term is created that derives from the process of adapting the meaning of the term, i.e. catering that equals to the activity of delivering meal service (meal is boga and service is jasa). thus, it is interesting to analyze how naturalization and adaptation take place through the process of translation, specifically by means of observing the translation of english medical terms into indonesian as the data. both naturalization and adaptation are two translation procedures that are found to be used in medical texts translation indicating the linguistic phenomena of form and meaning adaptation in translation. 3.2 naturalization and adaptation in the indonesian language in this section, the discussion is presented by describing the important elements which are the core of this study that uses medical terms as its data. the discussion is about naturalization and adaptation as the process of concept and term adjustment of foreign terms. naturalization and adaptation are translation procedure that can be paired with the groupings that have been shown in general guidelines for the establishment of terms or pupi (2007). the concept of adjustment process in the indonesian language is, in fact, the core idea of naturalization and adaptation as procedures of translation that can be briefly presented as follows. 1. translation refers to “adaptation” as the procedure of translation. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 25-36 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 30 in the indonesian guideline, the term translation is divided into two divisions namely (1) direct translation and (2) translation by creating new terms called as perekaan in indonesian. first, in direct translation, the formation of the term through translation is based on the appropriateness of meaning even though its grammatical form changes, for example from one word to two words in supermarket into pasar swalayan (pupi, 2007: 15). however, there is also a form that does not change, such as bonded zone into kawasan berikat. second, it is the translation by creating new terms. the example is the term catering is translated into jasa boga (pupi, 2007: 15). the examples categorized in the indonesian guideline are, in fact, the core idea of adaptation as the translation procedure that enables the creation of terms that are originally derived from the lexicons in indonesian. 2. the term absorption refers to "naturalization" as the procedure of translation. the existing absorption mapping in the indonesian guidance is closely related to the application of naturalization procedure occurring in the phonological level which has implications for the orthographic system and the morpholexical aspects of a lexicon. absorption in indonesian occurs with respect to a number of aspects, namely (1) the absorption of foreign terms allows the interconnectedness of foreign languages and indonesian language, (2) the absorption of the term facilitates the understanding of foreign texts by the indonesian readers because the terms have been previously known, (3) the foreign term to be absorbed is modified through pronunciation and spelling adjustments, (4) instead of creating new terms that will sound awkward, the foreign term to be absorbed into indonesian is more appropriate. having classified the data from the textbook under study, naturalization called as absorption processes in pupi, can be divided into four categories, which are; (1) adjustment of spelling with complex adjustment of pronunciation, e.g., mobility becomes mobilitas, (2) adjustment of spelling with simple adjustment of pronunciation, e.g., diabetic becomes diabetik, (3) adjustment of pronunciation without adjustment of spelling, e.g., industrial becomes industrial, and (4) adjustment spelling without adjustment of pronunciation, e.g., dendritic becomes dendritik. this grouping is made by observing the changing https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 25-36 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 31 characteristics of the naturalization of english medical terms into indonesian found in the textbook used as the data source. the classification can be obviously seen in figure 1. figure 1 naturalization taking place in the translation of medical terms from english into indonesian (jayantini, 2017) observing the findings from the translation of english medical terms into indonesian, the categories found in this study, there are differences found in the classification determined in pupi like pure borrowing, e.g., english print into indonesian print and english internet into indonesian internet, is not included in the naturalization category because the focus is on adjustment that occurs when the english term is absorbed in the indonesian. pure borrowing is seen in this study as merely a set of empirical data, not from sociolinguistic point of view but from translation point of view. the translation procedures proposed by newmark (1988), as the basis of classification in this study, which classify the process of pure borrowing, are different from naturalization process which is commonly understood as the process of absorption. pure borrowing in the field of translation is the same as naturalization in the translation of english medical terms english into indonesian adjustment of spelling with complex adjustment of pronunciation, e.g. mobility → mobilitas adjustment of spelling with simple adjustment of pronunciation, e.g. diabetic → diabetik adjustment of spelling without adjustment pronunciation, e.g. dendritic →dendritik adjustment of pronunciation without adjustment spelling, e.g. industrial → industrial https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 25-36 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 32 newmark‟s transference making it not included in the naturalization classification. the fourth category in the absorption process chart made by the language development committee is pure borrowing in which spelling and pronunciation adjustments are not found as in the transference of internet → internet and print → print. this is done by considering that naturalization which is called natural translation is the way a translator uses to borrow a foreign term and adapts it to the indonesian rules. the spelling and pronunciation changes must be based on the rules determined in the indonesian language. in case of modification in pronunciation, this study found that catford's theory can be applied to the data. catford proposed phonological translation as one types of translation that occurs because of inter-phonological unit similarities. in this study, english sound system as the source language and indonesian sound system as the target language are compared. comparison of the phonemic composition that composes each term is explained by considering the same phonemic substances. through phonological translation catford (1965) confirms that there are adjustment opportunities even though a number of phonemes in one language are not found in another language. adaptation is a term in translating techniques proposed by vinay and dalbernet (in venuti, 2000). in other words, adaptation is a translation procedure that allows replacement of source language terms with the terms that contain elements of target language culture. the term biosecurity (english) into ketahanan hayati (indonesian) (jayantini, 2010: 68) is an example of an attempt to interpret the meaning of a term by applying adaptation procedure. the use of the term ketahanan hayati was reinforced in a collaborative research between indonesia and australia in 2007, and since then it has become more popular. adaptation is a translation procedure that tries to provide a broader interpretation of the meaning of a term in accordance with the context in a sentence that is tailored to the field of science and culture of the target language. the example of adaptation taken from the translation of medical terms that gives 'new meaning' to a particular lexicon is the term intervention. the term intervention is not absorbed into manajemen but is translated into penatalaksanaan, which is a new term to express a certain standard in the treatment for patients by paramedics. furthermore, the terms that are used in adaptation procedures are potentially popularized as https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 25-36 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 33 indonesian medical terms which are not resulting from absorption in the category of form and pronunciation adjustments but from the process of equivalence. as an example of how adaptation as a procedure of translation is applied, the translation of “pain” as a medical term can be proposed to show how adaptation of concept takes place. the translator has to adapt the concept of “pain” in english and thinks the most appropriate translation for this term in indonesian. after considering the meaning components of the term “pain,” then it is easier to decide some indonesian lexicons as the alternatives for their translation. then, the most appropriate translation can be selected, for instance the use of nyeri in the indonesian context. to compare the meaning of the term “pain,” and nyeri, the relevant dictionaries may be used to consult with the meaning of the terms. the translation of “pain” to nyeri is interesting to be exemplified and discussed. after finding out the meaning in the dictionaries and how the two terms used in the sentences, it can be concluded that the meaning components of the terms “pain” and nyeri are similar, but they are not perfectly the same. this suggests that these terms cannot directly replace each other because based on lexical meanings in dictionary and the use of the terms in the sentences, “pain” can indicate both physical and mind pain while nyeri in indonesian can only occur on the part of the human body. such an investigation is worth doing because translation deals with finding the closest natural equivalent in which meaning components may not be fully transferred yet the accuracy and naturalness can still be found. by means of a semantic theory, the comparison can be visibly made so that the adaptation of meaning is made clear. 4. novelties having done the the analysi, the empirical novelties of this study can be presented as follows: 1) the mapping of naturalization as the contribution to pupi development there are four categories of naturalization that includes pronunciation and spelling adjustment, namely (1) adjustment of spelling with complex adjustment of pronunciation, (2) adjustment of spelling with simple adjustment of pronunciation, (3) adjustment of pronunciation without adjustment of spelling and (4) adjustment of https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 25-36 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 34 spelling without adjustment of pronunciation. the naturalization classification found in translating medical terms from english into indonesian can be a reference to the codification and standardization of terms in line with indonesian language development policies. meanwhile in pupi, naturalization or naturalized borrowing included in the chart of foreign term formation from the committee of the indonesian language development (2006) shows that the „absorption‟ of foreign language terms contributes to enhancement of vocabulary inventory as long as the process is applied in accordance with the rules determined in the indonesian general guidance of term formation. 2) introducing a model of meaning components analysis through nsm approach the analysis of meaning in translation is done by adopting löbner (2013) and wierzbicka (1996). semantic theory can help with mapping meaning components of each term so that loss or gain of information can be identified. identifying meaning components that is intended to analyze the lexical meaning of particular terms containing specific concepts in different languages is worth doing since the identification of meaning components can be utilized to differentiate their use in the required and appropriate contexts, particularly in the need of transferring meaning from one language to another language. it is important to make a comparative analysis on the meaning components of the source language (sl) lexicons and target language (tl) lexicons to present the lexical meaning in measuring the equivalence. the comparison can give a clear description concerning the meaning components of each term so that the equivalence establishment can be comprehensively analyzed. 5. conclusion and recommendation 5.1 conclusion naturalization and adaptation are procedures of translation that cannot be separated from the contact with foreign languages. the identification on how naturalization takes place in english-indonesian medical texts translation shows that this translation procedure is considered as the absorption process in the indonesian language. it occurs through the adjustment of spelling and pronunciation, namely (1) adjustment of spelling with complex adjustment of pronunciation, (2) adjustment of spelling with simple adjustment of https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 25-36 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 35 pronunciation, (3) adjustment of pronunciation without adjustment of spelling, and (4) adjustment spelling without adjustment of pronunciation. meanwhile adaptation as a procedure of translation reflects the search for meaning equivalence that can be further investigated through the comparison of meaning components. 5.2 recommendation the translation procedures can be classified based on the characteristics of equivalence establishment. the types of the equivalence establishment can be mapped based on its process. thus, it is expected that this research can be developed by other researchers for the enhancement of analysis on translation studies analysis. the results of other researches can also contribute to the development of linguistics in general and translation studies in particular. target readers have to be critical to observe the results of translation so that the accuracy, acceptability and readability can be assessed comprehensively by the target reader. the target readers must also realize that the chance for new terms formation through adaptation procedure does not cease to exist even though literal procedures such as pure borrowing, borrowing from latin-greek and naturalization dominate the translation of medical terms. here, adaptation procedure is seen from a number of medical terms that are characteristically indonesian. references biswell, r. in p. riordan-eva, & john p.whitcher, ed. 2008. vaugan &asbury’s general ophthalmology. usa: mcgraw hill. biswell, r. in p. riordan-eva, & john p.whitcher, ed. 2013. oftalmologi umum. (dr brahm u.pendit, pentj) jakarta: egc. bloomfield, l. 1995. language (bahasa). (i. sutikno, pentj). jakarta: pt gramedia pustaka utama. p.19-21. catford, j.c., 1965. a linguistic theory of translation. london: oxford university press. p.56-61. jayantini, s. r. 2010, “domestication and foreignization taking place in technical translation of the bilingual glossary of biosecurity” (tesis) denpasar: universitas udayana. jayantini, s.r. 2017. “naturalisasi dan adaptasi dalam penerjemahan istilah kedokteran pada buku teks vaughan and asbury’s general ophthalmology” (disertasi). fakultas ilmu budaya universitas udayana https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 25-36 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 36 molina, l and albir, a.h. 2002. translation techniques revisited: a dynamic and functionalist approach. meta: journal des traducteurs/meta: translators’ journal 47(4): 498-512. newmark, p., 1988. a text book of translation. london: prentice hall. p. 45-82. olohan, m. 2004. introducing corpora in translation studies. new york: routledge p. 2324. peraturan menteri pendidikan nasional nomor 46 tahun 2009 tentang pedoman umum ejaan bahasa indonesia yang disempurnakan. jakarta: kementrian pendidikan nasional pusat bahasa departemen pendidikan nasional. 2006. pengindonesiaan kata dan ungkapan asing. jakarta: kementrian pendidikan nasional. pusat bahasa departemen pendidikan nasional, 2007. pedoman umum pembentukan istilah. jakarta: kementrian pendidikan nasional. schane. s. 1992. generative phonology. united states of america: prentice hall. p. 49-73. vinay, j.p. & dalbernet, 2000. a methodology for translation. in: venuti, j. l., editors the translation studies reader. london: routledge. venuti, l. 1995. the translator’s invisibility: a history of translation. london: routledge. venuti, l. ed., 2000. the translation studies reader. london: routledge. wierzbicka, anna. 1996 semantics: primes and universal. oxford: oup. wierzbicka, anna. 1996 the syntax of universal semantic primitives, goddard (ed.) crosslinguistic syntax from a semantic point of view (nsm approach). amsterdam: benjamin. 6. acknowledgments the authors would like to thank those who have given valuable contribution to this research so that the results can be disseminated through this publication, especially to the board of examiners: prof. dr. i nengah sudipa, m.a., prof. dr. i wayan simpen, m.hum. ,dr. frans i made beratha, m.hum., dr. ni luh nyoman seri malini, m.hum., and dr. nengah arnawa, m.hum., for their thoughtful advice to deepen the analysis and appropriate presentation of the research results. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p:24—31 doi. 10.24843/ejl.2019.v13.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 24 english-indonesian translation of existential sentences found in the intelligent investor 1 ni wayan suastini, stiba saraswati denpasar 2 ketut artawa, artawa56@yahoo.com, udayana university 3 ida bagus putra yadnya, putrayadnya@yahoo.com, udayana university 4 i ketut darma laksana, darmalaksana27@yahoo.com, udayana university *corresponding author: ennysuastini@gmail.com received date: 13-08-2018 accepted date: 20-08-2018 published date: 22-01-2019 abstract this study investigated english-indonesian translation of existential sentence. it aimed at (1) identifying the way of translating english existential sentences into indonesian and (2) investigating kinds of translation shift found in the translation of english existential sentences into indonesian. existential sentence is a non-canonical sentence used to express the existence of something or someone marked by dummy subject there and copula be. here, the english existential sentences were translated into the inversion structure in indonesian with v-np word order. the structure preserved the existential content by placing indonesian existential verbs in the initial position of the sentences, there were two most frequently used verbs, those are ada and terdapat. both verbs can be substituted to present the same ideas. since english and indonesian have different language structure, translation shift in term of structure shift was found in translating existential sentences from english into indonesian. keywords: translation, existential sentence, translation shift 1. introduction existential sentence is a non-canonical sentence used to express a proposition about the existence or the presence of someone or something (francez 2007). the existential there serves as a dummy subject that fulfils the grammatical function of subject. however this dummy subject does not fulfil the semantic function of the subject found in the sentence. english existential sentence is a sentence that asserts the existence or non-existence of something or someone. this sentence is marked by existential there followed by a form of be. this sentence provides the highlight in a clause as a whole and presenting new piece of information to the audience since the development of this construction is related with information structure and also thematization process which focused on certain elements of information found in the clause. in indonesian, there is a comparable form of there-existential sentence. this sentence is formed as the result of the existential process and sentence transformation that caused the inverted form of the sentence. this inversion form is started by the existential verb ada (exist) to https://ojs.unud.ac.id/index.php/eol/ mailto:artawa56@yahoo.com mailto:putrayadnya@yahoo.com mailto:darmalaksana27@yahoo.com e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p:24—31 doi. 10.24843/ejl.2019.v13.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 25 present the existence of certain entity or individual in the sentence. the verb ada has similar meaning with the verb terdapat, so that this verb can substitute the verb ada in the translation of english existential sentence into indonesian. since english existential sentence is a contextdependent sentence, it is interesting to analyze its translation in indonesian since english and indonesian have different language structures. this differentiation can result in different way in presenting the existence of a certain entity. besides, the different structures found in both language can result in shift in the translation process. so, this study was also considered with the translation shift analysis. this study focused on the translation of english existential sentences found in the intelligent investor into indonesian. there are two main problems that were discussed in this study, namely (1) how the existential sentences were translated into indonesian? and (2) what kinds of translation shift are found in the translation of english existential sentences into indonesian? 2. research method this study was a qualitative research. the data were taken from a book entitled the intelligent investor which was written by benjamin graham (2006) and its translation into indonesian translated by rachmat febrianto and kurniawan abdulah. the investigation conducted in this study was divided into two, first, investigation on the sentence variations found in the translation of english existential sentences into indonesian, and the translation shift found in the english – indonesian translation of existential sentences. the method applied in this study was observation method. it was conducted through note-taking technique and the classification of the data was based on the theory applied in this study. those are translation shift theory proposed by catford (1965) and existential sentences proposed by quirk et al (1985). there were 84 existential sentences observed as the data. those sentences were comprehensively classified in accordance to their translation variations in presenting the existential ideas in indonesian. there were four different indonesian sentence variations used in presenting the existential information found in the existential sentences into indonesian. since english and indonesian have different language structure the shift in translation was also found in the analysis. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p:24—31 doi. 10.24843/ejl.2019.v13.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 26 3. result and discussion 3.1 translation of existential sentences there are 84 existential sentences observed as the data found in the book entitled the intelligent investor. english existential construction was translated into different forms in the data, as shown in the following table: translation variation occurrence percentage ada-existential sentence 50 59.5% terdapat-existential sentence 19 22.6% inversion sentence 6 7.1% declarative sentence 9 10% total 84 100% the english existential sentences were translated into different structures in indonesian. there were two dominant translation variations discussed in this paper, those are ada-existential sentence and terdapat-existential sentence. ada-existential structure is a sentence that has an existential verb. ada was found in the initial position of the sentence to present the existence or the occurrence of an entity in the form of inversion structure with v-np word order. terdapat is another indonesian verb that was used to express the existential information which is also written in inversion structure with v-np word order. both ada and terdapat have similar meaning to express the existence or occurrence of a certain entity. english existential construction was developed to serve the idea about the existence of a certain entity or individual. the existential there serves as a dummy subject that fulfils the grammatical function of the subject. this condition influenced the variations of the indonesian translation. english existential sentences were translated into indonesian in the form of inverted sentences which presented the existential information by transforming the form of sentences through fronting the existential verb such as ada and terdapat in the beginning of the sentence. the indonesian existential verb helped the sentence in maintaining the existential ideas from the source language. the entity presented by this sentence can be found after the existential verb and this form was known as notional subject in the english existential sentence. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p:24—31 doi. 10.24843/ejl.2019.v13.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 27 the english existential sentences were randomly chosen to present the comparison between english-indonesian translations of existential sentences. the variation of english existential sentences found in the data source can be seen in the following examples: (1.a) there are two catches to his simple ideas (page 158) (2.a) there is a paradoxical aspect to these developments. page 23 those two examples represent the idea that owned by english existential sentence especially in term of the pattern of existential sentence, that is: there + be + indefinite np+adv the examples (1.a) and (2.a) were classified as extending or complex existentials. these sentences contain there, the verb be, notional subject and were followed by adverbial expansion. as what were found in the examples (1.a) and (2.a) the adverbial expansion was in form of prepositional phrase that followed the notional subject. these two existential sentences were translated into indonesian by using the inversion structure. the translation of sentence (1.a) can be found in sentence (1.b) and the translation for sentence (2.a) can be found in sentence (2.b) below. the sentences were started by indonesian existential verb, ada to maintain and present the existential information found in the source text in the target language text. the occurrence of indonesian existential verb in the beginning of the sentence has a function to signal the existence or occurrence of an entity, like their english counterparts. (1.b) ada dua jebakan dalam ide sederhana ini (page 212) (2.b) ada suatu aspek paradoksal dalam perkembangan-perkembangan ini. (page 32) as can be seen on the sentences above, both sentence (1.b) and sentence (2.b) were in the form of inversion structure with v-fn word order. these sentences had the indonesian existential verb ada in the initial position of the sentence preceding the subject of the sentences. this existential verb was transformed to the initial position of the sentence to provide a corresponded idea of existential found in the source language sentences. the subject in the form of noun phrase naming the entity comes immediately after the indonesian existential verb. they are dua jebakan in sentence (1.b) as the translation of sl noun phrase two catches, and suatu aspek paradoksal in sentence (2.b) was the translation of sl noun phrase paradoxical aspect. comparing the form of english-indonesian existential sentence structure, it was found that there was a shift in translating the english existential marker there and be into an existential verb ada in indonesian. according to huddleston and pullum (2002) existential sentence has the https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p:24—31 doi. 10.24843/ejl.2019.v13.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 28 word there as a marker of the grammatical construction serving to fill the subject position. there was structure shift occurred in translating dummy subject and copula into an existential subject in indonesian, since the language structures in both languages were different. besides, indonesian has no similar concept like dummy subject there found in english existential sentence. indonesian existential sentence has no corresponding idea to this dummy subject but replaces the way in presenting the existential idea using the existential verb found in indonesian. another variation of existential verb found in indonesian translation of existential sentence is the verb terdapat. both verbs ada and terdapat can be substituted and presented the same idea of existential. (3.a) there are many ways in which speculation maybe unintelligent (page 21) (3.b) terdapat banyak situasi yang menjadikan spekulasi bukan tindakan pintar (page 29) (4.a) there was a substantial temporary depreciation at market value (page 118) (4.b) terdapat depresiasi temporer substansial pada nilai pasar (page 160) (5.a) there is another contrast that comes to mind (page 392) (5.b) terdapat keganjilan lain yang harus direnungkan (page 521) there were three examples of english existential sentences which were chosen randomly. these sentences were translated into indonesian inversion sentences, which were marked by indonesian existential verb terdapat. these existential sentences are in the form of extended existential sentences characterized by adverbial expansions. sentences (3.a) and (4.a) were extended by the prepositional phrase, meanwhile sentence (5.a) has relative clause expansion. sentence (3.a) has copula be are which is related to the notional subject many ways. the copula are used in this sentence provided two information, those are the tense use in this sentence, that is present tense and the notional subject of the sentence is in plural form. sentence (4.a) has copula was which shows this sentence uses past tense and is followed by singular notional subject, that is a substantial temporary depreciation. meanwhile, sentence (5a) has copula is as the sentence is in present tense and has singular notional subject another contrast. based on the above examples, shift in translating the english existential marker into indonesian was found. the shift was in the form of structure shift, which involved the shift from the dummy subject into existential verb in indonesian to present the existential information in target language, since there is no one to one corresponds in the target language for translating dummy subject with the same form. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p:24—31 doi. 10.24843/ejl.2019.v13.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 29 the notional subject in english existential constructions can be an indefinite noun phrase, as shown in sentence (2.a) and (4.a). the notional subjects found in sentences (2.a) and (4.a) have a singular noun as the head of the noun phrase. these notional subjects were translated into indonesian noun phrase with the same meaning in sentence (2.b) and (4.b). however only sentence (2.b) provided correspondence form for the indefinite article a, that is suatu, while sentence (4.b) omit the correspondence for the indefinite article a. even though these sentences have different way in translating the notional subjects, both translation of noun phrase still maintain the singularity of the noun phrase in the target language. in the english existential sentences the used of quantifier was also found. many in sentence (3a) modifies the notional subject many ways. on the indonesian translation the correspondence of this english quantifier was found that is banyak. this form substituted the word many in the target language to present the existence of plural entity banyak situasi. indonesian structure in the previous examples provided two ways in presenting the noun plurality, those are by placing the quantifier such as banyak as found in translating many and by reduplicating the noun without any quantifier as found in translating the word developments into perkembangan-perkembangan in sentence (2.b). relative clause is one of extended form used to expand and qualify a notional subject as found in sentence (5.a). the translation of sentence (5.a) into (5.b) contains two verbs, those are terdapat ‘exist’ and direnungkan ‘thought out’. this construction has two properties, namely (1) the indefinite noun phrase and (2) second clause provided a description of the noun phrase. the translation of this existential sentence (5.a) shows the same properties in the target language (5.b), those are the indefinite noun phrases and also the second clause in form of relative clause yang to provide description about the preceding noun phrase. based on the previous explanations, both indonesian counterparts of existential sentences used existential verbs terdapat and ada consistently using v-np word order. the noun phrase naming the entity comes after the existential verbs ada and terdapat. the difference between english and indonesian existential sentences lies in the condition that dummy subject occurred in the english existential sentence has no corresponding form in their indonesian translation. instead of using the dummy subject, the existential information was presented in indonesian by using existential verbs, such as ada and terdapat. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p:24—31 doi. 10.24843/ejl.2019.v13.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 30 4. novelties existential sentence is a non-canonical sentence used to express a proposition about the existence or the presence of certain entity. this sentence is marked by existential there followed by a form of be to provide the highlight in a clause as a whole and presenting new piece of information to the audience. there is a comparable form of there-existential sentence in indonesian. this sentence is formed as the result of the existential process and sentence transformation that produced the inverted form of the sentence. this inversion form is started by the existential verb ada (exist) to present the existence of certain entity or individual in the sentence. the verb ada has similar meaning with the verb terdapat, both of them can be substituted in expressing existential idea. since english and indonesian have different language structures, shift in translation was also found in the analysis. 5. conclusion by translating there existential sentence into ada-structure and terdapat-structure, here the translator tries to keep closely the information carried out by the source language. it is apparent that the dummy subject there and copula be were translated into the indonesian existential verbs such as ada and terdapat. there is a structure shift occurred from the dummy subject and copula into a verb since there is no dummy subject concept found in the target language. in order to maintain the information carried out by the source language sentence, there applies the inversion structure with the existential verb in indonesian. besides, there is also a shift from the english existential sentence structure into inversion structure in indonesian. references alwi, hasan, dkk. 2003. tata bahasa baku bahasa indonesia (third edition). jakarta: balai pustaka baker, m. 1992. in other words: a course book on translation. london: routledge dewi yulianti, n.k.et al. 2017. readibility of the translation of figure of speech in srimad bhagavatam from english into indonesian. e-journal of linguistics, 11(1): 1-10 francez, i. 2007. “existential proposition”. (phd. thesis). stanford university. stanford, ca grzegorek, m. (1984). thematization in english and polish: poznan halliday, m.a.k. 1994. an introduction of functional grammar. london: edward arnold halliday, m.a.k 2002. linguistic studies of text and discourse. london: continuum huddleston, r. & geoffrey k.p. 2002. the cambridge grammar of the english language. cambridge: cambridge university press https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p:24—31 doi. 10.24843/ejl.2019.v13.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 31 huddleston, r. & geoffrey k. p. 2005. a student’s introduction to english grammar. cambridge: cambridge university press jayantini, s.r. et al. 2018. naturalization and adaptation taking place in the translation of medical texts from english into indonesian. e-journal of linguistics, 12(1): 25-36 quirk, r and sidney g. 1983. a university of grammar of english. london: longman group suastini, n.w. 2018. “penerjemahan kalimat bermarkah dalam buku the intelligent investor dari bahasa inggris ke dalam bahasa indonesia” (disertasi). fakultas ilmu budaya universitas udayana 6. acknowledgments the authors would like to thank those who have given valuable contribution to this research so that the results can be disseminated through this publication, especially to the board examiners: prof. dr. made budiarsa, m.a., prof. dr. i nengah sudipa, m.a., prof. dr. i nyoman kardana, m.hum, dr. aa. putu putra, m.hum., and dr. ida ayu made puspani, m.hum., for their thoughtful advice to deepen the analysis. https://ojs.unud.ac.id/index.php/eol/ sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 1, january 2021, pages: 07-15 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i01.p02 7 representation of the indonesia government in handling covid19 case on tempo magazine cover 1 yulia anggraeni, 2 ypsi soeria soemantri, 3 lia maulia indrayani universitas padjadjaran, sumedang, west java, indonesia yulia19003@mail.unpad.ac.id, ypsi.soerias@gmail.com, lia.maulia@unpad.ac.id article info abstract* received date: 18 september 2020 accepted date: 21 september 2020 published date: 31 january 2021 keywords: charles s peirce, covid-19, semiotic analysis, tempo magazine. . the world health organization (who) officially announced the covid-19 outbreak as a global pandemic. the efforts made by the government in handling this case are often discussed. various media provide news about covid-19. one of the media that provides news about the government's efforts in handling the covid-19 is tempo magazine. in several editions, tempo magazine made covid-19 topics as a magazine cover. the cover is the data in this study. this study aims to see how the indonesian government is represented by tempo magazine in terms of handling covid-19 using the action of signs theory by charles sanders peirce. the results of this study are; (1) tempo magazine represents the government’s difficulty to face a pandemic and the coordination between the president and minister of health is not good. this makes people panic; (2) the tempo magazine sees that the government only makes a small effort in terms of fighting coronavirus in indonesia and does not have good strategies to face it; (3) tempo magazine seems to doubt the new normal proclaimed by the government. 1. introduction in the past few months, the world has been facing a pandemic, which is covid-19 caused by a coronavirus. cited from who on their website, they stated that coronavirus disease (covid-19) is an infectious disease caused by a newly discovered coronavirus. the coronavirus is a newly identified type that has caused a recent outbreak of respiratory illness now called covid-19. as cited from hopkinsmedicine.org, the new coronavirus spreads primarily through droplets of saliva or discharge from the nose when an infected person coughs or sneezes. so, coronavirus can spread very fast. as reported by kompas.com (2020), on wednesday, march 11, 2020, the world health organization (who) officially announced the covid-19 outbreak as a global pandemic. indonesia is one of the countries that also faces this pandemic. almost all media in indonesia provide news about covid-19. the government’s handling, in this case, has https://ojs.unud.ac.id/index.php/eol/index mailto:yulia19003@mail.unpad.ac.id mailto:ypsi.soerias@gmail.com mailto:lia.maulia@unpad.ac.id 8 also come under the spotlight of many media, one of the media that provides information about the government’s handling in covid-19 case is tempo magazine. in several editions, tempo made the covid-19 topics as a cover of the magazine. to see the tempo magazine’s representation of the indonesia government in handling covid-19, magazine cover made by tempo can be analyzed used charles s peirce semiotic theory of ideas about signs several researchers are using charles s pierce's semiotic theory of ideas about signs to represent someone or something. sarpavaara (2013) used some ideas from charles s. peirce’s theory of signs to the analysis of counselor behaviors during motivational interviewing sessions in the probation service by focusing on the counselors’ interpretations of their substance-abusing clients’ change talk. the results show that the new features of client-counselor interaction that potentially relate to the treatment outcome can be found by applying charles s peirce’s theory of signs. the other research used charles s peirce’s theory of signs conducted by dewi (2013) to see the representation of muslim dress in wardah cosmetics ad. the results of her study show that muslim dress in wardah cosmetics ad represented through the use of clothing that covers the nakedness but still stylish and fashionable, so it reinforces the image of modern islamic which was built by wardah. ramadhan et al. (2018) used charles s peirce’s sign theory to find out the intent of sign in the picture that user instagram shares and also analyzed pictures to find out the connotation. they found four words from the text in the pictures that including to energetic interpretant with the dynamical interpretant process and found four words from the text in the pictures that including to emotional interpretant with the dynamical interpretant process. charles s. peirce became the basis for circumscribing an autonomous field of inquiry that sought to understand the structures that undergird both the production and interpretation of signs (sebeok, 2001). according to yakin & totu (2014), the main principles containing peirce’s theory are the human mind and sign boundaries, the three-dimensional system (triadic/trichotomy), and the relativity regarding the three typologies or taxonomies of signs (icon, index, and symbol). according to charles s. peirce as cited on sarpavaara (2013), a sign, or representamen, is a first which stands in such a genuine triadic relation to a second, called its object, as to be capable of determining a third, called its interpretant, to assume the same triadic relation to its object in which it stands itself to the same object. piliang in dewi (2013) illustrated the triangle meaning by peirce as in the figure below. representamen object interpretant figure. 1: triangle meaning charles sanders peirce there is three-division according to peirce, they are; the first division focuses on the sign which are qualisigns, sinsigns, and legisigns. the second division focuses the reference of signs to objects which are icons, indexes, and symbols. the third division focuses on the interpretation of signs or on the effects of signs on interpreters which are rhemes, dicents, and arguments (cp 2.2432.250; liszka 1996 cited in sarpavaara, 2013). this study focuses on the second division. therefore, the researchers analyzed the icon, index, and symbol on the cover in tempo magazine. a sign that is made to resemble, simulate, or reproduce its referent in some way is called an icon. an example of an icon is a photograph 9 because they can be seen to reproduce their referents visually. meanwhile, a sign that refers to something or someone in terms of its existence or location in time or space, or in relation to something or someone else is called an index. the example of an index is smoke of fire pointing out where the fire is; a cough is an index of a cold; and so on (sebeok, 2001). dewi (2013) stated that on the index sign then the relationship the sign with the object is estimated. the last focus in the second division is a symbol. the example of a symbol is the language because language is an arbitrary thing. it is in line with the definition of symbol according to (sebeok, 2001) that stated a sign that stands for its referent in an arbitrary, conventional way. based on the background above, this study aims to analyze the cover of the magazine to see the representation of the indonesian government in handling the pandemic in tempo magazine using charles sanders peirce's semiotic theory of ideas about signs. tempo magazine is a weekly indonesian news magazine that covers news and politics. this magazine is the first magazine that has no relationship with the government. regarding the covid-19 issue, there are three cover editions of tempo magazine that use topics about the indonesian government in handling the covid-19. they are march 07, 2020 edition; march 14, 2020 edition; may 30, 2020 edition. 2. research methods this study used a qualitative descriptive. bogdan and taylor cited in moleong (2004) stated that in descriptive qualitative research, the data investigated by the researchers are in the form of oral or written words. according to wayan & tista (2020), the qualitative is used to investigate, discover, describe, and explain the quality or features of social influence that cannot be explained, measured, or described through a quantitative approach. this research is qualitative since it is concerned with non-numerical data and describing the facts of the analysis systematically based on actually they are. the instrument of this research is document. according to creswell (2012), documents consist of public and private records that qualitative researchers obtain about a site or participants in research, and they can include newspapers, minutes of meetings, personal journals, and letters. the data of this study are the covers in tempo magazine that related to topics about the indonesian government in dealing with the covid-19. the researchers selected three covers as data to be analyzed in this study; they are march 07, 2020 edition of tempo magazine cover; march 14, 2020 edition of tempo magazine cover; may 30, 2020 edition of tempo magazine cover. after selected the data, the researchers analyzed the data using charles s peirce’s theory. after finish analyzed the data, the researchers provide results and discussion. 3. discussions the covers of the magazine consist of a collection of signs which can be separated into two part, namely visual (picture) and verbal (words). the visual and verbal on the covers are analyzed using charles s. peirce’s second division that focuses on the reference of signs to objects which are icon, index, and symbol. the sign identification of the covers is shown in the table below. table 1. the sign identification of tempo magazine covers tempo magazine cover edition types of sign sign identification march 07, 2020 edition icon 1. illustration picture of jokowi (president of indonesia) 2. illustration picture of terawan (minister of health of indonesia) 10 index 1. one mask used both by jokowi and terawan 2. a white shirt that used by jokowi and terawan symbol 1. text of magazine’s name: tempo 2. text of magazine’s tagline: enak dibaca dan perlu 3. text of headline: tergagap corona 4. text: cara pemerintah menangani wabah covid19 membuat publik panik. koordinasi presiden joko widodo dan menteri kesehatan terawan belepotan march 14, 2020 edition icon 1. illustration picture of big coronavirus 2. illustration picture of small coronavirus 3. illustration picture of jokowi (president of indonesia) index 1. illustration picture of jokowi leans back on big coronavirus and his finger of the right withstand the big coronavirus symbol 1. text of magazine’s name: tempo 2. text of magazine’s tagline: enak dibaca dan perlu 3. text of headline: compang camping corona 4. text: wabah covid-19 memasuki fase kritis. strategi mitigasi presiden jokowi bisa memperburuk situasi may 30,2020 edition icon 1. illustration picture of jokowi (president of indonesia) 2. illustration picture of coronavirus 3. barbershop background 4. picture of a razor index 1. illustration picture of jokowi using a mask, face shield, and 11 gloves 2. illustration picture of jokowi cuts part of coronavirus using a razor symbol 1. text of magazine’s name: tempo 2. text of magazine’s tagline: enak dibaca dan perlu 3. text of headline: simalakama normal baru 4. text: para pengusaha gencar mendesak presiden joko widodo mempersiapkan protokol tatanan baru. mungkinkah roda bisnis bergerak tanpa mengundang gelombang kedua pandemi? after the researchers identified the sign of the covers, the researchers analyzed to interpret the meaning of covers based on the icon, index, and symbol. the discussion of the analysis is shown below. 3.1 interpretation meaning based on icon identification based on icon identification, two icons are found on the march 07, 2020 edition of tempo magazine cover. the first, illustration picture of jokowi, who is the president of indonesia. president jokowi's figure in this cover illustrates jokowi's position as the government. the second, illustration picture of terawan, who is the minister of health of indonesia. because the covid-19 is a problem in health, terawan as the minister of health of indonesia should address this covid-19 problem. three icon identification are found on the march 14, 2020 edition of tempo magazine cover. the first icon is a picture of big coronavirus which is illustrating that coronavirus becomes a big problem in indonesia. the second icon is a picture of a lot of small coronaviruses. this illustrates that coronavirus cases have occurred in indonesia. the third icon is the illustration of the president of indonesia. president jokowi's figure in this cover illustrates jokowi's position as the government. on the may 30, 2020 edition of tempo magazine cover, the four icons are found. the first icon is illustrated by indonesia’s president that represents the government of indonesia. the second icon is the illustration picture of coronavirus. the unusual size of the virus in this figure shows that this case is a big problem faced by indonesia. the next icons that are found in this cover are barbershop as a background and a razor. barbershop is a place where people cut their hair to get a new hairstyle look and razor is a tool used to cut hair. the illustration in the cover can be interpreted that the government is doing something about coronavirus and producing coronaviruses that will be viewed in different ways. 3.2 interpretation meaning based on index identification as discussed before, on the index sign then the relationship the sign with the object is an estimate. on the march 07, 2020 edition of tempo magazine cover, there is a mask used both by jokowi and terawan. mask is a protective device recommended by who in terms of the prevention of coronavirus. but on the cover, jokowi and terawan use one mask for both, even 12 though they should use one mask for one person. since covid-19 has become a pandemic, masks are difficult to find, and mask prices are very expensive. looking at the illustrations on the cover, it seems that the government is not able to protect every indonesian people and the protective device that they able to provide is not enough for indonesian people. this makes people panic in the face of a pandemic. the index that was found on march 14, 2020 edition of tempo magazine cover is an illustration picture of jokowi leans back on a big coronavirus and his finger of the right withstand a big coronavirus. the icon of jokowi in this cover represents the government of indonesia. jokowi's position leaning on a big coronavirus shows a relaxed gesture, that can be interpreted that the government of indonesia too laid-back in fighting the coronavirus case. the cover also shows jokowi's illustration holding a big coronavirus with only his index finger. it can be interpreted that the government of indonesia only makes a small effort in terms of fighting coronavirus in indonesia. there are two indexes found on the may 30, 2020 edition of tempo magazine cover. they are; illustration picture of jokowi uses a mask, face shield, and gloves, and illustration picture of jokowi cuts part of coronavirus using a razor. it can be interpreted that the indonesian government is trying not to avoid coronavirus by using protective equipment and using a razor as weapons the government cut some parts of the coronavirus instead of destroying the virus. this condition is said to be new normal where people will start their activities again even though the covid-19 case in indonesia has not been finished. 3.3 interpretation meaning based on symbol identification four symbols were found on march 07, 2020 edition of tempo magazine cover. the first symbol is the name of the magazine; tempo. the second is the tagline of the magazine; enak dibaca dan perlu. the words tempo and enak dibaca dan perlu are symbols which show that the cover was published by tempo magazine. the third symbol is the headline with the words “tergagap corona” or in english is “stuttered by corona”. according to kbbi dictionary and cambridge dictionary, the word “tergagap” or “stuttered” have the meaning as difficult to speak or say something, especially in the first part of a word. but on this cover, it is not about difficult to speak or say something, it is about the government who difficult to face a pandemic in the beginning. the next “cara pemerintah menangani wabah covid-19 membuat publik panik. koordinasi presiden joko widodo dan menteri kesehatan terawan belepotan” which has meaning how the government handling covid-19 makes the public panic. the coordination between president and minister of health is not good is a text that supports the icons sign and indexes sign that is found in this cover. the symbol of the march 07, 2020 edition of tempo magazine cover can be interpreted as the government has difficulty to face a pandemic, and the coordination between president and minister of health is not good. so, it makes people panic. in this cover, tempo magazine tries to show that the indonesian government is not ready to face the pandemic and it makes people panic. four symbols were found on march 14, 2020 edition of tempo magazine cover. the first and second symbols are showing that the cover was published by tempo magazine. the third symbol is the words “compang camping corona” which has to mean badly torn (of cloth) in english. that can be interpreted that coronavirus has badly damaged indonesia. the symbol in-text “wabah covid-19 memasuki fase kritis. strategi mitigasi presiden jokowi bisa memperburuk situasi” shows that the covid-19 case in a critical phase, but the strategies made by jokowi can make situation worst. from the icon, index, and symbol that has been analyzed in this cover, get through march 14, 2020 edition of tempo magazine 13 cover, tempo magazine sees that the covid-19 case becomes bigger but the government does not have good strategies to face it. the symbol tempo and enak dibaca dan perlu are shown that the cover is published by tempo magazine on may 30, 2020 edition of tempo magazine cover. the other symbol that is found in this cover is the words “simalakama normal baru”. the word simalakama is a kind of fruit that usually use in a proverb that has meaning as two things that are difficult to choose (jagokata.com). the symbol interpreted that the new normal will bring policies that difficult to be chosen. the last symbol that is found in this cover is the words “para pengusaha gencar mendesak presiden joko widodo mempersiapkan protokol tatanan baru. mungkinkah roda bisnis bergerak tanpa mengundang gelombang kedua pandemi?” it can be interpreted that businessmen are urging the government to create a new protocol because this new normal cannot guarantee that the economy will run well. based on the interpretation of the icons, indexes, and symbols found on may 30, 2020 edition of tempo magazine cover, tempo magazine seems to doubt the new normal proclaimed by the government. based on the three covers that have been analyzed above, tempo magazine represents that the indonesian government is not ready to face the pandemic and it makes people panic. tempo sees that the government doesn’t have good strategies to face the big problem caused by a coronavirus. tempo magazine also doubts about the new normal proclaimed by the government. it means tempo magazine tends to raise people’s voices instead of being on the government’s side. 4. conclusion the covid-19 case became a hot issue that was discussed in various news media. efforts by the government in handling the covid-19 case in indonesia have also been widely discussed. that topic becomes the cover of three magazine editions, they are; march 07, 2020 edition of tempo magazine cover; march 14, 2020 edition of tempo magazine cover; may 30, 2020 edition of tempo magazine cover. this study aims to interpret the signs on the cover of the magazine using the action of signs theory by charles sanders peirce. there is three-division discussed by peirce, this research focuses on the second division. thus, the researchers analyzed based on the icon, index, and symbol that contained on the cover. based on sign identification, the researchers found; (1) two icons, two indexes, and four symbols on the march 07, 2020 edition of tempo magazine cover; (2) three icons, one index, and four symbols on the march 14, 2020 edition of tempo magazine cover; and (3) four icons, two indexes, and four symbols on the may 30, 2020 edition of tempo magazine cover. from the icons contained in the three covers, tempo magazine uses jokowi’s figure to represents the government of indonesia. on the march 14, 2020 edition of tempo magazine cover and the may 30, 2020 edition of tempo magazine cover, tempo magazine made an illustration of the coronavirus in an unusual size. the size of this big virus shows that coronavirus is a big problem that is being faced by the indonesian government. the indexes that found on the covers can be interpreted that the government is not able to protect every indonesian people and protective device that they able to provide is not enough for indonesian people, the government only makes a small effort in terms of fighting coronavirus in indonesia, and the government is trying not to avoid coronavirus by using protective equipment and using a razor as weapons the government cut some parts of the coronavirus instead of destroying the virus. the symbols in the form of words found in these covers make the icons and indexes in the covers clear. on the march 07, 2020 edition of tempo magazine cover, the symbol can be interpreted that as the government has difficulty to face a pandemic and the coordination between president and minister of health is not good. so, it makes people panic. the march 14, 2020 14 edition of tempo magazine cover shows that the coronavirus becomes bigger but the government does not have good strategies to face it. the last, on the may 30, 2020 edition of tempo magazine cover, tempo magazine seems to doubt the new normal proclaimed by the government. thus, based on the analysis the researchers found that tempo magazine tends to raise people’s voices instead of being on the government’s side. references: coronavirus. 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(2013). a peircean analysis of counselors’ interpretations and clients’ responses in motivational interviewing sessions. social semiotics, 23(1), 67–82. https://doi.org/10.1080/10350330.2012.693297 sebeok, t. (2001). signs: an introduction to semiotics (toronto studies in semiotics and communication). university of toronto press. wayan, n., & tista, k. (2020). process types of transitivity system in the ritual teks of tawur sasih kesanga in desa adat kuta. e-journal of linguistics, 14(2), 257–267. yakin, h. s. m., & totu, a. (2014). the semiotic perspectives of peirce and saussure: a brief comparative study. procedia social and behavioral sciences, 155(october), 4–8. https://doi.org/10.1016/j.sbspro.2014.10.247 https://www.who.int/health-topics/coronavirus#tab=tab_1 https://www.who.int/health-topics/coronavirus#tab=tab_1 15 biography of authors yulia anggraeni, s.pd magister degree student of linguistics program at universitas padjadjaran, sumedang, west java dr. ypsi soeria soemantri, m.hum. linguistics program, faculty of social sciences, universitas padjadjaran, sumedang, west java dr. lia maulia indrayani, m.hum. linguistics program, faculty of social sciences, universitas padjadjaran, sumedang, west java sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 14, no. 1, january 2020, pages: 13-19 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i01.p02 13 english – indonesian passive sentences in cookbook kadek ayu ekasani 1 sekolah tinggi pariwisata bali internasional, indonesia ekasani@stpbi.ac.id ni luh ketut mas indrawati 2 udayana university, indonesia mas.indrawati@yahoo.com article info abstract* received date: july 12, 2019 accepted date: july 17, 2019 published date: january 31, 2020 keywords:* english passive voice, indonesian passive voice, cookbook this research focuses on the english-indonesian passive sentence in cookbook. the aim of this research is to find out how the english passive sentence translated into indonesian passive one cookbook. the data source was taken from english cookbook entitled the essential book of sauces & dressings written by lowery, et.al and published by periplus, singapore and the translation into indonesian entitled “saus dan dressing yang esensial” translated by hadyana p. and published by periplus, indonesia. the methods of collecting data are observation and documentation. scintific article tends to use passive sentence rather than active one. this is intended to show the product and disappear the doer. in doing the works, the translator translated english passive voice into indonesian passive voice in several ways. the results show in english cookbook found some passive constructions which are translated also into passive construction in tl. the passive construction in english cookbook are in the form of present tense (is/are + v past participle), modal passive (modal + be + v past participle), present perfect tense (has + been + v past participle). the translation in indonesian are translated into passive construction by using verbs added by prefix di-, active construction with active verbs, and verbs added by prefix ter-. 1. introduction language is one of the important roles in translation. in transferring the message from source language into target language the translator should have enough information about the source and the target language to deliver a good translation. english as an international language is used in many part of the world. one of the english written text that is translated into indonesian is cookbook. in understanding english cookbook that has different term from indonesian makes indonesian people difficult to understand it. that is why the english cookbook 14 has its indonesian version in order to help people who want to make western food can understand and receive the information easily. in order to translate cookbook from source language into target language is not easy, because the wrong translation can make the result of the food different from the original one. translation, sometimes, is not an easy task to do because there are many aspects that should be determined in order to maintain the message conveyed. the different grammatical features and culture are two of them (widya & dewi, 2015). proper grammar provides a vital role for understanding language. one of the main components in any grammar is the verb. thus, the translator has to give the most attention to the translation of verbs. one of the possible problems a translator may face is related to passive voice. because of the diverse functions and usage of passive voice in a language, the translator should know how to translate it with appropriate function and acceptable usage (abbasi & arjenan, 2014). baker (1991, 103-109) said that one must weigh this potential change in content and focus against the benefits of the rendering a smooth, natural translation in context where the use of the passive, for instance, would be statistically less acceptable than the use of the active or an alternative structure in the target language, their respective stylistic value in different text types, and the most important of all the functions of the passive and the similar structure in each language. the linguistic features of cookbook commonly use imperative structures and the verbs are in active forms. sometimes in the english cookbook the use of passive voices can be seen in the process of making food. this research will focus the analysis on the passive sentences occur in english cookbook and its translation into indonesian. this research can help students in food production major understand the structure of english passive sentences and its translation so they can make the food similar with the original one. the previous researches that having similar focus with this research are abbasi & arjenan (2014), widya & dewi (2015), suastini (2019). from those three researchers found that in translation study, the understanding of passive structure is really important for the translator, so the target reader can have the meaning equivalent with the source language. 2. research methods this research uses qualitative method. the data used in this research is english cookbook entitled "the essential book of sauces & dressings" from lowery barbara, published by periplus, singapore and its translation into indonesian titled saus dan dressing yang esensial by hadyana p. published by periplus, indonesia. the method used in preparing the data related to the subject of this research is documentation method. arikunto (2002 : 206) says that documentation method is a method used to look for the data about things or variables which are in the form of notes, transcriptions, books, newspaper, magazines, leafs, etc. the technique data collections of this study were collected by using the following steps: the first is reading the english cookbook and its translation version. then, select the sentences which contain english passive voice in the english cookbook and its translation. the technique and method of analyzing the collected data are: the first is classifying the data. after collecting the data, the researcher will divide the data collection into each classification based on the type of passive in english and its translation. second is analyzing the passive voice in the english cookbook and its translation. 3. theoretical framework 3.1 english passive voice passive voice is formed by putting “to be” followed by past participle (v3). in forming the passive sentence, the learners have to pay attention to the tense. english has many tenses 15 which have the different use and changing. voice in english grammar refers to an active or passive use of verb. the active is the voice that is used most commonly. the active and passive have different verb phrases in that the passive has an additional auxiliary: a form of the auxiliary be followed by an -ed participle. here are examples of corresponding active and passive verb phrases: active passive loves is loved sold was sold is fighting is being fought has reconstructed will proclaim has been reconstructed will be proclaimed may have asserted should be purifying may have been asserted should be being purified (greenbaum, 2002:57) the “by-phrase” is used in passive sentences when it is important to know who performs an action (azar, 1993: 283). azar (1993: 282) said only transitive verb can be used in the passive. a transitive verb is a verb that is followed by an object. the opposite of transitive verb is intransitive verb. an intransitive verb is a verb that is not followed by an object. for example: 1. transitive verb active : bob mailed the letter. passive : the letter was mailed by bob. 2. intransitive verb active : i slept well last night. passive : (not possible). 3.2 indonesian passive voice in indonesian, there are also two type of sentences based on the nature of the relationship of actor-action, they are active and passive sentences. according to anbiya (2010: 77) passive sentence is sentence that the subject is subjected to a thing or action, whether intentional or not. indonesia dijajah belanda selama 350 tahun. on the sentence above, the word “indonesia” serves as a subject which shows unintentional action. in other words, subjects of passive have a role to do the action. the verb in passive voice usually have affix di-, ke-, and ter-. the form of prefix didoes not have the other variation and also it never does the change. prefix dijust has one function to form the passive verb (ramlan: 1997: 116). buku itu diambil fuad s p o from the example above, the writer concludes that in passive sentence, the object is behind of the verb and the subject is affected the action. prefix teris an affix which is productive and has the meaning as “the situation happened”. affix terhas the function to form the passive verb (ramlan, 1997: 117). the sentence in which the predicate is a passive form of verb using prefix tershows that the subject is as receiver of the action and which is not intentional. for examples: jariku teriris pisau. the meaning of prefix ke-, is in the state of the purpose of suffer of the doing action. for examples: dia kesakitan oleh gigitan anjing itu 16 4. discussions the following are data analysis of english passive sentences and their translations. (4-1) sl : dressing up simple desserts such as ice cream, fresh or poached fruit, pancakes and steamed puddings is made very easy with the addition of these luscious sweet sauces. (p.52) tl : menambah citarasa hidangan penutup sederhana seperti es krim, buah segar/setup buah, panekuk, dan puding dapat dilakukan dengan mudah; cukup dengan menambahkan saus manis dan lezat. (p.52) from the text above, the translator translated the sl passive voice is made into dilakukan in tl. the passive construction in sl is formed by auxiliary verb be + past participle (is + made), and in tl is formed by prefix di+ verb base + -kan (dilakukan). the tense in sl is present tense and its passive characteristic is be (is/am/are) + past participle. the doer in the sentence above is unknown, but the sentence is still acceptable. (4-2) sl : the egg yolks are whisked with the water in a pan over very low heat until thick and foamy. . . (p.58) tl : kocok kuning telur dalam wadah yang ditaruh di atas panci berisi air mendidih lembut. . . (p.58) in the data above the sl passive voice, are whisked is translated into active voice kocok in tl. the tense in sl is also present tense. in procedure text the sentences are mostly in the form of active sentences in order to explain the process of making the food. the translator in tl choose to translate the sl passive voice into the tl active voice to transfer the message easily to the target reader specially for the indonesian people because the instruction of making the food is clear and to the point. (4-3) sl : the sauce can be prepared ahead and refrigerated for up to 24 hours. (p.9) tl : saus dapat dipersiapkan sebelumnya dan didinginkan sampai 24 jam. (p.9) there are two passive voices in sl, they are can be prepared and refrigerated. both passive voices can be classified as modal passive with the characteristic is modal (can) + be + v past participle (prepared and refrigerated). the sl passive voices are translated into modal (dapat) + diverb (dipersiapkan and didinginkan) in tl. the doer in this sentence is unknown, but the sentence is still acceptable, because it is implicitly understood that the doer is the chef or cook or the person who wants to do the job of cooking in that particular situation. (4-4) sl : plain milk may be used, particularly if the sauce is to have other flavourings. (p.24) tl : gunakan susu biasa tanpa bumbu tambahan bila saus akan diberi aroma lain. (p.24) in the data above, sl passive voice is may be used. it is also classified as modal passive with its characteristic is is modal (may) + be + v past participle (used). its translation in tl becomes active voice (gunakan). the linguistic structures of cookbook commonly used imperative sentence with active verb. so the structure of sl passive that is translated into tl active is still acceptable. (4-5) sl : other fresh herbs such as chives, dill or tarragon may be added, or try a combination of your favourite herbs. (p.25) 17 tl : rempah daun, seperti kucai, dill atau tarragon dapat dipakai, atau kombinasikan beberapa rempah daun yang anda sukai. (p.25) in the data above, sl passive voice is may be added. it is also classified as modal passive with its characteristic is is modal (may) + be + v past participle (added). the sl passive voice is translated into modal (dapat) + diverb (dipakai) in tl. the usage of prefix diinstead of terin the translation indicates that the verb in the sentence intends to perform the action. (4-6) sl : when all the oil has been added, stir in an extra 2 teaspoons of lemon juice and season to taste with salt and white pepper. (p.34) tl : bila semua minyak telah dituang, tambahkan 2 sendok teh sari jeruk lemon tambahan, garam dan lada putih. (p.34) the sl passive voice, has been added is translated into telah dituang. the most equivalent word to translate had been added is dituang not tertuang. the usage of prefix diinstead of teris the meaning contained by the verb intends to perform the action. the passive voice in this sentence can be classified as present perfect tense with its characteristic is auxiliary (has) + been + v past participle (added). (4-7) sl : when all the milk has been added, keep stirring over medium heat until the mixture boils and thickens. (p.24) tl : setelah semua susu tercampur, masak sambil diaduk di atas api sedang hingga mendidih dan kental. (p.24) the sl passive voice, has been added is translated into tercampur. the prefix terhas the function to form the passive verb in tl. when comparing indonesian passive voice with prefix diand prefix ter-, it can be seen that there is such an unintended factor implied in the usage of prefix ter-. commonly, verb with prefix teris the predicate of the sentence which is used to express the sudden and unexpected action. otherwise, in the data passive above, the prefix ter identified that the process of verb tercampur express an expected action. the verb tercampur means to add something to combine two or more things to form one substance. the doer is the person who does the job of cooking in the particular situation. 4. novelties research on passive voice is commonly found in novel or narrative text meanwhile the procedure text especially cookbook commonly use active verbs in the process of making food based on the structure of imperative sentence. there is one novelty of this study that was found in the analysis which presented as in below. commonly, in the english passive voice the structure is be + past participle, meanwhile in the indonesian passive voice the verb in passive voice usually have affix di-, ke-, and ter-. from the analysis of passive voice found that in tl the passive construction with the prefix ter (tercampur) expressed an expected action. it is different from the theory that the verb with prefix teris used to express the sudden and unexpected action. the example of the analysis is setelah semua susu tercampur, masak sambil diaduk di atas api sedang hingga mendidih dan kental. the indonesian passive (tercampur) expressed an expected action. it is also emphasized from the conjunction (setelah) which means the process of tercampur has really expected to be happened. in this study the form of the passive voice shows that the receiver of the action which is expected thing in the context of the sentence 18 5. conclusion from the analysis above, it can be concluded that both english and indonesian have passive constructions. the usage of passive constructions in english cookbook is also found meanwhile the characteristic of cookbook commonly used active construction. the passive construction in english cookbook are in the form of present tense (is/are + v past participle), modal passive (modal + be + v past participle), present perfect tense (has + been + v past participle). the translation in indonesian are translated into passive construction by using verbs added by prefix di-, active construction with active verbs, and verbs added by prefix ter-. 6. acknowledgements i would like to express my deep gratitude to prof. dr. drs. ida bagus putra yadnya, m.a. and prof. dr. ketut artawa, m.a., my research supervisors, for their patient guidance, enthusiastic encouragement and useful critiques of this research work. references: abbasi, akbar & arjenan, fateme mirjani. (2014). translation of english passive and unaccusative verbs into farsi: a comparative study of three translations of ‘animal farm’ by three iranian translators. procedia-social and behavioral sciences 98. 9-15. doi:10.1016/j.sbspro.2014.03.382 alwi, hasan, dkk. (2003). tata bahasa baku bahasa indonesia (third edition). jakarta: balai pustaka. anbiya, fatya permata. (2010). panduan eyd dan tata bahasa indonesia. jakarta: redaksi transmedia arikunto, suharsimi. (2002). metodologi penelitian suatu pendekatan proposal. jakarta:pt. rineka cipta azar, betty schrampfer. (1993). understanding and using english grammar, 2 nd ed. jakarta : binarupa aksara. baker, mona. (1991). in other words – a course book on translation. london and new york: routledge. dian susanthi, i gusti ayu agung et al. (2019). the procedures of translating abbreviations in english medical texts into indonesian. e-journal of linguistics, [s.l.], v. 13, n. 1, p. 1-12. greenbaum, sidney & nelson, gerald. (2002). an introduction to english grammar. second edition. london : pearson education limited. hadyana. (2006). saus dan dressing yang esensial. jakarta : periplus. lowery, b., brodhust, w., goggin, w., earl, m. (1996). the essential book of sauces and dressings. singapore: periplus. 19 ramlan. (1997). morfologi tinjauan deskriptif. yogyakarta: cv. karyono. shadily, hasan and john m. echols. (2010). kamus inggris indonesia. jakarta: pt. gramedia pustaka utama. suastini, ni wayan. 2019. translation of english passive sentences into indonesian. international journal of linguistics, literature and translation, vol.2, no.1, pp.147-150. doi: 10.32996/ijllt.2019.2.1.25 widya & dewi, mutiara indah ayu. 2015. translation of passive voice found in the novel “the sea of monster” by rick riordan and its translation by nuraini mastura. jurnal lingua cultura. vol.9, no.2. pp.126-131. biography of authors kadek ayu ekasani, s.s., m.hum. was born in denpasar on november 25th, 1982. he is lecturer in stp bali internasional. she graduated her bachelor degree in the faculty of letter, udayana university in 2004. she holds a master of linguistic in translation studies from udayana university, bali. now, she is completing her dissertation at udayana university. email: ekasani@stpbi.ac.id ni luh ketut mas indrawati is a senior lecturer in udayana university, faculty of art, denpasar, indonesia, id 80234. she obtained her phd in 2012 in linguistic typology from udayana university, bali. her research interests are in linguistic typology, sociolinguistics and applied linguistics. email: mas.indrawati@yahoo.com mailto:nengahsudipa@yahoo.co.id e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 37-52 doi.10.24843/ejl.2018.v.12.i01.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 37 sign language variations in kata kolok 1 dian rahmani putri, stimik stikom bali (information system academic program) 2 i gusti made sutjaja, sutjaja_a@yahoo.com, 3 aron meko mbete, aronmbete@yahoo.com, udayana university 4 wayan pastika, wayanpastika@unud.ac.id, udayana university *corresponding author: dira.putri78@gmail.com received date: 27-10-2017 accepted date: 06-11-2017 published date: 04-01-2018 abstract— the study focuses on sign language namely kata kolok, which is naturally used in bengkala village, buleleng, bali, by the local deaf community, specifically on their idea and thought to describe their religious living, customs and culture. the aim of this research is to enrich references of a sign language system contributed by sign language owned by the kolok community in bengkala. the data obtained is primary, qualitative; those are lexicon, expression, sentences, text in the form of sign language. the data were collected by observation, video recording and direct interviewing by using new etnography approach or cognitive anthropology. the data analysis is conducted by content analysis. in the future, this research is expected to generate a kata kolok dictionary, a comprehensive documentation and effective information dedicated to the signer or the sign language user, and also as the preservation of kata kolok as the natural sign language. there are sign and meaning variations found, such as sign variations for the 3 rd person singular pronoun, modality „have to‟, religious-signs „mabanten‟ and „pura‟, the customs sign „ngaben‟, culture sign „tajen‟, survival sign „talking‟, and emotional expression „sad‟ and „surprised‟. furthermore, there are phenomena such as homonymy and polysemy for some meanings. keywords: meaning and sign, variation, homosign, polysemy, sign language, kata kolok 1. introduction this research is observing on how the sign language kata kolok is naturally used in bengkala village, especially by the koloks (read: deaf community) and also by the normal villagers. this is due to the urgent needs of communication among the whole. there are 1200 signers including 43 deaf native-signers. this has inspired the author to do research and to conduct language preserving on kata kolok as one of mother languages, which is in nonverbal form namely natural sign language. kata kolok is only found in bali. the research problem is what are the variations of signs for some meanings have been developed in the course of time by using kata kolok as the means of communication? the purposes of this research are to identify kata kolok signs and meanings and to find variations of signs and meanings in kata kolok. some advantages expected in this research are academic and socio-cultural advantages. the academic advantage is to enrich the knowledge of https://ojs.unud.ac.id/index.php/eol/ mailto:sutjaja_a@yahoo.com mailto:aronmbete@yahoo.com,%20udayana%20university mailto:wayanpastika@unud.ac.id mailto:dira.putri78@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 37-52 doi.10.24843/ejl.2018.v.12.i01.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 38 identifying sign language or natural sign language more intensively and also to conduct language maintenance. the socio-cultural advantage obtained is to feature the kolok society of bengkala village that has some positive values, whereas the deaf community is more respected and empowered according to their potentials. the other advantage is alert the general society as to empathy and respect among human beings including the societies with special needs and to give appreciation and moral support to the kolok society by documenting and identifying kata kolok. so far there are eight recognized academic works on kata kolok. six researches of them are on linguistics. the latest is a study on kata kolok as a natural sign language by sutjaja (2013), research on colors and space in kata kolok by connie de vos (2011, 2012), study on desa kolok by marsaja (2008), and kata kolok from the perspectives of possessive and existential meaning construction by pamela perniss and ulrike zeshan (2008). the other two are research on genetics by winata, et. al (1995) and liang, et. al. (1998). 2. theoretical background there are some theories used as references to answer the problems. the first is the theory of three elements of signs (sign triangle) by peirce via martin and ringham (2006) and semiotics theory by halliday. both theories are used to discover the relationship between sign and meaning. besides these two theories, there is a theory by johnston and schembri (2016) about sign language linguistics, which is used to discover the relationship between sign and meaning and also human behavior and the environment in kolok society in bengkala village. the two linguists wrote a book entitled australian sign language, an introduction to sign language linguistics. in their book it is explained that sign language is a natural language that is not discovered by a single person. sign language is created conventionally by community and it is inherited from one generation to the next user. sign language does not form a universal language that is used by deaf people in the world. sign language is not identic with gestures and mime which are used by hearing people. it has capacity of expression that is the same as spoken language and it is organized into some similar grammatical rules. sign language has control new vocabulary and it could be changed according to time, and sign language is learned by children and it seemed like it has been processed by the brain through the same with spoken language. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 37-52 doi.10.24843/ejl.2018.v.12.i01.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 39 3. reseach methods generally the research method is qualitative with an ethnographic approach. the first step in this research is executing field orientation and discovering the problems. the orientation was done while the author was observing the environment, nature and social conditions in bengkala village. the author introduced herself to the village government, local teachers especially those in charge of the inclusion school and also chose a local research assistant and some informants. having gained a general overview about bengkala society, both kolok and inget, the problems were positioned. at the same time, literary study was also conducted by reading references which are related to the stated problems. the next step was to decide on the research methods and techniques to collect data that is an ethnographic approach as it has been proposed by spradley (1997). afterward, data collection was conducted. the fields of data were limited to some genres namely: religion, customs and culture, which were obtained from the kolok society (kolok and inget) as the main data source. the video-recordings, which show the language activities of the kolok societies, were taken, collected, and shortened. having collected the data, the next step was data analysis. the method used for data analysis is content analysis, which is utilized to shorten the appropriate data to answer the problems. there was a process of analysis and elicitation until the result, the kata kolok document which already categorized and identified the signs and the meaning was obtained. this document later on determined the conclusion which synchronized the data analysis and provided academic and socio-cultural advantages. the research object is a series of video recordings containing monologs and dialogs. the object is obtained by direct observation and the author‟s involvement in the social life of the bengkala people. the video recordings were converted into thousands of pictures. meanwhile, the video-recordings were watched and translated into spoken language by the research assistant, ketut kanta. the translating processes were also recorded. then the translation-recordings were transcribed. the bundles of pictures were shorted until the only results were the pictures containing the right signs. afterwards, the pictures were adjusted to the transcriptions so that the proper concordances were obtained. the data were ready to be analyzed by using content analysis. the data are beneficial for a long term research; that is they are not only useful for the dissertation but also for future research. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 37-52 doi.10.24843/ejl.2018.v.12.i01.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 40 there were two challenges facing the author. the first challenge was how to communicate with the deaf people, the koloks in bengkala, since the research assistant was not always present during data collecting. sometimes, the author had to conduct the data collecting by herself among the deaf people. the author had nice experiences while collecting data; the sign language communication conducted was simple and slightly looked like general gestures also used by the non-deaf signers. the other strategy used for communication difficulties was by asking for written explanation from the deaf persons who are studying or had graduated from slb c (school for the deaf-mute). the helpers-signer ages ranged from 19 – 23 years old. the second challenge was to find out and to adjust pictures with the transcriptions so the concordances were finally obtained. for the data analysis, the author had been reading some references about other sign languages such as: sistem isyarat bahasa indonesia (sibi), australian sign language, american sign language, and british sign language. indeed, there are differences among signs used in each sign language and kata kolok has its own uniqueness. 4. result and discussion the results of analysis are presented in line with the specification of the problems and the steps of the analysis. the results of analysis can be elaborated as follows. 4.1 sign language variation in kata kolok sign variations were found for some meanings such as: sign variations for third person singular, sign variations for modality „must/have to‟, sign variations for religious meanings „mabanten’ and ‘pura’, sign variations for customs meaning „ngaben’, sign variations for cultural meaning ‘tajen’, sign variations for survival needs meaning „talking‟, sign variations for emotional meaning „sad‟ and „surprised‟. below is the table of signs. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 37-52 doi.10.24843/ejl.2018.v.12.i01.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 41 table 4.1.1 findings of sign language variations no meaning sign in kata kolok option 1 option 2 option 3 1 must/have to 2 mabanten conducting a worship or a ceremony 3 pura temple 4 ngaben cremation 01 02 https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 37-52 doi.10.24843/ejl.2018.v.12.i01.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 42 no meaning sign in kata kolok options 1 option 2 option3 5 tajen cock fighting 01 02 01 02 03 6 talking 01 02 https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 37-52 doi.10.24843/ejl.2018.v.12.i01.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 43 no meaning sign in kata kolok options 1 option 2 option3 7 sad 8 surprised 01 02 4.2 homosign there are also different meanings represented by one sign (homosign) such as the same sign for „must/have to‟ and „should‟ and „remember‟. furthermore, sign for „want‟ is also the same as for „need‟ „will/shall‟ and „be willing to‟. the other homosigns are the same sign for „healthy‟ and „happy‟, and one sign for „keep silent‟, „stay at home‟, „sit down‟, and „jobless‟. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 37-52 doi.10.24843/ejl.2018.v.12.i01.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 44 table 4.1.2 findings of homosign in kata kolok no sign homosign in kata kolok meaning 1 meaning 2 meaning 3 meaning 4 meaning 5 1 must / have to should remember 2 want need will / shall be willing to 3 happy healthy 4 keep silent stay at home jobless stay still sit down 4.3 polysemy there are some related meanings represented by one sign (polysemy), such as: the same sign for the meanings: „buy‟, „go shopping‟ and „cash/money‟. moreover, there is a same sign for „give up‟ and „don‟t want‟ and „quit‟. the other polysemy is the same sign for „not yet‟ and „later‟, and the same sign for „pray‟ and „worship activity‟ or „ceremony‟. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 37-52 doi.10.24843/ejl.2018.v.12.i01.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 45 table 4.1.3 findings of polysemy in kata kolok no sign polysemy in kata kolok meaning 1 meaning 2 meaning 3 meaning 4 meaning 5 1 buy sell money pay go shopping 2 give up don‟t want quit 3 01 02 not yet later 4 pray worship activity ceremony https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 37-52 doi.10.24843/ejl.2018.v.12.i01.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 46 5. novelties the novelty from the theoretical point of view is that the sign and meaning acquisition for the deaf people exists because of the urgent needs of communication so that the information or the message can be transferred properly. the meaning to be conveyed is already recorded in one‟s mind, and then performed in a language behavior while the person creates body gestures and facial expressions according to what the person is thinking. the sign concept conveyed can be based on the following points: 01. by following movements of the defined meaning, for example: the meaning of hoeing; the sign is taken from the movement of the actual activity of hoeing the soil. for the meaning of water, the sign is taken from the water movement or the water wave. the other example is to follow the facial expression of an angry person for the sign of angry. another example is making a shape like a circle of old coins, kepengs, which in bali is known as satakan (satak means two hundreds); the sign means two hundreds. 02. making signs by following a part of the whole meaning, for example: the sign of cat is taken from the movement indicating the cat‟s whiskers. the other sign is for the galungan ceremony that is making a movement by pointing at the center part of the neck. this sign is actually the same as the sign for the meaning „pig‟. since the galungan ceremony is identified by slaughtering pigs for cooking traditional meals for offerings and feasts. the other example is the sign of following the movement of chicken beaks, for the meaning „chicken‟. 03. making signs in an arbitrary way. for example, the meaning „good‟, the sign is making a fist shape and then folding the elbow so that the fist is close to the shoulder, and then making a fast movement pulling the elbow to the right side until the height of the elbow level to the shoulder. the other sign is for the meaning „want‟, by grouping all fingers into one and putting it below the lower lip of the mouth, and then the mouth is sucking air slowly. 04. there are variations such as homonymy and polysemy in kata kolok signs and meanings. the phenomena indicate that the kolok society is flexible and open to new information so that put some efforts are made to enrich their signs and meanings with the purpose of maintaining the communication among the social members. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 37-52 doi.10.24843/ejl.2018.v.12.i01.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 47 from the methodological point of view, the new findings are the method and technique of data collection, method and technique of data analysis and also the method and technique of data presentation. the data collection was conducted by new ethnography or cognitive anthropology; whereas in the application, the developmental research sequence, which consists of five principles, namely: single technique, assignments identification, gradually moving forward, original research and problem-solving. this research added two more steps namely: introspective and picking-momentums. the data collections, all video recordings were conducted voluntarily since every kolok member was gladly willing to give his/her recording. so, in order to ease them in the video taking, there were short briefings before the recording. they were told what was required for a monolog, or what was required for a dialog. the recordings were taken based on time and space availability, whenever an idea emerged during the observation time, the recording could be directly executed. once all videos had been recorded, the field research assistant interpreted the videos and again the interpreting process was recorded. the recordings were then transcribed into written text. the method and technique of analyzing data, is a combination of content analysis and domain and taxonomy analysis, whereas all video recording data, with the help of technology, are converted into thousands of photos. all photos are sorted and lined based on the right shape and the chronology. the shortening process is done based on the most proper signing, and then the photos are arranged in rows consisting of two columns each. after structuring the photos, each column is paired with the transcription so the concordances are obtained. the next step is to analyze the data content; identifying the genre of particular texts, identifying the communicator and the communicant, and making paraphrases (who are speaking to whom, about what, when and how) and finding out the meaning of the text. furthermore, there are categorizations of meaning and signs by using the domain and taxonomy method. based on the result, the general typology of kata kolok is discovered; it normally begins with the verb. besides, there are several polisemy and homonimy of kata kolok expressions instead of meaning variations. the method applied for presenting the data analysis is formal and informal. the technique used is verbal technique; by using text in written transcription and also visual; by using photos. the innovation in method and technique is creating the concordance photos and transcriptions up to be the big corpora and afterwards, it was again divided according to the genres of each content. the data presentation is supported by multimedia device. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 37-52 doi.10.24843/ejl.2018.v.12.i01.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 48 from the empirical point of view, the novelties are: 01. typology of kata kolok generally begins with a sign that indicates a verb meaning or a meaning of a process. in several cases, the process begins with an expression of time, mainly indicating the past. here are examples: carry a back pack carry a back pack (i) activitiy target (-participant) „i carried a back pack.‟ park a motorcycle, park a motorcycle (i), activitiy target (-participant) „i parked a motorcycle,‟ https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 37-52 doi.10.24843/ejl.2018.v.12.i01.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 49 eat take a plate eat want (i) take a plate (i) activity activity (participant) activity target (participant) „i wanted to eat.‟ „i took a plate.‟ 02. in a particular discourse, the signers also wanted to maintain their emotions; either their own emotions or the emotions implied by others. based on direct observation and interaction among the kolok people, there are signed meanings unrealized by the signers themselves especially the meanings which are related to the customs and norms; moreover, some meanings are concerned with private lives. some examples of such topics are: homosexuality, divorce, unfaithfulness in marriage and polygamy; normally those topics are gossiped about among the society and cause feelings of discomfort for the people involved. the assumption is that since the kolok persons are not able to hear what the gossip is about, it never touches or affects their emotions or sensibilities. the other reason is the koloks are never taught about norms by their relatives since younger age so that they never know what is right and wrong in private relationships. 03. kolok people have a good quality of self-confidence; this is because of the warmwelcoming attitude among the villagers towards the koloks, and they are well treated. the koloks are never excluded from the „normal‟ society. the normal society always makes efforts to understand what is expressed by the koloks. if people are incapable of following a conversation, the kolok will try to explain either by descriptive signs or by references to or the real objects they meant. 04. kolok people have a wonderful ethos of working; they are hard workers and they feel proud when they have jobs or occupations. this is a good example for the poverty eradication program. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 37-52 doi.10.24843/ejl.2018.v.12.i01.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 50 6. conclusion and recommendation the findings of the sign language variations and the analysis lead to conclusion and recommendation as mentioned below. 6.1 conclusion there are several variations of signs for some meanings that have been developed in the course of time by using kata kolok as the means of communication. it indicates that kata kolok is spoken actively by the native signers, which are the people of bengkala village, both deaf and normal signers. since kata kolok has been used for several years, there must be variations of signs to indicate several meanings or vice versa some signs are used to describe one meaning. in this study, there are types of variations based on semantic perspective found in the data collection of kata kolok i.e. homosign and polysemy. 6.2 recommendation the study of kata kolok is still open and rich as a future research object, especially for interdisciplinary studies. one suggestion for this research is that all studies conducted are beneficial for the kolok society of bengkala village, which could improve the life of the deaf society in bengkala and in indonesia. this research is fully dedicated to the kolok people in bengkala. the results of this study are expected to be a contribution to the world mother languages which are noted by the unesco. the big hope is that one day bengkala village is free from the congenital-deafness disease and any other kinds of disability. nevertheless, there is a recording of this language in a form of dictionary or a text book as memorabilia, which contributes to the language science development. references branson, jan., miller, don. 2004. the cultural construction of linguistic incompetence through schooling: deaf education and the transformation of the linguistic environment in bali, indonesia. sign language studies, v5 n1 p6-38 fall 2004 de vos, c. 2011. “kata kolok color terms and the emergence of lexical signs in rural signing communities. the senses & society” 6(1), 68-76. nusa 56, 2014 24 https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 37-52 doi.10.24843/ejl.2018.v.12.i01.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 51 de vos, c. 2012. sign-spatiality in kata kolok: how a village sign language inscribes its signing space. phd dissertation. max planck institute for psycholinguistics, nijmegen. http://hdl.handle.net/2066/99153 de vos, c. 2012b. the kata kolok perfective in child signing: coordination of manual and nonmanual components. in zeshan & de vos (eds.) sign languages in village communities: anthropological and linguistic insights, 127-152. berlin: de gruyter mouton. de vos, c. & a. nonaka. 2012. „cross-modal contact in shared signing communities: kinship.‟ talk presented at the eurobabel workshop on rural signing varieties: social dynamics and linguistic structure. 7 november 2012, leiden de vos, c. & n. palfreyman. 2012. [review of the book deaf around the world: the impact of language, edited by mathur & napoli (eds.)]. journal of linguistics, 48, 5-10. de vos, c. & zeshan, u. 2012. introduction: demographic, sociocultural, and linguistic variation across rural signing communities. in zeshan & de vos (eds.) sign languages in village communities: anthropological and linguistic insights, 2-23. berlin: de gruyter mouton de vos, c. 2014 absolute spatial deixis and proto-toponyms in kata kolok. academia.com halliday, m.a.k., 1975. learning how to mean-explorations in the development of language. london: edward arnold (publishers), ltd. halliday, m.a.k. 1977. explorations in the functions of language. london: edward arnold (publishers), ltd. halliday, m.a.k, 1978. language as social semiotic, the social interpretation of language and meaning, london: edward arnold (publishers), ltd. halliday, m.a.k., 1985. an introduction to functional grammar. london: edward arnold (publishers), ltd. halliday, m.a.k., hasan, ruqaiya, 1985. language, context, and text: aspects of language in a social-semiotic perspective. victoria: deakin university press ibrahim, abdul syukur, prof.dr., editor, 2009. metode analisis teks dan wacana (terj.) yogyakarta: pustaka pelajar johnston, trevor & schembri, adam. 2016. australian sign language (auslan): an introduction to sign language linguistics, united kingdom: cambridge university press liang, et. al., 1998. genetic mapping refines dfnb3 to 17p11.2, suggests multiple alleles of dfnb3, and supports homology to the mouse model shaker-2. journal of medical genetics. v.62(4); 1998 apr. 904–915. marsaja, i gede. 2008. desa kolok a deaf village and its sign language in bali, indonesia, nijmegen: ishara press martin, bronwen & ringham, felizitas. 2006. key terms in semiotics. london: continuum zeshan, u., & perniss, p. m. 2008. possessive and existential constructions in sign languages. nijmegen: ishara press. spradley, james p. metode etnografi. terj. misbah zulfa elizabeth, yogya: tiara wacana sudaryanto, 1993. metode dan aneka teknik analisis bahasa: pengamtar penelitian wahana kebudayaan secara linguistis, yogyakarta: duta wacana university press suparlan, parsudi, 2008. dari masyarakat majemuk menuju masyarakat multikultural, jakarta: yayasan pengembangan kajian ilmu kepolisian (ypkik) sutjaja, i.g.m. 2009. concise balinese dictionary, tokyo: tuttle publishing sutjaja, i.g.m..2013. kata kolok, denpasar: lotus https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 37-52 doi.10.24843/ejl.2018.v.12.i01.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 52 sutjaja, i.g.m. 2013. hari bahasa ibu, pengakuan internasional, artikel bali post 21 februari 2013 opini 6 pojok winata, et. al. 1995. “congenital non-syndromal autosomal recessive deafness in bengkala, an isolated balinese village”. journal of medical genetics. v.32(5); 1995 may. 336–343. 7. acknowledgments the authors would like to express their appreciation and thanks to those who have contributed in one way or another to this research, especially to all board of examiners: prof. dr. ni luh sutjiati beratha, m.a., prof. dr. i nengah sudipa, m.a., prof. dr. i wayan rasna, m.pd., dr. made sri satyaawati, m.hum., and dr. putu sutama, m.a. for their critical comments and suggestions for the improvement of this paper. remaining errors are all mine. https://ojs.unud.ac.id/index.php/eol/ sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 2, july 2023, pages: 150--157 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i02.p03 150 the equivalence in religion-related outdoor text on signboards in denpasar city baharuddin universitas mataram, lombok, indonesia. email: bahar@unram.ac.id article info abstract* received date: 25 nopember 2022 accepted date: 2 januari 2023 published date: 31 july 2023 keywords:* linguistic landscape, signboard, religion, bali in today's society, travel is inevitable. with international visitor arrivals reaching 1,4 billion in 2018, almost one-fifth of the world's population travels abroad. travelers must have access to accurate information about their destination. signage posted in several locations to replace the information desk workers must be tailored to minimize misleading misinformation. this page examines religious signs or signage in denpasar, the capital of the globally renowned province of bali, indonesia. in this article, questions are raised regarding the equality of religious text meanings in the indonesian-english translations of denpasar's signage. photographs of nameboards and information were taken in four sub-districts to collect data, which was then examined from the standpoint of linguistic landscapes and translation science. the information is shown as text or outdoor signs. the study of the data indicates that the equivalent translation of the bilingual versions of the text is acceptable, with the exception of the linguistic structure. on the other hand, textual material can be regarded culturally, functionally, and descriptively acceptable, but the language of the content on present websites requires refinement. 1. introduction the united nations world tourism organization's 2010 long-term prediction of visitor arrivals projects that there will be 1,4 billion international tourist arrivals in 2020. according to the united nations world tourism organization's world tourism barometer latest nations report released in madrid, spain on january 21, 2019, international tourist arrivals increased by 6 percent to a total of 1.4 billion in 2018. this indicates that the two preceding years of 2020 are discussed. according to trends, economic forecasts, and the united nations world tourism organization certainty index for nations. the united nations world tourism organization predicts that international arrivals will increase by 3 to 4 percent next year, based on the historical tendency. to get from one place to another, people from all over the world travel for a variety of reasons, including business, pleasure, and religious pilgrimages. when moving to a new location, it is important to collect information about the new location that is as accurate as possible so that one does not waste time or money. signboards fill an extremely vital function by acting as a stand-in for either the people or information centers that are not always available when they are 151 required. when this happens, signage becomes increasingly necessary as a way to guide newcomers in unfamiliar regions. research on signage has been carried out in several locations, either generally for the purpose of classification or specifically for the purpose of terminology. akindele's (2011) research takes a semiotic approach to the study of signs. the nameboards that are affixed on public signs are regarded as semiotic signs because of their close connection to one another. a public sign is a signifier for something associated with it, whether that something is a business, product, location, or idea. on the other hand, when people are traveling, a sign may either offer directions that bring people to a certain location or just attract attention to a particular subject, such as an advertisement. in either case, the sign's purpose is to lead people to the desired location. inya (2019) did research on the linguistic landscape (ll) of religion-related boards in chosen locations of ado ekiti, nigeria, in regard to opinions on the establishment of linkages between languages on these boards and the implications for identity, globalization, and culture. this study comes to the conclusion that religious signage reflects the prominent use of english in christian-related signage more because christianity is a modern and foreign religion. this suggests that the use of english on signs is a reflection of sophistication and globalization. in singapore, a study titled "linguistic landscape" was carried out in order to investigate the relationship between ecology and the function of a number of languages that are spoken in that nation, including malay, english, tamil, and others (tang, 2016). after reviewing the results of multiple earlier investigations, this paper emerges as the primary focus of the research. according to pietikainen et al. (2011), the language landscape can be broken down into five categories: name signs, notices, ads, street signs, and street names. the authors of the wafa et al. (2018) study carried out research on the language landscape of religious cues. in the paper that they presented at a seminar, they discussed outdoor and indoor sign data that they had obtained from prominent religious places in surabaya. these prominent religious places included two mosques, two churches, two purely chinese (kenteng), two purely hindu (pura), and two buddhist pure (vihara). 2. quality of translation and equivalence there are three distinct varieties of translation, according to jacobson (jakobson, 1959; schulte, 1992). it is referred to as "intralingual translation" or "rewriting" when the same meaning is expressed by utilizing a variety of terms within the same language. the translation from one language to another is the "actual" translation that is typically learned. translation from one language into another, sometimes known as literal translation. according to jacobson, there is yet one other translation. it is the process of deciphering one symbol using another, such as translating a verbal symbol into a non-verbal symbol. both the military and the traffic systems make regular use of it, and most people are familiar with its meaning. this process is referred to as translation or intersemiotic transmutation by jakobson. according to bell (1991), the term "translation" can be understood in three different ways: as a process, as a product, and as an abstract translation notion. in the first scenario, "translation" refers to the methods that can be used to achieve a more successful "transfer" from one context to another. the second meaning of the word "translation" refers to the actual text that has been derived from previous translations into other languages. a translation is an expression in which the meaning, or the content and style, of the source text is incorporated into the meaning of the phrase itself. many people believe that semantics is the most important part of translation. the process of changing text written in one language into another language is another description that fits well with the concept of translation. 152 bell, who is most known for his concept of equivalent, believed that translation was difficult to accomplish. language is its own unique thing, so translating it into another language is an impossible dream that can never come true. languages are distinct from one another and each has its own characteristics and idiosyncrasies. there is no such thing as a word in any language that can communicate the same meaning in another language, or even in the same language itself. from the perspective that bell was using, a translation that was equivalent in every way to the original is not possible. because of this, it is essential to look for genres that are open to the idea of partial equivalence. according to him, translation might be feasible due to the universality and convergence of languages or the cognate words of each language. therefore, translation is not the same thing as text transcoding; rather, translation is the process of making a form or action converge as closely as possible to that of another language. not only does this encompass the language, but also the culture (cross-cultural transfer). the aim must be reached by the translation. everything associated with the target language, including the lexicon, the grammatical structure, the communication situation, and the cultural context, is completely overshadowed by the target phrase. it is also important to consider the readers or audience that will be targeted in order to ensure the success of the translation. a lack of knowledge about the goal is frequently the root cause of problems. when one is in the process of studying and parsing the text that is going to be translated, this can become particularly frustrating for the translator. on the other hand, the vagueness of the words will lead to tough choices in terms of diction. the concept put out by bell lends support to the method and procedure of translation by means of paraphrase, which produces knowledge that is engaging with regard to culture, context, time, targeted audience, technical/key terminology, and so on. it's possible that people from other cultures will use different words to describe the same concept, even though those words might have a similar meaning. in this way, the exact same term used in two distinct languages might convey completely different ideas. the word "gedang" in sasak and the balinese language both have the same pronunciation but have different meanings. equivalence is a highly significant notion in translation, as it helps to generate strong understanding as well as similarities between the concepts expressed in the source language and those expressed in the target language. in their investigation of cultural texts, malmkjaer et al. (2018) discuss lexical equivalence in terms of the semantic values and connotative meanings of individual words, both of which can be distinct from one another. some people may emphasize the significance of culture while discussing translation. when thinking about equivalency, function, description, and reference are all mentioned by multiple other people as being essential components. to expect that the translation is capable of communicating the original text in one hundred percent of its cultural associations and connotations would be an extremely foolish assumption. words that are equivalent in meaning can be used to translate cultural artifacts or expressions. even though it's doubtful, the most accurate interpretation could be used to prevent providing false information. additionally, the meaning of an expression or object can be conveyed in the target language via the function of the item or expression. even if certain things might seem different, be made of different materials, or be utilized in a different way, they might nonetheless serve the same purpose in other civilizations. in terms of the functionality they provide, these are at least comparable to one another. especially in linguistic landscapes, the functional equivalent of an item or statement might be employed to communicate information. 153 3. research methods this study uses a qualitative approach. data is taken directly from the field by observing phenomena in natural conditions or in site. although this research is qualitative research, it does not avoid quantification efforts in presenting data. that is probably most related to the participant observation method as mentioned later in data collection. field researchers often take extensive field notes which are then coded and analyzed in a variety of ways. the handphone camera in taking picture is primarily used in data collection along with interviews. data transcribed from pictures consisting of expressions or words in different languages are combined and analyzed to see the equivalence of text in between the two involved languages. using the translation theory to measure the accuracy of translation of messages contained in the signboard is quite tricky especially when the terms available in one language is not existing in other language. componential analysis might be applied for this case is available. 4. discussions 4.1 landscape in denpasar the visibility of a language on public signs in a certain region or location is referred to as the linguistic landscape of that location. at the very least, landry and bourhis provide us with this definition (1992). the term "linguistic landscape" refers to the manner in which any sign is announced, whether it be on the exterior or the inside of a public office or a private corporate building in a particular geographic region (ben-rafael, 2001). according to gorter (2006), signs can be broken down into two distinct categories: top-down and bottom-up. when using a topdown approach, governments or other entities, including religious institutions, install directional signage that they have created themselves in order to direct people or deliver information to the general public. because these locations are part of a religious institution, the signage that can be found in sites where people go to worship god may likewise be classified as top-down signage. the topic of discussion in this article is religious indications that can be seen in denpasar. on the other hand, this article just touches on a few of the available facts. the data, in particular those that use the writing of more than one language to determine equivalence of words or expressions between different languages, are called multilingual texts. this article examines the current signage that can be found in denpasar's various sites of religious devotion. this research of the linguistic landscape was carried out in denpasar, bali, with data being gathered from four sub-districts located in south denpasar, east denpasar, north denpasar, and west denpasar respectively. based on the information gathered about the linguistic landscape, just a few signs were created in english and indonesian simultaneously. these signs were rare. figure 1. two boards are arranged in the same pattern and set side by side. the two pieces of information that are presented below were discovered in two different locations in bali. the information presented on both boards is identical. the signs contain pieces of information that are required to be obeyed by visitors to the two temples of pura dalem 154 sakenan the attack and the great jagatnatha temple. these temples are located in the same complex. it appears that the same printing company was responsible for both the design and printing of the two boards. the logo of the same local authority is shown in the upper left corner of both nameboards on the boards. the logo for denpasar tourism is also displayed on each board, and it is put in the same location on each. only the names of the purees are printed in a different font, but they are placed in the same location as the header or title. there is a long line that runs below the header and separates the pure names from the contents of the board. figure 2. full figures of the two pura nameboards. the inscription on the nameboard of pura agung jagatnatha appears to be legible and clean, and the roof is tiled. the board is substantial and set at a height that is elevated above the pure border wall. people who visit the puree on purpose may read the text without any difficulty, and it is not difficult for them to catch. the text is set in arial, which is the typeface that was used. this particular font style is the one that is most frequently utilized in the vast majority of top-down category linguistic landscapes. the nameboard of pura dalem sakenan serangan can be seen in a lower position and is clear to see and easy to read because it is placed in the same position as the eyes of visitors. additionally, they are easy to view and read because they are crystal clear. in addition, the roof of the plank frame is crafted out of the same material as the sign that came before it. the photograph reveals that the board is backlit, with a blank wall serving as its backdrop, in the traditional form of balinese artwork. both the indonesian and the english text are produced using the same size and style of font. 4.2 equivalence in translation the information that is found on the nameboard is knowledge that is necessary to know in order to behave appropriately within pure and sacred boundaries. as is customary, pure visitors are not always hindu or balinese. sometimes they are neither. the tourists therefore need to be aware of what to do and how to behave in an appropriate manner in order to avoid disturbing the balinese people while they are praying and worshiping god in the purity. the pure crew then took it upon themselves, on their own initiative, to disseminate information to pure visitors in the two most prevalent languages. the information is written in indonesian in the first column, which may also be found on the left side of the board. on the right-hand side of the indonesian version is a sidebar with english text added next to it. 155 for visitors who enter the temple area are expected: visitors entering this tample are kindly:  dress neatly and politely  maintain cleanliness and environmental sustainability  wear the completeness of the traditional clothes provided  ask permission from the pemempon / temple priest, and  for women who are menstruating, are prohibited from entering the temple  to be dressed neatly and properly  to keep cleanliness and environment conservation  to wear provided traditional clothes  to get permission to the priest, and  not to enter the temple during your period for lady it is possible to literally translate this phrase into english as "visitor who enters the temple area is required to:" the first line of the text that is presented in the english language reads "for visitors who visit the temple area is expected to:" the word "bagi," which appears at the beginning of the indonesian translation of the book, is written in an extremely stylized form of indonesian, which is not the usual form. it does not serve a substantial structural purpose in the standard language, nor does it have any meaningful connotation. on the other hand, the word is used rather frequently to highlight the audience to which the material is directed. in english, the word that best conveys the sense conveyed by the preposition "for" is the word "for." however, in the english version, the term "for" cannot be displayed if there isn't a distinct function being performed. although this information is not considered standard in the indonesian version, it is clear that those who wish to visit pure should give it a lot of consideration because it is very important. therefore, the tone of the english translation was altered, and it was translated into a straightforward clause that read, "visitors who enter this temple are courteous:" when it comes to the agreement between the subject and the predicate, the english translation of the text has certain structural flaws that need to be fixed. there is a mismatch between the subject (singular) and the predicate (plural). in point of fact, however, the single form of the word "visitor" is a general term that can refer to anyone. in this particular instance, the meaning of the sentence is appropriate, although there are grammatical errors. both the indonesian and the english versions of the text contain grammatical errors; nonetheless, the material has been transmitted accurately or does not display any significant differences between the two versions. at the very least, the comprehension of individuals who speak indonesian is same to that of individuals who speak english. this transfer disregards grammar in its search for equivalent information, which, according to the theory of translation, is the goal of the process. the sentences that have been quoted above can assist in matching information between the indonesian and english versions so that it can be accessed by pure visitors. the five information reading points that are located under the board's title are conveyed quite accurately in terms of what is included in the text. although the points in question are derived from a variety of theoretical frameworks, there is a possibility that some of them do not adhere to cultural norms but are nonetheless adequate. in the process of examining the translation, it is possible to make use of compatibility with procedural aid transposition and modulation (vinay & darbelnet, 2000). these texts are presented in two distinct versions, one of which may be printed directly without going through the translation process or, alternatively, the 156 translation may be considered a free translation because it just rephrases phrases that already exist. the discussion in the results is descriptive, analytical and critical. 5. novelties in this article, ll is discussed from the perspective of translation. ll's research relating to translation in indonesia is still at a very preliminary stage, particularly with regard to topics pertaining to religion. because of this kind of project, the research that is going to follow will be kicked off specifically to contribute knowledge that is connected to religious matters and prayers. there are a lot of people who go to places of worship without being aware of the regulations or the things that they are not allowed to bring. therefore, a signboard that is bilingual should be given significant attention for the sake of further development. 6. conclusion from what has been mentioned so far, it is possible to draw the conclusion that text equivalence in religiously-related signage in denpasar is at a pretty good level. this indicates that the level of text equivalence is not terrible, but it is also not very good. this article's analysis, which makes use of a number of different translation methodologies, arrives at the conclusion that the equivalence is not terrible, despite the fact that the type of language that is employed in the signage is not one that is commonly utilized. references akindele, do (2011). linguistic landscapes as public communication: a study of public signage in gaborone botswana. international journal of linguistics . bell, rt (1991). translation and translating. london: longman group uk limited. ben-rafael, es-h. (2001). linguistic landscape and multiculturalism: a jewish_arab comparative study. unpublished research report. gorter, d. (2006). linguistic landscape: a new approach to multilingualism. clevedon: multilingual matters. innya, bt (2019). linguistic landscape of religious signboards in ado ekiti, nigeria: culture, identity and globalisation. theory and practice in language studies vol. 9, no. 9 , 1146-1159. jakobson, r. (1959). on linguistic aspects of translation. in ra (ed.), on translation, cambridge. ma: harvard university press. kirsten malmkjær, a. ş. (2018). key cultural texts in translation. amsterdamphiladelphia: john benjamins publishing company. landry & bourhis, rb (1992). linguistic landscape and ethnolinguistic vitality: an. journal of language and social psychology, , 23-49. pietikäinen, sl-k. (2011). frozen actions in the arctic linguistic landscape: a nexus of analysis of language processes in visual space. international journal of multilingualism , 277-298. schulte, r.a. (1992). theories of translation: an anthology of essays from dryden to derrida. . london and chicago: the university of chicago press. tang, hk (2016, may). linguistic landscaping in singapore: the local linguistic ecology and the roles of english. singapore, singapore: unpublished thesis . vinay & darbelnet., j.-p. a. (2000). a methodology for translation. in l. venuti, translation studies reader. london and new york: routledge. 157 wijayanti, aw (2018). signs of multilingualism at religious places in surabaya: a linguistic landscape study. international conference on language phenomena in multimodal communication (klua 2018) (pp. 34-41). paris: atlantis press. biography of authors baharuddin earned his bachelorette degree in english literature in 1992 and his master degree majoring in translation studies in 2007 from university of udayana denpasar, bali indonesia. he is now a ph.d candidate at udayana university, writing his doctoral thesis in translation studies, researching the translation of signage in public space on lombok. in english education program, mataram university, lombok, indonesia. he is teaching some subjects related to translation studies; translation, interpreting, it-based translation, and subtitling. he also conducted some research in the field of translation studies, working with students of the program. besides being a researcher and an academician, since 1992, he has been a professional translator, member and former head of the association of indonesian translators branch nusatenggara, indonesia in 2013-1016. the association of indonesia translators itself is a member of federation de internationale traductur based in paris, france. his interest as a researcher is translation, linguistics, and teaching. microsoft word iam puspani 1    court interpreting at denpasar court ida ayu made puspani1 ni luh sutjiati beratha2, ida bagus putra yadnya2, i wayan pastika2 1school of postgraduate studies, udayana university 2department of linguistics, faculty of letters, udayana university e-mail: puspani2000@yahoo.com abstract this is a research on interpreting (oral translation) on a criminal case of drug user in the court proceedings at denpasar court. the study of the interpreting is concerned with two-ways rendition from indonesian into english and vice-versa. the study is related to: (1) the description of modes of interpreting applied by the interpreter, (2) the application of translation strategies: shift, addition and deletion of information, (3) factors that underlie the application of the strategies, and (4) the impact of the application of those strategies towards the quality of the interpreting. the methodology applied in this study is qualitative based on eclectic theories (translation, syntax, semantics and pragmatics). the utilization of the theories is in accordance with the type of the data analyzed in regard to the translation phenomena as an applied study and its complexity. the interpreting at court applied the consecutive and simultaneous modes. the strategy of shift was applied when there were differences in structure between the source and the target languages. addition of information was used when the interpreter emphasized the message of the source language in the target language. the deletion of information applied if the context in the target language has been covered, and it was not necessary for the interpreter to interpret the same thing because the message of the source language was pragmatically implied in the target language. the factors which underlie the application of the interpreting strategies in court interpreting were communication factor and the differences in the language systems between the source and the target languages. the impact of the use of the strategies towards the quality of the interpreting happened when the interpretation of the source language message into the message of the target language and the message in the source language was not completely render into the target language. the novelties of the research are: (1) relevance theory and its four maxims of communication can be applied to analyse equivalence of meaning of sl message rendered into the tl message sperber and wilson (1995), (2) the application of consecutive mode of interpreting can render more accurate rendition compared to the simultaneous mode, (3) the interpreter applied the 2    strategies of shift, addition and deletion of information in the process of interpreting in court proceedings, and (4) some mistakes were found in the interpretation of indonesian legal terms into english such as: kuhap (was not translated), bap (was translated into brief), sita (was translated into seize), and ayat (was not translated). the translation of those terms should be: indonesian criminal code, the minutes of investigation, confiscate, and paragraph. key words: interpreting, consecutive, simultaneous, and strategy. 1. introduction interpreting as oral translation needs to focus more on the competencies and the situation of communication mediated by the interpreter in conducting the rendition. this type of translation is carried out in limited lapse of time from the utterances of the sl to rendition in tl. the study discusses the interpretation of the court proceedings (communication among the court personnel and the defendant) which is mediated by the interpreter. the success of the communication between the foreign defendant with english speaking background and the court personnel depends on the interpretation of the interpreter. in regard to the background, there are four problems discussed in this research: (1) what interpreting modes were applied by the interpreter at denpasar court? (2) why did the interpreter apply the strategies of shift, addition and deletion of information in interpreting at denpasar court? (3) what were the factors underlie those strategies? (4) what were the impacts of the application of those strategies towards the quality of the interpretation and what kind of mistakes occur during the interpreting? this research aims at investigating interpreting texts which occurred in court proceeding at denpasar court bali which was particularly conducted on the proceedings involving a drug user as a case study. the aims of the study of interpreting on drug user case are: (1) to describe the modes of interpreting in the court proceedings at denpasar court, (2) to find out the reasons of the application of the strategies of shift, addition and deletion of information, (3) to discover and analyse the factors which underlie the application of strategies of shift, addition 3    and deletion of information and (4) to analyse the impacts of the application of the strategies of shift, addition and deletion of information towards the quality of the interpretation and also to describe the mistakes which occurred during the interpreting. 2. concept and theoretical framework 2.1 concept 2.1.1 concepts of interpreting pochhacker (2004: 11) states that interpreting is a form of translation in which a first and final rendition in another language is produced on the basis of one time presentation of an utterance in a source language. this means that the interpreter has to render the utterance of the sl message at almost the same time as he/she listens to the sl utterances into the tl utterances. the interpreters rely on their cognitive processing of the representation of the message in order to be able to render it to the tl. 2.1.2 modes of interpreting there are four modes of interpreting in accordance with the way how the interpretation is conducted: (a) consecutive, (b) simultaneous, (b) whispering, and (d) relay interpreting. consecutive interpreting is conducted when the utterances of the sl in the form of short utterances and there is a pause from the speaker of the sl and then the interpreter carries out his/her rendition. simultaneous interpreting is conducted when the interpretation is carried out at almost the same time as the utterances uttered by the speaker and there is no pause between the utterances of the speaker and the rendition of the interpreter. whispering interpreting is conducted to one or more participants in a conference in which these participants do not have the knowledge of the language used by the speaker so an interpreter sits beside them renders it in a whispering manner the speech of the speaker into their language. relay interpreting is conducted in a large scale of conference for example the speaker speech is in language a and the first interpreter renders it into language b, then the other interpreters who work for other clients behind the screen interpret the first rendition into each language of 4    the other interpreters operate in. this study investigates two modes of interpreting in court proceeding i.e.: consecutive and simultaneous. 2.2 theoretical framework the theory applied in this study is an eclectic theory due to the complexity of the interpreting phenomena in analysing the equivalence of sl and tl message in the process of interpreting. the foundation of theory is translation which deals with the theory of interpreting proposed by pochhaker (2004), translation strategy (nida in mcguire, 1985:30), translation shift (catford in venuti, 2000); syntax (alwi, et. al.,1998:345 and foley and van valin, 1984: 149), semantics (frawley, 1992:17-35), and pragmatics (relevance theory by sperber and wilson,1995) 2.2.1 interpreting strategy the translation strategy applied by the interpreter in court proceedings are: shift, addition and deletion of information. the application of each strategy depends on the condition of the utterances uttered by the participants of communication within the process of the proceedings. 2.2.2 maxims of communication relevance theory proposed by sperber and wilson (1995) states that there are four types of maxims in order to figure out a communication to reach success in transferring the message from the speaker to the hearer. these maxims are: (1) maxim of quality which is related to expectation with respect to informativeness, (2) maxim of quantity which deals with the effort to give well-founded of information, (3) maxim of relevance which is related to relevant contribution, and (4) maxim of manner which is related to clarity. they also identify translation as language in use in interpretative way to achieve complete interpretative resemblance towards the source text message with the rendition or reproduction of all its communicative clues and give all the cognitive effects at the same relative processing cost. 3. discussion based on the problems mentioned previously, the analysis of this study can be described as the follows: 5    3.1 interpreting modes at denpasar court the modes of interpreting applied by the interpreter during the interpreting at the court are consecutive and simultaneous. the consecutive mode is applied when the participant in the communication uttered short utterances in the form of questions and the respond from the participants in the proceeding between the judge and the defendant and pauses occurred. when the utterances uttered by the participants of the communication in the proceedings consist of long stretches of utterances without any pauses; the interpreter applied simultaneous mode. 3.2 interpreting strategies there are three strategies applied by the interpreter on the interpretation of the court proceedings. first, addition of information strategy which is often applied in the process of interpreting criminal court proceedings. the application of this strategy is only to emphasize the equivalence in the target language and to fulfil the acceptable contexts in the target language. second, deletion of information strategy is sometimes applied in interpreting when the context in the target language is entailed, the interpreter does not have to interpret the same matter, as pragmatically what has been implied in the source language has been covered in the target language. third, shift strategy in interpreting the criminal court proceeding often happened, due to the complexity of the utterances and the lapse of time needed to render the rendition of the sl message into the tl. 3.3 factors which underlie the application of the interpreting strategies (shift, addition, and deletion of information) there are some factors that underlie the application of those strategies: (a) shift strategy occurred due to the different structure between the source and the target language, (b) the strategy of the addition of information occurred when the interpreter emphasized the meaning of the message of the source language in the target language, and (c) the strategy of deletion of information occurred when the message of the source language rendered into the target language had covered the implied meaning in the target language. 6    3.4 the impact of the application of the strategies towards the interpreting quality the application of the strategies has impact on the quality of the interpretation; when the strategy applied to the interpretation can cover the rendition of the meaning of the source language message to the closest meaning of target language message, the rendition is considered to be accurate and acceptable. if the rendition of the meaning of the source language message into the meaning of the target language does not cover the meaning of the message of the source language as what it was intended and some meaning of the message do not appear in the target language then this type of rendition has low quality. 4. novelties there are four new findings discovered in the interpreting process in the court proceedings: (1) relevance theory and its four maxims of communication can be applied to analyse equivalence of meaning of sl message rendered into the tl message (sperber and wilson, 1995). (2) the application of consecutive mode of interpreting can render more accurate rendition compared to the simultaneous one. (3) the interpreter applied the strategies of shift, addition and deletion of information in the process of interpreting in court proceedings. (4) some mistakes were found in the interpretation of indonesian law terms into english. 5. conclusion and recommendation 5.1 conclusion based on the data analyses which were compiled from the transcription of the court interpreting on the session of a criminal case on the drug user proceedings, some conclusion can be drawn out: the modes of interpreting (consecutive and simultaneous) were interchangeably applied. the consecutive mode was applied when the utterances from the speaker were short and there was a pause among the participants of communication such as: in question and answer at the beginning of the 7    proceeding, the witnesses’ examination, the defendant examination and at the closing of a proceeding session. simultaneous mode of interpreting was applied on the reading of the defendant exception by the lawyer, the respond of the prosecutor to the defendant`s exception, the reading of the accusation of the prosecutor towards the defendant, the reading of the defence of the defendant by the lawyer and the reading of the verdict from judge to the defendant. the application of the interpreting strategies applied by the interpreter was due to the different system of the languages and the short lapses where the interpreter should be ready with his interpretation in the target text, so shift in text level was unavoidable when the interpreter applied simultaneous mode of interpreting. the speaker simultaneously uttered his/her utterances therefore the interpreter only interpreted the gist of the speaker’s utterances in the tl. there are three factors which underlie the application of shift, addition and deletion of information strategies in interpreting process. first, the application of shift is applied due to the simultaneous utterances uttered during the reading of the exception, the accusation from the prosecutor, the reading of the exception of the defendant by the lawyer, and the reading of judge decision towards the defendant so the interpreter had to apply the simultaneous mode of interpreting hence, rendering the gist of the utterances of the speaker. in these situations the interpreter applied shift strategy to cover the meaning of the sl into the tl. second, the application of addition of information was applied in order to emphasize the equivalence of meaning in the tl. third, the factor which underlies the application of deletion of information strategy was caused by the message in the tl had been covered in the rendition done by the interpreter so there is part of the sl is not interpreted in the tl but the meaning was already implied in the tl. the application of strategy of interpreting in court might have impacts on the message of the sl which was rendered into the tl. when the application of shift strategy in text level caused shift of meaning of the sl in the tl, this could distort the communication among the participants. the application of addition and 8    deletion of information emphasizes the gist of the message of sl which was rendered into the tl. 5.2 recommendations the research on interpreting in court can be used as a parameter to measure the quality of an interpreter deployed in court. some countries like australia and usa have accreditation for translators and interpreters; naati (national accreditation authority for translators and interpreters) and najit (national association of judiciary interpreters and translators). all interpreters and translators in those countries should follow the accreditation if they want to practice as professionals. the existence of the accreditation for translators and interpreters can facilitate communication mediated by interpreter either in courts or conferences. in order to ensure the quality of interpreter and translator who are deployed in courts or conferences the indonesian government (particularly secretariat of home affair and the ministry of human right and law) should stipulate law on accreditation of translators and interpreters in indonesia. this proposal can be applied in indonesia and give protection for the skill holds by the interpreters or translators in defining their quality and services. meanwhile, the existence of hpi (indonesian translator organisation) is only an association and sworn translators (translators who are sworn to take the job as translators) which is conducted by university of indonesia. recommendation for the interpreters either those deployed in the courts or conferences to prepare gloss-words (in bilinguals) related to legal terms or the topics in which they will carry out in the rendition so it can ease their task in interpreting. 9    acknowledgement the completion of this dissertation is due to the active involvement of many parties. therefore the writer would like to thank and highly appreciate prof. dr. ni luh sutjiati beratha, m.a.; prof. dr. drs. ida bagus putra yadnya, m.a.; prof dr. i wayan pastika, m.s.; as the supervisor, co-supervisor i and cosupervisor ii, for their supervision and guidance during the completion of this dissertation. my appreciation is also extended to all the teaching staff and the board of examiners of the doctorate program in linguistics of the school of postgraduate studies of udayana university i.e.: prof. drs. i ketut artawa, m.a, ph.d, prof. dr. i gusti made sutjaja, m.a, prof .drs made suastra, ph.d, prof. dr. aron meko mbete, prof. dr. ni nyoman padmadewi, m.a who have given criticism and input for the improvement of this dissertation. at last the writer would also like to thank the administrative staff and all the parties who have helped the accomplishment of her study at the doctorate program in linguistics, school of postgraduate studies of udayana university, denpasar.            1 e-journal rakawi language in the past and present time a.a. gde alit geria department of education of indonesian language and literature, faculty education of languages and arts, institute for teacher training and education of pgri bali i nyoman weda kusuma department of linguistics, faculty of letters, udayana university i made suastika department of linguistics, faculty of letters, udayana university i nyoman suarka department of linguistics, faculty of letters, udayana university abstract: jawa kuna is one of the oldest documentary languages that has the richest materials as well as fine and noble national cultural values. jawa kuna is the key to revealing the history of the cultural life in indonesia in the past. therefore, studying jawa kuna is like digging up the “hidden pearl” because the scintillating beam or supreme (adiluhung) teachings implied in it can be used as guidance (sĕsuluh) in everyday life. a very strong desire of the experts of jawa kuna to discover the history and the richness of culture in the ancient time has succeeded in changing the image of jawa kuna from being “a distant jungle, scary and horrible” into “a virgin forest that is very close, friendly and attractive”. in bali, the influence of jawa kuna has existed since the 10th century until the globalization era nowadays. jawa kuna has been greatly cherished by the rakawi in creating a piece of literature (parwa, kakawin) until the beginning of the 21st century. as a media in exploring the hindu and buddhist literature, jawa kuna language is preserved not merely in the sense that it is read, sung and discussed, but it is also shown with the creation of new kakawin using jawa kuna language by balinese rakawi (authors) namely made degung, i wayan mandra, and i wayan pamit. those three balinese rakawi have been able to comprehend one similar problem (siwa-buddha) by using the same hypogram as well (siwagama), and then it is packed in their own style into a very beautiful piece of kakawin (langö). key words: jawa kuna, adiluhung (supreme), rakawi, and moral-spiritual 2 i. introduction the position and function of jawa kuna language is very important because it serves as a document or a media of the ancient culture that is adiluhung. learning jawa kuna is like digging a "pearl buried" (jendra, 1985:6). if the pearl is extracted, the scintillating beam will illuminate the surroundings. it means that if we learn deeper about jawa kuna, it will provide enormous benefits for the interest of theoretical science itself and the practical interest of nation building (nation and character building). jawa kuna language is one of the oldest documentary languages that possesses the richest materials and values not to be overlooked among the languages of the archipelago in particular and austronesian languages in general, because jawa kuna literature contains national cultural values that are fine and noble. the functions of jawa kuna language are: (1) as a key to revealing the cultural life of indonesia in the past; (2) to be a source of knowledge and wealth for the future development of the national culture; (3) as study materials for linguistics, philology, and literature; (4) jawa kuna knowledge can be a contributing factor in researches of the history of regional languages for the interest of those languages respectively, the development of the indonesian language consciously and actively, and the development of the indonesian and regional literatures. a number of conquerors of jawa kuna with their "aji silam" (as revealed by budya pradipta, in the seminar of jawa kuna experts in indonesia, 1975), which is a strong desire to discover the history and cultural richness in the past, are as follows: h. kern, juynboll, poerbatjaraka, zoetmulder, pigeaud, a. teeuw, hooykaas, sutjipto wirjosuparto, robson, haryati soebadio, supomo, and many more. they have succeeded in changing the image of jawa kuna from being “a distant jungle, scary and horrible” into “a virgin forest that is very close, friendly and attractive”. poerbatjaraka (1957:146), for example, the one who has enjoyed the virginity of the 'forest', in kepustakaan djawanya stated as follows: "to me, the lessons found in the book of sanasunu, completed with the book of 3 ramayana, are enough to provide for my physical and spiritual life. presumably, they create welfare more than suffering. even so, it is worth trying ". the literary review on jawa kuna literature is intended to reveal the worth and value for the spiritual life in indonesia. the spiritual realm of jawa kuna people place the knights as ideal figures and models for the young generation. the first knights such as rama, arjuna and bhima nowadays are still capable of carrying messages of eternity in performing their dharma as knights, with the purpose to abolish insolence by creating happiness for their parents, others, society, nation and their country with an illustration of truth and love (rama), truth and holiness (arjuna) and truth and submission (bhima). jawa kuna literature is not only important to be known by the experts of jawa kuna, but also significant for literary scholars, writers and literature lovers, especially for indonesian literatures. the language and literature of jawa kuna still resemble a virgin forest that needs the touch of the experts of jawa kuna together with other writers to reveal the essence and richness of jawa kuna even more. thus, jawa kuna literature needs good translation into the indonesian language, so that it can be used as a material for comparative studies of the archipelagic literatures. ii. research methods research on the discourse of shiva-buddha in kn is a form of classic balinese literature that belongs to humanities. therefore, this study used a qualitative research approach. this study began with the objective approach namely the analysis of the narrative structure of the three kn based on the language code, literature, and javanese and balinese cultures. this was where the texts were deeply observed both intrinsically and extrinsically by taking into account the role of the authors, the texts and the readers. therefore, an understanding of the discourse of shiva-buddha in the hypogram text that was adapted by reception method by the three different authors into a literary form kakawin was obtained. 4 the research was conducted at three locations, namely (1) in the eastern part of bali island, located in the banjar tengah, sibetan village, bebandem, karangasem bali, (2) in central bali, located in banjar delod tangluk, jalan suli number 4 sukawati gianyar, on the west of sukawati art market, and (3) in the city center, which is in the at kayu mas denpasar, jalan letda made putra, gang v / 6 denpasar. there are two types of data in this study. they are: (a) primary and (b) secondary data. the data were collected by the observation method, interviews, and library research. furthermore, the data were analyzed with descriptive analytic method and hermeneutics. the results are presented with a formal method with inductive to deductive thinking patterns in the form of verbal descriptions that are arranged systematically with chapter divisions tailored to the problems. iii. discussion 3.1 jawa kuna in java jawa kuna language is often called kawi language or javanese language that is used in ancient literature. jawa kuna experts state that the oldest writing in java used sanskrit language. this is evidenced in a discovery of a stone dated in the year of 760 inscribed with sanskrit language, with the form of writing no longer using the special characteristics of palawa letters, which later was called the jawa kuna letters. krom said that palawa evolved into jawa kuna letters (kawi script), as found in a number of inscriptions. the existence of the language of the inscriptions reflects how greatly the javanese was used by the kings as mentioned in a number of inscriptions in indonesia. in the times of tarumanagara, for example, there was a karang tengah inscription dated 824 saka written in the language of sanskrit and jawa kuna. life of jawa kuna in java followed the rise and fall of the power of the king, so it is not surprising that literary works of jawa kuna inherited until now are largely considered as palace literature, since the king is the centre. this means that the 5 jawa kuna literature comes from a number of palace authors, which then spread into the common society. in the fifth century in west java there was a hindu kingdom tarumanagara that left evidence in the form of inscriptions written in sanskrit and jawa kuna. in the eighth century, in central java the javanese culture appeared to be influenced by hinduism. this is evident in the dieng inscription that was also written in sanskrit and jawa kuna languages in palawa letters. a buddhist culture book canda karana mentioned the name of king sanjaya as the founder of dieng temple. in the ninth century (929 saka), during the reign of mpu sindok in east java, there was a book sanghyang kamahayanikan which is classified as an old jawa kuna book containing mahayana buddhism using jawa kuna language. then in the reign of king balitung, there was a book of ramayana in the form of kakawin written in jawa kuna language, which according to poerbatjaraka this jawa kuna ramayana mimics the composition of the indian ramayana written in sanskrit. judging from the plot, the jawa kuna ramayana is rather different from the work of valmiki’s ramayana, which only contains the story of rama. poerbatjaraka states that jawa kuna ramayana is not derived from the ramayana of valmiki, but from the work of bhattikawya which depicts the story of rama to the death of dasamuka (ravana). this story fits with the passage of the story rawanawadha of bhattikawya’s work. the book of ramayana has been studied by dutch experts, including h. kern, who printed it in javanese letters in 1950, and the book was then translated into dutch and then finished by h.h. juynboll. of the same age as the book sanghyang kamayanikan is brahmanda purana by wyasa which is a work of prose, depicting the shiva religion. after the reign of mpu sindok in east java, there emerged the reign of prabhu dharmawangsa teguh. in this age the jawa kuna language was not only used in literature, but it was used to write the laws and as the official language of the nation. by order of the king the book of sanskrit mahabharata was adapted into jawa kuna, especially the two parwa of mahabharata, adiparwa and wirataparwa. each of these parwa mentioned dharmawangsa teguh. adiparwa 6 has been printed in latin letters by hazeau and analyzed by kern, while wirataparwa was printed in latin letters by juynboll. presumably in both adaptations of the book there are still sanskrit influences, this sort of thing can be found in a puppeteer in playing his puppets. when compared to the other parwa, adiparwa is the oldest form of prose in indonesia. until now there are other parwa that have been adapted into jawa kuna language, such as bhismaparwa, udyogaparwa and asrama wasanaparwa. in addition, the use of jawa kuna language and letters can be seen in the book of laws manawa dharmasastra and shiva sasana quoted from purwa adhigama. the book is well-known in bali as guidance for customary law because in theory it contains the hindu law. then came airlangga as the successor after dharmawangsa in the 11th century and he was placed in kahuripan. in his time, the compositions in jawa kuna language became more greatly noticed. one of the most important literary works is kakawin arjunawiwaha by mpu kanwa. in 1850, the book was printed in java letters by r friedrick and in 1926 printed in latin letters. kakawin arjunawiwaha has been translated into three languages, published by balai pustaka, namely into javanese language by m. priyohotomo, into sundanese by m.a. salmun, and into indonesian by sanusi pane. whereas, the translation into balinese language was done by gusti bagus sugriwa published by pustaka balimas denpasar. the story is an excerpt of wanaparwa, the third part of mahabharata. according to berg, kakawin arjunawiwaha is the most beautiful javanese literature. it is not merely a translation of sloka sanskerta but a new composition of the mahabharata whose events take place in java. in addition, a jawa kuna work in the form of kakawin sumanasantaka by mpu monaguna also appeared at the time of airlangga, which describes death because of the power of flowers. at the end of the reign of airlangga, the kingdom split into two, namely jenggala and kadiri or panjalu with the capital daha. at the time of the kingdom of kadiri there lived a famous king named jayabaya. previously, the first king of kadiri was jayawarsha. although his name is not so well known, in the days of 7 jayawarsha jawa kuna literature received a lot of attention, as evidenced by the existence of the author triguna with his work kakawin kresnayana. the successor of jayawarsha was kameswara i, who paid great attention to the jawa kuna language, which is evidenced by the creation of kakawin smaradahana by mpu darmaja. furthermore, at the time of sri jayabaya jawa kuna literature was also greatly cared for, which is evident with the existence of a well-known book called bharatayudha as the work of mpu sedah and mpu panuluh. there is a notion that mpu panuluh continued the work of mpu sedah not on his own intention, but on direct orders from the king. indeed mpu sedah had been working very well and was even able to satisfy and please the king, as seen in the beginning of his work. however, it was as found in the work of kakawin sutasoma by mpu tantular: nghing kewran deni ngambêk raga-ragani manah sang kawì ràjya cobha, 'it just troubled my heart a little for wanting and envying the inner realm of the palace poets that live ever luxuriously’. presumably, the reason why mpu panuluh continued the work of mpu sedah was probably due to his being envious of the palace poets whose life was more luxurious. his other works are kakawin hariwangsa and gatotkacasraya, where the latter, according to poerbatjaraka, was composed by mpu panuluh, during the reign of the last king of kadiri named kertajaya. the downfall of kadiri means the downfall of the reign of mpu sindok’s descendants, who maintained the hindu culture very well in java. according to the culture experts’ opinion, the downfall is considered as the recession of the java-hindu elements, but this does not mean the disappearance of hindu elements in java. then there emerged two books of jawa kuna, namely pararaton which was written in prose and negarakertagama in the form of kakawin. both books describe the existence of king singosari and illustrated the state of majapahit palace, especially during the reign of hayam wuruk. in the days of ken arok, jawa kuna still received attention, which is evident with the work of kakawin lubdhaka by mpu tan akung. this kakawin mentions that the javanese kingdom 8 has moved from kadiri to tumapel. in addition, the creation of this kakawin was solely meant to ingratiate ken arok. at the time of majapahit, jawa kuna still received attention, especially from king hayam wuruk accompanied by his mahapatih gajah mada. then, there appeared well-known rakawi (authors) such as prapanca the composer of kakawin negarakertagama, mpu tantular the composer of kakawin arjunawijaya which was derived from uttarakanda, and also the book purusadasanta that became known by the name of sutasoma. after gajah mada and hayam wuruk died, the light of the kingdom of majapahit began to recede, especially after the arrival of islam in the 15th century. the pressure was felt, when the views of the people that were originally oriented to the palace and the king turning to sunan. as a result, the entire literature and hindu culture were pushed to the outposts, namely tengger, blambangan, and even the most up to bali. until the sixteenth century after the collapse of the majapahit empire there still existed a group of javanese literature lovers to rescue the jawa kuna texts to areas around mount merapi and merbabu. the collection of javanese manuscripts was called merapi-merbabu (wiryamartana, 1994; molen, 2002). about 400 collection of texts are now stored in the manuscript section of national library of jakarta. special properties that appear in the collection is a collection of old that are still intact; the age of the scripts is relatively old (16th-18th century), and most contain religious hindu-buddhist literature; they were expressed in jawa kuna language, which tends to be locally varied. the most unique of these collections is the form of the letters (buddha or often called jawa kuna) which varies in every era. the form of the letters is close to the form of letters found in inscriptions written in palawa letters. in addition, the characteristics dewanagari letters still influenced the form of the letters. almost all of these collections are blackish in color, so they look like a collection of texts that was once stored by a fireplace. observing the history of jawa kuna literature, the discovery of the merbabu merapi collection shows that there is continuity of the jawa kuna literary life after 9 the downfall of majapahit. some were continued in central java and the rest in bali (suarka, 2005:1). 3.2 jawa kuna in bali the influence of the jawa kuna (old javanese language) has existed in bali since the tenth century when mahendradatta (gunapriya dharmapatni) was ruling the kingdom with her husband king udayana. at that time, bali admitted dharmawangsa’s authority in java. java and bali had a close relationship in airlangga period because airlangga is mahendradatta’s son. chun-yu-kwa, a writer from china, called bali as ma-li-ya and mentioned that bali was conquered by kadiri. however, the end of the conquest was not clearly stated. it seems very reasonable that during jayabaya period, the king of kadiri, kadiri had ruled the eastern part of indonesia while the western part was ruled by sriwijaya. based on negarakertagama and pararaton in 1284, kertanegara, a singosari king had attacked and conquered the king of bali named adi dewa lencana, the king of bali after jayapangus. the reign was submitted to ki kebo bungaran from singasari who then handed over his power to his son named raja putih. at that time, all names and the titles of ministers had the characteristics of javanese names and titles. in some bali inscriptions, krom mentioned that bali was not long under the reign of java and then it reestablished itself. this is acceptable because in 1343 when majapahit was ruled by hayam wuruk and gajah mada, there was an expedition from java to bali. according to c.c. berg, gajah mada’s expedition to bali was to fight against bedahulu king with his two powerful patih, kebo iwa and pasung grigis who have different perception with majapahit. after bali was conquered, the balinese senapati were replaced by east javanese senapati. gajah mada then appointed sri kresna kapakisan to lead in bali and built a palace in samprangan, accompanied by some menak from java, they are: arya wangbang, arya kenceng, arya dalancang, arya tan wikan (arya belog), arya kuta waringin, arya kanuruhan, arya pangalasan and arya manguri. it was very difficult for kresna kapakisan to expect the rebellion from bali aga 10 people (the native balinese people) who live in mountains like batur, campaga, songan, kedisan, and others. this can be seen in some pamancangah. javanese political expedition to bali since the tenth century until the falldown of majapahit had inevitably brought javanese influences to bali that can be seen in the field of arts, cultures, and religion. negarakertagama, pupuh xxviii stated that: "nevertheless, bali was not fully influenced by java, instead, bali has been able to maintain its own characteristics.” when bali was governed king ugrasena (917-922), all inscriptions were written in bali kuna language. then, under the reign of mahendradatta (gunapriya dharmapatni), the position of bali kuna language was pushed by jawa kuna. since her reign all grants that were originally written in bali kuna (old balinese language) were then written in jawa kuna. jawa kuna was also adopted as the official language of keraton (palace). the great use of jawa kuna was proven by its frequent use in inscriptions of anak wungsu, sakalendu kirana, sri maharaja suradhipa, and sri maharaja jayasakti. in the 15th century, gelgel kingdom was ruled by king waturenggong with his patih (governor) ki dauh bale agung. here, as mentioned in pamancangah, was the center of jawa kuna activities in bali. jawa kuna language existence can be distinguished into two periods; they are (1) the period before danghyang nirartha’s arrival, and (2) the period after the arrival of danghyang nirartha. in pamancangah, it was clearly stated that before the arrival of nirartha, there were literature activities using jawa kuna in gelgel that can be seen in the literary works such as wukir padelengan, tan dirgha rinasa, and pupuh sumaguna. nirartha’s arrival in gelgel kingdom had brought wider influence of jawa kuna in bali. nirartha moved to bali because he was not pleased by the strong islamic influence that pushed hinduism in java. it seems very reasonable, if it is associated with krom opinion in his book entitled hindu-javansche geschiedenis (1926) that stated: "the greater the influence of islam over majapahit and hindujawa culture, the more likely to the javanese culture followers to retreat and escape to the east and choose bali as the place for their escape; this has been since 11 the beginning of the 16th century”. nirartha with his wife and sons firstly made a stop in gading wani village (jembrana, west bali) after passing purancak. nirartha succeeded in helping people who were suffering from an epidemic disease. in gading wani, he created a work called sebun bangkung. nirartha’s magical power was heard by king mas and he immediately summoned nirartha to mas village to marry his sister till they finally had their child ida mas. king waturenggong heard about this, and immediately asked ki dauh bale agung to fetch nirartha and then he made nirartha bhagawanta (purahita) in gelgel kingdom. jawa kuna and kawi literary tradition had continued in the period of klungkung kingdom during the 18th until 19th century, especially during the reign of dewa agung istri kanya. in 19th century, there appeared the great author in bali, namely ida pedanda ngurah from geria gede belayu marga tabanan. he created his four greatest literary works namely kakawin surantaka, geguritan yadneng ukir, kakawin gunung kawi, and kidung bhuwana winasa (phalguna, 1988). in the 20th century, there appeared a number of great poets in bali, preceded by ida pedanda made sidemen from geriya delod pasar intaran sanur. he died in 1984 at the age of 126 years old. some of his literary works are siwagama, kakawin candra bhairawa, kakawin cayadijaya, kakawin singhalanggyala, kakawin kalpha sanghara, kidung tantri pisacarana, kidung rangsang, and geguritan salampah laku (agastia, 1994). afterwards, i nyoman singgih wikarman a young pangawi (author) from bangli created kakawin kebo tarunantaka and geguritan gusti wayan kaprajaya. the presence of kakawin gajah mada that was said to had been written the 20th century (kusuma, 2005:4) was investigated by partini sardjono pradotokusuma (1994). partini further stated that the author of kakawin gajah mada, ida cokorda ngurah from puri saren kauh, ubud gianyar is one of the noble descendants (warrior, literary expert). jawa kuna in this globalization era still exists in bali. it is not only conserved by being read, chanted, discussed, furthermore, jawa kuna is also 12 conserved by the creation of new jawa kuna literary work in the form of kakawin by rakawi in bali. at the end of the 20th century there is a pangawi named made degung from banjar tengah sibetan babandem karangasem, who is very productive in creating jawa kuna poetry (kakawin). kakawin nilacandra (kn1, 1993) was his first greatest literary work, followed by his second work kakawin eka dasa siwa and kakawin chandra banu (dharma acedya) as his third work. his first work is a reflection of the balinese people faith and their srada bhakti to hyang widhi, which is full the philosophy of shiva-buddha that characterized the old literature because shiva-buddha is side by side and believed to be the soul of universe including its contents (sira pinaka jiwaning praja). four years afterwards, there appeared the next kakawin nilacandra (kn2) by i wayan mandra (late) from banjar dlod tangluk sukawati gianyar. according to the information stated in his colophons, this kakawin was finished on radite kliwon medangkungan purnamaning kalima (november) saka year 1919 (1997 ad). in the beginning of its plot, there is a similarity between kn2 and kni in which they tell about the family tree of prabu nilacandra and his success in making a simulated sorga-naraka that made kresna angry and attacked him. also, there are other stories in this work such as a story of krishna's horse as a gift from indra, the nature of wisnumurti and shiva-buddha. the discussion over shiva-buddha concept is in the form of the unification of yoga teachings while siwattatwa was not specifically described. the creativity of balinese pangawi in receptioning nilacandra texts that are adapted into kakawin was not only until karangasem and gianyar areas. in 1998, i wayan pamit (late) created kakawin nilacandra (kn3) in kayu mas denpasar. his colophons stated that i wayan pamit had completed his adaptation on saturday kliwon wariga (tumpek wariga), 8th panglong, sasih ke sanga, on march 21, 1998. kn3 begins with the virtue of buddhism, buddha’s reincarnation in the past and now who is called sri sakyamuni implied in the teaching of trikona. sakyamuni is said as the main way, because all sins in the world can be eliminated by him. in i wayan pamit’s literary work, it was found that there are 13 special explanations and advice from kresna to yudhistira, to nilacandra about buddhism, the presence of tathagata and yoga from buddha. in addition, the second explanation is concerning siwa-buddha teachings described particularly and deeply. 3.3 benefits of jawa kuna studies jawa kuna is a term that implies a language that is known through texts, either in the form of manuscripts or inscriptions in various forms of composition and content in different periods. in general, the texts were written in the preislamic period, during the glorious time of kings in java, especially in east java during the 9th – 15th centuries. after that, jawa kuna was preserved in bali. jawa kuna studies have been carried out by scholars. their interest and awareness of the usefulness of conducting research concerning jawa kuna language for the whole field of language research and indonesian culture, has been described by a. teeuw in his speech, when he obtained a doctor honoris causa degree at the university of indonesia, as follows. 1) jawa kuna is the most important introductory language from indonesian premodern culture, at least according to traces that have survived to date; 2) among the overall languages in indonesia, jawa kuna shows typical characteristics which become a challenge for linguists; 3) jawa kuna is a diachronic study material or a study object for the science of language history; 4) jawa kuna is the study object of the science of comparison of the indonesian language to gain knowledge and understanding of the relationships within the family of languages; 5) jawa kuna is a superior pre-modern indonesian literature and a unique contribution to the treasures of world literature, either from the scientific side or artistic value; 6) jawa kuna is the source and the origin of lots of other archipelagic literature; 14 7) jawa kuna language and literature was the main entrance for foreign influence coming into indonesia in the pre-islamic period and on the contrary was the exit door for the culture in the majapahit period. in linguistic terms, the first jawa kuna research was done by raffles, who could be considered as the pioneer of jawa kuna study. in the beginning of his study, the concept of jawa kuna was very blurry, especially related to sanskrit. humboldt succeeded in omitting the ambiguity of the language structure of jawa kuna in his book: uber dio kawi-sprachoaf der insel java (1836-1839), which stated that based on its structure, jawa kuna belongs to the languages in indonesia that got many loanwords from sanskrit, especially adjectives and nouns. the results of his linguistic research were a milestone in the development of the knowledge about jawa kuna and gave provisions to the following linguistic researches. friederich and cohen stuart have done transcription and translation of jawa kuna inscriptions for historical researches, that clearly needed good lingustics knowledge. kern’s works (1833-1917), showed a steady and systematic jawa kuna description using jawa kuna text materials that had been published. kern’s creation, jawa kuna grammar, in a long term became a reference to the following jawa kuna language and literature researchers. in the lexicography field, van der tuuk contributed to compiling jawa kuna dictionary entitled kawi-balinneeschnederlandsch woordenbook. a good dictionary compiling needs good knowledge in linguistics especially in morphology. another jawa kuna dictionary author is h.h. juynboll with his work entitled kawi-balinneesch-nederlandsch glossarium op het oudjvaansche ramayana. in 1928 cc berg published his work entitled kidung sundayana. apart from including jawa kuna texts, the book also contains descriptions concerning the history of jawa kuna literature and its grammar. this was also used as a teaching material at middle and high schools at that time. the jawa kuna studies that show the significant findings are in the field of philology field that are mostly in the form of dissertations. although the main aim of conducting the philological study is to reveal the cultural life implied in the 15 texts, however the study can not be separated from linguistics, neither in translation field, making lexicological notes, nor sentence structures. the role of linguistics is also very important in the epigraphy field. there are many jawa kuna inscriptions that need epigraphic experts with linguistic concepts as the supporting knowledge. iv. conclusion and sugestion 4.1 conclusions based on the description concerning jawa kuna as the oldest documentary language or the buried pearl, its existence that began in java – bali, its benefits, and the creation of literary works (parwa, kakawin) by many rakawi (authors) to conserve this language, it can be concluded that: 1) in the development of jawa kuna in java, which was firstly used in writing inscriptions, the fine position of jawa kuna in java is implied in classical literature (parwa, kakawin); the fluctuation of the use of jawa kuna in java depended on the kings in the period of javahindhu; the life of jawa kuna had a proper position in java until majapahit period; up until now, the the collection of merapi-merbabu written in jawa kuna / buddha / merapi-merbabu is still conserved in jakarta national library. 2) jawa kuna studies benefit as sĕsuluh in daily life (when thinking, saying, and taking actions). the importance of comprehending jawa kuna related to religious activities in bali is apparent. in this globalization era, jawa kuna still exists in bali. it is not only conserved by being read, chanted and discussed; instead, it is also conserved by the creation of literary works by rakawi (authors) in the form of kakawin in bali. 16 4.2 suggestions in order to know deeply and to reveal the nobleness (adiluhung) of jawa kuna literature, it is expected that the young generation have a growing interest in learning jawa kuna. at their turn, they will be able to know more or master and research jawa kuna together with experts in jawa kuna until they obtain the riches of its culture, language, and literature. it is expected to all jawa kuna teachers to be willing to encourage their students to be more interested and intrigued by jawa kuna language and literature. 17 bibliography agastia, ibg. 1982. sastra jawa kuna dan kita. denpasar: wyasa sanggraha. hadi, sutrisno. 1983. metodelogi research. yogyakarta: yayasan penerbitan fakultas psikologi universitas gajah mada. jelantik, ib. dan ib. putu suamba. 2002. “ida wayan oka granoka: seni sebagai ritus”. cintamani, edisi 06 tahun i: 50-52. mangunwijaya, y.b. 1982. sastra dan religiusitas. jakarta: sinar harapan. molen, w. van der. 1983. javaanse tekstkritiek een overzicht en een nieuwe benadering geillustreerd aan de kunjarakarna. leiden: koninklijk instituut voor taal. moleong, lexy j. 1998. metodelogi penelitian kualitatif. bandung: remaja rosdakarya. ratna, nyoman kutha. 2007. estetika sastra dan budaya. yogyakarta: pustaka pelajar. robson, s.o. 1978. “the kawi classic in bali”. bki. 128. 308-329. suarka, i nyoman. 2007. kidung tantri pisacarana. denpasar: pustaka larasan. zoetmulder, p.j. 1982. old javanese-english dictionary. s-gravehage: martinus nijhoff. zoetmulser, p.j. 1983 dan 1985. kalangwan sastra jawa kuna selayang pandang. cetakan ke-1 dan ke-2. jakarta: djambatan. 18 acknowledgements in this occasion, i would like to convey my honoring with gratitude to prof. dr. i nyoman weda kusuma, m.s. as my promotor, prof. dr. i made suastika, s,u. as co-promotor i, prof. dr. i nyoman suarka, m.hum. as copromotor ii for their support, help guidance, and suggestion as well; i profess my undying gratitude. to all the professors; prof. dr. i wayan cika, m.s., prof. dr. nyoman kutha ratna, s.u., prof. drs. ketut artawa, m.a., ph.d., prof. dr. i nengah duija, m.si., and dr. i wayan suardiana, m.hum., for their comments and suggestions. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 14, no. 2, july 2020, pages: 190-198 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i02.p03 190 a case study of english affricate consonants realized by a twoyear-old indonesian child 1 autumn windy alwasilah, 2 lia maulia indrayani, 3 ypsi soeria soemantri universitas padjadjaran, sumedang, west java, indonesia email: autumn19001@mail.unpad.ac.id, lia.maulia@unpad.ac.id, ypsi.soerias@unpad.ac.id article info abstract* received date: mei 22, 2020 accepted date: mei 22, 2020 published date: july 31, 2020 keywords:* post-alveolar, affricate consonants, realization, two-year-old indonesian child. . in english, the two affricate consonants are not owned by other languages. they are [dʒ] a voiced affricate like in the word jaguar, garage, and jeep, and [tʃ] a voiceless affricate like in the word chin, cheap, and check. these sounds are phonetic sequences consisting of a stop with a fricated release. for some efl learners, especially children, producing those sounds are difficult because they don’t have a similar or same sound in their first or mother language like in indonesian language. this study is aimed to explore the realization of english two affricate consonants produced by a two-year-old indonesian child who speaks both english and indonesian language. this qualitative case study shows a significant result on the voiced and voiceless post-alveolar consonant. the child couldn’t produce [dʒ] as in ga production in an initial sound of the word. she produced [j] sound instead, but she could pronounce it if the sound is in the final sound of the word. in contrast, she could pronounce [tʃ] as in ga production in both the initial and final sound of the word with ease. this study contributes helping english teachers to teach their students, especially children in their golden age, to pronounce english words and to contribute to the field of phonetics and phonology, specifically in teaching english pronunciations to efl learners. 1. introduction language is unique and rich because it has its characteristics. the characteristic relies on the letter, sentence structure, and the sound. arabic has kha’ (خ) sound that produces by the tongue that touches the inner soft palate. korean has ㅃ [pp] sound that produces by two lips, similar to bilabial [p] sound. russian has [ь] that is not a letter but in english equivalent, it is a soft sign to the voice before a letter. english has two affricate consonants [dʒ] and [tʃ] that are not possessed by other languages. they are consonants that begin as a stop and release as a fricative. [dʒ] is a voiced affricate like in the word jaguar, garage, and jeep, and [tʃ] is a voiceless affricate like in the word chin, cheap, and check. those sounds are difficult to produce by indonesian efl students since indonesian language doesn’t have those sounds in its consonant, whereas sound production is the most mailto:autumn19001@mail.unpad.ac.id mailto:lia.maulia@unpad.ac.id mailto:ypsi.soerias@unpad.ac.id 191 important skill of spoken english (simanullang, 2018). moreover, reid (2016) states that english pronunciation is very difficult for foreign learners and it is due to the fact that spelling and pronunciation are two different matters. on top of it, speech sounds of english are unlikely to be identical to the speech sounds of the mother tongue of the learners. children who are learning english from an early age found it is difficult since child language acquisition begins with phonology acquisition (fitriana & agustina, 2018). the phonology acquisition is related to the preparation process comprising vowel, consonants, and double vowels (diphthongs). it is principled to teach over one language to children since they are in their golden age and by now it is common for children to speak more than one language. in contrast, they will face some problems because they are still learning their l1 and at the same time they are acquiring the l2. it affects the english sounds that they produce, which tend to sounds like indonesian language sounds. this research is conducted to find out the realization of two affricate consonants produced by a two-year-old indonesian child. a previous study by andi-pallawa (2013) entitled a comparative analysis between english and indonesian phonological systems mentioned that these english consonants [ʤ] and [ʧ] put the students got trouble in articulating english words. the [ʤ] and [ʧ] sounds are similar with [ĵ] and [ĉ] sound in indonesian language, but they have a different place and manner of articulations. hence they put the twenty students of this study got problems when they spoke english and read an english text. similarly, a study entitled a phonological analysis on the english consonants of sundanese efl speakers by risdianto (2017) showed that some indonesian efl students that belong to sundanese tribe couldn’t pronounce the english consonants as ga production, they realized [ʤ] as [z] or [d] and realized the [ʧ] sound as [ĉ]. 2. literature review in the following subsection, there will be an elaboration on language acquisition, perceptual assimilation model (pam), consonant, voiced and voiceless sounds, post-alveolar, affricates, and children acquisition of phonology. 2.1 language acquisition language acquisition is the product of a subconscious language process (krashen and terrell (1983) in bot, lowie, and verspoor (2005), that is seen as a natural process of knowledge development and skill in the language without a level of meta-knowledge about the language (bot, lowie, and verspoor, 2005). parker (1986) states that language acquisition is the study of how human beings acquire grammar in semantic, syntactic, morphological, ad phonological categories and rules which underlie their ability to speak and understand the language they are exposing. vygotsky (1962) in linse (2005) mentioned that children’s language learning is advanced through social interaction and experiences based on the context or situation. adults should provide the children by modifying interaction to foster both intellectual and language development. similarly, piagetian stages of development state that by involving children to interact with the environment, in their sensori-motor stage, children will manipulate objects around them including sound production that they hear (pinter, 2006). children learn a language, not because they are subjected to a similar conditioning process, but because they possess an inborn capacity which permits them to acquire a language as a normal maturational process (hutauruk, 2015). by the age of 5, however, all normal children acquire a language, but not all children learn to read and write. it means human beings are 192 genetically programmed to acquire a language, but children don’t learn a language in the way they learn to read and write, through conscious effort and instruction; rather they acquire a language in the same way as they acquire the ability to walk, effortlessly and without instruction (parker, 1986). when children acquire language, there are psychological processes that link brain functions. the language obtained will be good and have an appropriate understanding at each age level when the function of the brain to function properly and support the environmental conditions. language as a communication tool is acquired by a human from birth until the age of five years (noermanzah, 2017). skinner’s (1957, in noermanzah (2017) behaviorism theory suggests that language acquisition account first by operant conditioning. it means that a child acquires language through imitating the utterances of adults. parents provide language models. they also provide reinforcement through the sign of approval, through the implementation of the child or through a desire to recognize, respond to, and produce the child's speech. 2.2 perceptual assimilation model (pam) learners’ production is partially based on how they perceive the target sounds (yavas, 2011). what determines the perception of foreign sounds? this model, developed by best (1995), aims to explain learner behavior in acquiring l2 sounds by accounting for the perception of the relationship between l1 and l2 sounds. the central premise is that listeners tend to assimilate non-native sounds to the native sounds that they perceive as most similar (yavas, 2011). 2.3 consonants the sounds of all languages divided into two classes: consonants and vowels. consonants are the class of sounds that are associated with obstructed airflow through the vocal tract during their production (simanullang, 2018). in the same way, fromkin (2018) states that consonants are produced with some restriction or closure in the vocal tract that obstructs the airflow from the lungs. it can be combined with a vowel to form a syllable. 2.4 voiced and voiceless sounds the airstream from the lungs moves up the trachea or windpipe and through the opening between the vocal cords is called glottis (fromkin, 2018). sounds are voiceless when the vocal cords are apart so that air flows freely without obstruction through the glottis into the oral cavity. the sounds represented by p, t, k and s in the english words pit, tip, kit, sip and kiss are voiceless sound. if the vocal cords are together, the airstream forces its way through and causes them to vibrate it is called as voiced sounds of english (fromkin, 2018). those sounds are illustrated by the sounds spelled b,d,g and z in the words bad, god, dog, zebra, and buzz. similarly, carr (2013) argues that sounds which are produced with vocal fold vibration are said to be voiced sounds, whereas sounds produced without vibration are said to be voiceless. the distinction between voiced and voiceless sound is important in english. it is the phonetic feature or property that distinguishes between word pairs that have initial voiceless sound and final voiceless sound in the final sound like in pig/big, fine/vine, tin/din, and seal/zeal. all the aspects of the sounds of these words are identical, means, the position of the lips and the tongue is same in each of the word pairs (fromkin, 2018). 193 2.5 post-alveolar palate-alveolar of post-alveolar is the area between the alveolar ridge and the hard palate. sounds in which there is a constriction between the blade of the tongue and the post-alveolar region are called post-alveolar sounds. an example is the first sound in ship. it is created by bringing the blade of the tongue into a constriction of close approximation with the post-alveolar region (carr, 2013). in english, the voiced post-alveolar never begins words (except in borrowed words from french like genre and gendarme). the voiceless post-alveolar sound begins with the words shoe, shut, sure, and, sugar and ends the words rush, push, and lush (fromkin, 2018). 2.6 affricates [ʧ] [ʤ] affricates are phonetic sequences consisting of a stop with a fricated release. english is generally considered to have two affricates: [tʃ] as in chip, kitchen, church, and [dʒ] as in james, badger, judge. (de weijer, 2014). in the same way, affricates are sounds produced with a constriction of complete closure followed by a release phase in which friction occurs (carr, 2013). in detail, these sounds are produced by a stop closure followed immediately by a gradual release of the closure that produces an effect characteristic of a fricative. the palatal sounds that begin and end the words church and judge are voiceless and voiced affricates, respectively. affricates are not continuants because of the initial stop closure (fromkin, 2018). thus, the two english affricates, [dʒ] and [tʃ], follow the patterns of stops and fricatives regard to the fortis/lenis distinction which means voiced/voiceless. it can be stated that [dʒ] is fully voiced only in intervocalic position (e.g. agent [edʒәnt]; and in initial and final position (e.g. jane [dʒen], fudge [fʌdʒ]) (yavas, 2011). 2.7 children acquisition of phonology reid (2016) argues that age is a strong determining factor influencing foreign language pronunciation. it is similarly connected to the theory of critical period hypothesis (lenneberg, 1967) in reid (2016) which states that children between 2 and 13 can achieve native-like proficiency in acquiring a foreign language, especially pronunciation (loewen & reiders, 2011) in (reid 2016). children that are exposed to english tend to acquire first the vowel /a/ and then /i,u/. the sequence follows from two principles. first, the vowels /a.i,u/ are maximally distinct from each other along with the vowel triangle. second, children typically acquire segments common among the world’s languages before they acquire those that are relatively rare. the vowel /a/ is universal because it exists in all languages and /i,u/ are nearly universal (parker, 1985). while in the consonant acquisition, children exposed to english tend to acquire /p,b,m/ first and then /t/. this sequence follows from principles that first, place of articulation tends to be acquired from the front to the back of the mouth. that is, labials are acquired before palatal and velar. second, the manner of articulation tends to be acquired from the most consonant-like to least-consonant like. this is, consonant is generally acquired in this order: stops, nasals fricatives, affricates, and liquid or from the more closed to the more open (parker, 1985). and basically, a child at 18-24 months old is already able to produce the consonant sounds like [j], [p], [b], [d], [t], [m], and [n] (hutauruk, 2015). 3. methods this study employed a case study to get an in-depth explanation of the realization of schwa and two affricate consonants produced by a two-year-old indonesian child. the aim was to investigate the process and phenomenon in-depth and real-context within specific boundaries 194 (yin, 2003). as stated by yin (2003), a case study can be used when the answer to how or why the question is being posed and when the object of study is a phenomenon in a real-life context. thus, the case study was employed since it was carried out in ‘a small scale, a single case’, and focused on one particular instance of educational experience or practice and not to be generalized (alwasilah, 2012). the data are gained from a two-year-old indonesian child who speaks english. since the child cannot read yet, the researcher gave pictures that represent nouns or verbs that have affricate sounds, elicited the child to say the words, and then recorded the child’s pronunciation. the recording then transcribed and analyzed. the observation was also employed to enrich the findings in this research since it represents the real situation of the child’s language learning. 4. findings the result from the observation is that the child had high exposure to english from her family that speaks english. the child language learning was also supported by media such as books, videos, and songs. from the pronunciation analysis, it shows significant findings related to the voiced and voiceless post-alveolar affricate sound production by the child. they are depicted in the tables and explanations below. 4.1 voiced post-alveolar affricate [dʒ] these are the words with voiced post-alveolar affricate that the child familiar with. there are five words with [dʒ] as the initial sound and five words with [dʒ] as the final sound. the word with [dʒ] as the medial sound was not observed in this research since the child’s english vocabulary was still limited. table-1. realization of voiced post-alveolar affricate consonant in initial sound of the words. word ga production realization jam [dʒæm] [ĵem] jet [dʒet] [ĵet] joy [dʒɔɪ] [ĵɔɪ] jug [dʒʌɡ] [ĵʌɡ] jump [dʒʌmp] [ĵʌmp] the voiced post-alveolar affricate sounds [dʒ] in the words above could not be realized as in ga production by the child. the child consistently realized [dʒ], voiced post-alveolar affricate, as [ĵ], voiced palatal stop, like how the consonant is pronounced in indonesian language. some vowel sounds in the words above could be pronounced as in ga production, but the double vowel [æ] in the word jam was realized as [e]. table-2. realization of voiced post-alveolar affricate consonant in final sound of the words. word ga production realization age [eɪdʒ] [edʒ] cabbage [ˈkæb.ɪdʒ] [ˈkʌb.ɪdʒ] cage [keɪdʒ] [kedʒ] orange [ˈɒr.ɪndʒ] [ˈɒwr.ɪndʒ] porridge [ˈpɒr.ɪdʒ] [ˈpɒr.ɪdʒ] 195 in contrast, the words with [dʒ] sound at the final position above, surprisingly, could be pronounced by the child as in ga production. she could make a voiced post-alveolar affricate sound if it is at the final sound of the word. there are features in the productions of the vowels in the words above. the child pronounced double vowels [eɪ] as [e], [æ] as [ʌ], and in the word orange, the child added the [w] sound in the initial sound. 4.2 voiceless post-alveolar affricate [tʃ] these are the words with voiceless post-alveolar affricate that the child familiar with. there are five words with [tʃ] as the initial sound and five words with [tʃ] as the final sound. the word with [tʃ] as the medial sound was not observed in this research since the child’s english vocabulary was still limited. table-3. realization of voiceless post-alveolar affricate consonant in initial sound of the words. word ga production realization chair [tʃeәr] [tʃer] cheese [tʃiːz] [tʃiz] chicken [ˈtʃɪk.ɪn] [ˈtʃɪk.en] chin [tʃɪn] [tʃɪn] chocolate [ˈtʃɒk.lәt] [ˈtʃok.lat] the voiceless post-alveolar affricate sound [tʃ] in the words above could be realized as in ga production by the child. the child consistently realized [tʃ] as in ga production. the child also successfully realized the voiceless post-alveolar sound even though indonesian language doesn’t have this kind of consonant. the similar consonant with [tʃ] in indonesian language is [ĉ], voiceless palatal stop, and the child can distinguish them. some vowel sounds in the words above could be pronounced as in ga production by the child, but the double vowel [æ] realized as [e]. especially for the word chocolate, transcribed as [ˈtʃɒk.lәt], realized as [ˈtʃok.lat] by the child. this is probably because indonesian language borrows the word chocolate as coklat, hence the child is familiar with the sound. here, the child assimilated non-native sounds to the native sounds that they perceive as most similar, as proposed by best (1995) in yavas (2011). table-4. realization of voiceless post-alveolar affricate consonant in final sound of the words. word ga production realization catch [kætʃ] [ketʃ] hatch [hætʃ] [hetʃ] haunch [hɔːntʃ] [hɔːntʃ] match [mætʃ] [metʃ] watch [wɒtʃ] [wɒtʃ] the words above with voiceless post-alveolar affricate in the final sounds could be realized as in ga production by the child. again, the child successfully produced the voiceless post-alveolar affricate initial sound as in ga production. however, the child realized the other sounds of the words unlike the production of ga. from the analysis of the ten words that have 196 voiceless post-alveolar affricate consonants that realized by the child, all of the [tʃ] initial sounds can be realized as in ga production. 5. discussion from the observation, it was found that the other family members in the child’s family use english in their daily conversation. the adults in the family also provide the child an interaction to foster both intellectual and language development so the child’s language learning is advanced, in accordance with vygotsky’s theory in 1962 as cited by linse (2015). piagetian stages of development as cited by pinter (2006) is also associated with this child because she manipulated objects around them including sound production that they hear. however, this child could not achieve native-like proficiency yet in acquiring a foreign language, especially pronunciation as stated by (loewen & reiders, 2011) in (reid, 2016). it is mentioned that this critical period hypothesis (lenneberg, 1967) in reid (2016) is experienced by children between 2 and 13, since the child is still 2 years old, she still has a long way to go through the stages of language learning, especially phonology. while in sound production, this two-year-old child had difficulties in producing the voiced post-alveolar affricate consonant in the initial position of the words. she produced the [dʒ] sounds as [ĵ], voiced palatal stop, like how the consonant is pronounced in indonesian language. on the contrary, the child produced the [dʒ] sounds in the final position of the words as the ga production with ease. this was because the child was not able to force the airstream yet when the vocal chords are together if it is at the initial sound of the word. the voiceless post-alveolar affricate sounds in the words, both in initial and final positions, produced as in ga production by the child. the child could put apart vocal chords in producing voiceless sound easily, then there was a constriction between the blade of the tongue and the post-alveolar, and at last, there was a stop closure followed immediately by a gradual release of the closure that produces the affricate consonant. it means it was easier for the child to produce voiceless than voiced post-alveolar affricate, especially in the initial sound of the word. there are also features in the vowel sounds in the words, especially on double vowels or diphthongs. the child realized [æ] as [e] or [ʌ] and [eɪ] as [e]. 6. conclusion from the analysis, there is a significant result that the child could realize the voiceless post-alveolar affricate [tʃ] in the initial and final sounds of the ten words as in ga production. she did not have difficulties in putting the vocal cords apart so that air flows freely through the glottis into the oral cavity, then there was a constriction between the blade of the tongue and the post-alveolar, and at last, there is a stop closure followed immediately by a gradual release of the closure. however, she realized the voiced post-alveolar affricate [dʒ] in initial sounds as [ĵ], as to how it is pronounced in indonesian language, but she realized the sound in the final position as in ga production. it is more difficult for her to pronounce voiced post-alveolar sounds, especially if it is in the initial position. the post-alveolar sounds are not sounds that acquire first by children since they are more complex than bilabial or alveolar sounds. however, this two-year-old child could produce the sounds, even though she is still struggling with the voiced one because she has exposure to english since an early age, or in her golden age. 197 the vowels realizations are also featured since the vowels on the target words are not the first vowels that acquired by children. the children acquire /a,i,u/ sounds first, then the other sounds. some of vowels in the target words, especially the double vowels or diphthongs are realized by /a/ and /e/. this study contributes in helping english teachers to teach their students, especially children, to pronounce english words and to contribute to the field of phonetics and phonology especially in teaching english pronunciations to efl learners. the correct pronunciation is, without doubt, a fundamental feature of successful communication in the english language. thus, attention should be paid to teaching pronunciation right from the beginning of english language teaching. the period of this case study narrows. however, the researcher suggests parents or teachers take advantage of children’s golden age in developing language acquisition to do research on other phonological aspects. it is supported by the native language magnet theory (nlm), developed by kuhl (1991, 1993, 2000) (in yavas, 2011), which aims at explaining the development of speech perception from infancy to adulthood. very young infants are capable to hear all differences among the sounds in human languages, whereas adults display a reduced discrimination sensitivity outside their native language. references: alwasilah, chaedar, a. (2012). pokoknya kualitatif. bandung. pustaka jaya. andi-pallawa, baso. (2013). a comparative analysis between english and indonesian phonological systems. international journal of english language education. issn: 2325-0887. vol. 1, no. 3. bot, de kees., lowie, wander., & verspoor, marjolijn. (2005). second language acquisition: an advanced resource book. new york. routledge. carr, philip. (2013). english phonetics and phonology. oxford. wiley blackwell. de weijer, jeroen van. (2014). affricates in english as a natural class in above and beyond the segments: experimental linguistics and phonetics. john benjamins publishing company. pp. 350-358 https://doi.org/10.1075/z.189.27wei. fitriana, r. a. & agustina. (2018). phonological acquisition (case study on indonesian child). advances in social science, education and humanities research, vol. 3, no. 1. fromkin, v., rodman, r., & hyams, n. (2018). an introduction to language. cengage learning. hutauruk, bertaria sohnata. (2015). children first language acquisition at age 1-3 years old in balata. iosr journal of humanities and social science (iosr-jhss) volume 20, issue 8, ver. v (aug. 2015), pp 51-57 e-issn: 2279-0837, p-issn: 2279-0845. linse, caroline t. (2005). practical english language teaching: young learners. new york: mcgraw-hill. noermanzah. (2017). a 1.4 year old child language acquisition (case study on a bilingual family). parole: journal of linguistics and education, vol.5 no. 2, pp. 145-154. https://doi.org/10.14710/parole.v5i2.154. parker, frank. (1985). linguistics for non-linguists. boston: college-hill. pinter, annamaria. (2006). teaching young language learners. oxford: oxford university press. https://doi.org/10.1075/z.189.27wei https://doi.org/10.14710/parole.v5i2.154 198 reid, eva. (2016). teaching english pronunciation to different age groups in azykovedné, literárnovedné a didaktické kolokvium xxxixi: zborník vedeckých prác a vedeckých stúdií. bratislava: z-f lingua. risdianto, faizal. (2017). a phonological analysis on the english consonants of sundanese efl speakers. jurnal arbitrer. issn: 2550-1011 vol. 4 no. 1. simanullang, musrafidin. (2018). the effect of applying video on the students’ english pronunciation accuracy at the fifth semester students at the english study program of the teacher’s training and education faculty the university of sisingamangaraja xii tapanuli in academic year 2018/2019. international journal of english literature and social sciences (ijels). issn: 2456-7620vol-3, issue-6, nov dec, 2018. yavas, m. s. (2011). applied english phonology. blackwell pub. yin, r. k. (2003). case study research design. (fourth edition). london: sage publications. acknowledgments the author would like to thank the participant, the two-year-old child named alinea, who has given valuable contributions to this research so that the results can be published. biography of author autumn windy alwasilah, s.pd. magister degree student of linguistics program at universitas padjadjaran, sumedang, west java biography of author dr. lia maulia indrayani, m.hum. linguistics program, faculty of social sciences, universitas padjadjaran, sumedang, west java biography of author dr. ypsi soeria soemantri, m.hum. linguistics program, faculty of social sciences, universitas padjadjaran, sumedang, west java e-journal of linguistics doaj indexed (since 15 sep 2015) januray, 2019 vol. 13. no. 1 p: 93—103 doi.10.24843/ejl.2019.v13.i01.p.... e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 93 reconstruction of tolaki and moronene language vocal protophonemes 1 wawan marhanjono mustamar, marhanjono@gmail.com. halu oleo university 2 aron meko mbete, aronmbete@yahoo.com, udayana university 3 ni made dhanawaty, md_dhnawaty@unud.ac.id. udayana university 4 i gede budasi, gede.budasi@undiksha.ac.id, undiksha university *corresponding author: marhanjono@gmail.com received date: 22 nopember 2018 accepted date: 1 desember 2018 published date: maret 208 abstract the tolaki language and the moronene languages are part of the austronesian language group. the reconstruction is done based on the hypothesis of a genetic relationship and regularity. historical comparison methods were used in this study. the purpose of the reconstruction was to obtain accurate results on the assessment of language relations. it is deemed necessary to reconstruct the proto in order to seek the evidence of the retention and innovation that occur in the two respective languages. from the reconstruction, several findings and proofs were generated, which among others are tlm vocal proto-phonemes: *a, *i, *u, *e, and *o; ptlmr *a are found at the beginning, middle and the end of the word. the protophonemes are 1) *a (a-, -a-, -a)> tl, mr a, 2) ptlmr *i (i-i-i)> tl, mr i, 3) ptlmr *u (u -, -u-, u)> tl, mr u, 4) ptlmr *e (e-, -e-, e-)> tl, mr e, and 5) ptlmr *o (o-, -o-, o-)> tl mr o. keywords: reconstruction, tolaki language, moronene language 1. introduction efforts for studying, mapping and categorizing languages in southeast sulawesi have been carried out by several previous linguists, such as pattiasina (1981) supported by mahmud, haddode, djirong, murmahyat, (1995) moronene language clarifying that its status equals the mekongga language, konawe language as dialects tolaki. kaseng (1987), followed by mead (1995) classified languages in the plains of central and southeast sulawesi into tolaki languages groups. in fact, the results of the mead grouping were then used as a benchmark by other researchers as a reference in their effort to determine the status of languages in southeast sulawesi. the grouping carried out by lauder et al. (2000) also showed different results, i.e. moronene was a subgroup of the tolaki language. the status of the moronene language in the language classification conducted by mead’s qualitative method showed that the moronene language has a cognitive relationship with the mailto:marhanjono@gmail.com mailto:aronmbete@yahoo.com,%20udayana%20university mailto:gede.budasi@undiksha.ac.id mailto:marhanjono@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) januray, 2019 vol. 13. no. 1 p: 93—103 doi.10.24843/ejl.2019.v13.i01.p.... e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 94 bungku language which is in the subgroup of kulisusu language. this result has risen a great doubt as seen from the geographical locations of the bungku and moronene language that are far apart. besides, the natural conditions do not allow the phenomenon to happen. on the other hand, the geographical location allows the possibility of the occurrence of a high cognitive relationship between the tolaki language and the bungku language. this is because both languages are located next to the one another. furthermore, the very high intensity of the population relation makes it possible to assume that the two languages are related. following up mead’s step, tambunan (2005) focused his research on the division of the kulisusu subgroup. the result of his research is in contrast to revelation that mead’s statement moronene, wawonii, and kulisusu is a subgroup of the same language. lexicostatistic calculation result shows very low relationship and all three are different. these different findings were assumed to be caused by among other the different use of vocabulary lists, different data materials, different method of the data analysis, and the improper selection of informants. based on the above reasons, it is necessary to conduct a more significant study of the status and position of languages in southeast sulawesi. in order to obtain accurate results on the assessment of language relations, the language needs to be reconstructed, especially proto-vocal, to check the evidence to retention and innovation that occurs in these languages. the results of this study are expected to compile and determine kinship relations of languages in indonesia in general and languages in southeast sulawesi in particular. 2. concepts and theories a grouping of related language is an effort in determining the position of a language based on the structure of kinship or genetic structure, bynon (1979: 71). grouping of related language can be carried out by of reconstruction of the proverb. this aims to clarify the kinship, especially on aspect of the correspondent on the word phoneme which means the same. there are two basic assumptions put forward by jeffers and lehiste (1979:7) in reconstructing. this hypothesis attempts to explain the similarity of words, both in form and meaning with the aim of proving that these languages originated from the same proto, and the hypothesis of regularity is in the form of regular sound change in words from related languages that are the characteristic of the proto language. e-journal of linguistics doaj indexed (since 15 sep 2015) januray, 2019 vol. 13. no. 1 p: 93—103 doi.10.24843/ejl.2019.v13.i01.p.... e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 95 3. reconstruction of tolaki and moronene language vocal protophonemes the proof of ptmr proto-phonemes is generated by the process of finding linkages and the combination of positional distributional phonemes. diachronic changes are formulated by looking at the combination of vowel phonemes as follows: the discovery and proof of vocal tlcm proto-phonemes: * a, * i, * u, * e, and * o in the initial position of the word, middle of the word, and the end of the word can be explained as follows. 1) ptlmr *a *a (a-, -a-, -a) > tl, mr a tabel 1. the intial position of the word ptlmr tolaki moronene gloss *ato /ato/ /ato/ ‘atap’ *awu /awu/ /awu/ ‘debu’ *api /api/ /api/ ‘api’ *ahu /ahu/ /ahu/ ‘asap’ data in tabel 1 shows that vowel /a/ as a distinctive sound with vowel, -high, +low, +back and, -round characteristics in the initial position of the word in tolaki language and moronene language comes from ptlmr *a. ptlmr *a at the initial position was found in tolaki and moronene languages. phoneme /a/ in the tolaki language and the moronene language comes from the ptlmr phoneme *a. thus, the ptlmr *a phoneme in the initial position of the word persists and undergoes a joint retention in tolaki and moronene languages. these vowel phonemes are reconstructed as ptlmr * /a/ # table 2. the middle position word ptlmr tolaki moronene gloss *mata /mata/ /mata/ ‘mata’ *dahu /dahu/ /dahu/ ‘anjing’ *manu /manu/ /manu/ ‘ayam’ data in table 2 shows that vowel /a/ as a distinctive sound with vowel, -high, +low, +back and, -round characteristics in the middle position of the word in tolaki language and moronene language comes from ptlmr *a. e-journal of linguistics doaj indexed (since 15 sep 2015) januray, 2019 vol. 13. no. 1 p: 93—103 doi.10.24843/ejl.2019.v13.i01.p.... e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 96 ptlmr *a in the middle position was found in tolaki language and moronene language. the phoneme /a/ in the tolaki language and the moronene language comes from the ptlmr phoneme *a. thus in the ptlmr *a phoneme in the middle position of the word persists and undergoes a joint retention in tolaki and moronene languages. the vowel phonemes are reconstructed as ptlmr * /a/ k – k table 3. the final word position ptlmr tolaki moronene gloss * ina /ina/ /ina/ ‘ibu’ *kaga /kaka/ /kaka/ ‘laba-laba’ *wua /wua/ /wua/ ‘buah’ data in table 3 shows that vowel /a/ as a distinctive sound with vowel, -high, +low, +back and, -round characteristics in the end position of the word in tolaki language and moronene language comes from ptlmr *a. ptlmr *a at the final position was found in tolaki language and moronene language. phoneme /a/ in the tolaki language and the moronene language come from the ptlmr phoneme *a. thus, the ptlmr *a phoneme in the final position of the word persists and undergoes a joint retention in tolaki and moronene languages. these vowel phonemes are reconstructed as ptlmr * /a/ # 2) ptlmr *i (i-i-i) > tl, mr i table 4. the initial position of the word ptlmr tolaki moronene gloss *ika /ika/ /ica/ ‘ikan’ *iku /iku/ /ici/ ‘ekor’ *ie /ie/ /ia/ ‘dia’ *igo: /igo:/ /ico:/ ‘engkau’ the data above shows that vowel /i/ as a sound distinctive with vowel features +high, low, -back, and -round in the initial position of the word in tolaki language and moronene language comes from ptlmr *i. ptlmr *i at the initial position was found in tolaki language and moronene language. the phoneme /i/ in the tolaki language and the moronene language comes from the ptlmr *i phoneme. thus, the ptlmr *i phoneme in the initial position of the word persists and undergoes e-journal of linguistics doaj indexed (since 15 sep 2015) januray, 2019 vol. 13. no. 1 p: 93—103 doi.10.24843/ejl.2019.v13.i01.p.... e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 97 a joint retention in tolaki and moronene languages. these vowel phonemes are reconstructed as ptlmr * /i/ # table 5. the middle position of the word ptlmr tolaki moronene gloss *tia /tia/ /tia/ ‘perut’ *kila /kila/ /kila/ ‘kilat’ *kire /kire/ /kire/ ‘alis’ data in table 5 shows that vowel /i/ as a distinctive sound with vowel features + high, low, -back and -round in the middle position of the word in tolaki language and moronene language comes from ptlmr *i. ptlmr * i in the middle position was found in tolaki language and moronene language. the phoneme /i/ in the tolaki language and the moronene language come from the ptlmr *i phoneme. thus, the ptlmr *i phoneme in the middle position of the word persists and undergoes a joint retention in tolaki and moronene languages. the vowel phonemes are reconstructed as ptlmr * /i/ k – k table 6. the final word position ptlmr tolaki moronene gloss *isi /isi/ /isi/ ‘gigi’ *pani /pani/ /pani/ ‘sayap *tahi /tahi/ /tahi/ ‘laut’ data in table 6 shows that vowel /i/ as a distinctive sound with vowel characteristics + high, -low, -back, and -round in the final position of words in the tolaki language and moronene language comes from ptlmr *i. ptlmr *i at the final position was found in both languages namely tolaki language and moronene language. the phoneme /i/ in the tolaki language and the moronene language come from the ptlmr *i phoneme. thus, the ptlmr *i phoneme at the end of the word position persists and undergoes a joint retention in tolaki and moronene languages. these vowel phonemes are reconstructed as ptlmr * /i/ # 3) ptlmr *u (u-, -u-, -u) > tl, mr u table 8. the initial position of the word e-journal of linguistics doaj indexed (since 15 sep 2015) januray, 2019 vol. 13. no. 1 p: 93—103 doi.10.24843/ejl.2019.v13.i01.p.... e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 98 ptlmr tolaki moronene gloss *uhu /uhu/ /uhu/ ‘susu’ *iku /iku/ /ici/ ‘ekor’ *hujan /usa/ /usa/ ‘hujan’ data in table 8 shows that vowel /u/ as a distinctive sound with vowel +high, -low, +back, and +round characters in the initial position of the word in the tolaki language and the moronene language comes from ptlmr *u. ptlmr *u in the initial position was found in tolaki language and moronene language. phoneme /u/ in the tolaki language and the moronene language is derived from the ptlmr phoneme *u. thus the ptlmr *u phoneme in the initial position of the word persists and undergoes a joint retention in tolaki and moronene languages. these vowel phonemes are reconstructed as ptlmr * /u/ # table 9. the middle position of the word ptlmr tolaki moronene gloss *wuku /wuku/ /wuku/ ‘tulang’ *uhu /uhu/ /uhu/ ‘susu’ *wua /wua/ /wua/ ‘buah’ data in table 9 shows that vowel /u/ as a distinctive sound with the characteristics of vowel +high, -low, +back, and +round in the middle position of the word in the tolaki language and the moronene language comes from ptlmr *u. ptlmr *u in the middle position is found in tolaki language and moronene language. phoneme /u/ n the tolaki language and the moronene language is derived from the ptlmr phoneme *u. thus, the ptlmr *u phoneme in the middle position of the word persists and undergoes a joint retention in tolaki and moronene languages. the vowel phonemes are reconstructed as ptlmr * /u/ k k table 10. the final word position of the word ptlmr tolaki moronene gloss *dahu /dahu/ /dahu/ ‘dahu’ *manu /manu/ /manu/ ‘ayam’ *wulu /wulu/ /wulu/ ‘bulu’ e-journal of linguistics doaj indexed (since 15 sep 2015) januray, 2019 vol. 13. no. 1 p: 93—103 doi.10.24843/ejl.2019.v13.i01.p.... e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 99 data in table 10 shows that vowels /u/ as distinctive sound with vowel +high, -low, +back, and +round characters in the final word position in tolaki language and moronene language comes from ptlmr *u. ptlmr * u at the final position was found in tolaki language and moronene language. phoneme /u/ in the tolaki language and the moronene language is derived from the ptlmr phoneme *u. thus the ptlmr *u phoneme in the final position of the word persists and undergoes a joint retention in tolaki and moronene languages. these vowel phonemes are reconstructed as ptlmr * /u/ # 4) ptlmr *e (e-, -e-, e-) > tl, mr e table 11. the iinitial position of the word ptlmr tolaki moronene gloss *ee /ee/ /ee/ ‘hidung’ * elo /elo/ /elo/ ‘lidah’ *ela /ela/ /ela/ ‘adik dari istri’ data in table 11 shows that vowel /e/ as distinctive sound with vowel features -high, low, -back, and, -round in the initial position of the word in the tolaki language and the moronene language comes from ptmr *e. ptlmr *e at the initial position was found in tolaki language and moronene language. phoneme /e/ in the tolaki language and the moronene language is derived from the ptlmr phoneme *e. thus, the ptlmr *e phoneme in the initial position of the word persists and undergoes a joint retention in tolaki and moronene languages. these vowel phonemes are reconstructed as ptlmr * /e/ # table 12. the middle position word ptlmr tolaki moronene gloss *seu /seu/ /seu/ ‘jarum’ *keu /keu/ /keu/ ‘jika’ *suere /suere/ /suere/ ‘lain’ data in table 12 shows that the vowel /e/ as a sound is distinctive with vowel characteristics -high, -low, -back, and -round in the middle position of the word in the tolaki language and the moronene language comes from ptlmr * e. e-journal of linguistics doaj indexed (since 15 sep 2015) januray, 2019 vol. 13. no. 1 p: 93—103 doi.10.24843/ejl.2019.v13.i01.p.... e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 100 ptlmr *e in the middle position is found in tolaki language and moronene language. phoneme /e/ in the tolaki language and the moronene language is derived from the ptlmr phoneme *e. thus, the ptlmr *e phoneme in the middle position of the word persists and undergoes a joint retention in tolaki and moronene languages. the vowel phonemes are reconstructed as ptlmr * /e/ k – k table 13. the final word position ptlmr tolaki moronene gloss *mate /mate/ /mate/ ‘mati’ *owose /owose/ /owose/ ‘besar’ *ase /ase/ /ase/ ‘dagu’ data in table 13 shows that vowel /e/ as a distinctive sound with vowel features -high, low, -back, and, -round in the final position of the word in the tolaki language and the moronene language comes from ptlm * e. ptlmr *e at the final position was found in tolaki language and moronene language. phoneme /e/ in the tolaki language and the moronene language is derived from the ptlmr phoneme *e. thus, the ptlmr *e phoneme in the final position of the word persists and undergoes a joint retention in tolaki and moronene languages. these vowel phonemes are reconstructed as ptlmr * /e/ # 5) ptlmr *o (o-, -o-, o-) > tl mr o table 14. initial position of the word ptlmr tolaki moronene gloss *otolu /otolu/ /otolu/ ‘tiga’ *owose /owose/ /owose/ ‘besar’ *oleo /oleo/ /oleo/ ‘hari’ *ono: /ono:/ /ono:/ ‘enam’ data in table 14 shows that the vowel /o/ as a sound is distinctive with the characteristics of vowels -high, -low, +back, and +round in the initial position of words in the tolaki language and the moronene language comes from ptlmr *o. ptlmr *o at the initial position was found in tolaki language and moronene language. phoneme /o/ in the tolaki language and the moronene language comes from the ptlmr *o phoneme. thus, the ptlmr *o phoneme in the initial position of the word persists and undergoes e-journal of linguistics doaj indexed (since 15 sep 2015) januray, 2019 vol. 13. no. 1 p: 93—103 doi.10.24843/ejl.2019.v13.i01.p.... e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 101 a joint retention in tolaki and moronene languages. these vowel phonemes are reconstructed as ptlmr * /o/ # table 15. the middle position word ptlmr tolaki moronene gloss *roa /roa/ /roa/ ‘dengan’ *monahu /monahu/ /monahu/ ‘memasak’ *momile /momile/ /momile/ ‘memilih’ data in table 15 shows that the vowel /o/ as distinctive sound with the characteristics of vowels -high, -low, +back, and +round in the middle position of words in the tolaki language and the moronene language comes from ptlmr *o. ptlmr *o in the middle position is found in both languages namely tolaki language and moronene language. phoneme /o/ in the tolaki language and the moronene language comes from the ptlmr *o phoneme. thus, the ptlmr *o phoneme in the middle position of the word persists and undergoes a joint retention in tolaki and moronene languages. the vowel phonemes are reconstructed as ptlmr * /o/ k – k table 16. the final word position ptlmr tolaki moronene gloss *elo /elo/ /elo/ ‘lidah’ *ato /ato/ /ato/ ‘atap’ *lako /lako/ /lako/ ‘jalan’ data in table 16 shows that the vowel /o/ as a sound is distinctive with the characteristics of vowels -high, -low, +back, and +round in the final position of words in the tolaki language and the moronene language comes from ptlmr * o. ptlmr *o at the end of the middle is found in tolaki language and moronene language. phonem /o/ in the tolaki language and the moronene language come from the ptlmr *o phoneme. thus, the ptlmr *o phoneme in the final position of the word persists and undergoes a joint retention in tolaki and moronene languages. the vowel phonemes are reconstructed as ptlmr * /o/ k k 4. findings from the reconstruction, several findings and proofs of vocal tlcm protophonemes: *a, *i, *u, *e, and *o ptlmr *a are found at the beginning of the word, middle of the word and end of the word. proto phoneme 1) *a (a-, -a-, -a)> tl, mr a, in the initial position of the word can be e-journal of linguistics doaj indexed (since 15 sep 2015) januray, 2019 vol. 13. no. 1 p: 93—103 doi.10.24843/ejl.2019.v13.i01.p.... e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 102 reconstructed as ptlmr * /a/ #, in the middle position the word can be reconstructed as ptlmr * /a/ k k, and at the end position the word can be reconstructed as ptlmr * /a/ #. 2) ptlmr *i (i-i-i)> tl, mr i, in the initial position the word can be reconstructed as ptlmr * /i/ # -, in the middle position the word can be reconstructed as ptlmr * /i/ k k, and at the end position the word can be reconstructed as ptlmr * /i/ #. 3) ptlmr *u (u-, -u-, -u)> tl, mr u, in the initial position of the word can be reconstructed as ptlmr * /u/ # -, in the middle position the word can be reconstructed as ptlmr * /u/ k k, and at the end position the word can be reconstructed as ptlmr * /u/ #. 4) ptlmr *e (e-, -e-, e-) > tl, mr e, in the initial position the word can be reconstructed as ptlmr * /e/ # -, in the middle position the word can be reconstructed as ptlmr * e, and at the end of the word position can be reconstructed as ptlmr * /e/ #. 5) ptlmr *o (o-, o-, o-)> tl mr o, in the initial position of the word can be reconstructed as ptlmr * /o/ # -, in the middle position the word can be reconstructed as ptlmr * /o/ k k, and at the end position the word can be reconstructed as ptlmr * /o/ k k. 5. reference bynon, theodore. 1979. historical linguistics. london: cambridge university press. fernandez, inyo yos. 2005. “ linguistik historis komparatif. bagian pertama dan kedua”. yogyakarta: program pasca sarjana ugm. fox, anthony. 1995. linguistics reconstruction. new york: oxford university press. hock, hans henrich. 1988. principles of historical linguistics. berlin: mouton de gruyter. kasseng, at. all. 1987. pemetaan bahasa–bahasa di sulawesi tenggara. jakarta: pusat pembinaan dan pengembangan bahasa depertemen pendidikan dan kebudayaan king, robert d. 1969. historical linguistics and generative grammar. united states of america: prentice hall., inc., englewood cliffs, new jersey. lauder, at. all. 2000. penelitian kekerabatan dan pemetaan bahasa-bahasa daerah di indonesia: provinsi sulawesi tenggara. jakarta: pusat pembinaan dan pengembangan bahasa: depdiknas. mahmud, haddode, djirong, murmahyat. 1995. struktur bahasa mekongga. jakarta: pusat pembinaan dan pengembangan bahasa. departemen pendidikan dan kebudayaan. mead, david. 1995. the bungku–tolaki languages of southeastern sulawesi indonesia. facific linguistics. pattiasina, j.f. 1981. sistem morfologi kata kerja bahasa tolaki. jakarta: pusat pembinaan dan pengembangan bahasa: depdiknas. poedjosoedarmo, g. r. (tanpa tahun). “linguistik historis”. brunei darussalam: univeristy brunei darussalam. tambunan. 2005. rekonstruksi proto fonem bahasa kulisusu, wawonii dan moronene di sulawesi tenggara. (disertasi). makassar: universitas hasanuddin. e-journal of linguistics doaj indexed (since 15 sep 2015) januray, 2019 vol. 13. no. 1 p: 93—103 doi.10.24843/ejl.2019.v13.i01.p.... e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 103 6. acknowledgments the author wishes to thank all those who have given valuable contributions to this research so that the results can be disseminated through publication, especially to the eexaminers for their advices to deepen the analysis and presentation of appropriate research results. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 1, january 2021, pages: 40-46 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i01.p05 40 the use of color term in branding, a multimodality case ni kadek ari armaini 1 bali-indonesia email: ariarmaeni76@gmail.com i made rajeg 2 bali-indonesia email: made_rajeg@unud.ac.id article info abstract* received date: august 31, 2020 accepted date: sept., 7, 2020 published date: january 31, 2021 keywords:* branding, color term, badung regency, tourism industry, multimodality branding is the activity that involving pictures, shapes and colors reflecting the excellence of a product. in every brand colors play important role to make a brand stands out. the color was chosen in order to represent certain meaning and called as color term. the purpose of this article is to find out the color chart that is used in order to determine the meaning of each colors as well as the colors represent in the branding. the badung regency tourism branding is one of branding that play with color terms. this brand was analysed by applying the psychological aspects of color (birren,2013) compare with the chart proposed by the tourism minister of republic of indonesia and the multimodality definition proposed by kress and van leeuwen (2001). the analysis showed that the brand applying more than one semiotic modes and each modes shows certain meaning. 1. introduction branding activity involving pictures, shapes, and color choosing. according to tailor brands, logos are images, texts, shapes, or a combination of the three that depict the name and purpose of a business – to put it simply. it also involving colors choices that will be applied or used in the logo, since color drives emotion and create emotional cues and it can influence decisions of the consumers. tourism is considered to be an industry since it involving industries that can produce product and services needed by tourist. it considered economically important since it will provide jobs and at the same time will bring prosperity to the people. tourism is renewable nature resources that will last forever as long as the people are being able to maintain it well. in order to maintain it well as one of society livelihood it needed certain branding concerning the value of the destination itself. the uses of more than one semiotics mode in order to present something called multimodality study. in badung tourism branding, shapes, letters, and color are being involved. therefore in order to understand the real things that implies in the brand the multimodality study is needed. https://ojs.unud.ac.id/index.php/eol/index mailto:ariarmaeni76@gmail.com 41 van leeuwen (2005) cited in yang yang stated that “multimodality means the combination of different semiotic modes – for example, language and music – in a communicative artifact or event.” in other words, multimodality discourse involves the interaction of multiple semiotics resources such as language, gesture, dress, architecture, proximity lighting, movement, gaze, camera angle, and so on. it means that language will represent the world in narrative while image illustrate the displayed world. in their article, kress and van leeuwen (2001) also argued that color is also a semiotic mode since a color can have different meaning, it can symbolize different things depend on the context. color as well as lay out, the font shapes, the picture, etc. they all are semiotic modes that can be interpreted in many ways depend on the context and situation. in multimodality communication, modes work individually as well as collectively. this means, modes produce meaning in themselves and through their intersection or interaction with each other. since this study focused on the semiotic mode that is used in the brands it is interesting to find out the semiotic mode involved and the color term used in the brand and the meaning implies in each semiotic modes involved. color psychology is the study of colors in relation to human behavior. it aims to determine how color affects the day and the decisions of people. research on the psychological aspects of color is difficult for the mare reason that human emotions are non-too stable and the psychic make up of human being varies from person to person (birren,2013). however, the psychological effect of colors in human being perceptions can be shown as bellow, according to modern american color association: color mental association objective association subjective impression red hot, fire, heat, blood passionate, exciting, fervid, active intensity, rage, rapacity, fierceness orange warm, metallic, autumnal jovial, lively, energetic, forceful hilarity, exuberance, satiety yellow sunlight cheerful, inspiring high spirit, health green cool, nature, water quieting, refreshing, peaceful, nascent ghastliness, disease, terror, guilt blue cold, sky, water, ice subduing, melancholic, contemplative, sober gloom, fearfulness, furtiveness purple cool, mist, darkness, shadow dignified, pompous, mournful, mystic loneliness, desperation white cool, snow pure, clean, frank, youthful brightness of spirit, normality black neutral, night, emptiness funeral, ominous, deadly, depressing negation of spirit, death the tourism ministry of indonesia has released a guideline on indonesia’s tourism branding; wonderful indonesia, especially the use of colors and its meaning as below: color category mood purple sensory wonder: food & drink, wellness, and entertainment. this wonders experience should only be conveyed when communicating about indonesia’s leisure’s that can be experienced with the 5 senses of the human body. creativity, natural friendliness and alignment green natural wonders: marine, mountains, and greenery. this wonders experience should only be conveyed when communicating about indonesia’s amazing nature. imagination, belief system, physical and mental unity. orange cultural wonder: arts, culture, and heritage. this wonders experience should only be conveyed when communicating about indonesia’s rich traditional cultures and activities. innovation, spirit of rejuvenation, and openness. blue modern wonder: city life, technology, and transportation. this universality, peacefulness, and 42 wonders experience should only be conveyed when communicating about indonesia’s modern and advanced civilization. determination magenta sports, adventure, and exploration. this wonders experience should only be conveyed when communicating about indonesia’s unique and adventurous sports activity balance, common sense, and practical matters this research will be focused on the meaning implied by the colors used in badung regency tourism branding and the value of tourism destination in badung regency which are implicitly represent by the brand colors. the result will be analyzed qualitatively in order to make the explanation clearer 2. research methods the data taken for this research are taken from the tourism brand created by tourism office of badung regency in 2017. the data will be analyzed qualitatively based on the brand’s detail description on brand strategy’s report and also compared with the indonesian tourism branding application guidelines proposed by the tourism ministry of indonesia republic, as the master guideline for all the tourism branding in indonesia. 3. discussions branding is important because branding is a way of creating a name, symbol or design that is easily identifiable as belonging to the company, so that it will helps to identify the product and distinguished it from other product and services. tourism is considered to be an industry according to tourism law no. 10 of 2009 since tourism is tourism business collections which are interrelated in order to produce goods and/or services for fulfillment tourist needs. one of tourism branding that exists in indonesia is badung tourism branding, which is involving text, shapes, and colors. each color which is applied in the logo has certain meaning that is believed will affected people’s mood. the branding can be seen as below: the brand involving some colors, which are red, blue, green, orange, yellow, black and white. each color was believed will provoke certain mood to the eyes of the viewers. 1.1. the color psychology implies in tourism branding of badung regency color psychology is the study of colors in relation to human behavior. it aims to determine how color affects the day and the decisions of people. when the colors which are use in this logo are compare with those which are exist in the modern american colors scheme, it can be seen as follows: color badung regency tourism branding objective association by modern american colors tourism ministry’s guideline red energetic and love passionate, exciting, fervid, active balance, common sense, and practical matters blue self esteem, inovation, expressiveness subduing, melancholic, contemplative, sober universality, peacefulness, and determination green peaceful, balance, and harmony quieting, refreshing, peaceful, nascent imagination, belief system, physical and mental unity. orange simplicity, sincerity, and jovial, lively, energetic, innovation, spirit of 43 spiritual forceful rejuvenation, and openness yellow warmth, dinamic, literature, and wisdom cheerful, inspiring black and white reliable and intelegent not exist from the table above it can be seen that: 1. the color red in badung’s branding adopted the objective association proposed by modern american colors scheme since energetic has almost the same meaning as passionate, and energetic can also be said as active. 2. the color blue in badung’s branding meaning of self esteem, inovation, and expresiveness can be said as the result of determination as written in the ministry’s guidelines. 3. green in badung’s branding has adopted the association propose by modern american colors scheme which are peaceful which will resulting the balance and harmony mood 4. orange has the same meaning as simplicity, sincerity and spiritual as well as jovial 5. yellow color does not exist in tourism ministry’s guideline but it has the same association proposed by the modern american color’s chart, which are cheerful and inspiring. it takes wisdom, literature, and dynamic mind in order to be inspired. 6. black and white is a unique color, the signature of balinese color. it can be found anywhere in bali as the symbol of balance of bad and good, and it take beliefs and intelegent to determine them. this color is an addition in order to give balinese characteristic in the branding. most of the colors used in badung regency’s tourism branding have been followed the guideline proposed by the indonesian tourism ministry, however since this branding is made for the shake of international market share, some of them followed the association proposed by the modern american colors chart. 1.2. multimodality analysis on tourism branding of badung regency multimodality is a theory of communication and social semiotics. multimodality is the use of several modes to create a single artifact. multimodality study can be found in many cases since it involving many semiotics symbols from written, pictures, audio, even audio-visual. branding in marketing has a close relation with multimodality as well, since it has more than one semiotic mode. in badung regency’s tourism brand there are several semiotic modes are applied. there are picture, text, and also color. each mode has its own implicit meaning. semiotic modes in the form of picture are meru, sun, and silhouettes of waves. meru or the shapes of temple which means the symbol of the universe and also to show the world that badung exist in bali which famous with the icon of island of thousand temples and also to signify that badung tourism development is based on hindu philosophy and culture. the sun implies that tourism is the main source of badung regency prosperity and source of life of its people. besides, sun set is the icon of badung which is very popular all around the world. the silhouettes of waves imply the dynamic movements of tourism in badung regency. the text ‘badung the soul of bali’ implies that badung regency is the main destination in bali and the main contributor for all the tourism development in bali since badung donates some of its income to other regency in order to help them to preserves and maintain their tourism destination. colors used in badung regency’s tourism branding also has their own symbolizes according to the indonesian tourism ministry guidelines on tourism branding. each colors has its own categories that will expose the strength of each region tourism destination. the colors 44 used in badung regency’s tourism branding such as red, blue, green, orange, yellow, black and white represent badung regency’s strength in tourism. 1. red is the symbol of energetic, fun, courage and love. it represents the strength and the signature product and services provide by badung regency which are festival, leisure, business, event, shop, and food. according to the thematic soul experience proposed by tourism authority of badung regency, it represents food, shop, and fun soul experience. 2. blue is the symbol of confident, innovative, and expressive which have the thematic soul experience as a lifestyle, modern, vibrant soul experience. it represents the product and services available in nightlife, culinary, spa, villas, and club. 3. green is the symbol of peace, balance, and harmony which have the thematic soul experience as nature soul experience. it represents beach, mountain, rice field, and farm which are exist in badung regency. 4. orange is the symbol of humble, sincere, and spiritual which have the thematic soul experience as the heritage soul experience. it represents the badung signature such as the temples, arts, ceremonies, and traditions. 5. yellow is the symbol of warmness, dynamic, story-telling and wisdom which have the thematic soul experience as the culture soul experience. it represents performance, arts, and eco-village. 6. black and white is the symbol of reliable and smart which have the thematic soul experience as the manmade, the technology soul experience it represents the airport that exist in badung, the icon of modern bali tourism; the garuda wisnu kencana statue, and also the bali mandara highway. the colors applied in the tourism brand of badung regency represent functional and positional spectrum of badung regency since it is the only regency with the most complete tourism portfolio. it provides customers needed from personal to business until international needed. 4. novelties novelties in this study is the use multi semiotic modes in a brand including the involving of color psychology in creating tourism branding that comparing the color psychology of modern american color association chart and the indonesian psychology of tourism branding proposed by the tourism ministry of republic of indonesia republic. tourism branding is created in order to create a signature of tourism resources that exist in badung regency. therefore the brand must imply the shapes, texts, and the color psychology’s which are understood internationally, especially to the westerner, in order to attract them to come to badung regency. 5. conclusion branding is the mirror of a product identity that will differentiate certain product from the others. tourism in bali is considered to be an industry that will bring prosperity to its people. the purpose of the branding for tourism in badung regency is to facilitate badung to set a new standard quality of product and service, to establish badung as customer valued brand, and also to inject brand essence to people that support the vision. from the analysis it can be conclude that there are some semiotic modes that are applied in the tourism brand of badung regency. they are the form of shapes, text, and also color. each of semiotic modes has its own meaning implies the strength of tourism in this regency. the shapes involved imply the base of tourism development in badung regency and also the 45 identities of it. the text signifies the contribution of badung regency in the tourism development in bali island. the meaning of color term express in the badung ragency's tourism branding can be devided into into six (6) experience taht can be found in badung regency. they are: 1. fun soul experience such as festival, leisure, business event, shop, and food 2. vibrant soul experience such as nightlife, culinary, spa, villas, and club. 3. nature soul experience such as beach, mountain, rice field, and farm 4. heritage soul experience such as temples, arts, ceremonies, and traditions 5. culture soul experience such as performances, arts, and eco village 6. manmade technology soul experience such as airport, garuda wisnu kencana landmark, and bali mandara highway. those souls represent the richness, the diversity, and also the uniqueness tourism attraction that can be found in badung regency. acknowledgements the author wishes to thank all those who have given valuable contributions to this research so that the results can be disseminated through publication, especially to my supervisor : prof. dr. ida bagus putra yadnya for their advices to deepen the analysis and the presentation of this research. references: darmawan. yoke.2018.laporan kegiatan brand strategy.public relation marketing communication human resources branding consultancy.denpasar faber.birren.2013.color psychology and color therapy.citadel press. new jersey kress g, and van leeuwen t.2001.multimodal discourse:the modes and media of contemporary communication.london,routledge ministry of tourism republic of indonesia.2016.pedoman aplikasi brand & design.brand and design application guidelines.ministry of tourism republic of indonesia.jakarta peraturan bupati badung nomor 54 tahun 2018 tentang branding dan tagline pariwisata kabupaten badung undang undang republik indonesia no. 10 tahun 2009 tentang kepariwisataan yang. yang.2016.a social semiotic approach to multimodal discourse of the badge of xi’an jiaotong university.school of foreign languages, chan’an university. china https://www.tailorbrands.com/logo-maker/what-is-a-logo learnmarketing.net. brand definitions, brand strategies, brand equity. https://www.learnmarketing.net/branding.htm https://www.tailorbrands.com/logo-maker/what-is-a-logo https://www.learnmarketing.net/branding.htm 46 biography of author biography of author 1 mrs. ni kadek ari armaeni s.s. got her bachelor’s degree in english literature from udayana university, faculty of letters in 2000. after graduated, she started to work as an honorary staff for the government in badung regency. in 2005 she passed the selection and being appointed to become a civil employee for the government in badung regency. from 2017 until now she was appointed as the head of tourism market analysis section in badung regency tourism office biography of author 2 i made rajeg is a senior lecturer in linguistics at the faculty of arts udayana university. his research interests include lexical semantics, corpus linguistics, metaphors, and discourse. his publications can be tracked at this link: https://udayananetworking.unud.ac.id/lecturer/publication/1817i-made-rajeg https://udayananetworking.unud.ac.id/lecturer/publication/1817-i-made-rajeg https://udayananetworking.unud.ac.id/lecturer/publication/1817-i-made-rajeg microsoft word sutama_e-journal marriage ritual text of balinese traditional community: an analysis of functional systemic linguistics putu sutama1, i gusti made sutjaja2, aron meko mbete2, mahyuni3 1postgraduate program, udayana university 2department of linguistics, faculty of letters, udayana university 3department of linguistics, mataram university email: sutama_udayana@yahoo.com abstract the marriage ritual text of balinese traditional community (teks ritual ‘pewiwahan’ masyarakat adat bali, hereon abbreviated to trpmab) in this dissertation is analyzed in the perspective of linguistic studies using the functional systemic linguistic theory. trpmab is a dialogic text containing a discussion, and is terminologically termed as a conversational text. it refers to the use of balinese language (bahasa bali, hereon abbreviated to bb) in a marriage ritual. there are two inseparable systems in it; they are bb system and social system, which are widely termed as cultural system. the method employed in this study is field method, meaning that the researcher went directly to the field or to the location where trpmap took place. the researcher directly took part as both the active and passive participant. in this way, the research could observe trpmab directly. the population of the study includes all tprb in bali. considering that the population is too wide, then samples were taken to represent all the population. the samples total 10 which were obtained from the biggest marriage processions in bali. out of the 10 samples, 6 units of text were selected as the corpus of the study. the selection was made based on particular criteria including quality. it is this corpus which was analyzed to support and examine the hypothesis related to the text analyzed. the analysis of trpmab includes: the structure of the texts, the mood, the transitivity, the theme-rheme and the logical relationship between the clause and the ideology. the findings are as follows: (1) trpmab is a text which has a number of structural dimensions such as (a) cultural structure, (b) macro structure, that is, the structure related to the situational context made up of field, tenor and mode, (c) micro structure, (d) structure of meaning, that is, the structure related to the sequence of meanings between the participants within the dialogue, and (e) the texture, that is, the intact successive relationship of meanings among parts of the text. (2) trpmb is a text which has a particular system of mood according to the system in balinese language. the structure of clausal mood is made up of subject followed predicate (s٨p), the structure of clausal mood is made up of mood and residue, and the system of modality is made up of modalization. (3) trpmb is a text which has macro transitivity termed as transitivity, that is, the system of valency existing among the processes and participants. the processes used are ordered as follows: mental process (1,361), existential process (1.071), verbal process (461), relational process (222), behavior process (105) and material process (225). added together, there are 3,445 processes. (4) trpmab is a text which has complete composition of theme rheme such as (a) the theme of intra participants, that is, the theme which occupies the first position in the structure of mood; (b) the topical theme, that is, the theme which occupies the initial position in the structure of transitivity; and (c) the textual theme, that is, the theme which occupies the initial position in the text. (5) trapmab is a text which is constructed by the logic syntactic and semantic relationships. as far as the logic semantic relationship is concerned, only expanded relationship of meaning has been found, that is, a type of relationship in which the meaning of the secondary clause extends or develops the meaning of the primary clause by elaboration, extension and multiplicity. apart from being bound to the balinese cultural context, it is also bound to ideology. as far as the balinese culture is concerned, the ideology referred to is the one which is adhered to in the balinese culture, that is, the one which is related to hinduism and covers values, esthetics and social patterns. the ideological analysis formulates that that the ideology of trpmab can be identified through field, participants and mode. 1. background the challenge of the functions of bb within trpmab has influenced its speakers who are under 40 years old. therefore, it is assumed that the use of bb in a marriage is so complicated that it will difficult to find those who are from the young generation to take part in trpmab. to respond to such a matter, it was necessary to conduct a research on trpmab so that its existence could be objectively and comprehensively identified. the theory of functional systemic linguistics (hereon abbreviated to lsf) was used to analyze the linguistic material facts and the aspects of the participants in the contexts of situation, culture and ideology within the balinese cultural framework. the problems which were explored are (1) the structure of the text; (2) the structure of the mood; and the system of transitivity; (4) the composition of theme-rheme; (5) the intra clause logic relationship and (6) the text ideology. from such analysis and description, everything about trpmab could be identified, which can be used as the evaluating media for understanding trpmab as a fact and as a current reality in the community. the application of lsf to this study was based on a conviction that the analysis of trpmab would be perfect if it was viewed from linguistic point of view and if it was related to the situational, cultural and ideological contexts. the relationship between text and context, as an intact unity, can elaborate why particular forms of language are used. it can also elaborate the choice of meanings in a real situation so that bb can be naturally, ethically and aesthetically used (halliday, 1985, eggins, 2004). in this study six units of text were explored as the data corpus. they are all verbal data recorded during some biggest marriage processions in a number of locations in bali. 2. discussion there are six sub discussions as far as this study is concerned. they are analysis of mood structure, analysis of transitivity, analysis of theme-rheme, analysis of logical relationship and analysis of ideology. the structural analysis of trpmab formulates that there are six types of cultural structure of text which are used by the traditional community. they are (1) formal cultural structure, that is, the cultural text which is sequenced as follows: ngidih (proposing), nyuang (taking the bride from her family) and makruna ( marriage legalization). this cultural structure is referred to if the bridegroom and the bride have the same tradition and status and so forth; (2) general cultural structure, that is, the cultural structure of text which is sequenced as: mejantos (informing); ngidih (proposing); nyuang (taking the bride from her family) and makruna (marriage legalization). this text structure is generally used within the context of balinese culture as the implementation of cultural values; (3) macro cultural structure which is sequenced as makenalan (introducing), majantos (informing), ngidih (proposing), nyuang (taking the bride from her family), makruna ( marriage legalization) and ngateh mulih (the first visit made to the bride’s family after the wedding ritual), and (4) kasturi cultural structure, which refers to various traceable selected text structures within a particular situation and condition whose sequence can be arranged as a mixture of two or three stages. it is performed on the same day without neglecting the progress already in existence in the balinese culture. trpmab, as a text under a particular context of situation, has a macro structure whose elements are the field, that is, the element which refers to what is happening; the participants (tenor), that is, the element which refers to those who are directly and indirectly involved in the text; and the mode , that is, the language elements used as the communication media. in this macro structure of register, trpmab is identified to have field with one or more names as the variant(s), to have obligatory and optional participants and to use honorific or refined verbal bb as the media. the analysis of mood starts from the universal mood system and in particular refers to the bb mood system. it was found that the mood structure in trpmab is made up of mood and residue. the elements of mood are subject (s) and predicate (p) with s٨p, and the elements of residue is made up of complement or object and circumstance. as far as the modality system is concerned, it has been found that trpmab only has one type of modality, that is, modalisation. as far as the analysis of transitivity is concerned, trapmab employs six types of processes within the structure of transitivity with the sequence starting from the highest to the lowest as follows: mental process (1,361); existential process (1,071); verbal process (461); material process (225); relational process (222) and behavior processs (105). as far as the analysis of text as the media of communication and information, it has been identified that the participants always treat the essential things as the theme of the structure. therefore, three types of clausal themes can be formulated as follows: interpersonal theme, that is, the theme of the mood structure, topical theme, that is, the theme in the transitivity structure and textual theme, that is, the theme in the text structure. trpmab is a unity of forms and meanings which is constructed by the neat composition of relationship. there are two logical relationships establishing trpmb, that is, syntactical and semantic logical relationships. parataxis relationship refers to coordinative logical relationship. in the last chapter, it is formulated that trpmab is a text which is constructed by the unity of ideology, that is, the balinese culturl ideology whose features can be identified from the field, the participants and the mode. they are interwoven in such a way that they represent the ideological meaning of trpmab. 3. novelties all the results of this study are basically the findings. among the findings, several are novelties; they are: 3.1 trpmab is a text which is used within the context of balinese culture, which is related to the context of desa (place), kala (time) and patra (regulations). therefore, it has cultural structure and genre structure. as far as this study is concerned, 4 types of cultural structures are found. (1) formal cultural structure: ngidih (proposing) ٨nyuang٨ (taking the bridge from her family) makruna /mejauman (marriage legalization) (2) general cultural structure: mererasan (informing)٨ngidih ٨ (proposing) majauman/makruna (marriage legalization) (3) macro cultural structure makenalan (introducing) ٨marerasan (informing) ٨ nyuang (taking the bridge from her family) ٨ mejauman/makruna (marriage legalization) ٨ngateh mulih (the first visit made by the bride and the bridegroom and his family to the bride’s family after the wedding ritual). (4) kasturi cultural structure a. mererasan (introducing) ٨ ngidih (proposing) ٨ majauman/makruna (marriage legalization); b. mererasan (introducing) ٨ ngidih (proposing) ٨ nyuang (taking the bride from her family) + majauman/makruna (marriage legalization); c. marerasan (introducing) ٨ ngidih (proposing) + majauman/makruna (marriage legalization) ٨ nyuang (taking the bride from her family); d. marerasan (introducing) ٨ ngidih (proposing) + majauman/makrama (marriage legalization) + nyuang (taking the bridge from her family). the four structural elements of trpmab, if viewed from the structural meaning, can be staged as follows: (1) majantos (informing) the guests are accepted ٨ what is proposed for is informed ٨ what is proposed for is accepted ٨ when to come is informed and explained ٨ approval is provided ٨ when to go home is informed ٨ approval is provided. (2) ngidih (proposing) explanation is requested for ٨ statement is justified ٨ what is proposed for is informed ٨ responsibility is informed ٨ what is proposed for is accepted ٨ acceptability of what is proposed for is strengthened ٨ further clarification is requested for ٨ further request is justified ٨ when the marriage is planned to take place is informed ٨ closing and highlighting. (3) nyuang (taking the bride from her family) guests are accepted ٨ request when to take the bridge is informed ٨ preparation to leave is highlighted ٨ the bride is fetched. (4) makruna/majauman (marriage legalization) when to carry out the wedding ceremony is requested for ٨ what is requested for is fulfilled ٨ clarification is requested for ٨ legalization is requested for ٨ when to approve is requested for ٨ traditional legalization is realized ٨ further request is informed ٨ administrative legalization is realized ٨ further request is informed ٨ legalization highlighting is completed ٨ closing and highlighting. 3.2 tprmab is a text which is used in a particular context of situation, that is, the situational context of marriage procession starting from the beginning to the final stage. therefore, the structure of trpmab is bound to the situational context termed as the structure of register, which, in this study, is referred to as macro structure. this structure is made up of (1) field; (2) tenor; and (3) mode. it has been found that trpmab has more than one names as its variants. the tenor of trpmab includes the participants involved in the marriage procession in accordance with the field. there are two types of participants. they are those who obligatorily appear, that is, those who are actively involved in the mode, and those who optionally appear, that is, those who are passively involved in the textual environment and are not involved in the mode. mode refers to the language media exchanged for within the text. trpmab is a text which uses refined bb (honorific form) which is made up of alus singgih (being refined to the addressee), alus madia (being neutrally refined to all the participants. the form and meaning choice in tprmab is based on the situational context. 3.3 based on the mood analysis, it has been systematically found that the mood system of trpmab is made up of : (1) imperative and indicative moods. the indicative mood is made up of declarative and interrogative sentences. the interrogative is made up of polar interrogative sentences and whword interrogative sentences. the polar interrogative sentence is an interrogative which needs either yes or no answer and a wh-word interrogative is an interrogative which starts with what, where, when and who. (2) the mood structure in trpmab is made up of subject followed by predicate or s ٨ p. this means that the clausal mood structure in trpmab follows the structure mood ٨ residue. the mood is made up of s ٨ p, and the residue is made up of object and circumstance. (3) the modality system of trpmab only employs the modalization form which is made up of modality of certainty, modalities of frequency, necessity, causality, appearance, range and negative polarity. (4) among the mood forms, the declarative mood is most dominantly used in tprmab. 3.4 as far as tprmab is concerned, six types of process are used which are sequenced as follows: sequence process total percentage i mental 1,361 40 ii existential 1,071 30 iii verbal 461 13 iv material 225 7 v relational 222 6 vi behavior 105 4 3.5 as far as tprmab is concerned, five types of theme have been found; they are: (1) the mood structural theme which is termed as intra participant theme (2) the transitivity theme which is termed as topical theme, and (3) the textual theme which is termed as textual theme the three types of theme mentioned above can be classified into two behavior themes; they are simple and complex themes; and unmarked and marked themes. the three themes are composed in such a way that they are unified in tprmab. 3.6 there are two types of form relationship or syntactical logic or taxis relationship. they are (1) parataxis relationship and (2) hypotaxis relationship. in the two types of relationship, intra clausal meaning relationship has been found. however, as far as tprmab is concerned, only one clausal meaning relationship has been found, that is, the expanded meaning relationship which includes: (1) elaboration meaning relationship, that is, the secondary clause extends the meaning of the primary clause by giving further clarification; (2) extended meaning relationship, that is, the secondary clause extends the meaning of the primary clause by adding other similar elements; (3) multiple meaning relationship, that is, the secondary clause extends the meaning of the primary clause by multiplying the meaning of the elements previously available. the three types of extended meaning result in the following types of meaning relationship such as : (1) combined meaning relationship; (2) added meaning relationship ; (3) sequential meaning relationship; (4) selected meaning relationship; (5) opposed meaning relationship (6) highlighted meaning relationship; (7) expected meaning relationship; (8) conditioned meaning relationship; (9) cause-effect meaning relationship. 3.7 trpmab is text which is bound to ideology. in other words, in addition to being bound to situational context and cultural context, it is also bound to ideological context. the ideology of trpmab is featured by the field, the participants and the mode. they are related to each other in such a way that they are unified. the most dominant is the role of the bridegroom’s family and the solidarity between the bride’s family and the bridegroom’s. 4. conclusions the analysis of trpmab based on the lsf theory comprehensively analyzes the use of bb in the situational context of marriage conducted by the balinese traditional community. apart from the situational context, cultural as well as ideological contexts are also involved in tprmab. the lsf theory has resulted in an intact and systemic analysis. based on the results of the data analysis, trpmab can be concluded to have four types of cultural structure (genre). they are formal cultural structure, generic structure, macro structure and kasturi culture. from the mood point of view, trbmab, within the context of bb mood , has the structure of mood and residue. the mood is made up of subject (s) and predicate (p) with the structure s ٨ p and the residue is made up of complement or object and circumstance. in addition, among the mood forms used in tprmab, the declarative sentence is the most dominant. it has also been found that, as far as its modality category is concerned, it only has modalization type. from the analysis of macro transitivity, it can be concluded that the processes taking place in it can be formulated from the highest to the lowest such as the mental process (1,361); the extensional process (1,071); the verbal process (461), the material process (225), the relational process (222) and the behavior process (10.5). the reason is that trpmab contain many exchanges for things related to plans, self existence, and verbal dialogues. it contains a relatively small number of things related to materialization, relational relationship and self activity. then, as far as the theme analysis is concerned, three types have been found. they are interpersonal theme which appears in clausal mood structure, topical theme which appears in transitivity structure and textual theme which appears in the text as a whole. the interpersonal theme and topical theme can appear as single themes, while textual theme can be mixed with one of the other themes to compose complex themes. the reason why such themes appear is that the participants have considered them essential things in communicative context so that the message submitted is clearly acceptable to the addressee. intra clausal, which determines logical relationship, is also found in trpmab as well as theme relationship. the intra clausal relationship emphasizes new and given information. there are two types of relationships. they are syntactical and semantic relationships. the syntactical logical relationship includes parataxis and hypotaxis relationships; in contrast, in semantic logic relationship there is only one type of relationship, that is, expanded relationship which includes elaboration, extension and multiplicity. the extended relationship can be concluded to contain intra clausal meaning relationship which includes combination, addition, sequence, choice, oppositeness, emphasis, expectation, condition and cause-effect. from the ideological analysis of the text, it can be concluded that trpmab has ideological meaning whose features can be found in the field with one or more form(s) of mood as its variant(s), in the tenor referred to in the field and in the mode representing the ideological meaning both in the field and in the tenor. the most concrete ideological feature is the power of the groom’s family in taking initiative in marriage steps including solidarity towards the status and the role of an individual as a text participant. 5. acknowledgments in this opportunity, the writer would like to thank the rector of udayana university, prof. dr. dr. i made bakta, sp.pd. (k); the director of school of postgraduate studies of udayana university, prof. dr. dr. a.a. raka sudewi, sp. s (k); the head of the doctorate program in linguistics, school of postgraduate studies of udayana university, for the opportunity provided to the writer to pursue his study and for the facilitation made to obtain the bpps scholarship from the directorate generale of higher education. high appreciation is extended to prof. dr. i gusti made sutjaja, m.a., as the supervisor, prof. dr. aron meko mbete as co-supervisor i, and prof. drs. mayhuni, m.a., ph.d., as co-supervisor ii, who have patiently and professionally given motivation, enthusiasm, guidance and critical input and references from the beginning to the final stage of completion of this dissertation. correction, revision and input provided have motivated the writer to analyze this text in the perspective of linguistics in general and in the perspective of functional systemic linguistics in particular. many thanks also go to the examiners such as prof. drs. i ketut artawa, m.a., ph.d, prof. dr. drs. ida bagus putra yadnya, m.a., prof. dr. i wayan pastika, m.s., prof. dr. ni luh sutjiati beratha, m.a., dr. ni made dhanawaty, m.s. for their time spent reading this dissertation. their carefulness in criticizing and giving input has made this dissertation more perfect. my indebtedness is also extended to all the teaching staff of the doctorate program in linguistics, school of postgraduate studies of udayana university such as prof. dr. ni luh sutjiati beratha, m.a., prof. dr. i wayan jendra, s.u., prof. drs. i made suastra, ph.d., prof. dr. i wayan cika, m.s., prof. dr. i wayan pastika, m.s. and dr. i ketut dharma laksana, m.hum., who have enriched the writer’s scientific insight. the writer would also like to thank prof. dr. i wayan ardika, m.a. as the dean of the faculty of letters, udayana university. many thanks are also extended to the fellow students at the doctorate program of school of postgraduate studies of udayana university whom cannot be mentioned one by one. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 1, january 2023, pages: 124--132 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i01.p15 124 the cooperative principle in fate: the winx saga episode 1 1 fatizatulo zega putera batam university, batam, indonesia, pb191210060@ypbatam.ac.id 2 ambalegin putera batam university, batam, indonesia, ambalegin@puterabatam.ac.id article info abstract* received date:19 september 2022 accepted date: 7 nopember 2022 published date: 31 january 2023 keywords:* cooperative principles, maxims, utterances the aim of this research is to analyze the cooperative principle in fate: the winx saga episode 1 as data source. researchers used theory of grice to analyze the data. this research used descriptive qualitative method because the result would be described in words, sentences and paragraphs. observational method was used in this research along with non-participatory and note taking techniques. this research was found 57 data of four of cooperative principle. maxim of quality with 11 data, maxim of quantity with 11 data, maxim of relation 18 data and maxim of manner with 17 data. maxim of relation was the most uttered and maxim quality and quantity were the least uttered in the movie. 1. introduction humans exist in this world as social beings, conveying ideas to one another. communication is one of the ways and tools to convey these ideas. the act of communication not only helps the needs, but helps to connect in relationships. however, the hearer must understand what the speakers’ utterances are. the meaning of this type of speech is a matter of preferred interpretation. mey (2001) stated that in this way, the speaker and the hearer understand each other more cooperatively. the cooperative in establishing effective communication between speakers and listeners is called the cooperative principle. it can be assumed that conversation needs rules for connecting two or more speakers (grice, 1975). the cooperative principle is uttered in the various media. the researchers found one phenomenon of the cooperative principle. one of them is uttered on recording academy / grammys youtube channel as below. interviewer : “this is your first grammy, right?” sza : “yeah, it is.” in this video entitled sza one-on-one interview / 2022 grammys. there is interviewer as a speaker and sza as a hearer. the speaker referred a question to the hearer to confirm the statement. in answering the speaker’s question, the hearer demonstrated the cooperative principle. she answered the truth and the fact that it was her first grammy awards, called the maxim of quality. the hearer also uttered the maxim of quantity because the hearer gave the short answer indicate the enough information that speaker needed. the hearer also demonstrated the relevance answer called maxim of relation. meanwhile, the hearer did not give the clear information called maxim of manner. another utterance can be found in the conversation of netflix series. researchers took fate: the winx saga episode 1 that was released in 2021 as data source. one of the 125 conversations is uttered cooperative principle. this short conversation is taken from the first episode that is uttered in minute 00:04:05 below. sky : “and what realm are you from?” bloom : “california.” sky : “oh, you’re not from the other world?” bloom : “i’m not.” (0:04:05) sky as a speaker and bloom as a hearer. the speaker met the hearer for the first time and offered help. in the middle of conversation, the speaker gave questions to get to know the hearer more by asking the information of hearer. the hearer gave the truthful answers by saying “california” and “i’m not.” both answers indicated the maxim of quality, hearer confirmed the answer honestly. it indicated maxim of quantity because hearer did not respond too much. the hearer’s answers were relevant with the question of speaker, called maxim of relation. here proved that the answer of hearer did not indicate the maxim of manners. due to ambiguity, the speaker asked twice for clear information. hearer must contribute to give a clear answer orderly, to create a cooperative communication (grice, 1975). the cooperative principal analysis has been analyzed by many previous researchers. mostly, researchers used grice (1975)’s theory. one of them was napitupulu and ambalegin (2022) research, discussed the cooperative principle that is uttered in “zootopia” movie. the objective of this qualitative research was to analyze cooperative conversation. the researchers found 54 data of utterances. the most frequently uttered in this study was maxim of quantity with 17 data, maxim of quality was found 14 data, 16 data of maxim of relation, and the least was 7 data of maxim of manner. sari and afriana (2020) analyzed the utterances in “about time” movie containing the cooperative principle by applying grice (1975)’s theory to analyze the data. this study aimed to investigate the cooperative principle. the result of this research was found 37 data of maxims. quantity and manner were the maxims uttered in the movie with 14 data each maxim. maxim of quality was found 7 data. maxim of manner was the least uttered with 2 data. according to the previous research, it can be concluded that both studies used grice (1975)’s theory. the result also showed the same result where maxim of quantity was the most uttered. present research uses grice’s theory to analyze the data. what makes the present research different from the previous research is the data source. the objective of this study is to find out and analyze the cooperative principle that is uttered in the series. in the series, society interacts and communicates with each other. therefore, researchers used “fate: the winx saga episode 1” as the data source. cooperative principle in actual speech activities, the speaker and the hearer can communicate smoothly due to each having background knowledge about what is being said. between the speaker and the hearer, there is an unwritten conversational contract that what is said is mutually understood (yule, 1996). according to birner (2021), referring to the fluency of communication, both speakers are expected to have cooperative interactions. for the message to arrive well at the speech participants, the communication that occurs needs to consider the cooperative principle. grice suggested that to implement the cooperative principle in order, each speaker must obey four conversational maxims (leech, 1983). these four maxims are maxim of quality, maxim of quantity, maxim of relation or relation and maxim of manner (grice, 1975). maxim of quality tell the truth is required by this maxim of quality. each speaker contributes by giving the correct information. in other words, any conversational contribution had to be supported by enough evidence to back up what the speaker’s utterances. this phenomenon is a basic 126 rule, when the hearer must be able to admit that speaker is telling the truth and understand the utterance (grice, 1975). example: a : “do you know where putera batam university is?” b : “in jl. soeprapto muka kuning batam” (saragih & johan, 2020) maxim of quantity in the utterance, each speaker of the conversation is required to contribute only the information needed as much as needed by the hearer and do not contribute that is more informative than is required. if the speaker expresses the utterances that indicate the short information needed, then the interlocutor will find it difficult to identify what is being discussed (cutting & fordyce, 2020). example: mandy : “hei, what is the capital city of canada?” austin : “it is ottawa.” (sari & afriana, 2020) maxim of relation the third maxim is concerned with relevance. it says that speakers should only reply correctly. this maxim requires that each speaker of the conversation contribute that is relevant to the problem of the conversation. it can be interpreted that the maxim in conversation is required to make a relevant contribution according to what was said before (cutting & fordyce, 2020). example: husband : “where is my pen?” wife : “it is in your bag.” (munthe & ambalegin, 2021) maxim of manner the maxim of manner in this cooperative principle states that the speech participant must provide information to the interlocutor directly, clearly, not excessively, coherently, and not vaguely. in other words, the speech given is easy to understand by avoiding vague, taxa, and concise statements, and speaking regularly with the aim that the speaker speaks directly, clearly, brief and orderly (yule, 2020). example: bonnie : “we’re really proud of you judy” stu : “yeah, scared too. really, it’s kind of a proud-scared combo.” (napitupulu & ambalegin, 2022) communicating activities require clarity of speech, speakers are required to provide information that is free from ambiguity or ambiguity. in this case, a context should not be separated from each utterance. acceptable sentences issued by native speakers will be ambiguous when the context is removed (thomas, 1995). 2. research methods descriptive qualitative research design was used in this research. creswell and creswell (2018) proposed qualitative research to describe, explore and understand the meaning that is considered by amount of people or groups from humanitarian or social problems. creswell and creswell (2018) added that the researcher must be interested in the process, meaning and understanding which is then in the form of words and pictures. furthermore, the results of this study were described in a descriptive manner. 127 this research applied an observational method by using sudaryanto (2015)’s theory in collecting data. non-participatory technique was used in this research. for this reason, researchers did not participate in the conversation during observation. along with nonparticipatory technique, note taking technique was used in this research after the first technique was applied (sudaryanto, 2015). there are three steps of collecting the data. first, movie was watched and read the script of the series. second, the utterances were selected that contained cooperative principal utterances. third, the researchers took note or wrote down the data that had been found and highlighted the utterances. afterwards, this research used pragmatic identity methods to analyze data. this pragmatic identity method was theorized by sudaryanto (2015). the technique used in analyzing the data was pragmatic competence-in equalizing which was also theorized by sudaryanto (2015). there were some steps to analyze the data used in this research. first, researchers found out the highlighted utterances based on the context. second, analyzing the types of cooperative principle by applying grice (1975)’s theory. last, the result revealed the types of cooperative principal utterances that uttered by the characters in the fate: the winx saga episode 1 with explanation descriptively. table 1 the cooperative principle in fate: the winx saga episode 1 the cooperative principle frequency percentage maxim of quality 11 19% maxim of quantity 11 19% maxim of relation 18 32% maxim of manner 17 30% total 57 100% this research was found 57 data of utterances in fate: the winx saga episode 1 that contained the cooperative principle. four of cooperative principle are maxim of quality (11), maxim of quantity (11), maxim of relation (18), maxim of manner (17), 12 data of the total data were discussed in discussion. 3. discussions the cooperative principle is the cooperative in establishing effective communication between speakers and listeners. according to grice (1975), there are four types of cooperative principle. there are maxim of quality, maxim of quantity, maxim of relation or relation and maxim of manner. this chapter is discussed about the findings of four maxims. maxim of quality data 1 bloom : “i was half-expecting a school full of tinkerbell is zipping around.” dowling : “disappointed?” bloom : “just kinda bummed. i didn’t see a single pair of wings.” (00:06:16) the utterance above is an example of maxim of quality. the context began in the setting of dowling’s principal’s office. bloom (hearer) was interviewed by dowling (speaker) about her new school. the second utterance of hearer above indicates one of cooperative principle. the hearer was telling the truth by saying what she believed to be true. the hearer added evidence to support her first statement. this is called maxim of quality. 128 data 2 aisha : “did you say you grew up at alfea?” terra : “i did. weird childhood, let me tell you.” (00:13:15) the second datum above showed the situation, the speaker (aisha) was trying to get to know more about the hearer (terra)’s childhood. before it happened, terra was ignored by her other friend. the hearer answered “i did”, was cooperative in this conversation. then, the hearer continued to support her statement, “weird childhood, let me tell you.” this gives more evidence to back up her statement. researchers investigated hearer’s expression contained maxim of quality. data 3 aisha : “is there any chance you’re adopted?” bloom : “no, i… no, i’ve heard the story of my birth a million times. miracle baby. i had a heart defect in the womb, but a day after i was born, it was gone.” (00:32:17) the short conversation above took place in a school building. the conversation occurred between aisha (speaker) and bloom (hearer). the speaker asked the hearer, “is there any chance you’re adopted?” then, the speaker answered it correctly and truthfully, by starting the answer “no”. she continued with evidence, “no, i’ve heard the story of my birth a million times. miracle baby. i had a heart defect in the womb, but a day after i was born, it was gone.” she believed that this statement was true based on what happened during her life. therefore, this utterance indicates maxim of quality. maxim of quantity data 1 sky : “so, presumptuous. you must be a fairy.” bloom : “i am a fairy.” (00:03:51) the context showed that sky (speaker) was curious about bloom (hearer). the speaker wanted the required information from the hearer. the hearer answered “i am a fairy”, means giving a contribution as informative. without saying too much, but saying enough. hearer’s utterance indicated maxim of quantity. data 2 mom : “how was your flight?” bloom : “good. you know, long.” (00:08:04) the context above showed bloom (hearer) was talking to her mom (speaker) on the phone. the hearer was trying to answer the speaker’s question by giving enough information. first, the hearer said “good”. then, she continued with the evidence as needed. this utterance indicated maxim of quantity. data 3 dad : “hey i see a window. do you have a nice view?” bloom : “no. the first years have crap views.” (00:08:52) the context above showed bloom (hearer) was talking to her dad (speaker) on the phone. the hearer was trying to answer the speaker’s question by giving enough information. first, the hearer said “no”. then, she continued with the evidence as needed, “the first years have crap view”. this means, the utterance indicated maxim of quantity. maxim of relation data 1 saul : “how long since the last sighting?” harvey : “about two decades” (00:18:05) the context of the conversation above showed saul (speaker) was talking to harvey (hearer). the setting was in the forest near school. they were investigating the death body. in 129 the middle of conversation, the speaker asked the hearer, “how long since the last sighting?” the hearer answered the question with relevant. the answer was not beyond the topic of what was being discussed before. this utterance indicated maxim of relation. data 2 terra : “doesn’t it only work outside the barrier?” stella : “yes. and there’s a gateway in the old cemetery.” (00:37:39) the context of the conversation above showed terra (speaker) was talking to stella (hearer). the setting was in the school. they were talking about the ring that can be used to teleport. in the middle of conversation, the speaker asked the hearer, “doesn’t it only work outside the barrier” the hearer answered the question with relevant. the answer was not beyond the topic of what was being discussed before. this utterance indicated maxim of relation. data 3 bloom : “aisha, what is changeling?” aisha : “a changeling is a fairy baby that’s switch with a human one at birth” (00:32:40) the conversation above showed bloom (speaker) was talking to aisha (hearer). the setting was in the school. the speaker did not understand asked the hearer about “changeling”. the speaker did not understand what the meaning of it. the hearer answered the question with relevant. the answer was not beyond the topic of what was being discussed before. this utterance indicated maxim of relation. maxim of manner data 1 bloom : “so, when do we start?” dowling : “classes begin tomorrow. you’ll start with the basics. learn to use your magic slowly but safely.” (00:06:40) the short conversation above contains maxim of manner. this conversation happened in dowling’s office. bloom (speaker) asked dowling (hearer) about her first schedule of class. the explanation of the hearer was indicated maxim of manner. she uttered a brief information that was not ambiguous as the speaker required. data 2 terra : “dad, where are you going? greenhouse? anything you need to help with?” harvey : “that is not going to happen, love.” (00:19:30) the context above showed harvey went back from the forest after the death body investigation. terra (speaker) directly asked his father, harvey (hearer), “anything you need to help with?” then, the hearer answered “that is not going to happen, love” the hearer was trying to keep her daughter from interfering with this investigation. this utterance of the hearer indicated maxim of manner. the utterance contained the information directly, clearly, and not vaguely. therefore, the speaker was easy to understand by the aim of hearer directly and clearly. data 3 saul : “did it break your skin?” dowling : “no, i’m not infected.” (00:48:58) the context above showed the conversation of saul (speaker) and dowling (hearer). after the battle of dowling and stranger thing, saul concerned to dowling. the speaker asked, “did it break your skin?” then, the hearer answered “no, i’m not infected.” this 130 utterance of the hearer indicated maxim of manner. the utterance contained the information directly, clearly, and not vaguely. therefore, the speaker was easy to understand by the aim of hearer directly and clearly. 4. novelties the cooperative principle in communication activities is desired by the speech participants to make a good contribution. the novelties from this article is an analysis of four maxims that is uttered in fate: the winx saga, especially in episode 1. the series was produced by archery picture in 2021 and debuted on netflix. interestingly, in the first 28 days of release, it has been watched by 57 million subscribers. in addition, the series has an interesting story. it is about a teen drama series, a fairy searching for her true self. this article presents how the four maxims are used in the conversation of this series. in analyzing, this series is required an accuracy. this article is expressing of how people cooperate in having a conversation with four maxims. lastly, this article also presents the context of situation in fate: the winx saga episode 1. 5. conclusion based on finding and discussion above, it can be concluded that cooperative principle, based on grice (1975)’s theory, was uttered or occurred in fate: the winx saga episode 1. researchers found 57 data of utterances that contained the cooperative principle. this cooperative principle consisted of four maxims in the analysis. maxim of relation was found 18 data (32%) which were the most occurred in the movie. it can be said that the characters in the movie had conversation frequently required relevant contribution according what the speaker and the hearer discussed before. then, the result showed maxim of manner with 17 data (30%). finally, maxim of quality and quantity had the same data result with 11 data (19%) each maxims. maxim of quality and quantity became the least uttered in the movie. 131 references birner, b. j. (2021). pragmatic: a slim guide. oxford university press. creswell, j. w., & creswell, j. d. (2018). research design: qualitative, quantitative and mixed methods approaches (5th ed.). sage publications. cutting, j., & fordyce, k. (2020). pragmatics: a resource book for students (4th ed.). routledge. grice, p. (1975). logic and conversation. in p. cole, & j. l. morgan. (eds.), syntax and semantics, vol. 3, speech acts (pp. 41-58). new york: academic press. leech, g. n. (1983). principles of pragmatics (1st ed.). longman. mey, j. l. (2001). pragmatics: an introduction (2nd ed.). blackwell. munthe, d. e., & ambalegin, a. (2021). non-observance maxims in “sonic the hedgehog” movie. jib, 9(1), 2. https://doi.org/10.34050/jib.v9i1.11707 napitupulu, e. b., & ambalegin, a. (2022). the ooperative principle in zootopia (2016) movie. jib, 10, 1–8. https://doi.org/10.34050/jib.v10i1.14678 saragih, s., & johan, m. (2020). maxims in novel “the fault in our stars” by john green: pragmatics approach. ideas: journal on english language teaching and learning, linguistics and literature, 8(1), 340–352. https://doi.org/10.24256/ideas.v8i1.1401 sari, y. w., & afriana, a. (2020). the cooperative principle analysis in about time movie. linguistic, english education and art (leea) journal, 4(1), 66–76. https://doi.org/10.31539/leea.v4i1.1369 sudaryanto, s. (2015). metode dan aneka teknik analisis bahasa : pengantar penelitian wahana kebudayaan secara linguistis. sanata dharma university press. thomas, j. a. (1995). meaning in interaction: an introduction to pragmatics. routledge. yule, g. (1996). pragmatics (1st ed.). oxford university press. yule, g. (2020). the study of language (7th ed.). cambridge university press. 132 biography of authors fatizatulo zega is currently an undergraduate seventh-semester student and soon to be graduated from university. he took english literature at putera batam universityas, he interested in learning linguistics and literary criticism. email: pb191210060@upbatam.ac.id ambalegin, s.pd., m.pd. is an active lecturer at putera batam university. he also contributes frequently in conducting research. his interest of research ranges from pragmatics, phonetics, morphosyntax, sociolinguistics, applied linguistics, language maintenance and english language teaching. he earned his bachelor degree of english language education in universitas negeri medan and his master degree of english language education in ust yogyakarta. email: ambalegin@puterabatam.ac.id mailto:pb191210060@upbatam.ac.id mailto:ambalegin@puterabatam.ac.id sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 14, no. 1, january 2020, pages: 128-136 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i01.p013 128 the relationship between language learning strategies used by vocational students and level of proficiency 1 hilda yustitiasari malang, indonesia mauludia1985@gmail.com 2 esti junining, 3 sahiruddin universitas brawijaya, malang, indonesia email: 2 esti@ub.ac.id 3 shrdn@ub.ac.id article info abstract* received date:26 dec 2019 accepted date: 27 dec 2019 published date:31 dec 2020 keywords:* language learning strategies efl learners english proficiency of high proficient english proficiency of low proficient the vocational college students instructed by the teacher to used selfdirected learning in learning english outside classroom or during the internship. due to the requirement of graduation which they should pass the toefl test after the internship. the self-directed learning is exercised by managing students’ language learning strategies (lls) which known could improve language proficiency. hereby, this study identifies: (1) the language learning strategy used by vocational college learners based on high and low proficient, (2) the relationship between language learning strategy and english proficiency of high proficient, (3) the relationship between language learning strategy and english proficiency of high proficient. the participant of this study is 52 students of politeknik kota malang which willing to complete the strategy inventory of language learning (sill) and done the toefl test. this study employed correlational research design to identify the relationship between variables which is multiple regression analysis employed in this study. there are six strategies of language learning strategies by oxford (1990) as the independent variables (predictors) and english proficiency (criterion) as the dependent variable. the result showed that although, language learning strategy cannot simultaneously predict the english proficiency of high proficient and low proficient, compensation strategy reported as high frequently used by high proficient learners. while metacognitive strategies reported used by low proficient learners. 1. introduction the english subject formally learned at the primary level was no longer compulsory in 2014 which resulted in the decrease of the proportion of english subject to be learned at school. in addition, the proportion of learning english for the students at the tertiary level was only two or three times per week. the limited time of learning english in classroom requires learners to learn by themselves outside classroom setting. therefore, learners should be aware of their responsibility to maximize their english learning from their own efforts. a good learner was found to apply strategy within proactive and creative efforts in improving their own learning (dornyei, 2015). mailto:esti@ub.ac.id mailto:shrdn@ub.ac.id 129 english learning in the university experience paradigm from teacher centered learning to students centered learning. sabilah et al (2018) state that the instruction which follow the childs’ lead and giving respond give more chance to the students to comprehend the materials rather than using classical techniques. therefore, the teacher should lead learners to build self-directed learning. self-directed learning itself reflects learners’ ability or skill to be initiative in setting their own learning goals and arranging the english learning (min and pey, 2010). it is important for the teacher to guide learners to exercise the self-directed learning. the tool used by learners in practicing the self-directed learning is language learning strategy (min and pey, 2010). furthermore, language learning strategies implemented and applied by the teacher for students can give an impact to the effectiveness of teaching and learning a language in class and obtain learners’ achievement in english proficiency. saliu (2013) also stated that the teacher should be aware to the learner’s needs in the english course. therefore, there should be a harmony between the learner strategy in learning a language with the instruction and content or materials from the teacher. based on research by lestari et al (2017) cognitive and affective factors in learning language in this case is speaking, affecting the method of asri ( aims, sequence, role play and interaction) in communication which could improve the students ability. however, dabaghi and akvan, (2014) that the process of building the language learning’s material and the material development should be started with an investigation about the learner’s language learning strategies and make the learning more learner-centered. the present study is situated in one of the vocational colleges in indonesia, namely malang state polytechnics or popularly known as politeknik kota malang (poltekom). one of its visions is to produce graduates with competence in english as an instrument to compete in the global world. from the curriculum of poltekom, the english course is compulsory from the first to four semesters. the english materials focus on toefl and toeic materials, and supplementary applicative materials in english focus on technical english related to certain study program being taught. therefore, students are required to complete certain toefl or toeic equivalent test every semester from the first to the fourth semesters. the teacher leads learners to build selfdirected learning. self-directed learning itself reflects learners’ ability or skill to be initiative in setting their own learning goals and arranging the english learning (min and pey, 2010). after that, the students should take internship or industrial work training (praktek kerja industri /prakerin) in two semesters. meanwhile, the students consistently learn the english subject outside the classroom since after the prakerin they should pass the toefl test as the requirement before they graduate. hereby, the students should continuously and independently maintain learning english language on their own space in the last two semesters throughout prakerin. thus, in this case is important to practically use the self-directed learning which language learning strategy (lls) as the main tool in maintaining the language learning (min and pey, 2010). based on that background of the study, the researchers are intended to found (1) the language learning strategy used by vocational college learners based on high and low proficient, (2) the relationship between language learning strategy and english proficiency of high proficient, (3) the relationship between language learning strategy and english proficiency of low proficient. 130 2. research methods in this regards, this study in nature employed a quantitative approach as the deductive research aimed to test the hypothesis or hypotheses. based on ary et al (2006), quantitative is the measurement of the numerical data used to test the hypothesis in systematic ways. the quantitative research classifies the research based on the purpose in which this study investigates the relationship between two or more variables and determined whether or not there is correlation between variables, therefore, correlational research design employed in this research. in more detail, the lls variables overall consist of more than two variables: 1) memory strategies, 2) cognitive strategies, 3) compensation strategies, 4) metacognitive strategies, 5) affective strategies, 6) social strategies. meanwhile, dependent variable is only english proficiency. the population of this study was sixth semester students consisting 154 students from diploma three programs: telecommunication engineering, informatics engineering, and mechatronics engineering in malang state polytechnics (politeknik kota malang/poltekom). meanwhile, there were some criteria to be included in this study, such as sixth semester students who completed the english course, the students who voluntarily participated in this study by completing sill questionnaire, and those who have done the toefl test. thus, the total of participants (sample) in this study who met the criteria as set out above were 52 students. there were two instruments in this research consisted of strategy inventory for language learning (sill) version 7.0 by oxford (1990), and toefl test. in more details, sill was used to measure the strategies used by learner, and toefl test was to measure l2 proficiency. in this research the items of strategy inventory of language learning (sill) instruments were valid since there were no items deleted and the significant of all the items were under 0.05 and the reliability of the sill was cronbach’s alpha was .96. this demonstrated that the instrument used in this study had high reliability and the results of this study can be trusted and reliable. the toefl test was assumed to be reliable as it has been widely used as instrument in other previous studies. the data collection of the main study was conducted during the middle of july until early august 2019. the researcher contacted the lecturers to arrange the schedule. the arrangements were made for three things: asking permission for an agreement purpose to fill the questionnaire, explaining about the purpose of the survey, and giving the due date to accomplish the questionnaires. in the middle of august until the early october 2019 the researcher collected the toefl score and continued to the next step of the research, that is conducting the data analysis. the procedures of analysis are descriptive statistic and inferential statistic. in descriptive statistics, the researcher categorizes the lls used by the learners based on the efl proficiency. furthermore, in inferential statistic, the researcher examines the correlation between variables being investigated. the results of the questionnaire were analyzed and measured with multiple regression analysis. the researcher identified the result of multiple regression analysis through measurements. first, the researcher examined coefficient correlation (r) as the indexes of the association of independent variables with dependent variable, and the square multiple regressions (r 2 ) was seen as the indicator of how well the dependent variable was determined by independent variable (s). second, the researcher measured the simultaneous correlation (f) of lls to english proficiency to answer the research hypotheses. third, the researcher measured the partial (t) to see the partial effect of every lls’s to english proficiency. 3. discussions based on general picture of descriptive statistics of lls profile across participants, this study was focused more details in lls profile by high proficient learners and also low proficient 131 learners. the high proficient learners were defined in this study for the participants who got the toefl score between 378 and 460. the toefl score in this category when referring to the cefr is included in b1 category. the total number of the participants with high proficiency was 22 out of 52 participants. table 1 descriptive statistics for the lls use by high proficient learners category of language learning strategies rank mean sd compensation strategies (com) 1 3.56 0.68 metacognitive strategies (mc) 2 3.46 0.70 social strategies (s) 3 3.37 0.79 cognitive strategies (cog) 4 3.35 0.49 affective strategies(a) 5 3.25 0.82 memory strategies (m) 6 3.15 0.60 based on the table 1, there were six kinds of lls use employed by learners with high english proficiency. generally, the third most lls used by the high proficient learners were compensation strategies, metacognitive strategies and social strategies. cognitive strategies, affective strategies, and memory strategies were the least used strategies in this context. as stated in chapter two, the compensation strategy is classified in direct strategy while metacognitive strategies and social strategies are included in indirect strategy. in this situation, high proficient learners used compensation strategies by guessing the linguistics clues and switching into second language mother tongue with gesture or using synonymy. meanwhile, the use of metacognitive strategies reflected the tendency for these learners to overview the known material of language, plan the language task and evaluate their own learning. the last, high proficient learners used metacognitive strategies in which they were cooperated with other learners and having tendency to understand the cultural background of the language. on the other sides, the use of lls based on the result of sill questionnaire by low proficient learners was also of interest. low proficient learners in this study referred to the participants who got the toefl score under 377. the toefl score within this range according to the cefr is included into a2 category (n=30). table 2 descriptive statistics for the lls use by low proficient learners category of language learning strategies rank mean sd metacognitive strategies (mc) 1 3.28 0.82 memory strategies (m) 2 3.23 0.72 affective strategies(a) 3 3.21 0.89 cognitive strategies (cog) 4 3.20 0.59 social strategies (s) 5 3.15 0.86 compensation strategies (com) 6 3.11 0.75 table 2 reports the condition of lls employed by low proficient learners. i more details, the first three rank of lls dominantly used were metacognitive strategies, memory strategies and affective strategies. meanwhile, cognitive strategies, social strategies, and compensation strategies were among the three least strategies being used by these learners. as stated in chapter two, memory strategy is classified to be direct strategy, while metacognitive and affective strategy are clustered in indirect strategy. it could be assumed that low proficient learners dominantly used memory strategies by representing the words into sound, image, keyword or 132 mapping and using gesture to remember the words or phrases. on the other sides, the metacognitive strategies reflect the fact that these types of learners are good at planning and evaluating their own learning. the last is the affective strategies covering the tendency to lowering their own anxiety by relaxation and discussing their own feeling. another tendency is using positive statement as reward to their selves and taking risk wisely by checking the list of learning. table 3 the anova test result of multiple regression analysis between lls and english proficiency of high proficient learners model sum of squares df mean square f sig. 1 regression 5679.751 6 946.625 1.050 .433 c residual 13527.204 15 901.814 total 19206.955 21 b. predictors: (constant), social, compensatory, metacognitive, memory, cognitive, affective the table 3 shows the distribution of pvalue = 0.433 > 0.05 in which this leads to the acceptation of null hypothesis. this study found that there was no significant predictive value of lls on english proficiency for high proficient learners. in other words, lls cannot be used simultaneously to predict the toefl score of high proficient learners. table 4 the anova test result of multiple regression analysis between lls and english proficiency of low proficient learners model sum of squares df mean square f sig. 1 regression 3758.103 6 626.351 . 853 .543 b residual 16887.763 23 734.251 total 20645.867 29 a. dependent variable: toefl b. predictors: (constant), social, compensation, memory, cognitive, affective, metacognitive from the table 4 shows the distribution of pvalue = 0.543 > 0.05 in which this leads to the acceptation of null hypothesis. this study revealed that there was no significant correlation between lls the english proficiency of low proficient learners. in other words, lls cannot be used simultaneously to predict the toefl score of low proficient learners. the result showed that lls was not significantly correlated with english proficiency by high proficient learners. however, based on the categorization of strategies used by an indonesian efl learner showed that the first strategy dominantly used by students with high proficiency is compensation strategies. this is in line with research by alfian (2018) that the middle proficient level learners tended to use compensation. however, the present research is on contradictory to research by rismayana (2017) that compensation strategies were the least strategies used. moreover, this present study is in contrast with research by dai (2016) that the highly strategy used by high proficient learners is memory strategy where the students use the traditional lls method such as reciting vocabulary and grammar. the last result of this research is that lls was not significantly correlated with english proficiency by low proficient learners. this is in line with research by shabankareh and 133 hadizadeh (2011) observing that low proficiency level was not affected by the language learning strategies. the first strategy used by students with low proficiency is metacognitive strategies. the finding of this study si also in contrast with a research by rismayana (2017) involving english department students with toefl score in the range 377-459 in which they mainly used metacognitive strategies. in this present study, students with score ranging from 377 to 459 are define as high proficiency. furthermore, the result of categorization showed that affective strategies is third strategies used by low proficient learners in this present study. this is in line with the study by alfian (2018) the learners with low proficiency supported their learning by lowering anxiety and keeping themselves aware of their emotional temperature. another result of categorization of lls showed that the last strategy used by learners with low proficiency in this present study is compensation strategies. this is in-line with zhou and intaraprasert (2015) compensation strategy also became the last strategy used by learner with low proficiency. furthermore, the metacognitive strategy is the second strategy used by students with high proficiency in which rismayana (2017) and zhou and intaraprasert (2015) stated as metacognitive strategy to be the most frequently used strategy by learners with high proficiency. however, the learners with low proficiency also used these metacognitive strategies as found in this study and alfian’s (2018) study demonstrating that the metacognitive strategy is strategy used by the learners with both high proficiency and low proficiency levels. above all, lls was evident to be not significantly correlated with english proficiency across and between proficiency levels. moreover, the lls showed the small percentage to be the predictor of english proficiency in which the students have not been aware in the use of lls in their learning development. however, the use of all language learning strategies based on sill questionnaire is in the high level in which they have tendency to employ various language learning strategies in their english learning. hereby, the result also showed that strategy mostly used by high achievers is compensation strategies and the strategy mostly used by learners with low proficiency is metacognitive strategies. therefore, it can be concluded that the strategy which has relationship with english proficiency and mostly used by the learners with high proficiency is compensation strategies. this strategy needs to be brought into efl classroom for the sake of english development. 4. novelties the research about lls and english proficiency are also conducted by some researchers in indonesia. for example, alfian (2018) examined the lls used by efl teacher education’s students of islamic university indonesia based on three levels of grade point average (gpa). rustam, hamra and weda (2015) examined lls used by students of merchant marine study polytechnics makassar by dividing students into two groups: successful and unsuccessful students. the result showed that the successful students mostly used metacognitive and compensation strategies. moreover, nasihah & cahyono (2017) examined the correlation between lls and writing achievement, motivation and writing achievement, lls, motivation and writing achievement for the students of high school level in malang. the data were analyzed using regression analysis. the result showed that lls contributed to the increase of student’s writing achievement. hayati (2015) investigated the relationship between the beliefs, lls and english achievement for management department student of stienas. the data were analyzed using multivariate correlation and pearson’s product moment to determine the correlation between sill and the english scores. 134 rismayana (2017) examined lls used by students of english major in unm, particularly in the categorization of proficiency based on toefl and the correlation between lls and proficiency levels. the data were analyzed using multiple regression analysis. rachmawaty et. al (2018) examined lls used by english department students of universitas mulawarman and its relationship with english proficiency. the data were analyzed using multiple regression analysis. research in lls and english proficiency has been widely examined in context of indonesia only do several studies focused in examining the relationship between lls and the english proficiency; research by hayati (2015), rismayana (2017) and rachmwaty et. al (2018). therefore, this present study is intended to add the deeper investigation about the relationship between six lls and different achievers (high achievers and low achievers). previous studies have not looked at the lls profile and its relationship to l2 proficiency levels. the various participants of this study is filling the gap of majors or study from other researchers in indonesia. dai (2016) investigated the tianjin sino-german vocational technical collage china. hao & nai (2015) investigate the learners from tzu chi college of technology. meanwhile, rismayana (2017) and rachmwaty et. al (2018) examined english department’s student, and hayati (2015) investigated the management department student of stienas samarinda. therefore, the present study investigated lls and english proficiency for vocational college students. 5. conclusion this present study revealed that the most dominantly used strategies by high proficient learners are compensation strategies, followed by metacognitive strategies and social strategies. on the other sides, the most frequently used strategies by the low proficient learners are metacognitive strategies, followed by memory strategies and affective strategies. furthermore, lls cannot also simultaneously predict english proficiency of high proficient learners, and similarly lls cannot simultaneously predict english proficiency of low proficient learners. thus, it can be concluded that the use of all language learning strategies cannot be used simultaneously to predict the learner’s english proficiency. hereby, it is essential for high proficient learners to employ compensation strategy in which the learners guess the meaning when the learners do not understand the meaning. the high proficient learner also employs social strategies in which the learner interacts with peers or others to develop their english. it can be conclude that, the learners the high proficient learners have tendency to use those strategies rather than employing metacognitive strategies in which it generally needs much time in terms of planning, identifying and evaluating their own learning. based on the result of the questionnaire, it is evident that all the learners of high proficiency and low proficiency tend to used strategies directly and indirectly. thus, it is important for the english instructors to educate the learner to employ language learning strategies since the learners will be able to face the difficulties and maintaining their own learning either inside or outside the classroom. independent learning is the main key issue in lls study. 135 references: dai, h. (2017). an empirical study of vocational collage students’ english learning strategies. atlantic press: advance in economics, business and management research, vol. 30, pp 180-183. dornyei, z and ryan, s. (2015). the psychology of the language learner revisited. newyork: routledge. ary, d; jacobs, l. c; sorensen, c. ks; walker, d. (2006). introduction to research in education. california: wadsworth group. alfian. (2018). proficiency level and language learning strategy choice of islamic university learners in indonesia. teflin journal, volume 29, number 1, pp 1-18. hao, y. c & nai y. c. (2015). effects of language learning strategies and learners’ motivation on students’ learning achievement. international journal of english language education, vol. 3, no. 2, pp 132143. hayati, n. (2015). a study of english language learning beliefs, strategies, and english academic achievement of the esp students of stienas samarinda. dinamika budaya: journal of education, vol. 15 (2), pp 297323. lestari, d., suastra, i., pastika, i., sedeng, i. (2017). developing a method of learning english speaking skill based on the language function used in the food and beverage service. e-journal of linguistics, vol. 11, no. 1, pp 70-79. min, h., pey, c. . (2010). efl learners’ language learning strategy use as a predictor for selfdirected learning readiness. the journal of asia tefl, vol. 07, no. 02, pp 153-176. nasihah, m., & cahyono, b. y. (2017). language learning strategies, motivation, and writing achievement of indonesian efl students. arab world english journal, 8 (1) pp 250 263. doi: oxford, r. (1990). language learning strategies: what every teacher should know. heinle and heinle publisher. rachmawaty, n., wello, m. b., akil, m., dollah, s. (2018). do cultural intelligence and language learning strategies influence students’ english language proficiency?. journal of language teaching and research, vol. 9, no. 3, pp. 655-663. rachmawati, d .l. (2015). language learning strategies adopted by english for specific purpose (esp) students in merdeka university malang. malang: universitas brawijaya. rismayana. (2017). the correlation between lls and proficiency level fenglish departement students in unm. elite: english and literature journal, vol. 4, no. 2, pp 3750. 136 rustam, n. s., hamra, a., weda, s. (2015). the language learning strategies used by students of merchant marine studies polytechnics makassar. elt worldwide, vol. 2, no. 2, pp 77-94. sabilah, f., beratha, s., budiarsa, s., yadnya, p. (2018). designing the intercultural teaching using “dialog reading” strategies for english students at primary schools. e-journal of linguistics, vol. 12, no. 1, pp 1-14. zhou, c & intaraprasert, c. (2015). englishmajor pre-service teachers’ language learning strategy use in terms of enjoyment english learning. journal of language teaching and research, vol. 7, no. 6, pp. 1103-1110. biography of authors hilda yustitiasari, s.s., was born in malang on september 16 th 1991. he graduated his bachelor degree in the faculty of cultural studies, universitas brawijaya in 2014. she is currently completing her master degree in the master program in linguistics, universitas brawijaya. dr. esti junining, s. pd., m. pd. is lecturer in faculty of cultural studies, universitas brawijaya, malang, indonesia. email: esti@ub.ac.id sahiruddin, ph. d is lecturer in faculty of cultural studies, universitas brawijaya, malang, indonesia. email: shrdn@ub.ac.id mailto:esti@ub.ac.id mailto:shrdn@ub.ac.id sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 2, july 2023, pages: 203--213 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i02.p09 203 the ideology of toba batak in dalihan na tolu: an ecolinguistics study magdalena br marpaung email:marpmaqdie@gmial.com university of darma agung medan, indonesia article info abstract* received date: 09 januari 2023 accepted date: 2 februari 2023 published date: 31 july 2023 keywords:* valency, arguments, dalihan na tolu, ideology, ecolinguistics this study is based on the structure of dalihan na tolu which is composed of verb + verb in lines 1 and 2, and adverb + verb in line 3. these structures made toba batak people defined it in two ways; headed by somba, elek, and manat or headed by marhula-hula, marboru, and mardongan tubu. this study analyzed the valency and arguments in dalihan na tolu to define its real ideology. the findings explained (1) the three lines of dalihan na tolu are headed by the words of marhula-hula, marboru, and mardongan tubu, (2) while the way of how to apply the ideology is reflected from the words of somba, elek, and manat. these findings defined the real ideology of toba batak in dalihan na tolu is to create and maintain relations; brothers to sisters and siblings in the way of somba (respected), elek (loved), and manat (maintain). additionally, the way people of toba batak show the ideology reflected in dalihan na tolu defined the ideology as an ambivalent story that is half aligning with the real message of dalihan na tolu itself. 1. introduction ideology is the values and beliefs shared in a community (wei, 2018., stibbe, 2015). language which reflected an ideology in a community defined the stories people lived by, because language has the ecological philosophy, ecosophy, which consisted of human physical and social life, culture, and the language itself. the ecological philosophy, ecosophy, is investigated by a set of linguistics tools or linguistic framework which is called ecolinguistics. the perspective of ecological philosophy in ecolinguistics is not a sudden coming, it is started by sapir to haugen and continued by halliday and finally, stibbe defined it from his own perspective. the followings are some literatures about language and ecology or its environment. the first literature was from sapir (1912), who defined language as an entity influenced by both physical and social human interaction. previously, sapir also defined language environment in two ways: (1) human physical and social interaction and (2) language-to-cultural interaction. in his concept, sapir defined language as an entity in an environment which is called ‘language and environment’. in conclusion, in this literature, language is explained in its environment the human life; both physical and social, including cultural interaction. this literature believed language is strongly affected by those factors as its environment (vaishali & rukmini, 2021). the next literature explained that language grows in its ecology which is defined as the ecology of language (haugen, 1975). in the metaphor of ‘ecology of language’, haugen defined three aspects of it, they are (1) symbolic; language is expressed in the co-existence of a symbolic system, (2) psychological; language has interacted with other languages in bilingual and multilingual speaker, and last (3) sociological; means of social interaction in communication. in conclusion, haugen defined language ecology as the ecology of a language that is human-centric; mainly determined by people who learn the language, use it, and transmit it and because of it enlarges the environment of the language. unlike haugen who used ‘ecology’ as the metaphor for the environment of language, halliday defined it as the usage of language from the perspective of anthropocentric and ecocentric. halliday brought the issue to the critical discourse analysis due to the environment of the language which is explained as the usage of the language by people as the users. in conclusion, 204 the perspective of halliday to the ecology of language by haugen is derived to criticize the ecology of the language itself or eco-criticism with the objective to create an awareness of the ecology of the language itself. another literature came from nettle and romaine (2002), which was further defined by the term biolinguistics diversity; connecting the extinction of language to the extinction of biolinguistics diversity or further defined as bio-diversity concerning the culture and people as the users of the language (todd levasseur, 2014). in conclusion, ecolinguistics is the term refers to the interaction of language to its environment of (1) symbol, (2) another language, and (3) humans with their social life and one of them is culture (ghorbanpour, 2021; mahnaz, 2018; vaishali & rukmini, 2021; wei, 2018). the discussion of ecology and linguistics is continued to the concept of language, ecology, and life philosophy relations or by arran stibbe (2015) defined as ecosophy. arran stibbe defined language as stories we lived by, that language can tell the condition of language ecology or environment. combining his approach of halliday to criticize discourse and his perspective to discover the human ecology (ideology, frame, metaphor, identity, etc) through language, the 8 (eight) level of ecolinguistics analysis was created, such as (1) ideology, (2) framing, (3) metaphor, (4) evaluation, (5) identity, (6) conviction, (7) erasure, and (8) salience (mahnaz, 2018; vaishali & rukmini, 2021; wei, 2018). before going further to the ‘stories we lived by’, it is important to conclude the two metaphors of (1) the ecology or environment of language and (2) the language of environment. these two metaphors supported by three groups of literatures; (1) sapir and haugen, (2) halliday, and (3) stibbe. formerly, sapir and haugen explained language developed depended on its ecology or in the metaphor of ‘environment of language’, sapir defined it into physical, social, and cultural interaction while haugen defined it into symbolic, psychological, and social environment. halliday believed language can tell its environment, language can explain itself through the critical discourse analysis. finally, stibbe defined language is affected by its ecological philosophy ‘ecosophy’ that investigates through the language itself by the set of tools or linguistics theoretical framework which is called as ecolinguistics. as it is mentioned previously, ideology is the values or beliefs as stories the people lived by in a community. the story could aligning the ideology which is called beneficial story, it is also can half aligning the ideology that is called ambivalent ideology, but also can contrastive to the ideology that is called as destructive ideology. next, framing is knowledge in a discourse that can be used to criticize other’s ideology or values and beliefs in a community in one area of life, it is found in any trigger words which build framing in the people’s mind. then, metaphor is a knowledge or one’s characteristics of a community that distinguished that community from the other community. the existence of an ideology, framing, and metaphor in a community can be evaluated as good or bad which is called an evaluation in ecosophy. the evaluation will define the people who shared the ideology, framing, and metaphor, the evaluation will define the people’s identity. then, there is a discourse or any other written and spoken language product that shows the true or false value inside which is in the ecosophy called as a conviction. the true or false the value is defined into unimportant and unworthy or also called as erasure and important or worthy which is called as salience. in conclusion, there are 8 parts in ecosophy which is reflected in stories we lived by to be analyzed. the description of the 8 parts of analysis probably will be clearer in the following table: table 1 types of analysis in ecosophy types explanation characteristics ideology value and belief shared in the story the community lived by. the story can align the ideology (beneficial story), half aligning the ideology (ambivalent story), and opposite the ideology (destructive story) discourse, i.e., slogan or any other linguistic features used by the community framing a pack of knowledge to structure the community’s life unique words framing in mind metaphor 205 the pack of knowledge which used to structure stories that distinct one story to another unique words that specify the stories evaluation identity conviction erasure salience stories that express the positive or negative value types of particular person in a community who is reflected in a story defining a particular description; its facticity in a story defining the life value in a story to be unimportant or unworthy defining the value shared in a story as an important or worthy value patterns of language to show the +/ value words that defined people’s characteristics language that shows the facticity patterns patterns of language that fail represent the value of life patterns of language which give prominent to an area of life culture as a part of language ecology exists in all ethnic or culture and one of them is in toba batak tribe. similar to the other environment, the ecology of language in toba batak tribe are in the symbols or metaphor expressed, the language itself, and human interaction or toba batak social life. this social life of toba batak is managed in some rules which also existed in other tribe, one of the rule is dalihan na tolu. it is a slogan which is believed and respected. thus, as it is respected and grouped the people of toba batak in their parts, the slogan is very powerful and significantly affect the social interaction. due to its importance and power, there were some issues related to it as the previous related literature to this study. the first is related to its central power which produced symbols and reflected in the traditional house of toba batak itself, a study to defined the meaning and relation of symbols and meaning of the slogan is explored. the data analysis defined that dalihan na tolu as a central meaning of toba batak tribe is deep-rooted as it is reflected in all parts of the toba batak traditional house (hutagaol et al., 2020). another study tried to defined the position of the slogan in the digital era. by exploring the senior high school students understanding about dalihan na tolu the data defined that currently the meaning of the slogan is merely forgotten due to the development of technology especially the existence of gadget such as smartphone (lubis et al., 2019). a study of defining the existence of the slogan to the tourism site in parbaba village is explicitly explained that toba batak slogan can be effectively support the tourism site by respected one to another in the position which is explicitly stated in dalihan na tolu (sembiring et al., 2019). there were many studies related to toba batak slogan such as the influence of dalihan na tolu maintain friendship and kinship in toba batak tribe (firma harianja & sudrajat, 2021), how the slogan effectively prevent the forest illegal login (harahap & hasibuan, 2019), the way toba batak slogan preventing prostitution in their social interaction (siregar et al., 2016), how the slogan preventing social conflict and support the religious activities (muda & suharyanto, 2020; sahrul & fadhila daulai, 2019), and even defining the students social interaction in the classroom in the application problem based learning in the teaching and learning activity (arwita et al., 2017). afterwards, the study of eco-linguistics developed dramatically, there were study about eco-linguistics analysis related to many areas such as tourism, metaphors, eco-pedagogical, etc. the first is the eco-linguistic analysis to the newspaper of times britain and sputnik about trade wars, this is an eco-linguistic discourse analysis by analyzing the logical system in the news of trade wars. the analysis resulted as follows (1) the russian trade wars is defined to be a free trade system while it was the opposition of british trade war system as it were told in the news, (2) while both of russian and british show a complex and mixed trade system in it (cheng & he, 2022). the other eco-linguistics study was found in the eco-tourism analysis. it was a study at rebo buntung tourism site by defining it as a religious-cultural-structure site because in that 206 tourism site the spiritual attraction still being practiced, and the focus of the study is especially due to the activity of the spiritual performance. the analysis resulted as follows (1) the spiritual performance in that tourism site is called eco-spiritual attraction or performance and (2) the data analysis defined that the eco-spiritual attraction or performance is the one which is maintaining the tourism industry in rebo buntung (supatmiwati et al., 2021). the other eco-linguistic study is to the metaphor use in the newspaper advertisement while advertising their products. the data analysis defined that the metaphors used in the advertisements mainly to attract consumers, it is also defined that metaphors can highlight the exclusivity of the products again to attract consumers to buy the product (ahmed et al., 2021). due to the toba batak culture, a study of water as metaphors in toba batak was defined. it was a study of eco-lexical of water or ‘aek’ in toba batak, the objective of the study is to define the existence of lexical towards water in toba batak. the findings explained that there are some lexicons towards water which are not familiar anymore to the speaker of toba batak such as mabakbak, bibis, and, lungkis (simanjuntak, 2019). the eco-linguistics to defined the symbols in toba batak traditional house is also defined precisely. it is a vernacular architecture study to the eco-linguistic site of toba batak. the findings defined that the vernacular architecture of toba batak traditional house showed an intrinsic value of adjustment process of the vernacular dwelling to the eco-linguistics site (siahaan et al., 2022). there were many study of ecolinguistics such as the eco-linguistics analysis on the novel of la’amaomao (indriyanto, 2021), the eco-linguistics perspectives to framing of animals existence in the quranic discourse (hameed, 2021), the eco-linguistics analysis to the vegan campaign related to the non-human animal existence in their campaign (zhdanava et al., 2021). in conclusion, ecosophy in ecolinguistics perspective defined 8 parts of analysis which had been done lots of them in this decades. the existence of this study is due to the toba batak ideology as it is expressed through the value and belief shared (mainly known as slogan) in toba batak community which is called dalihan na tolu. as it was defined previously, the value is consisted of three lines (merely imperative clauses) which are defined as orders to be respected by all toba batak people. this study is different due to its analysis which is valency and arguments analysis to the three lines (imperative clauses), which makes it different from the other ecolinguistics study which was defining the lexical and symbols as a semiotic study in the traditional house. in other words, the purpose of this study is to define the ideology of toba batak tribe as it is expressed in dalihan na tolu or the questions of this study are as the following: 1. what is the ideology of toba batak as it lies in dalihan na tolu? 2. how does dalihan na tolu shared values and beliefs in toba batak tribe? 2. research method the purposes of this study are (1) to define the real ideology of toba batak lied in dalihan na tolu and (2) to define the way dalihan na tolu shared the values and beliefs in toba batak tribe. in order to get the purposes of this study, dalihan na tolu is analyzed by defining the realization of its valency and arguments in each line of it as explained below: figure 1. dalihan na tolu and its three lines this study is triggered by the structure of dalihan na tolu that is composed by verb + verb the lines 1 and 2, while adverb + verb in the line 3. this composition let dalihan na tolu is possible to be defined in two faces; (1) from the words of somba, elek, and manat, or (2) marhula-hula, marboru, and mardongan tubu. the data are collected by administering the instrument of observation and validated by the method of triangulation to a native speaker of dalihan na tolu somba marhulahula elek marboru manat mardongan tubu 207 toba batak as an informant. the data in this study are analyzed by applying the method of substitution and replacement to the parts of the lines which are tested. in conclusion, this study is a phenomenology or post-positivism study (creswell & creswell, 2018; soegiyono, 2011). 3. discussions this session explained (1) the structure of the three lines of dalihan na tolu, (2) the realization of the valency on the three lines, and (3) the realization of arguments in the three lines. this discussion is started by explaining the structure of dalihan na tolu and its three lines as the following: the lines are composed by the following words: 1. somba and elek are verbs 2. manat is adverb 3. marhula-hula, marboru, and mardongan tubu are verbs which are formed in prefix mar + noun. look at the following examples: 1.a. ikkon somba do hamu tu hula-hula muna pred. subj. compl. [[ikko somba]act verba [do hamu]agent [tu hula-hula muna]oblique]] ‘you must behave respectfully to your brothers’ 1.b. elek anggimi pred. obj. [[elek]act verba [anggimi]patient]] ‘loved your sister!’ in the clause examples of 1.a. and 1.b. the verbs of somba and elek are acceptable to be used as verbs or predicate in the sentence. these examples show the word class of somba and elek as verbs. look at the next following examples: 2.a. marboru au tu imana pred subj. compl. [[marboru]act verba [au]agent [tu imana]theme]] *i sisters her 2.b. marhula-hula hami i pestai pred subj. compl. [[marhula-hula]act verba [hami]agent [i pestai]adjunct]] ‘we are brothers in that party’ 2.c. mardongan tubu hami i punguan ni pred subj. compl. [[mardongan tubu]act verba [hami]agent [i punguan ni]adjunct]] ‘we are friends in that group’ 2.d. manat boan piring i adv pred obj. [[manat boan]act verb [piring i]patient]] ‘bring the plate slowly’ in the clauses examples above 2.a. – 2.c. there are proofs of marboru, marhula-hula, and mardongan tubu as verbs, they are noun but by the process of affixation they are changed into verbs. the clause of 2.d. is explained the word of manat as adverb. the next discussion is to define the head of the lines and their differences (deep meaning) one to another; to get those answers, each lines’ arguments will be analyzed syntactically and semantically. the arguments’ syntactic analysis is to define the head of the lines; whether they are headed by the words of somba, elek and manat or they are headed by the words of marhula-hula, marboru and 208 mardongan tubu. then the arguments’ semantic analysis is to define the deep meaning of each line or the differences one to another; the function of words which are not the head of the lines. in order to define the head of the lines, the arguments in each line will be substituted with the same structure of the other parts in order to know whether it is suitable or not. the syntactic analysis to the arguments is defined that the heads of the meaning of the lines are marhula-hula, marboru, and mardongan tubu. it is proved in that way because the substitution for the verbs of somba and elek are failed, as the followings: first assumption is if somba, elek, and manat are the heads or predicate and the rest is object or complement, then the other words can be replaced and created the same meaning. somba marhula-hula ‘somba is a transitive verb and can’t be a ditransitive verb’ elek marboru ‘elek is ditransitive verbs in mangelekkon’ 3.a. somba mariboto pred compl. [[somba]act verba [mariboto]oblique]] *respect to have brothers’ 3.b. elek maramong pred compl [[elek]act verba [maramong]oblique]] *love to have father’ the two examples above highlights the fact that the position of marhula-hula and marboru can’t be replaced. the verbs of somba and elek can create the same meaning with another words except marhula-hula and marboru. compare to the following examples: second assumption is marhula-hula, marboru, and mardongan tubu are the heads or the predicate of the line, so the other words in each line are adverbs which are modify those three words. 4.a. holong marhula-hula (adverb) pred. [[holong marhula-hula]act verba]] ‘love your brother’ 4.b. sonang marboru (adverb) pred. [[sonang marboru]act verba]] ‘happy to have daughter’ the two examples above highlights the fact that the same meanings are created when the words of marhula-hula and marboru are used while the verbs of somba and elek are replaced. in this tested, the facts are gotten that the heads of the lines are the words of marhula-hula, marboru, and mardongan tubu. the next is explaining the function of somba, elek, and manat in differentiate the lines. look at the explanation below: 5.a. somba hula-hulam! [[somba]act verba [hula-hulam]patient]] ‘respect your brother!’ 5.b. ikkon somba hamu marhula-hula [[ikkon somba]act verba [hamu]agent [marhula-hula]oblique]] ‘you have to be respectful in brotherhood’ 5.c. marsomba tu hula-hula! [[marsomba]act verba [tu hula-hula]oblique]] 209 ‘give respects to brothers!’ 5.d. ikkon marsomba hamu tu hula-hula muna. [[ikkon marsomba]act verba [hamu]agent [tu hula-hula muna]oblique]] ‘you have to show some respects to your brothers’ the four examples above explained two usage of somba and marsomba, through the four examples there were defined that somba is only followed by object or patient in imperative sentence, however it was followed by complement or oblique in declarative or statement which are identified by the use of ‘tu’ and prefix marto the complement or oblique. the findings above are defined somba as transitive verb that strongly ruled and limited by its function and the addressee of it. next, compare to the following explanation: 6.a. elek borumi! [[elek]act verb [borumi]patient]] ‘love your sister!’ 6.b. mangelek boruna imana [[mangelek]act verb [boruna]patient [imana]agent]] ‘he begs his sisters’ 6.c. mangelekkon boruna hepeng i imana [[mangelekkon]act verb [boruna]oblique [hepeng i]patient [imana]agent]] ‘he begs his sisters the money’ the three examples above explained the use of elek in three forms: bare form, affixation form with prefix ma-, and affixation form with prefix maand suffix -on. these findings defined elek as a ditransitive verb. as it is a ditransitive verb, elek is potentially to have more arguments than somba. the examples above shows number of arguments the verb elek can have in its ditransitive form which are more than somba. these analyses scientifically defined the difference verb use of somba which is addressed to women of toba batak compare to elek which is addressed to men of toba batak. the differences are placed on the condition and situation probably found in doing the orders which are indicated by the possible arguments existed in the sentences by the condition of the verbs themselves. compare to the following examples: 7.a. manat boan galassi! [[manat boan]act verba [galassi]patient]] ‘bring slowly the glass!’ the example above explained manat as an adverb. its existence is to modify verb. therefore, the explanation of valency and arguments of dalihan na tolu, defining the ideology of toba batak on the words of marhula-hula, marboru, and mardongan tubu. the ideology of toba batak is realized in making the relations of brothers to sisters and siblings. the valency of somba, elek, and manat defined the arguments existed in verbs elek which is ditransitive and addressed to men of toba batak is more than somba which is transitive and addressed to women. however, manat is an adverb to modify verb. the following are the reflections of the three lines in the story toba batak people lived by: somba marhula-hula (addressed to the women of toba batak) this line is composed by somba; a transitive verb and marhula-hula; an intransitive verb which is resulted from an affixation process of prefix mar+ noun (hula-hula = brother). this line is addressed to women of toba batak. due to the valency and arguments analysis to this line, the ideology of toba batak which is reflected in this line is ‘creating and maintaining’ relationship to brothers that is represented by the word of ‘marhula-hula’ through behaving as it is represented in the word of ’somba’ which is meant as respect. this line is the first line which is addressed to women of toba batak which is implicitly will never release women or daughters of toba batak even after they got married. this line implicitly reminded women of toba batak to 210 never forget their family especially her family name (father and brother) to be always sticked and respected her clan ‘flock’ whatever will be happened in her life. in the transitivity analysis, it was defined that ‘somba’ as a transitive verb can only affixed by prefix marand followed by object/patient in the form of imperative sentence. this finding explained the order of this first line as a must to do by women of toba batak with a very little condition or excuses to not doing it. however, in the real story of toba batak women lived by, this line is interpreted ambivalent. for somehow, this line is also interpreted as a way to place women of toba batak as a worker for their brother and defined them as a second class unequally. but due to the finding, this line is headed by the word of marhula-hula and not headed by somba, so the focus of this line is ‘creating and maintaining’ relations to brothers in the way of somba or behaving respectfully. elek marboru (addressed to the men of toba batak) this line is composed by elek; a potentially ditransitive verb (mangelekkon) and marboru; an intransitive verb which come from prefix mar+ noun (boru = sister/ daughter). this line is addressed to men of toba batak. the tribe of toba batak lived in the system of patriarchy which remaining men as a leader or decision maker, this system let the men of toba batak sticked to his clan ‘flock’ even after they had gotten married. unlike women of toba batak who will be taken by his husband family, men of toba batak stay still in his clan. due to the finding of the transitivity analysis, scientifically proved that men of toba batak are flexible to do their line to the daughters which is proved by the more issues and condition affect the ideas of elek in the line. however, the focus of this line is marboru which is a reminder for men of toba batak to always remember their sister or daughter even they have gotten married. manat mardongan tubu (addressed to the same family name; siblings) this line is composed by manat; an adverb and mardongan tubu; a verb which is resulted from prefix mar+ noun (dongan tubu). the finding explained that men and women of toba batak are reminded to have good relationship to everybody especially to the same family name to them. the analysis explained that focus of this line is in the word of mardongan tubu which is meant as a reminder to always behave carefully to the same family name. 4. novelties the renewals in this study are in two parts (1) the analysis and (2) the findings. unlike the other studies which analyzed dalihan na tolu to define its existence in toba batak society (arwita et al., 2017; harahap & hasibuan, 2019; sahrul & fadhila daulai, 2019), its influence in religious life and technology (lubis et al., 2019; muda & suharyanto, 2020), even its influence to the tourism industry and social interaction (arwita et al., 2017; firma harianja & sudrajat, 2021), this study analyzed the valency and arguments in the lines, to overlook the real or concept of ideology of toba batak. the analysis is also different from what stibbe tried to defined in his article about the construction of human and animal relationships through the pork industry (stibbe, 2003). the study defined the ideology of human and animal relationship through the pork industry handbook (pih) on 2002. in the study stibbe focused to the quotes of (1) healthy condition, (2) claw injuries, (3) productivity performance, (4) sickness, (5) chronic illness, (6) death, etc., those quotes are analyzed in order to define the concept of ideology of human and animal relations. the study defined that human and animal relationship is not equal, human treat the pig as a way to get their meat but never really contributed to the pigs’ beneficial story. the previous study of stibbe 2002, defined this study as renewal because the finding of this study is analyzing to the valency and arguments of dalihan na tolu which is defined as the following: 211 lines valency arguments syntactic semantic somba marhula-hula ‘somba’ transitive subj. + pred. + obj. agent, patient, effector, etc elek marboru ‘elek’ ditransitive subj. + pred. + i. obj. + d. obj. agent, patient, effector, etc manat mardongan tubu ‘manat’ adverb adverb + verb (verb phrase) the analysis defined dalihan na tolu is headed by the words of marhula-hula, marboru, and mardongan tubu. the ideology of toba batak is in making relations from brothers to sisters and between siblings which is ruled or organized by gender such as (1) somba marhula-hula which is addressed for women, (2) elek marboru which is addressed for men, and (3) manat mardongan tubu which is addressed for siblings. the findings of this study are also defined as a renewal for it is resulted from valency and arguments analysis to the lines of dalihan na tolu that uniquely existed and differentiate from the other previous related literature. furthermore, this study also defined the story of toba batak people lived by as an ambivalent story because it is half aligning the real ideology as it is represented in dalihan na tolu. 5. conclusion culture as one of language ecology influence the language use including in social interaction, and one of them is the existence of ideology in a community or society. ideology, in the perspective of ecosophy in ecolinguistic, is defined as values and beliefs shared in a community. in the ‘stories we lived by’, ideology is defined into beneficial, ambivalent, and destructive stories. toba batak has one deep-rooted value which is shared in the community and it is known as dalihan na tolu. this value ruled and structured the people of toba batak. however, the composition of the lines interpreted various meaning to the value. afterwards, the ideology of toba batak which is reflected in dalihan na tolu is cored in the relationship of brothers to sisters and siblings; 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(2021). representing nonhuman animals as equals: an ecolinguistic analysis of vegan campaigns. journal of world languages, 7(1), 26–57. https://doi.org/10.1515/jwl-2021-0003 213 biography of author magdalena br marpaung is a senior lecturer in university of darma agung medan, north sumatera. she is enthusiastic in descriptive linguistics (morphology, syntax, and semantics), linguistic forensics, landscape linguistic, and ecolinguistics. however, she is a researcher and lecturer of reading science by focusing on the morphological and syntactic awareness in reading first language and second language. currently, started from september 2022, she is taking her doctoral degree in university of udayana bali sponsored by indonesian education scholarship (bpi/ awardee 2022 batch 1). during her doctoral degree she lived at jl. nusa kambangan, west denpasar, denpasar – bali. e-journal of linguistics the functioning of ironies for aesthetic effect in roald dahl’s short story the landlady i wayan resen e-mail: wendriresen@yahoo.com study program of linguistics, school of graduate studies, udayana university prof dr. i nyoman kutha ratna, s. u. e-mail: nyomankutha_ratna@yahoo.com study program of linguistics, school of graduate studies, udayana university prof. dr. aron meko mbete e-mail: aronmbete@yahoo.com study program of linguistics, school of graduate studies, udayana university abstrak artikel ini membicarakan tentang efek estetis yang dicapai melalui berfungsinya ironi yang hadir secara dominan pada cerita pendek the landlady karya roald dahl. ironi dalam berbagai tipe dan penggunaannya dalam cerita pendek ini berhasil membangun efek ketegangan yang intens pada pembaca sehingga pembaca menjadi penasaran mengenai apa yang akan terjadi selanjutnya. ketegangan terjadi karena tatkala pembaca dengan jelas melihat keterancaman billy weaver sebagai calon korban pembunuhan oleh nyonya rumahnya, billy weaver sendiri yang langsung berhadapan dengan nyonya rumahnya justru tidak menyadari niat buruk di balik keramahtamahan nyonya rumahnya itu. dengan demikian, billy weaver pun tidak mengambil kesimpulan seperti yang diharapkan pembaca tentang niat negatif nyonya rumahnya walaupun sinyal-sinyal keterancamannya sudah semakin berakumulasi dari sikap dan prilaku nyonya rumahnya yang jelas terbaca dari balik sikap manis yang dihadirkan di permukaan. estetika ironi ini terbangun bukan saja melalui sikap dan prilaku serba ironis nyonya rumah tersebut, tetapi juga melalui kesenjangan kesadaran yang ada antara billy weaver dan pembaca. kondisi ironis ini bersumber pada kehidupan bermuka dua nyonya rumah, yakni prilaku yang seolah-olah sangat baik di permukaan namun sesungguhnya sadistik di balik itu. ketakterdugaan sikap dan prilaku nyonya rumah ini mengejutkan dan menegangkan pembaca. sesungguhnya, ketegangan pembaca bertambah intens ketika mendapati billy weaver tetap lugu-lugu („innocent‟) saja di hadapan nyonya rumahnya yang semakin mencengkeramkan muslihatnya. pada keterkejutan dan ketegangan akibat prilaku serba ironis nyonya rumah ini dan pada ketidaksabaran pembaca terhadap kepolosan billy weaver inilah terletak estetika cerita pendek ini. kata kunci: cerita pendek; estetika ironi; ketegangan; efek estetis. mailto:wendriresen@yahoo.com mailto:nyomankutha_ratna@yahoo.com mailto:aronmbete@yahoo.com i. introduction a short story, being a sub genre of literary prose, is commonly accepted as an art work and therefore characterized by some aesthetic value. however, one could also ask whether aesthetic value is the only value possible for the reader to reveal from such a work. to this question the ready answer that could be given is that whatever values the reader succeeds in revealing from a story, and into how many categories the reader feels those values could be put, any judgment would at last terminate in sets dichotomous pairs such as interesting or dull, inspiring or boring, good or bad, etc. the former in each pair could be taken as a testimony about the presence of some aesthetic value in the interaction between the work under concern with the reader, while the latter as that of the absence of such value. value judgment exercised over a work of literature has been practiced since the classical era when horace proposed two main functions of literature, namely „dulce‟ and „utile‟, the former signifying pleasure or enjoyment and the latter usefulness (in wellek and warren, 1955:20; in teeuw, 1984:8 & 51). aristotle even regarded a work of art, not excepting literature, as potential for causing catharsis, that is, for experiencing purgation, the cleansing of the mind of any mental burden or guilt (in teeuw, 1984:221-222; in wellek & warren, 1955:27; in morner & rausch, 1998:29). the effect of literature is not even limited to only affecting the reader‟s emotion, but is extendable to moving people to do things or take action. the terms used for labeling these two levels of artistic effect on the reader are „delectare‟ and „movere‟ (horace in teeuw, 1984:51). all of these categories of the art‟s effect on the reader could be taken as the diagnoses for the degrees of aesthetics evolving in the work-reader interaction in the process of reading a piece of literary work. seeing the fact that a piece of literary work (a short story) is represented by the compounding of form and content, which are certainly in a mutual relation with each other, it is quite common to expect that its meaningfulness, that is, its value, its aesthetics, is potentially derivable from both aspects. even a tongue twister, that form of language use which seems to be empty of communicative significance, but which challenges a certain degree of high-speed pronouncing skill on the part of the reciter, the one such as this: „if a woodpecker would peck wood, how much wood would a woodpecker peck?‟ such tongue twister still could be considered to carry some aesthetic sense with it, though in this case its aesthetic sense is limited only to the fun derived from witnessing how the reciter, in a speed tongue-twister reading contest for example, fails or succeeds with the maximum speed he has been able to practice it. such tongue twister is, of course, quite potential for effecting pleasure („dulce‟) on the part of the reciter and the audience. with a story, in this case the short story the landlady by roald dahl, the aesthetics is much more than the one derived from the recital of such a tongue-twister because a short story is quite potential not only for „dulce‟, for its pleasure value, but also for „utile‟, for its value of usefulness. following is presented the synopsis of the story the landlady before more detailed observation and analysis are carried out over the functioning of various ironies within the story. ii. synopsis of the short story the landlady this story begins with the business mission assumed by billy weaver, a quite prospective and energetic seventeen-year old business person, who was sent to bath for some business matters by his superior in the company‟s central office in london. he was very happy with this mission since he was so obsessed by the idea of promotion to a higher and higher position in the company. he dominates the beginning part of the narrative. as soon as he got down from the train in bath railway station, his mind was engaged by the idea of getting an accommodation for his stay during his business mission. while at the suggestion of the porter he met at the station he started to find the hotel „the bell and dragon‟ about half a kilometer away from that station, he became much tempted on the way by a lodging house with its notice board announcing about the availability of room for anyone in need. each word in the notice „bed and breakfast’, all in small capitals, looked to his eyes as if they were alive, definitely inviting him to come and stay there. billy weaver became much spelled. the logic he exercised before in comparing some types of accommodation prior to deciding which one to choose to stay in for better comfort abruptly came to a stop, not working any more. in fact, as soon as he touched the bell button in the front door of that lodging house, all of a sudden, not even having a second to draw back his finger from the button, the door threw wide open with the landlady standing looming large right in front of him, warmly welcoming and inviting him to come in in the most agreeable manner. she was a close-to-fifty-year-old unmarried lady showing all those personalities characteristic of a well-bred woman such as being graceful, motherly, loving, caring, and the like. what was more? beyond billy‟s expectation the room rate she let was so low, less than half of what actually billy was ready to pay. only that, beyond normal expectation, there were several things which raised ever deeper curiosity on the part of billy weaver. first, the welland so skillfully-preserved dead parrot and dog kept by the landlady in the house as if they were really alive. what was even more shocking to billy was that that was all done by the landlady alone. the next strange thing learned by billy was that within the last two or three years of the boarding house operation there had been only two other people coming to stay at this landlady‟s boarding house despite the fact that the landlady was very good and kind as described above and the room rate she offered was very low. billy learned this number of the previous tenants and the dates of their coming to stay there from the guest book into which he was also supposed to enter his personal identities as requested by the landlady. he could not help wondering and kept asking questions in his mind about all such strange happenings though he was at last informed by the landlady that she was very selective in accepting the type of people coming to stay in her house. and what was more? these two previous tenants were still single, like him. and even more surprising to him was the fact that, as informed by the landlady, these two young gentlemen were actually still there under the same roof as him, but on the third floor, even after already passing two or three years of stay there. stranger still was the fact no presence in person of these gentlemen was seen by billy. the third strange thing that increased billy‟s curiosity was the fact that when he was served late evening tea as a compliment by the landlady he smelled something like the aroma we generally smell when we make a visit to a hospital. this smell was emanating from the welldressed and graceful person of the landlady, who was sitting close to him while serving him with the tea which in fact also smelled not in the usual aroma we generally feel when we are drinking tea. meanwhile, the landlady, while sitting in good care of and kind accompaniment to billy, kept making sure that billy had put his name and signature in the guest book. this was required because from time to time when she needed to look at it when he (the tenant) „no longer‟ stayed there, she would have easy access to that. she asked billy to enter his name in the same way as she did to the two previous tenants, christopher mulholland and gregory w. temple. at this point deeper and deeper curiosity did creep into billy‟s mind while he remained innocent as to what would happen to his own person, only to the tense feeling of the readers whose enquiring minds clearly lead them to concluding that he was but the next victim after mulholland and temple because he would soon be killed by the sipping of that evening tea served by the landlady, and soon be preserved in the same way as done to the dog and the parrot and surely to mr. mulholland and mr.temple, so skillfully. at this point the story is ended. it is a horror story. iii. the reader’s share in the articulation of the story a story does have its structure built up by interrelation of various elements. however, until the functioning of these elements becomes observed by the reader the story remains dumb. therefore, the role of the reader is essential in revealing the meaningfulness of a story (selden & widdowson, 1993:46). this is particularly true for the story the landlady, which has been found to abound in various gaps which the reader alone has to fill in order to make fuller sense of the story. such gap-filling role of the reader is in conformity with wolfgang iser who according to selden and widdowson (1993:57) is in the opinion that „by resolving the contradictions between the various viewpoints which emerge from the text or by filling the gaps between viewpoints in various ways, the readers take the text into their consciousness and make it their own experience‟. however, with such gap filling task to his disposition the reader is not at will to do it. again as understood by selden and widdowson (1993:57) iser thinks that the reader‟s existing consciousness will have to make certain internal adjustments in order to receive and process the alien viewpoints which the text presents as reading takes place. the situation produces the possibility that the reader‟s own world-view may be modified as a result of internalizing, negotiating and realizing the partially indeterminate elements of the text. in other words, reading „gives us a chance to formulate the unformulated‟ (iser in selden and widdowson, 1933:57). such active involvement of the reader in actualizing the meaning of a story can of course put such a reader in a position to witness the working of various devices in the story that produce certain effects. this is quite true for the functioning of the device of irony in the story the landlady. before focusing the analysis on the functioning of ironies for aesthetic effect in this short story, it is necessary to present an overview of the device of irony itself first, its types as well as its functions as already conventionally accepted. iv. irony, its types and functions in general term irony can be taken to mean a condition, both verbal and situational, in which the opposite of what is expected is what actually happens or is practiced so that it happens or is practiced not to the fulfillment of what is expected by the reader or audience. actually this simple definition of irony has already suggested its categorization into two categories, namely the verbal and the situational. this is quite in line with morner and rausch (1998:113-114) who define these two types of irony as follows verbal irony is a figure of speech in which there is a contrast between what is said and what is actually meant….situational irony refers to the contrast between what is intended or expected and what actually occurs. sarcasm is also a type of verbal irony, only that it is „harsh and heavy-handed rather than clever and incisive‟ (ibid). situational irony when employed in a drama is called dramatic irony, that is, a situation which, in morner‟s and rausch‟s own words, „involves the audience‟s being aware of the character‟s real situation before the character is‟ (ibid). in order to produce certain ironic effects, various devices can be employed by the author. hyperbole, litotes, sarcasm, and satire are among the most common. the employment of irony as a device has been practiced since the classical era. one is called socratic irony because this type of irony is known to have been employed in the platonic dialogue. according to morner and rausch (ibid), this type of irony is generally represented by one‟s „feigned ignorance of another‟s point of view in order to draw that person out and refute his or her arguments‟. for example, when one wants to expose the errors of his or her opponent, he or she could pretend to be willing to learn from that person. only after a lot of talk or action has been given by that person in the context of that „learning‟ are then his mistakes pointed out to the maximum, all for downgrading that person‟s incompetence. clearly, there is a factor of bad intention exercised to such a person due, indeed, to his being treated as an opponent. another type of irony whose occurrence is beyond human power to control is the one called irony of fate. this type of irony belongs to the situational category. in morner‟s and rausch‟s words this kind of irony is explained as stemming from „the view that fate, destiny, or god, seeking diversion or amusement, manipulates human beings like puppets and thwarts their plans‟ (ibid). as an example, a reference could be made to a situation or an incident in which the lost thing is found back only when it is no longer needed. the description of irony provided in a dictionary such as webster’s new collegiate dictionary, for example, is in principle the same as that reviewed from morner‟s and rausch‟s above. to select just the most relevant definitions from this dictionary can be presented here definition 1) which goes this way: „a pretense of ignorance and of willingness to learn from another assumed in order to make the other‟s false conceptions conspicuous by adroit questioning -called also socratic irony; definition 2a) stating about irony as „the use of words to express something other than and especially the opposite of the literal meaning; definition 3a) (1) stating that irony is effected from „incongruity between the actual result of a sequence of events and the normal or expected result; and definition 3b) which states about irony as „incongruity between a situation developed in a drama and the accompanying words or actions that is understood by the audience but not by the characters in the play – called also dramatic irony, tragic irony (1974:611). daiches et al. (1968:822) define irony as „the effect of implying a meaning quite different from the apparent or surface meaning‟. while with this definition daiches et al. can be understood as making a statement on verbal irony, they also make a mention of the existence of situational irony. understatement and paradox are according to them among the devices potential for ironical effect. holman and harmon (1992:254) say that „the effectiveness of irony is the impression it gives of restraint‟. this can be taken as one main function of irony. a sense of restraint seems to be the logical consequence of the fact that irony is constantly characterized by the opposition between what is expected to happen and what actually happens. there is, in other words, no fulfillment of expectation. when irony is functioning to this end, it could be that the reader or the audience becomes impatient, shocked, regretful, or hateful, or just the opposite, that is, they get some happy escape or, using aristotle‟s term, a catharsis, a mental purgation, a cleansing of the mind from mental burden. whatever emotional effect an irony exercises on the reader or the audience, this is an effect occurring due to their involvement in a tension between expectation and a condition contrary to the expectation, which tends to add in an enriching manner to the inventory of experiences already in the possession of the reader or the audience. this is the aesthetics which is potential to be achieved with the functioning of irony in a literary work, not excepting a short story, and indeed in the story the landlady. v. the ironies and their functioning in the short story the landlady after participating intensively into the progress of the narrative in the short story the landlady, activating the relevant aspects of the general knowledge available with us (readers), and making use of all the clues provided by the narrative in the story, and then allowing our general knowledge to interact with such clues from the story, we (the readers) can fill the gaps left open in the story as part of its narrative technique with information appropriate to our consumption of the story. the feeling raised on our part by this ability to succeed in filling such open gaps as signaled by such clues is the feeling of superiority as readers. why superiority? this is because we become confident that we have resolved the suspension caused on our part by such technique, namely by those gap puzzles, integrated as devices into the story. this tends to bring a degree of relief or even a happy shock of finding that we have the capability to resolve the problem that causes tension on our part. this certainly contributes to the attractiveness of the story or, otherwise, to our enjoyment of the story due to our meaningful interaction with it. now, to start with the biggest irony in the story the landlady (tll), we can present our conclusion after reading that whole story that billy weaver, the young energetic and optimistic business gentleman who always saw the great prospect of his future enterprise turned out to become one of the three victims, or the fifth if we count the two slaughtered and skillfullypreserved animals, of the graceful cold-blooded landlady, the murderer. it is, indeed, these skillfully-slaughtered and well-preserved dog and parrot that serve as one of the strong clues of the kind of tendency (killing as hobby? killing as expression of hate and love of gentlemen of billy type, young and handsome?) developed and committed by the landlady at this point of her life. this irony, being the biggest in the story can be taken as becoming the organizing force for all the other ironies, both the verbal and the situational, which occur along the narrative and which in turn help shape that biggest irony. to list a number of these other ironies identified in the story, both verbal and situational, we can see among others the ones presented and analyzed below. the ironical effect of these ironies are all seen and understood from the viewpoint of billy weaver or from the viewpoint of the narrator in the story, from whom we (the readers) become informed and, therefore, knowledgeable about the hostess-tenant relationship, which finally and ironically turned into killer-killed relation between the landlady, the graceful but cold-blooded, and billy weaver, the energetic but innocent. the sequence in the presentation of the ironies below does not show the sequence as they occur in the progress of the narrative. in fact they are randomly extracted from the story, each with its contribution to the shaping of that biggest or central irony in the story as already presented above. in other words, their presentation one after another in the analysis is in accordance with how we feel each of them helps shape and intensify the sense of tragedy (the biggest irony) that finalizes the coherent tragic sense in the story. irony 1: situational irony for irony 1 it is interesting to present here the decision billy made concerning the accommodation he at last chose to stay in. while his reasoning and experience already informed him about the better quality of staying in a pub due to the better facilities as well as better accompaniment available in such a place, billy, quite against this informed reasoning chose to stay at the landlady‟s lodging house only to be shocked by a series of mysterious happenings he found there. the decision made by billy was even one taken more under the force of the charm of unexplainable nature, that is, under the spell of the seemingly blinking letters of the words that represented the notice in the notice board of the landlady‟s boarding house. in this case billy abandoned his common sense reasoning for the unexplainable mystery (mysticism). this is, indeed, something quite ironical. the following quotation shows this. after dithering about like this in the cold for two or three minutes, billy decided that he would walk on and take a look at the „bell and dragon‟ (that is, the cheap hotel he was informed about by the porter in the station, my notes) before making up his mind. he turned to go. and now a queer thing happened to him. he was in the act of stepping back and turning away from the window (of the landlady‟s boarding house, my notes) when all at once his eye was caught and held in the most particular manner by the small notice that was there. bed and breakfast, it said, bed and breakfast, bed and breakfast. each word was like a large black eye staring at him through the glass, holding him, compelling him, forcing him to stay where he was and not to walk away from that house, and the next thing he knew, he was actually moving across from the window to the front door of the house, climbing the steps that led up to it, and reaching for the bell. he pressed the bell. far away in a back room he heard it ringing, and then at once – it must have been at once because he hadn‟t even had time to take his finger from the bell button – the door swung open and a woman was standing there (tll, pp.3-4). witnessing such an irony as presented in the quotation above we, the readers, tend to feel even a sort of double ironies, one from inside the story, and the other from outside the story, which is developed by the readers themselves based on their experience of life. this irony from outside the story is one derived from our common expectation in living in this modern world, namely a world no longer easily subjected to the dictate of irrationalism, that is, no longer under the dictate of mysticism. with this fact in mind the power of irony we feel when reading the story becomes much more intensified. irony 2: situational irony this irony is represented by our conclusion after reading the story that the landlady is a graceful but cold-blooded killer as already hinted above. seeing her gracefulness we do not in the least expect there was a tendency of becoming a cold-blooded murderer in her own person. however, beyond our expectation she did kill not only the dog and the parrot, but also mr. mulholland, mr. temple, and at last mr. weaver, and preserved the dead bodies. was it for hobbies, for a revenge of her rejected love, or as an expression of another kind of revenge for something she hated because of the deep disappointment caused on her part earlier in her life? we do not know for certain. however, it is, indeed, this multi interpretations in the behavior of the landlady which increase the tension on our part as readers and, therefore, the sense of aesthetics in reading the story. irony 3: situational irony as another highly significant irony that much contributes to the aesthetics of the story can be presented here the high selectiveness of the landlady in allowing and accepting the kind of people to come and stay at her lodging house. look at the following dialogue between billy and the landlady about the attitude of the latter in accepting the kind of people to come and stay at her lodging house. „i should have thought you‟d be simply swamped with applicants,‟ he (billy, my notes) said politely. „oh, i am, my dear, i am, of course, i am. but the trouble is that i‟m inclined to be just a teeny weeny bitty choosy and particular – if you see what i mean.‟ „ah, yes.‟ (tll, p.5). why this attitude of the landlady is ironical is because it is quite contradictory to the commonly accepted motive in running a lodging house as a form of business, which is but an economic motive, that is, one for money. in fact this was not the true motive of the landlady, her economic motive being only a disguise for her much deeper and, therefore, her truer motive, which is to trap only cute young gentlemen agreeable to her to be her victims as already pictured above. to discover the disguised behind the disguising can really serve as a device for creating tension, curiosity, suspension, on the part of the readers. the effect is the fostering of ever inquiring mind on the part of the readers as to the deepest motive, and this can bring a degree of aesthetic sense to such knowing readers. irony 4: verbal irony the story the landlady is much richer in situational than in verbal ironies. it is, indeed, this fact which allows the readers a chance to get into deeper involvement in their participation to solving the puzzling situation and attitude shown by the landlady‟s behavior. however, one verbal irony which is of much contribution to creating tension on the part of the readers can be obtained from the story as presented in the following quotation. once more, billy glanced down at the book (the guest book, my notes). „look here,‟ he said, noticing the dates. „this last entry is over two years old.‟ „it is?‟ „yes, indeed. and christopher mulholland‟s is a year before that – more than three years ago.‟ „dear me,‟ she said, shaking her head and heaving a dainty little sigh. „i would never have thought it. how time does fly away from us all, doesn‟t it, mr wilkins?‟ „it‟s weaver,‟ billy said, „w-e-a-v-e-r.‟ „oh, of course it is!‟ she cried sitting down on the sofa. „how silly of me. i do apologise. in one ear and out the other, that‟s me, mr weaver.‟ „you know something?‟billy said. „something that‟s really quite extraordinary about all this?‟ „no, dear, i don‟t.‟ (tll, p.8). the verbal status of the irony in the quotation above is of some types. first, to his inquiring mind about the date of the last entry found in the guest book billy expected (as we the readers do too) that the landlady would give an answer which confirmed what billy learned from that book because he had restated the information as he really found there in the book about the length of stay of the previous two tenants to her lodging house. however, quite contrary to his expectation, and to the expectation of the readers too, the landlady intensified billy‟s curiosity and tension by her sharing in the inquiry about that. in other words, she, too, pretended to need to know about the previous tenants‟ length of stay and, therefore, pretended to indulge in the same question as asked by billy rather than providing the explanation which we (the readers) know she actually knew very well, all things being under her own plan. ironical! at the end of the dialogue quoted above the landlady even so assertively stated that she did not know anything about those tenants in her lodging house under billy‟s enquiry. for billy those two previous tenants had come to have an extraordinary case value. why? because he immediately recalled to his mind the news he still vaguely remembered about the mysterious loss of two young people bearing the same names as those two tenants, namely christopher mulholland and gregory m. temple about the same years as the years they respectively entered their names in the landlady‟s guest book. in fact the landlady knew about this, and through the conclusion made by the readers it was she herself who was the actor for the disappearance of these two gentlemen from their families, from their communities. the clue for this role of the landlady is suggested by her own statement that it was she herself who skillfully preserved the dead bodies of the dog and parrot (and of course after she herself had slaughtered them) as clear from the following quotation. „that parrot,‟ he said at last. „you know something? it had me completely fooled when i first saw it through the window from the street. i could have sworn it was alive.‟ „alas, no longer.‟ „it‟s most terribly clever the way it‟s been done,‟ he said. „it doesn‟t look in the least bit dead. who did it?‟ „i did.‟ „you did?‟ „of course,‟ she said. „and have you met my little basil (the landlady‟s wellpreserved dead body of the dog, my notes) as well?‟ she nodded towards the dachshund curled up so comfortably in front of the fire. billy looked at it. and suddenly, he realized that this animal had all the time just been as silent and motionless as the parrot. he put out a hand and touched it gently on the top of his back. the back was hard and cold, and when he pushed the hair to one side with his fingers, he could see the skin underneath, greyish-black and dry and perfectly preserved (tll, p.11). if we observe billy‟s constantly innocent behavior in such situation, that is, in his being totally under the control of the seemingly graceful, motherly and caring but in fact victimizing landlady, we the readers really feel a great tension within ourselves because we know through our inquiring and analyzing mind that the true person of the landlady was that of the victimizing, not really of the caring, personality. this tension, of course, is an aesthetic tension on the part of the readers whose reading of the story, therefore, guarantees the achievement of that benefit of „dulce‟ and „utile‟ and „catharsis‟. vi. conclusion based on the reading and analysis of the short story the landlady above it can be concluded that ironies, in their variations, both situational and verbal, and in their levels of functioning, can really create tension upon tension on the part of the readers. the intensity of the tensions is caused by the fact that the story is dominated by situational ironies, that is, the type of irony that asserts a greater challenge to the readers to draw their own conclusion about a lot of things or incidents not explicitly narrated in the story, which, therefore, serve as open information gaps for the readers to fill in. the task of filling the challenging gaps with information based on the readers‟ competence tends to bring the readers to intensive mental involvement in following the incidents narrated in the story and, therefore, become fully engaged in reading the story. such involvement and engagement are potential to cause certain aesthetic sense on the part of the readers. vii. references dahl, roald. 1977. “the landlady”. in walter mc vitty (ed). short story favourites. melbourne: macmillan. pp.1-12. daiches, david et al. 1968. english literature. boston: houghton mifflin company. holman, c. hugh & william harmon. 1992. a handbook to literature. new york: macmillan publishing company. morner, kathleen & ralph rausch. 1998. ntc’s dictionary of literary terms. illinois: ntc publishing group. selden, raman & peter widdowson. 1993. a reader’s guide to contemporary literary theory. new york: harvester wheatsheaf. teeuw, a. 1984. sastra dan ilmu sastra: pengantar teori sastra. jakarta: pustaka jaya. wellek, rene & austin warren. 1955. theory of literature. london: jonathan cape. woolf, henry bosley (ed). 1974. webster,s new collegiate dictionary. usa: g. & c. merriam company. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 2, july 2022, pages: 242--251 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i02.p10 242 conversational implicature in “suspicious partner” movie by chiko chiata 1 syadila ika putri, 2 ambalegin 1,2 putera batam university, batam, indonesia 1 pb181210043@upbatam.ac.id, 1 ambalegin@puterabatam.ac.id article info abstract received date: 28 dec 2021 accepted date: 3 jan 2022 published date: 31 july 2022 keywords: conversational implicature, implicature, qualitative, suspicious partner movie. the article raised the implied meaning contained in the film entitled "suspicious couple" by chiko chiata. the goals or aims of this research are to uncover the use of implicature in a film using grice's cooperative principle framework and to entangle the implied meanings in the conversations in terms of their maxim arrangement. the theory used is conversational implicature based on theory (grice, 1989). every implied meaning or conversational implicature in it is what is explained. to explain the various implied meanings, it is necessary to use methods and methods that are in accordance with the lines. the methodology used is the type of research, the method of collecting and analyzing data such as qualitative descriptive taken from theory (sudaryanto, 2015) is this research method because words, phrases are forms to explain data. for data analysis, pragmatic identity is used in this study. observational and non-participatory methods were applied in data collection. this study finds many implied meanings in both pronunciation and movement in the film "suspicious partner" which is a crime and life genre. but in this study took 16 examples of implied meaning to be understood properly. whose discussion is related to the type of conversational implicature in its implicature branch. 1. introduction people cannot be isolated from interpersonal contact, such as talking, chatting, or gossiping. every type of speech indicates something to be expressed while communicating with another. sometimes what is said either in daily life or in a work there must be a meaning in it. the implicature is a notion that is frequently hidden behind the speech that is generated and is not a direct part of such speech (parker, 1962). (grice, 1975) argues that the meaning of implicature as mentioned above is considered non natural, which is subsequently utilized as the foundation of conversational implicature. https://ojs.unud.ac.id/index.php/eol/index mailto:1pb181210043@upbatam.ac.id 243 conversational implicatures are implied by the speaker in making an utterance are part of the content of the utterance, but do not contribute to direct or explicit utterance content and are not encoded by the linguistic meaning of what has been uttered(grice, 2017). like amelia asserts that she is on a diet, and implicates something different: that she is not having cake. in an act of conversation, every form of speech basically implies something. implications it is the intent or proposition that is usually hidden in talk back which is spoken and is not a direct part of the said speech. in paul grice's article on "logic and conversation," first presented at the university of harvard in 1967, the theory of implicit talk is so important to understanding acts of speech. benjamin:“are you having some of this chocolate cake?” amelia:“i’m on a diet” the above conversation taken from the youtube channel of a talk show stevetv.com where there is a small child and an adult on the show and uses an expression. that explains that the hearer replied that he did not want to eat the cake because it would result in fat, even though he said he was on a diet. conversational implication is part of the implication of a speech, namely the implication which is part of the speech content. within the class of conversational implicatures, there is a distinction between the particular implicatures and the general implicatures of the places involved and the conclusions involved and the weak and strong implicatures(solihati, 2014). implicature that revealed in the movie of suspicious partner. as far as the researchers knows, the researchers on the film suspicious partner has only been found on communication and broadcasting research and business. therefore, researchers are interested in studying films. this is from a linguistic point of view, especially a pragmatic aspect. specialized pragmatic aspects.the researcher in this study is the implicature of the speech between the characters in the film suspicious partner. there are also several examples of implicature in the literary works of drama that i took in the suspicious partner movie. in his scene there is a dialogue like this, noh jiwook :“it might be better if you stay here” bong hae : “i'm going to sleep”. while closing the door and entering his room. in this case speaker wants hearer to stay with him. then hearer did not go and stayed at home without saying "yes i will live here" but in his movement alone it can be judged that hearer still wants to be at home. in this movie we take implicature theory, (levinson, 2000) states that the implicature essentially consists of four concepts, namely: 1. providing meaningful functional explanations or facts languages that are not explained by linguistic theory, 2. provide an explanation of outward differences referred to by language users, 3. implifying the semantic description about the clause relationship associated with the same conjunctive, and 4. can explain various linguistic phenomena that seem unrelated or even opposites, but it turns out to have a real connection and clear purpose. nugroho (2019) analyzed the implication of conversation in communication actions in the theateral group of fkip uns peron. the paper used grice’s theory for the implicature, according the analysis report there were 13 data that showed the implicature. the information may not be supplied effectively during the exchange of information. there are numerous causes for this. one cause is that the listener did not understand the significance behind his speech (christina, 2021). in christina article said conversational implicature is easily found in any aspect of life that involves communication, particularly conversation. each of the conversational implicatures discovered in the conversation may serve a different purpose. the purpose of this 244 study is to examine the function of conversational implicature in the popular american television show f.r.i.e.n.d.s. the researcher identified the utterance using grice's (1975) conversational implicature theory and classified it using searle's (1976) speech acts theory. searle (1976) divided speech acts into five categories. representatives/assertives, directives, commissives, expressives, and declarations are examples of these acts. this study employs a qualitative research design. to collect data, the researcher used sudaryanto's (2015) interview method and sudaryanto's (2015) to present the findings of the research. to analyze the data, the researcher collected ten data sets that contain conversational implicature, with two of the data sets classified as representatives/assertive, three data sets classified as directives, two data sets classified as commissives, two data sets classified as expressive, and the remaining data set classified as declarations. the results show that, of the ten analyzed data points, directive was the most frequently used speech act in the tv show. that article using pragmatic identity method (2015) the speech contains the implicature from speaker to speaker so that the cooling machine is turned on or the window opened. (p. grice, 1989) divides implicatures into two types, namely implicatures conversation and conventional implicatures. according to (grice, 2017), the implicature of conversation emerges due to a violation of one of the four maxims, namely the maxim of quantity, maxim of quality,maxim of relationship and maxim of way. meanwhile, on the conventional implicature of grice argues that conventional implicatures arise from words that have meaning conventional.the purpose of this research is, we can easily find conversational implicatures in suspicious couple films. the reason why the researcher takes this topic in the article is because there are many implied meanings in this film. that are related to the discussion of conversational implicatures. apart from conversation, there are movements that mean a separate meaning. 2. literature review 1. implicature in literature an impicature is something the speakers suggest or implies with an utterances, even though it is not literally expressed. the goals of this research are to uncover the use of implicature in a film using grice's cooperative principle framework and to entangle the implied meanings in the conversations in terms of their maxim arrangement. (grice, 2017) which is essentially defined as communicating less than is said, initially introduced the notion of implication. that is essentially defined as the less what is communicated. this definition contributes to another part of neo-involvement. grice's relevance theorists have reacted by proposing that the explanation and impact of the difference between explicit and implicit meaning be shifted. then the concept of this article is to find data using conversational implicatures and explain the explanation of its meaning or purpose. grice is credited with coining and popularizing the term implicature. grace defines implicature as "to account for what a speaker can imply, suggest, or mean in addition to what the speaker literally says" (brown & yule, 1983). according to which definition, implicature is divided into two parts. the first is conventional implicature, which is the literal meaning of the speaker's utterance. the other type is conversational implicature, which refers to meaning that extends beyond the linguistic form or literal meaning. to account for conversational implicature, grice proposed the cooperative principle, which describes how a speaker and a listener engage in a cooperative effort while conversing. the term "makes your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged" describes the 245 concept in detail (zilian, 1991) the cooperative principle is defined as a set of maxims from which the concept of conversational implicature is derived, and it is regarded as a key to understanding and interpreting conversational implicature. to have a better understanding of this, the followings are examples of speech where the differences happened. a: what time is it? b: the newspaper has not arrived yet. the impact consists of two types: conventional implicature and dialog involvement or conversational implicature. (amrullah & java, 2015). a. conversational implicature in pragmatics, conversational implicature is an indirect or implicit speech act. what is meant by a speaker’s utterances that is not part of what is explicity said. grice's theory of the implication of conversation was written in the article "logic and conversation"(schadeck, m., 1989). the term is also known simply as implicature. it is the antonym of explicature, which is an explicity communicated assumption. with entailments and presuppositions under our belts, i turn briefly to one other kind of inference called a conversational implicature. this inference is also an implicational relation but it is distinct from entailments and presuppositions and important in our understanding of meaning. the idea of conversational implication is the fundamental concept highlighting pragmatics as a language branch (levinson, 2000).conversational implicatures are pragmatic inferences: unlike entailments and presuppositions, they are not tied to the particular words and phrases in an utterance but arise instead from contextual factors and the understanding that conventions are observed in conversation (scorld, 1987) the theory of conversational implicatures is attributed to paul herbert grice, who observed that in conversations what is meant often goes beyond what is said and that this additional meaning is inferred and predictable. as an illustration of what grice was talking about, consider the sentence in. 3. research methods this study used a qualitative research design with a pragmatic approach. the purpose of this research is to look into the strategies used by the characters in the movie in relation to cooperative principles used in their conversations, both generalized and particularized implicatures. first a section comparing and differentiating the two, followed by the research methodology section. the overarched plan for integrating conceptual difficulties with relevant and feasible empirical research is research design. it is a survey that gives precise guidance to research techniques (creswell, 2018). according to creswell, that is defined as a process of understanding based on distinct methodological traditions of inquiry that investigates a social or human problem. types of research are defined in (sudaryanto, 2017) the sort of study is qualitative research, as the conversations witnessed are word shaped and not numerical. there is also a description of the various types of research methodology and a discussion of the two main types of research methods qualitative (gounder, 2012). the researchers uses qualitative method with objective and equlized in determined the data that related to the implicature in this suspicious partner movie. qualitative research is research that can develop and change as the research advances, so that more and more data can be obtaine. (sudaryanto, 2019) observational and non-participatory methods were applied in collecting data, the step are: (1) film viewing. (2) taking notes on the movie's dialogue. (3) categorizing words that are relevant to theory. therefore, to data analysis is 246 pragmatic identity used in this researchwith the step method: (1) must first comprehend the theory and be able to connect it to the facts that the researchers were seeking for previously. (2) analyze the dialogues carefully in light of the theory. table 1 4. finding and discussion 4.1 finding the researcher found there are many implied meanings from conversational implicature in this research, but only a few will be shown, which is no the sentence the implied meaning 1. "breakfast ready" eat together 2. "where are the archives from yesterday" want to be respected 3. “my mom is coming tonight” unable to attend the party 4. “i'm chasing the deadline for tomorrow” cannot be disturbed 5. “your hair looks like a star” beautiful girl 6. “look at that african guy, i'm a bit scared” afraid because of the customs of a tribe 7. “wow finally ji wook managed to steal my heart” get the attention 8. “this problem really makes me hot” dizzy and annoying 9. “ouh i know mom, but now im in 30. so i want to find my life partner mom” didn't want to go to college anymore 10. “you use whatever suits you” handsome in any clothes 11. “he is sugar in my drink and it's hard to separate” important and meaningful 12. “i do a lot of laundry at home” couldn't join the office tour. 13. “stop! look at your shoes like a pair of lovers fighting” shoes was torn off 14. “try here!” wouldn't hesitate to hurt 15. “i want to sleep” stay home, don't leave ji chang wook. hasked to be accompanied. 16. “i think it would be prettier if the hair tie was untied” hair was tied up and looked a bit ugly. 247 4.2 discussion data 1 minutes in the movie showing 03.12. speaker together with hearer in one room, speaker brings utensils and food that has been prepared. speaker : "breakfast ready" speaker said to hearer without asking the subject. immediately, speaker sat by the dining table to taste the food served immediately to get and eat together. because he was also hungry, therefore he hastened the others to be able to immediately go to the dining table and eat with him. thus giving the meaning also that he was a little annoyed because he had waited so long for the reaction of his housemates. data 2 minutes in the movie showing 13.15. in a room speakeris shuffling files on the table, confused looking for something. speaker: "where are the archives from yesterday" speaker says to hearer at the office with a face that looks angry. hearer then hastily sought files until she hit the table, hurting her waist. hearer knows that the words of speaker actually mean he needs the file, and speakers want to respected so that other employees do not neglect to put important files. he wants the file to be protected and not to be underestimated so that it is lost and not found. surely the value of the file is very important for the speaker. data 3 minutes in the movie showing 15.11. after work,the speaker wants to invite the hearer to the dance party that evening the office is hosting. who is in front of the office, an speaker said : speaker : “are you going to the party tonight?” hearer : “my mom is coming tonight” hearer does not say "no" but by saying that his mother will come it already makes it clear that hearer refused speaker’s invitation. one way to refuse the invitation was to lie that his mother would be coming that night. because if the speaker says "no" then the heart of the listener will hurt and be offended. data 4 minutes in the movie showing 17.05. the speaker makes a carrot juice drink and puts it on the table in the listener's room, while offering to drink the carrot juice. speaker : “would you like some of my carrot juice?" hearer : “i'm chasing the deadline for tomorrow” what the hearer means is that hearer cannot be disturbed, be it drinking, eating, or others. because the listener is busy. there is an urgent matter that he must finish first. then he didn't say he couldn't, but immediately said the situation was honest. such as "i'm at work" may seem disconnected but it can give the listener a hearer for attention to understand. data 5 minutes in the movie showing 20.13. inside the house, speaker was watched hearer who was just getting ready to take a shower. speaker : “your hair looks like a star” speaker says like that because doesn't mean her hair is bright like a star, but her hair is pretty and beautiful. her hair was shiny and charming like a star. so beautiful that the word stars match the hair. 248 data 6 minutes in the movie showing 22.34. speaker who was watching a movie with hearer in the house. a film showing african or black people. speaker : “look at that african guy, i'm a bit scared” hearer : “yes, i agree” speaker was afraid to see the africans because according to them the nature of africans is rude and could hurt them. speakers are a little bit scared of black people. that's why he used that sentence. because from what he saw in the movies that blacks were rather fierce and violent. usually they become bandits on the street. data 7 minutes in the movie showing 30.13. inside the office, speakeris remembering the message and attention that ji wook gave before she went to the office. speaker : “wow finally ji wook managed to steal my heart” hearer : “yeah i guess so, because i've been watching that gesture for a long time” speakersays stealing, but he means that he managed to get the attention of the speaker. the speaker is happy that the man she is dreaming of has the same feelings as her at last. the man paid a small attention to which the speaker was amazed. data 8 minutes in the movie showing 31.12. at the office, speaker looks so upset and angry, because of the many piling and difficult jobs. speaker : “this problem really makes me hot” speakermeant his mind was dizzy with the problem he was facing at that time. not really hot like a fire, but it's dizzy and annoying. the speaker was annoyed because of the new problems again. one that has not been finished has added one more problem. that's why he uses the word "hot" in this movie. data 9 minutes in the movie showing 35:06. while working, suddenly the sound of the hearer's cellphone rang, then the hearer picked up the phone and listened to the speaker's words on the phone. speaker : “this is mom, as i have asked before, how about the continuation of the college you will take?” hearer : “ouh i know mom, but now im in 30. so i want to find my life partner mom” what the hearer meant was that he didn't want to go to college anymore, just his current degree and because he is very old. because the mother continues to demand the child for s2 but the child no longer wants to continue his education because he is old. data 10 minutes in the movie showing 38.13. at home, speakerand hearer who are getting ready to go to the party, then speaker askedabout the appearance. speaker : “how about this?” hearer : “you use whatever suits you” 249 here hearer means that speaker was already handsome in any clothes. without bothering to think about what clothes to wear, speaker was already handsome enough. what was conveyed by the hearer was a compliment to the speaker. data 11 minutes in the movie showing 41.18.in a cafe, two people were enjoyed food at a table. while held the glass in his hand, the speaker asked the hearer private questions about his love. speaker : “do you like ji wook?" hearer : “he is sugar in my drink and it's hard to separate” what the hearer meant was not ji wook who became sugar, but ji wook who was so important and meaningful to the hearer. so the hearer uses hyperbole in the sentence. which means without the man or ji chang wook she can't live. the hearer is deeply in love with ji chang wook. data 12 minutes in the movie showing 45.18. stilled in a cafe, the speaker asked the hearer about an invitation to join the office tour the day after tomorrow, while moved home. speaker : “can you join the office tour the day after tomorrow?" hearer : “i do a lot of laundry at home” the hearer explained that he was so busy that he couldn't join the office tour. what he meant here was not to open a laundry service, but he had a lot of work to do so he said so. such as some homework and office work that he has brought home to be completed immediately. data 13 minutes in the movie showing 48.19. when in front of the house,the speaker pointed at the listener's shoes and said; speaker : “stop! look at your shoes like a pair of lovers fighting” hearer : “oh my god” speaker said that hearer shoes was torn off. that's why speakersaid like a pair of lovers who fight. because there are parts of it that are torn. so the speaker's intention is to repair the shoes of the other person who looks bad. because posibly the hearer wasn't paying attention to his shoes anymore. data 14 minutes in the movie showing 50.15. in an office, hearer is flirting with speaker, but speaker was uncomfortable. speaker : “try here!” hearer : “no no” speaker meant that if hearer dared to approach him, then speaker wouldn't hesitate to hurt him. speakers do not hesitate to hit the hearer if the hearer dares to touch it. in this case the speakers ask the hearer to come closer and pay attention. data 15 minutes in the movie showing 55.14. inside the house, speakerspoils hearer, wanted hearer to stay. speaker : “it might be better if you stay here” hearer : “i want to sleep” 250 here hearer without saying "yes" but the meaning is yes. the hearer stayedin the house and not left the speaker. here ji chang wook does not want to be left by his lover. he wanted company and to stay in the house. data 16 minutes in the movie showing 59.12. after waking up,in a roomspeakersaw hearer then corrected what listeners do. speaker : “i think it would be prettier if the hair tie was untied” speaker explained that at that time hearer hair was tied up and looked a bit ugly. so it's better to just let her hair loose. it's better to just let your hair loose according to the speaker because it will look beautiful. 5. conclusion in this article, several examples of the use of implied or conversational meanings have been found in chiko chiata's film "suspicious couple". this film is a genre about life and law in a country. it is played by two main characters and three supporting characters. there are many implied meanings in this film, so that is one of the reasons the researchers took this film as a data source. many movements are also found that interpret a meaning. there are 16 data that have been found and described. the 16 data consists of two parts of conversational implicatures that have been discussed in induction. the use of conversational implicatures is very commonly used in everyday life. which has been applied in this thesis by various methods from experts. the author hopes that this thesis can be useful in future conversational implicature research. 6. acknowledgements the researchers would like to express their gratitude and highest appreciation to those who have contributed positively during the process of writing this research and for putera batam university so this article can be useful as a reference for the students, especially english literature study programs. especially in the type of conversational implicature in movie data. references amrullah, l., & java, e. (2015). implicature in the study of pragmatics. jakarta. mustafa jurnal. volume 7(february), 57–63. brown, g., & yule, g. (1983). brown & yule (1983), ch. 1 justine cassell. new york. cambridge. university press. christina, v. (2018). the function s of conversational implicature in tv show “f.r.i.e.n.d.s”: pragmatic s approach. 75–84. batam. indonesia. basis journal. putera batam university. creswell, w. j., & creswell, j. d. (2018). research design: qualitative, quantitative adn mixed methods approaches. in journal of chemical information and modeling (vol. 53, issue 9). gounder, s. (2012). chapter 3 research methodology and research questions. research methodology and research method, march 2012, 84–193. grice, 1989. (2017). conventional and non conventional implications. new york. cambridge. university press. 7(1), 104–126. 251 grice, p. (1989). grice logic and conversation.pdf. in logic and conversation. usa. beyond english style. levinson, s. c. (2000). presumptive meanings: the theory of generalized conversational. language arts. schadeck, m., beltrame, b., & mirek, z. m. (n.d.). the violations to grice in the comic “ turma da mônica ”. scorld, a. (2018). allott_2018_conversational_implicature_final. canada. university of alberta. volume 8 (p.31). solihati, n. (2014). conversational implicature in a drama entitled snow white and the seven dwarfts and its application. muhammadiyah university of purworejo. sudaryanto, (2017). yogyakaria kotapendidikan dan ekonomialternatif oleh: sugiyanto. 523– 547. jogjakarta. ilmu sejati. zilian, h. g. (1991). studies in the way of words. in grazer philosophische studien. the university british of canada. (vol. 39). biography of authors syadila ika putri is one of the students of the english literature undergraduate program. profession as a private employee in batam. graduated from school in 2018 and entered the student of putera batam university in 2018. email: syadilaikaputri08@gmail.com pb181210043@upbatam.ac.id ambalegin is one of the lectures of english literature in the field of pragmatic studies which has allowed students to process articles. a lecturer at the putera batam university. email: ambalegin@puterabatam.ac.id mailto:syadilaikaputri08@gmail.com mailto:pb181210043@upbatam.ac.id mailto:ambalegin@puterabatam.ac.id e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:100—118 doi. 10.24843/ejl.2018.v12.i02.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 100 construction of the verb sequence menjuruh in the classic malay language 1 i made madia, fib udayana university 2 ketut artawa, ketut_artawa@unud.ac.id, udayana university 3 i wayan pastika, wayanpastika@unud.ac.id, udayana university 4 i ketut darma laksana, darmalaksana27@yahoo.com, udayana university *corresponding author: de.mad58@yahoo.co.id received date: 13-12-2017 accepted date: 02-03-2018 published date: 11 july 2018 abstract— the construction of verbs sequence „konstruksi verba beruntun‟, which is hereinafter abbreviated to kvb, in this article is defined as a construction without the existence of any linking word and pausing mark (comma). based on the theory of typology, as far as the complex predicate is concerned, the only kvb menjuruh+vitr (intransitive verb) whose grammatical object functioning as the nucleus argument located after v2 (the second verb) and kvb menjuruh+vtr (transitive verb) which is not marked by the morphological prefix mengare identified as having the complex predicate construction „kontruksi predikat kompleks‟ which is hereinafter abbreviated to kpk. based on the theory of transformational grammar, the kvb menjuruh, except that identified as kpk, is identified as having the complex clausal construction „konstruksi klausa kompleks‟, which is hereinafter abbreviated to kkk. keywords: construction of verbs sequence, construction of complex predicate, construction of complex clause 1. introduction the classic malay language „bahasa melayu klasik‟ which is hereinafter abbreviated to bmk was used between the 15 th century and the 18 th century (collins, 2005). the malay language used in literature, culture, religion, and in the matters pertaining to the form of government shows that the impact of the arabic culture, which was introduced through islam, was highly strong. the text of the history of malay „sedjarah melaju‟, which was written in 1612 and is hereinafter abbreviated to sm (situmorang, 1952, 1958) is representative enough to show the use of bmk. the other text which can also represent the use of bmk is the book hikajat abdullah, which is hereinafter abbreviated to ha (datoek besar, 1953). it narrates the biography of abdullah (ibn abdulkadir munsji) starting from 1976 to 1853. the kvb in this article is defined as the existence of (at least) two verbs in a construction without the existence of any linking word and pausing mark (comma). syntactically, the kvb menjuruh can be in the construction v1+v2 without any linguistic https://ojs.unud.ac.id/index.php/eol/ mailto:ketut_artawa@unud.ac.id e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:100—118 doi. 10.24843/ejl.2018.v12.i02.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 101 constituent between v1 (the first verb) and v2 (the second verb). it can also be in the construction v1+x+v2 with the existence of a linguistic constituent, excluding linking word and pausing mark (commat), between v1 and v2. the article written by dol (1996) and menick (1996), in which the terms sequences of verbs and verbs sequence are used, has inspired the term kvb. in this article, the concept kvb is different from the concept kvb used by several writers before. according to pradnyayanti (2010), the term kvb is equivalent to the term kvs „konstruksi verba serial‟ (the construction of serial verb). mas indrawati, in her dissertation, states that the term kvb is identical with the term kpk. furthermore, subiyanto (2010) claims that kvb can be in the form of both kvs and kpk. the verb menjuruh in bmk is an action verb which requires a complement (clause). semantically, it means „memberikan perintah kepada seseorang untuk melakukan sesuatu tindakan‟ (asking someone to do something). the verb menjuruh or menjuruhkan was used productively enough in bmk. among 74,183 words used in sm, the verb menjuruh or menjuruhkan was used 133 times, meaning that 0.19% of the words used in sm was dominated by the verb menjuruh or menjuruhkan. if compared to the use of the verb memerintah or memerintahkan, which, semantically, has the same meaning as the verb menjuruh or menjuruhkan, there is a significant difference. in sm the verb memerintah or memerintahkan is only used 7 times (0.009%). the productive use of the verb menjuruh has been the main reason why it is used as the topic of this article. the discussion in the current study covers three things; they are (i) the description of the verb menjuruh; (ii) the analysis of the kvb menjuruh as kpk, and (iii) the analysis of the kvb menjuruh as kkk. 2. research method this current study is an inductive-descriptive-explanative one. collecting data using observational method and note taking technique initiated the study. the descriptive study attempts to identify and classify data based on the linguistic intuition parameter (see keraf, 1981: 94). the explanative study attempts to present an analysis of or explanation on the evaluation of linguistic data, meaning that the explanative study attempts to explain why the speaker and addressee tend to choose and use particular sentence constructions (see karim, https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:100—118 doi. 10.24843/ejl.2018.v12.i02.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 102 1988:226). in this current study a written text taken from the book sm was used as the data source (situmorang, 1952, 1958) and ha (datoek besar, 1953). therefore, the data are still in the original form, meaning that the data are still written using the old spelling (the soewandi spelling/republic spelling). 3. theoretical framework based on the characteristics of the collected data, the kvb menjuruh in the text bmk requires two theories in order to be able to explain it comprehensively. they are the theory of complex predicate typology and the theory of transformational grammar. a complex predicate, as far as its wide definition is concerned, is defined as a predicate which is made up of more than one (sub)predicate. the relation among the (sub)predicates varies; many are in the form of complementation structure and many others are in the form of serial structure (arka et al., 2007: 187). in this article, the complex predicate in the form of complementation structure is emphasized. kpk can be determined phonologically, syntactically, and semantically (see durie, 1997l van staden, 2008; kroeger, 2004; aikhenvald, 2004; senft, 2008; and artawa, 2010). phonologically, kpk is uttered in one unit of intonation, meaning that there is no pause between the verbs forming kpk. syntactically, kpk has the following characteristics: (i) one of the verbs, namely v1 in kpk is the nucleus one, and the other, namely v2 is the subordinate one; (ii) it is monoclausal in nature (consisting of one clause); (iii) the verbs forming kpk share the same aspect, modality, and negation markers; and (iv) the verbs forming kpk share at least one argument. semantically, kpk expresses one event or sub-events of one single event. from 1957 to 1980s the theory of transformation grammar developed fast enough. based on the phases during which it developed, it can be classified into four; they are (1) the phase during which the syntactic structure developed (1957—1964), (2) the phase during which the standard theory developed (1964—1972), (3) the phase during which the standard theory developed, resulting in the extended standard theory (abbreviated to est) and during which the extended standard theory was revised, resulting in the revised extended standard theory (the revised est); this took place in 1970s, and (4) the phase during which the theory of government and binding „teori penguasaan dan ikatan (abbreviated to tpi) https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:100—118 doi. 10.24843/ejl.2018.v12.i02.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 103 was developed; this took place in 1980s (cf. dardjowidjojo, 1987: 5 and silitonga, 1990: 18—47). the model of analysis used in this current study is the phrase structure syntax, as one of standard versions developed after 1965. this model is highly similar to the analysis of immediate constituent analysis (see sariyan, 1988 and lapoliwa, 1990). the theory of transformational grammar consists of three components; they are syntax, phonology, and semantics. syntax includes phrase structure, lexicon, and rule. phonology includes deletion, filter, and phonological rules. semantics includes the linguistically interpretative rules (grammar) and the cognitively interpretative rule. the linguistically interpretative rules change the deep structure of sentences into the logical forms. the logical forms and the cognitively interpretative rules produce semantic representations of sentences (silitonga, 1990: 36 and lapoliwa, 1990: 14). there are several reasons why the theory of transformational grammar was chosen. first, it is reliable enough to use the transformational grammar using the sentence as the biggest unit to analyze the kvb menjuruh as kkk. second, the transformational grammar is concerned with where a sentence construction comes from. what the transformation grammar is concerned with is which structure is the kernel and which is derived. in a derived construction it is concerned with where the structure comes from and how it is transformed. third, the concepts of deep structure and surface structure which characterize the transformational grammar allow a researcher to explain the phenomenon that the components of a clause are not complete from the surface structure point of view; however, it can be felt that it is a clause. 4. results and discussion 4.1 description of the kvb menjuruh syntactically, the verb menjuruh is a transitive verb which requires the existence of two nucleus arguments, one functions as the grammatical subject and the other functions as the grammatical object. based on the linguistic element existing between the verb menjuruh and v2, the kvb menjuruh can be grouped into two types; they are (i) the kvb menjuruh+v2 and (ii) the kvb menjuruh+x+v2 in which x is the linguistic element; however, the linking word and/or pausing mark (comma) are not included. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:100—118 doi. 10.24843/ejl.2018.v12.i02.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 104 4.1.2 description of the kvb menjuruh+v2 based on the grammatical type of v2, the kvb menjuruh+v2 can be grouped into two: they are the kvb menjuruh+vitr and the kvb menjuruh+vtr. (a) kvb menjuruh+vitr (1) maka baginda me-njuruh ber-tanja (sm, 7.4:21) conj baginda act-suruh (vtr) act-tanya (vitr) ‟(maka) baginda menyuruh (orang) bertanya‟ „(so) his excellency asks someone to ask‟ baginda functions as the grammatical subject and nucleus argument (1); however, the grammatical object, as the other nucleus argument, that is, orang does not appear, as it is generic-indefinite in nature. this grammatical object, as the other nucleus argument, functions as the grammatical subject of v2 bertanja. as an intransitive verb, it does not need any grammatical object, the other nucleus argument, to appear. the fact that the appearance of the noun phrase (np) orang has more than one function as can be seen in data (1) can be proved by the appearance of the np orang in data (2). (2) patih aria gadjah mada me-njuruh orang patih arya name act-suruh (vtr) orang ber-djaga 2 (sm, 14.16:133) act-jaga-jaga „patih arya gajah mada menyuruh orang berjaga-jaga‟ „chief minister gajah mada asks someone to stay awake‟ data (3) is another example of the kvb menjuruh+vitr as in data (1); however, the nucleus argument, namely the grammatical object of v1 menjuruh, is specific-definite in nature, supai itu. (3) orang me-njuruh lari supai itu (ha) orang act-suruh (vtr) lari (vitr) serdadu pron „orang menyuruh lari serdadu (india) itu‟ „someone asks the indian soldiers to run‟ (b) the kvb menjuruh+vtr (4) machdum-pun me-njuruh me-manggil tun name-par act-suruh (vtr) act-panggil (vtr) tuan bidja wangsa (sm, 20.5:68) name https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:100—118 doi. 10.24843/ejl.2018.v12.i02.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 105 „machdum pun menyuruh (orang) memanggil tuan bija wangsa‟ „machdum also asks (someone) to call mr. bijawangsa‟ the nucleus argument, that is, the grammatical subject of v1 menjuruh (4) is machdum; however, the grammatical object, that is, orang, as the other nucleus argument, does not appear as it is generic-indefinite in nature. at the same time this grammatical object also functions as the grammatical subject of v2 memanggil. as a transitive verb, the v2 memanggil requires the existence of the grammatical object, that is, tun bija wangsa, as the other nucleus argument. data (5) is another example of the kvb menjuruh+vtr as in data (4). (5) maka baginda me-njuruh me-njerang pahang (sm, 17.4:33) conj baginda act-suruh (vtr) act-serang (vtr) name „(maka) baginda menyuruh (orang) menyerang pahang‟ „(so) his excellency asks (someone) to attack pahang‟ data (6) is another example of the kvb menjuruh+vtras data (4)-(5); however, the second vtris in the form of a verb without the prefix morphological marker meng-. (6) maka baginda me-njuruh tutup pintu kota (sm, 1.13:91) konj baginda akt-suruh(vtr) tutup (vtr) pintu kota ‟(maka) baginda menyuruh (orang) menutup pintu kota‟ „(so) his xcellency asks (someone) to close the town door‟ 4.1.3 description of the kvb menjuruh+x+v2 based on the direction from which the linguistic constituent refers to the verb, the kvb menjuruh+x+v2 can be further described as the kvb menjuruhxv2, the kvb menjuruhx+v2, the kvb menjuruh+xv2 and the kvb menjuruhx1+x2v2. (a) the kvb menjuruh,xv2 (7) ia me-njuruh orang me-mukul tjanang (sm, 14.4:27) 3t akt-suruh (vtr) orang akt-pukul (vtr) canang „ia menyuruh orang memukul canang‟ „he asks someone to hit the small gong‟ the constituent orang in data (7) double functions; they are (i) as the grammatical object of the v1 menyuruh, and (ii) as the grammatical subject of v2 memukul, meaning that the construction in data (7) is made up of two clauses, namely clause (7a) and clause (7b). (7) a. ia menjuruh orang (he asks someone) https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:100—118 doi. 10.24843/ejl.2018.v12.i02.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 106 b. orang memukul tjanang (someone hits the small gong) the following data shows the kvb menjuruhxv2 as in data (7) (8) maka sultan mahmud me-njuruh paduka tuan conj sultan name act-suruh (vtr) paduka tuan me-njerang mandjung (sm, 26.31:286) act-serang (vtr) name „(maka) sultan mahmud menyuruh paduka tuan menyerang manjung‟ „(so) sultan mahmud asks his excellency to attack manjung‟ (9) maka baginda-pun me-njuruh-kan orang pergi ke conj baginda-par act-suruh (vtr) orang pergi (vint) prep madjapahit (sm, 14.8:73) name „maka baginda pun menyuruh orang pergi ke majapahit‟ „so his excellency also asks someone to go to majapahit‟ the suffix –kan attached to the verb menjuruhkan (9) functions to emphasize the existence of the nucleus argument, namely the grammatical object (sasrasoeganda, 1986: 40; hollander, 1984: 65; van wijk, 1985: 64) which is generic-indefinite in nature, namely orang, meaning that the existence of the suffix –kan in the verb menjuruhkan requires the existence of the grammatical object, namely orang, causing the construction which resembles (9a) is not found in bmk. the existence of the nucleus argument, namely orang as the grammatical object, is optional if there is no suffix -kan (9b). (9) a. ?maka bagindapun menjuruhkan pergi ke madjapahit „?so his excellency asks to go to madjapahit.‟ b. maka bagindapun menjuruh (orang) pergi ke madjapahit „so his excellency also asks (someone) to go to madjapahit‟ (b) the kvb menjuruhx+v2 (10) maka sultan mahmud hendak me-njuruh ke pasai conj sultan name hendak act-suruh (vtr) prep name ber-tanja-kan mas'alah (sm, 32.11:105) act-tanya (vtr) masalah „(maka) sultan mahmud hendak menyuruh (orang) ke pasai menanyakan masalah‟ „(so) sultan mahmud intends to ask (someone) to go to pasai to ask the problem. the constituent kepasai in data (10) is the non-nucleus argument, namely the adverb of place which refers to the v1menjuruh. data (11) exemplifies the kvb menjuruhx+v2 as in data (11). https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:100—118 doi. 10.24843/ejl.2018.v12.i02.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 107 (11) hatta maka sultan mahmud hendak me-njuruh ke-benua conj sultan name hendak act-suruh (vtr) prep-negeri keling mem-beli kain serasah (sm, 28.2:17) name act-beli (vtr) kain perca „(hatta maka) sultan mahmud hendak menyuruh (orang) ke negeri keling membeli kain perca‟ „(so) sultan mahmud intends to ask (someone) to go to keling to buy kain perca’ (c)kvb menjuruh+xv2 (12) maka baginda-pun me-njuruh segera ber-lengkap conj baginda-par act-suruh (vtr) segera act-sedia (vtr) perahu (sm, 29.12:121) perahu „(maka) baginda pun menyuruh (orang) segera menyediakan perahu‟ „(so) his excellency also asks (someone) to prepare a canoe immediately‟ the constituent segera in data (12) is an adverb indicating the aspect of the v2 berlengkap. data (13) below exemplifies the kvb menjuruh+xv2 which uses the adverb indicating negation djangan for the v2 bersurat. (13) kita me-njuruh djangan ber-surat (sm, 32.11:108) 1 st pl act-suruh (vtr) jangan act-surat (vitr) „kita menyuruh (orang) jangan bersurat‟ „we ask (someone) not to write‟ (d) the kvb menjuruhx1+x2v2 (14) bubun-nja-pun me-njuruh ke malaka hendak raja-par-par act-suruh (vtr) prep name hendak minta surat sembah (sm, 13.1:3) minta (vtr) surat tanda tunduk „rajanya pun menyuruh (orang) ke malaka hendak meminta surat tanda tunduk‟ „his excellency also asks (someone) to go to malaka to ask for the letter to surrender‟ data (14) shows that the non-nucleus argument, namely the adverb of place kemalaka refers to the v1menjuruh; however, the adverb modality hendak is the constituent which refers to the v2 minta. 4.2 the kvb menjuruh as kpk based on the characteristic of kpk, the only kvb menjuruh+v2 potentially becomes kpk. there are two types of the kvb menjuruh+v2 which are identified as kpk; they are the kvb menjuruh+vitr and kvb menjuruh+vtr. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:100—118 doi. 10.24843/ejl.2018.v12.i02.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 108 (a) the kpk menjuruh+vitr (15) orang me-njuruh lari supai itu (ha) orang act-suruh (vtr) lari (vitr) serdadu pron „orang menyuruh lari serdadu (india) itu‟ „someone asks the indian soldiers to run‟ data (15) contains the kpk menjuruh lari which functions as one predicate, which binds two nucleus arguments, namely the nucleus argument orang functioning as the grammatical subject and the noun phrase (np) supai itu functioning as the grammatical object. the vitr lari does not have any nucleus argument/grammatical subject as it has become an integral part of the kpk menjuruh lari. in kpk, the v1 menjuruh is the main verb determining the primary meaning (primary semantics), and the v2 lari is the light verb/vector verb/explicator verb functioning to express grammatical elements such as modality, aspect, tense, and modus (see arka et al., 2007:187; kroeger, 2004:255; bukhari, 2009: 28; and kosmas, 2007: 318). the semantic relation between the verbs in kpk expresses „purpose/expectation‟. phonologically, the verbs forming kpk (15) are hypothesized as being within one unit of intonation (15a). in the bi-clausal construction, they are hypothesized as possibly having two pauses taking place after the matrix clause (16a-b). (15) a. orang menjuruh lari supai itu (16) a. orang menjuruh supai itu lari b. orang menjuruh supai itu lari „someone asks the soldier to run‟ the following data (data 17) exemplifies the kpk menjuruh+vitr as data (15). (17) ia hendak me-njuruh-kan lari tengku panglima besar 3t hendak akt-suruh (vtr) lari (vitr) nama itu (ha) pron „ia hendak menyuruh lari tengku panglima besar itu‟ „he intends to ask tengku panglima besar to run‟ (b) the kpk menjuruh+vtr (18) maka baginda me-njuruh tutup pintu kota (sm, 1.13:91) konj baginda akt-suruh(vtr) tutup (vtr) pintu kota ‟(maka) baginda menyuruh menutup pintu kota‟ „(so) his excellency asks to close the town door‟ https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:100—118 doi. 10.24843/ejl.2018.v12.i02.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 109 data (18) contains the kpk menjuruh tutup functioning as (one) predicate. the predicate menjuruh tutup binds two nucleus arguments; they are the np baginda functioning as the grammatical subject and the np pintukota functioning as the grammatical object. the fact that the prefix mengdoes not exist in the vtr2 tutup strengthens the hypothesis that it is more accurate to analyze the kvb menjuruh+vtr as in data (18) as kpk. phonologically, the verbs forming kpk (18) are hypothesized to be within one unit of intonation (18a). in the bi-clausal construction which is indicated by the use of the prefix mengin v2, they are hypothesized to have a pause after the matrix clause (19). (18) a. maka baginda menjuruh tutup pintu kota (19) maka baginda menjuruh menutup pintu kota „so his excellency asks to close the town door‟ the data below exemplify the kpk menjuruh+vtr as in data (18) (20) maka baginda-pun me-njuruh panggil tun conj baginda-par act-suruh (vtr) panggil (vtr) tuan perpatih pandak (sm, 6.8:77) pejabat name ‟(maka) baginda pun menyuruh memanggil tuan pejabat pandak‟ „(so) his excellency also asks to call mr. pejabat pandak’ (21) jang diper-tuan me-njuruh bunuh hang conj pas-tuan act-suruh (vtr) bunuh (vtr) art tuah itu (sm, 16.2; 33.9) name pron „yang dipertuan menyuruh membunuh hang tuah itu‟. „one who is considered the boss asks to kill hang tuah‟ 4.3 the kvb menjuruh as kkk the kvb menjuruh which is identified as kkk has the characteristic of having a pausing mark between the v1 menjuruh and v2 in one construction, namely the bi-clausal construction in which the non-nucleus argument, namely the adverb can appear after the v1 menjuruh; the aspect, modality, and negation markers can appear prior to v2; the nucleus argument; in this case the nucleus argument or the grammatical subject of v1 can be the same as that of v2, or the nucleus argument or the grammatical subject of v1 can also be different from that of v2 expressing two events, depending on the verbs. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:100—118 doi. 10.24843/ejl.2018.v12.i02.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 110 in general, the kvb menjuruh is kkk. all units of the kvb menjuruh+x+v2 are identified as kkk for the reason that all of its characteristics, or, one of its characteristics described above are or is fulfilled. data (22) constitutes the kvb menjuruh+v2 which is identified as kkk, and can be used a reference to identify the kvb menjuruh identified as kkk. (22) sultan mansur sjah me-njuruh mem-bawa per-salin (sm, 16.6:100) sultan nama akt-suruh (vtr) akt-bawa (vtr) n-salin „sultan mansur syah menyuruh (orang) membawa pesalin‟ „sultan mansyur syah asks (someone) to bring the childbirth‟. data (22) shows that the vi menjuruh and v2 membawa follows each other without any linguistic constituent between them. this construction is identified as a bi-clausal construction/kkk with an interpretation that the nucleus argument, namely the grammatical object of the v1 menjuruh, and the other nucleus argument, namely the grammatical subject of the v2 membawa are the generic indefinite np orang whose existence is optional. this construction, according to van valin (1984; 1990) and durie (1997:228 and artawa (2010:152), is a bi-clausal construction formed through the nucleus juncture. based on this analysis, it can be identified that data (22) is made up of two clauses (22a-b) which form the bi-clausal construction (22c). (22) a. sultan mansur sjah menjuruh (orang) „sultan mansur syah asks (someone)‟ b. (orang) membawa persalin „(someone) brings the childbirth‟ c. sultan mansur sjah menjuruh orang membawa persalin „sultan mansur syah asks someone to bring the childbirth‟ raising position from the lower position (object/patient) takes place in the shared argument orang in the bi-clausal construction (22c); in other words, the object/patient of the v1 menjuruh raises to the higher position and becomes the subject/agent of the v2 membawa (noonan, 1998: 69—69). phonologically, it is hypothesized that there is a pausing mark between v1 and v2 as in the bi-clausal construction (22e) which is not intonated as in kpk (22f). (22) d. sultan mansur sjah menjuruh membawa persalin e. sultan mansur sjah menjuruh orang membawa persalin f. *sultan mansur sjah menjuruh membawa persalin „sultan mansur syah asks to bring the childbirth‟ https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:100—118 doi. 10.24843/ejl.2018.v12.i02.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 111 as a bi-clausal construction, the relation between the clauses in (22) shows the complementation relation. clause (22a) is a matrix clause; however, clause (22b) is a subordinate/complement clause functioning as the object np of the matrix clause. the semantic relation between (22a) and clause (22b) shows „purpose/expectation‟ which can be indicated by the complement marker (cm) supaja in bmk as reflected by data (23). (23) aku pergi supaja djangan bel-adjar (ha) 1 sr s pergi (vitr) pkom tidak act-ajar (vitr) „aku pergi supaya tidak belajar‟ „i go in order not to learn‟ from the analysis using the transformational grammar, the basic structure of the surface structure of data (22) can be traced, as can be seen from the derivational process (22g) illustrated in diagram (22h). (22) g. sultan mansur sjah menjuruh „sultan mansyur syah asks (22) h.i i. orang supaja orang membawa persalin ii. orang supaja membawa persalin iii. orang membawa persalin iv. membawa persalin i. someone so that he/she carries the childbirth ii. someone in order to carry the childbirth‟ iii. someone to carry the childbirth‟ iv. to carry the childbirth‟ https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:100—118 doi. 10.24843/ejl.2018.v12.i02.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 112 (22) h.ii https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:100—118 doi. 10.24843/ejl.2018.v12.i02.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 113 (22) h.iii (22) h.iv data (22) is derived from one basic form (22g.1) whose deep structure is illustrated in diagram (22h.i). (22g.ii) is formed by deleting the np functioning as the subject, namely orang in the complement clause as it is the same as the np functioning as the object, namely orang in the matrix clause as illustrated in (22h.ii). (22g.iii) is formed by deleting cm, https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:100—118 doi. 10.24843/ejl.2018.v12.i02.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 114 namely supaja and raising the np functioning as the object, namely orang in the matrix clause to the position of the np functioning as the complement clause as illustrated in diagram (22h.iii). (22g.iv) is formed by deleting the nucleus argument, namely orang functioning as the generic-infinitive grammatical subject in the complement clause as illustrated in (22h.iv). in bmk the construction (22g.i-ii)/diagram (22h.i-ii) only appears in the deep structure; however, the construction (22g.iii-iv)/diagram (22h.iii-iv) is a very common construction. the following data (24—26) illustrate the kvb menjuruh-v2, which is identified as kkk as shown by data (22). all units of the kvb menjuruh+x+v2 as shown in (7)—(14) are identified as kkk. (24) maka hang tuah me-njuruh turun (sm, 16.3:38) conj art name act-suruh (vtr) turun (vitr) „(maka) hang tuah menyuruh (orang) turun‟ „(so) hang tuah asks (someone) to go down‟ (25) maka bendahara me-njuruh ber-sadji nasi (sm, 22.4:23) conj bendahara act-suruh (vtr) act-saji (vtr) nasi ‟(maka) bendahara menyuruh (orang) menyajikan nasi‟ „(so) the treasurer asks (someone) to serve rice‟ (26) tuan-ku me-njuruh mem-bantu pahang (sm, 31.1:6) tuan-par act-suruh (vtr) act-bantu (vtr) name ‟tuanku menyuruh (orang) membantu pahang‟ „my boss asks (someone) to help pahang‟ 5. novelties the current study, in which the kvb mernjuruh was analyzed using the theory of complex predicate typology and theory of transformational grammar, shows that the kvb menjuruh is identified as kkk. the only the kvb menjuruh+vitr and the kvb menjuruh+vtr which are potentially identified as kpk. the kvb menjuruh+vitr will be identified as kpk if the nucleus argument, namely the grammatical object, follows v2. the kvb menjuruh+vtr will be identified as kpk if vtr2 is not morphologically marked with the prefix meng-. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:100—118 doi. 10.24843/ejl.2018.v12.i02.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 115 6. conclusions and suggestions the kvb menjuruh can be classified into two; they are the kvb menjuruh+v2 and the kvb menjuruh+x+v2. based on the grammatical characteristic of v2, the kvb menjuruh+v2 can be classified into two; they are the kvb menjuruh+vitr and the kvb menjuruh+vtr. the kvb menjuruh+x+v2 can be grouped into: the kvb menjuruhxv2, the kvb menjuruhx+v2, the kvb menjuruh+xv2, and the kvb menjuruhx1+x2v2. based on the theory of complex predicate typology, the only the kvb menjuruh+vitr whose grammatical object functioning as the nucleus argument follows v2 and the kvb menjuruh+vtr with vtr2 which is not morphologically marked by the prefix mengare identified as kpk. based on the theory of transformational grammar, all units kvb menjuruh, except the ones identified as kpk, are identified as kkk. the syntactical analysis of the kvb menjuruh in this article is highly specific in bmk. it is suggested that the researchers who are interested in malay language and literature should further explore any syntactical and discursive aspects. references aikhenvald, alexandra y. 2004. 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prof. dr. aron meko mbete; prof. dr. made budiarsa, m.a.; prof. dr. drs. ida bagus putra yadnya, m.a.; and prof. dr. i nyoman kardana, m.hum. for their criticism and suggestions. https://ojs.unud.ac.id/index.php/eol/ usada bhuda kacapi: balinese traditional therapy (usada) literary text i ketut jirnaya old javanese department, faculty of letters, udayana university email: ketutjirnaya@yahoo.co.id postgraduate program of udayana university i made suastika study program of linguistics, faculty of letters, udayana university i wayan cika study program of linguistics, faculty of letters, udayana university i nyoman weda kusuma study program of linguistics, faculty of letters, udayana university abstract usada budha kacapi (abbreviated to ubk) text, which contains the basic balinese traditional therapy, is a text which is in the form of narration. the balinese traditional therapy (usada) texts generally contain collections of names of diseases, medicinal substances, and how to cure such diseases; however, the ubk is in the form of narration, containing characters, setting, themes, and literary language. the ubk text, after being edited, is recorded in a number of palm-leaf manuscripts. the title is the same but the content varies. budha kecapi is the main character, which has inspired many other writers; therefore, the works produced still use the same language units as used by budha kacapi. such works are budha kacapi cemeng, budha kacapi putih, and budha kacapi sastrasanga . it is this which has inspired the researcher to explore the ubk in order to know who and what budha kacapi is. in order to be able to identify the message transmitted to the reader or the community, and its totality, it is necessary to know, understand, and analyze the signs it contains. therefore, two theories are used in this study; they are the theory of intertextuality and the theory of semiotics. the results of analysis show that the writers wish to teach and guide those who desire to be professional indigenous medical practitioners ‘dukun’, namely, the ones who are highly knowledgeable of traditional therapy, ethical and not easily defeated by diseases. that, according to budha kacapi, can be achieved through ‘yogasastra’. the indigenous medical practitioners should improve their quality through yoga (meditation) and aksara suci (holy scripts) as the means. a set of learning materials related to the basic knowledge needed by the indigenous medical practitioners are systematically organized, starting from how to recruit the prospective learners, the learning method, how to diagnose (nenger), the philosophy of life and death, the philosophy of diseases, the concept of being healthy and sick, the compensation, types of diseases, and how to cure diseases. as a whole, the ubk text contains the basic and advanced levels of learning materials for indigenous medical practitioners. the advanced level means that if they study the ubk text and are able to apply it properly, they will not by all means be defeated by diseases. keywords: diagnosis (nenger), philosophy of diseases, yogasastra, and professional indigenous medical practitioner. 1. introduction human life cannot be separated from being healthy and sick. everybody wants to be healthy, as being healthy means that they can do what they want to do. when they are sick, the first thing they do is having either traditional or modern therapy. economically retarded people always choose traditional therapy as it is cheap and can be done by themselves without being assisted by an indigenous medical practitioner referred to as balian. in bali, traditional therapy is still applied up to now, as it is cheap, the nature prepares the substances needed, there are many indigenous medical practitioners, and there are many palmleaf manuscripts containing traditional therapy called usada such as usada rare, usada manak, usada kurantabolong, usada ila, and usada kacacar. usada budha kacapi (ubk) is one of hundreds of palm-leaf manuscripts containing traditional therapy in bali. it and its versions are welcome by the balinese people especially those who work as indigenous medical practitioners. in addition, it is stated that it is the basis of the balinese of traditional therapy. the indigenous medical practitioners are recommended to use the ubk as the basis of the balinese traditional therapy. the reality is that most of the indigenous medical practitioners in bali only know the story of sang budha kacapi, who was a highly powerful indigenous medical practitioner and was the teacher of sang klimasadha and sang klimasadhi. they also stated that it was difficult to understand the ubk text. what it contains is important as it has never been investigated as the object of research. there are three topics which are used as the main problems in this study; they are (1) what the existence of the ubk, as a medical therapy text, is like? (2) what to do to determine which text is used as the basis for editing? (3) what is the meaning of the ubk? ideally, it is hoped that the study will give a general picture of the ubk. in addition, it is also hoped that the study will enrich the treasury of knowledge in general and the traditional therapy texts as the object of research in particular. what has been described is the general aim of the study. what has been described above is the general aim of this study. in particular, this study aims at (1) indentifying the existence of the ubk as a traditional treatment literary text in the balinese community; (2) presenting the ubk text in its edited form and indonesian translation; (3) identifying the meaning of the ubk as a balinese traditional therapy literary text . it is hoped that the deep answers given to the problems formulated above will give information on literature in general and the literary genre containing therapy in particular as an attempt to develop literature in the archipelago. this study is useful to map the traditional therapy as part of the indonesian culture. in practice, this study is useful to the community as the ubk text is prepared in the form which is already edited and translated into indonesian. therefore, it will be easier for the community to understand its content. in addition, being deeply analyzed, it will also be easier for the community to understand and apply it. 2. research method qualitative analysis was applied in this study. the main focus of this study is to analyze the ubk text. the data needed in this study were collected by observation, in-depth interview and library research. some informants which were considered to be knowledgeable of the usada (traditional therapy) in general, and the ubk in particular as well as of its edited form were interviewed. the data were analyzed using analytic descriptive method. first of all the data were described before being discussed with other researchers or using the theories available, interpreted and concluded. the results of analysis were descriptively presented. 3. discussion the results of the study are discussed, in accordance with the problems formulated above and steps of analysis, as follows. 3.1 the existence of the ubk in the balinese traditional therapy tradition ubk text was found in two groups; the group of its versions and the group of its variants. the version text means the text which is far from the ubk texts; however, the budha kacapi is still used as the topic and the title of the text. the text includes budha kacapi cemeng, budha kacapi putih, budha kacapi sastrasanga, sanghyang budha kacapi, and the budha kacapi speech. the ubk is a variant text, meaning a text which still contains the ubk itself; however, the content is summarized and the plots are modified. four collections were taken from gedong kirtya singaraja and one was taken from the faculty of letters of udayana university, and the other one was taken from the ministry of health of bali province. many versions and variants of the ubk text do not indicate that the ubk has been well used both by the balinese community and the indigenous medical practitioners. the fact shows that they have not been interested in using the ubk as a reference in the therapy they have applied as it has been difficult for them to understand the content. only the parts which are specifically related to therapy have been designed, collected and used in therapy. this means that many indigenous medical practitioners have done their best to collect parts of several traditional therapy texts, depending on their specializations. they have read several tradition therapy texts including the ubk; however, the parts which are only related to their specializations are quoted. 3.2 the edited ubk text before determining which text was analyzed, it was edited to make it complete and free from any errors, in accordance with the objectives of the study. the way in which it was edited referred to philology. this was necessarily done as traditional texts cannot be separated from the process of being copied for various objectives. there are by all means errors in every copy using handwriting. as a consequence, the physical factors of those who copy the texts influence their concentration; they may wrongly read the texts; they may miss and add some information; they may repeat the same information. if the texts are not edited, the intactness of the meaning they contain cannot be accounted for. in other words, there may be ambiguity in meaning or there may be discontinued meaning resulting from such a miswriting. the way in which it was edited referred to philology. the six texts were compared; the best quality one was used as the editing basis. text a taken from gedong kirtya was determined to be the best and to contain the most complete story. as a result, text a was used as the basis for editing and the errors it contained were revised based on text f (the collection taken from the faculty of letters of udayana university. the reason is that text a was mostly close to text a. after it was edited, it was then translated into indonesian language so that it was easier to read and understand it. 3.3 the narrative structure of the ubk text as the other traditional therapy texts, the ubk has a formal structure which is made up of the following elements: names of diseases, medicinal substances taken from plants, animals and water; the ways in which such diseases are cured, for example, by consuming loloh (tonic made of medicinal herbs), boreh (medicinal powder), uap (ointment), simbuh (spittle), tutuh (moisture sucked by the nose) and impugn (massage); and language. such elements are packaged into one story (fabula). this means that there is literary element which includes: incident, characterization, setting, theme and language. the stylistic and esthetic elements form the literary language used. the ubk is a traditional literary work, namely, a traditional therapy literary work which is made up of narrative units. praise to god (manggala) is reflected by the fact that it starts with an opening expression om awighnamastu nama swaha, meaning that god would give protection and safety during the compilation of the ubk. negotiation; god siva and his wife, hyang nini, were discussing what was proposed by sang budha kacapi in his meditation. delegate (duta); hyang nini was requested to go down to the pangesengan cemetery to bestow sang budha kacapi what he had proposed for. war (aji); sang klimasadha and sang klimasadi, symbolizing adharma (evil), failed to fight against diseases. benevolence (dharmasastra); sang budha kacapi taught sang klimasadha and sang klimasadhi the basic knowledge needed to be professional indigenous medical practitioners which were hoped to help them defeat all diseases. happy ending (rdhimat); sang klimasadha and sang klimasadhi were asked to go back to their villages as they had finished all the learning process. they felt that they were happy. 3.4 the ubk as a discourse of balinese traditional therapy the ubk writer transmits essential information in the form of a discourse inserted within the elements supporting the ubk as a literary work (usada), initiated by the selection of learners which was done by interviewing the prospective learners who were serious and had the ability. then the teacher could prepare the materials in such a way that they would match what was needed. the method which was approved was aguru waktra method ‘learning through direct guidance and discussion’. then it was continued with materials. the materials given included: philosophy of diseases, how to diagnose diseases, the statuses of diseases and how to handle them, mantra (magic formula), wijaksana (wise), rerajahan (design with mystical properties, the ethics to refer to when applying traditional therapy to cure someone, the compensation in the form of money for the services provided (sesantun). giving such compensation was permitted by sang budha kacapi; however, it was not permitted to ask the patient for it; furthermore, no tariff was determined and referred to. 3.5 the ubk semiotic analysis the ubk is a text which contains the basic knowledge of the balinese traditional therapy. the writer comprehensively prepares a set of knowledge of therapy for those who want to be professional indigenous medical practitioners ‘dukun’ who can cure all types of diseases. however, it cannot be instantly reached; it will be reached through the steps formulated in yogasastra, meaning meditating with holy scripts. a traditional medical practitioner should understand the philosophy of the holy scripts (part of the balinese scripts) symbolizing god and his manifestations in the macro cosmos (bhuawana agung) and in human body ‘micro cosmos’ (bhuawan alait). the fact that thought and feeling (buddhi) should be sharpened in order to see (kaca) the identity (pitara) is the concretization of the meaning the expression budha kacapi contains. it is this teaching which is suggested by the writer through the character of sang budha kacapi, which is then transferred to sang klimasadha and klimasadhi, his students. in this way, ‘siddhi sakti wak bajra’ (highly skilled and powerful) indigenous traditional medical practitioners who can cure every type of diseases will be created. 4. findings the findings of the study are as follows: (1) the ubk text has the tradition that it has been horizontally rewritten (in an open way) as it has been in the form narration; (2) it turns out that the materials of usada have been in the form of stories (fabula); therefore, it is classified as a traditional therapy literary work referred to as usada; (3) the teaching of siwantantris dualis (siwa sakti), the basis of the balinese traditional therapy, is inserted in the buk; (4) the ubk can be understood through the mediation of yogasastra, meditating with holy scripts; and (5) the ubk suggests that the balian sujati, the balian siddhi sakti and wakbajra , namely, the traditional medical practitioner who can cure every type of diseases, can be created. 5. conclusions and suggestions 5.1. conclusions after the ubk was analyzed, there are several conclusions which can be withdrawn. 1) the existence of the ubk, as a balinese traditional therapy, has not been well made use of. in addition, it has not been known that it can be understood through ‘yogasastra’ (meditating with holy scripts). 2) the ubk text has been rewritten repeatedly; however, it has been horizontally rewritten (in an open way). to have it in the form of the text which is clean and free from misspellings without reducing the content, it should be edited philologically. such a result is in the form of collection text a which can be found at gedong kirtya singaraja. it is this which has been used as the basis for editing. 3) the ubk text contains the basic knowledge of the balinese traditional therapy, starting from how to understand the philosophy of diseases, how to diagnose diseases (nenger), ethics, and the regulation regulating compensation (sesantun). 4) the ubk is a traditional medical literary work referred to as usada. the writer wants to inform that someone can be a professional indigenous medical practitioner through siddhi sakti wakbajra. 5.2. suggestions in bali there are hundreds of usada texts with their various forms and types. they have not been deeply explored yet; therefore, it has been difficult to understand them. to make them, as what has been inherited from generation to generation, they should be investigated so that they will not be left neglected. the cost needed to conduct research is the biggest problem. it is, therefore, that the government should allocate more funds for research in traditional objects such as traditional texts in general and those containing traditional therapy in particular. acknowledgements it is the blessing provided by god, the almighty, which has enabled the researcher to complete the dissertation entitled “usada budha kacapi: balinese traditional therapy literary text” on time. then this study is offered to the examination board of the doctorate program in linguistics of the postgraduate program of udayana university in order to obtain a degree of philosophical doctor in linguistics. the assistance, motivations and input provided by the main supervisor, co-supervisors, the examiners, the lecturers and colleagues have contributed to the completion of this dissertation. therefore, in this opportunity, the writer would like to thank them all. thanks are expressed to prof. dr. i made suastika, s.u., the main supervisor; prof. dr. i wayan cika, m.s., as co-supervisor i; and prof. dr. i nyoman weda kusuma, m.s., cosupervisor ii as well as coordinator of the concentration of discourse studies for their guidance, supervision and motivations; otherwise, this dissertation would never have been completed. a word of appreciation should also go to prof. drs. ketut artawa, m.a., ph.d., head of the doctorate program in linguistics, the postgraduate program of udayana university; prof. dr. nyoman kutha ratna, s.u., prof. dr. i wayan pastika, m.s., prof. dr. i nengah duija, m.si., and prof. dr. i nyoman suarka, m.hum. for their critical input; otherwise, this dissertation would have been much less perfect . a word of appreciation should also be extended to prof. dr. i made bakta, sp.pd (khom), the rector of udayana university, for the facilities provided when attending the doctorate program in linguistics of the postgraduate program of udayana university. owing a great debt of gratitude should also go to prof. dr. a.a. raka sudewi, sp.s (k), the director of the postgraduate program of udayana university; ,prof. dr. i made budiarsa, m.a., vice director i of the postgraduate program of udayana university; and prof. dr. i ketut budi susrusa, m.s., vice director ii of the postgraduate program of udayana university for the encouragement and facilities provided. thanks are also extended to prof. dr. i wayan ardika, m.a., dean of the faculty of letters of udayana university for the permit and academic facilities provided to attend the doctorate program. being indebted should also go to the government of indonesia, through the ministry of national education and the doctorate program management team for the bpps scholarship which has highly contributed to the completion of this study. the writer would also like to thank the administrative staff of the postgraduate program and the doctorate program in linguistics of udayana university for the services provided during the completion of the study, and to all the teaching staff of the faculty of letters of udayana university in general, and all the teaching staff of the old javanese and balinese department for their prayers, encouragement and motivation. thanks should also go to prof. dr. aron meko mbete who has never been exhausted in motivating the writer during the completion of the doctorate program, to prof. dr. i nengah dasi astawa, m.si. and dr. i wayan sukayasa, m.hum. for their time spent on discussions and for lending the related books, and to the informants who were indigenous medical practitioners and highly knowledgeable of palm-leaf manuscripts for their information, guidance and patience. a word of appreciation should be extended to the 2007/2008 fellow-students such as sugiarti, made netra, ni wayan sartini, petrus pita, mulyadi, and dewa ramendra for their cooperation and motivation. in this opportunity the writer would also like to thank his wife, ni made suryati for her prayers and understanding; ni putu irma sastrayanti, ni made irma krisnayanti, ni komang rina indrayanti, the writers’daughters, and i ketut prawira adhiastra, the writer’s son, for their prayers and love; and to the writer’s older and younger siblings for their prayers and motivation. finally, the writer would also like to thank his friends and the other parties that cannot be mentioned one by one for their assistance, facilities, motivation and prayers so that this dissertation could be completed on time. denpasar, july 2011 e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 189—196 https://doi.org/10.24843/e-jl.2019.v13.i02.p01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 189 passive voice transformation 1 shpresë qamili, republic of kosovo institution, albania: public university " kadri zeka" *corresponding author: (shpresa.qamili@uni-gjilan.net) received date: feb 29, 2019 accepted date: feb 29, 2019 published date: 31-07-2019 abstract—it is well known that the differences between the languages and the different levels of relationship between them and the use of the english passive voice in albanian language are complex achievements of hypotheses given by language thinkers, because the language first of all is a process and processes change from time to time as a result of new language achievements and transformations and as a result of changes in people's worldview. the english and albanian passive voice do not have a single grammatical structure and that this should be related to numerous legalities that follow the languages in their internal and external development. the studies carried out in terms of linguistic features, even of the passive voice according to the comparative method, have opened new paths to see similarities and differences even in the passive voice structure. this study is intended to give our modest contribution to notice the similarities and differences in the use of the passive voice as well as its structure in both languages. this contrastive analysis tries to facilitate the acquisition of english as a foreign language for students, pupils, to make the translation from english into albanian and vice versa easier, to provide linguistic information to language researchers. the comparison is supported by the following english novels and their translated versions in albanian such as: “oliver twist” by charles dickens and translated by skënder luarasi and “silas marner” by george eliot and translated by ramazan hysa, where similar as well as different features have been found. keywords: passive voice, active voice, verb, transformation, and object. 1. introduction when the verb of a sentence is changed from passive voice into the active voice, the other words in the sentence remain unchanged, but there is a change in meaning: he is driving to the airport. (active voice) ai është duke vozitur për në aeroport. he is being driven to the airport. (passive voice) atë po e vozisin për në aeroport. the addressed person the subject of the first sentence is acting actively: the person is driving. the person of the second sentence that refers to the subject is staying passive; someone else is driving. using the first person singular of the verb classify as an example in the following table we will compare the most used tenses of the passive indicative mood with respective tenses of the active voice: table 1. the most used tenses of the passive indicative mood with respective tenses of the active voice: tense active voice passive voice simple present i classify i am classified mailto:shpresa.qamili@uni-gjilan.net e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 189—196 https://doi.org/10.24843/e-jl.2019.v13.i02.p01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 190 negative statement i do not classify i am not classified present continuous i am classifying i am being classified present perfect i have classified i have been classified simple past i classified i was classified negative statement i did not classify i was not classified past continuons i was classifying i was being classified past perfect i had classified i had been classified simple future i will classify i will be classified future perfect i will have classified i will have been classified simple, with would i would classify i would be classified perfect, with would i would have classified i would been classified source: by author it is characteristic to know that based on the research done so far the most used tenses in english are: present perfect, simple past & past perfect and modal verbs in combination with some of the verb tenses. in this paper some of the following aspects will be addressed: transformation of passive voice while preserving the meaning of the sentence; verb transformation from passive to active; transformation of verb which takes the two objects: the direct and indirect object, as well as the use of passive voice. 2. transformation of passive voice while keeping the meaning of the sentence in order to keep the meaning of the sentence when the voice is changed, it is necessary to change the order of words in the sentence. changing the verb from active into passive when the verb that receives an object is changed from active into passive in order to keep the meaning of the sentence, the previous object becomes the subject of the verb and the previous subject can be preceded by the preposition ‘by’ and is placed after the verb. for example: the wind is rippling the water. (active voice) era po e valëzon ujin. the verb (is rippling) has the subject (wind) and takes the object (water). when the verb is in passive voice and the meaning of the sentence is kept, the previous object (water) becomes the the subject of the verb (sentence) and the subject of the previous sentence (wind) becomes an object with the preposition ‘by’ (nga), as follows: the water is being rippled by the wind. ( passive voice) uji po valëzohet nga era. other examples are: the squirrel ate the nut. (active voice) ketri e hëngri lajthinë. the nut was eaten by the squirrel. (passive voice) lajthia u hëngër nga ketri. it should be noted that when the voice is changed in a sentence that keeps the meaning of the sentence, the verb number must agree with its new subject. the boys are mowing the lawn. (active voice) djemtë janë duke kositur lëndinën. the lawn is being mowed by the boys. (passive voice) lëndina është duke u kositur nga djemtë. in the first sentence, (boys) is in plural; therefore the plural auxiliary verb is used (are). in the second sentence, the subject (lawn) is in singular; therefore the auxiliary verb (is) is in singular. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 189—196 https://doi.org/10.24843/e-jl.2019.v13.i02.p01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 191 3. transformation of verb from passive into active if we want to keep the meaning of the sentence, when the verb is changed from passive into active, the subject of the previous sentence becomes the object of the sentence and if the sentence contains a noun phrase beginning with the preposition ‘by’, the previous object with a preposition becomes the subject of the verb (sentence). for example: the clover is being eaten by a horse. (passive voice) tërfili është duke u ngrënë nga një kalë. a horse is eating the clover. (active voice) një kalë është duke e ngrënë tërfilin. in the above examples the verb in passive voice is being eaten is changed into is eating in active voice. when we want to keep the meaning of the sentence the clower, the subject of the verb – sentence of passive voice becomes the object of the verb of active voice and is placed after the verb, as well as in the sentence a horse the object with the preposition ‘by’ becomes the subject of the verb in active voice and is placed before the verb. 4. voice transformation of the verb which takes the two objects: the direct and indirect object when the verb of the active voice has both objects – the direct and indirect object, then each of them may become the subject of the verb when the verb is changed into passive voice and the meaning is preserved. the object that does not become a subject remains an object. when a passive verb takes an indirect object, the indirect object is usually preceded by a preposition, for example: the guide will show you the museum. ( active voice ) ciceroni do t’ju paraqes muzeun juve. you will be shown the museum by the guide ( passive voice) juve do t’ju paraqitet muzeu nga ciceroni. the museum will be shown to you by the guide. (passive voice) muzeu do t’ju paraqitet juve nga ciceroni. in the first sentence, the active verb ‘will show’ takes the direct object ‘the museum’ and the indirect object ‘you’. in the second and third sentence, the verb ‘will be shown’ is in passive voice and the meaning is preserved by changing the word order in the sentence and by using the preposition ‘by’. in the second sentence, the previous indirect object ‘you’ is the subject of the sentence and the previous direct object ‘the museum’ remains a direct object. in the third sentence, the previous second object ‘the museum’ is the subject of the sentence and the previous indirect object ‘you’ is preceded by the preposition ‘to’. one such example is: your grandmother gave you a present. (active voice) you were given a present by your grandmother. (passive voice) a present was given to you by your grandmother. (passive voice) in the first sentence, the active verb ‘gave’ takes the direct object ‘present’ and the indirect object ‘you’. in the second and third sentence, the verb ‘was given’ is in passive voice. in the second sentence, the previous indirect object ‘you’ is the subject of the verb and the previous object ‘present’ remains a direct object. in the third sentence, the previous direct object ‘the present’ is the subject of the sentence and the previous indirect object ‘you’ is preceded by the preposition ‘to’. 5. the subjunctive mood of passive voice all the above passive tenses were in the subjunctive mood. however, the passive verbs can also be conjugated in subjunctive mood. it has been seen that all the tenses in the passive voice are formed by using auxiliary verbs. in the case of subjunctive mood only the first auxiliary verb is in subjunctive mood. table 2. the subjunctive mood of the passive verb ‘to cure’ only in the first person singular e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 189—196 https://doi.org/10.24843/e-jl.2019.v13.i02.p01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 192 simple present i be cured present countinuous i be being cured present perfect i have been cured present perfect continuous i have been being cured simple past i were cured past continuous i were being cured past perfect i had been cured past perfect continuous i had been being cured source: by author all the other persons of each tense have the same verbal composition as every first person of the above tenses, except the change of persons. table 3. formation of the passive subjunctive tenses the auxiliary verb verbal form simple present be past participle present countin. be being past participle present perfect have been past participle present perf. cont. have been being past participle simple past were past participle past continuons were being past participle past perfect had been past participle past perfect cont. had been being past participle source: by author like the present tense of the active subjunctive mood, the present tense of passive subjunctive mood is often used in the subordinate clauses beginning with ‘that’ in sentences containing official orders or requests. as it can be seen from the table above, the simple present of the passive subjunctive mood is formed by the auxiliary verb ‘be’ followed by the past participle of the verb. the following sentences are examples of the present simple usage of the passive subjunctive mood: i request that he be invited to speak. unë kërkoj që ai të ftohet për të folur. we asked that our suggestions be considered. ne kërkuam që sugjerimet tona të shqyrtohen. they will insist that their colleague be admitted to the association. ata do të insistojnë që kolegu i tyre të pranohet në shoqatë. 6. the usage of the subjunctive mood past tense forms like the passive subjunctive mood past tense forms, the passive subjunctive mood forms are used in optative and declarative sentences that contain an inaccurate or impossible state, for example: i wish he were allowed to come. unë dëshiroj që ai të jetë lejuar të vij. it would have been better if they had been invited. do të ishte më mirë poqëse ata do të ishin të ftuar. in the first example, the past simple tense of the passive subjunctive mood ‘was allowed’ is used to express a desire. in the second example, the past perfect tense of the passive subjunctive mood ‘had been invited’ is used to express an untrue state. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 189—196 https://doi.org/10.24843/e-jl.2019.v13.i02.p01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 193 7. adjectival passives and half-passives (quirk & greenbaum, 2003:168) in addition to the regular form of the passive voice in the sentence, in the english language a characteristic of the passive voice is also the past participle form, which is derived as an adjective or it is ambiguous. while the first is presented as a verbal passive, the second is presented in the sentence with an intransitive verb consisting of an adjectival passive as subject complement (huddleston & pullum, 2002:1436). they are called half-passives because they contain both verbal and adjectival characteristics. let's illustrate them with examples: they were beaten by the policemen. (passive voice) ata u rrahën nga policët. ( passive voice) ata ishin të rrahur nga policët. (verb+adjective) the verb phrase were beaten can also be understood as ishin të rrahur, so the previous auxiliary verb were can appear as a main verb while beaten as an adjective. therefore they are called half-passives. in order to know whether it is passive, we must try its opposite, the active voice: the policemen beat them. (active voice) policët i rrahën ata. the vase was broken. (passive voice) vazoja u thye. (passive voice) vazoja ishte e thyer. (verb+adjective) in the first sentence, the word beaten u rrahën is a verb; in the second sentence, the word broken – u thye, e thyer can appear either as a verb or an adjectve (huddleston & pullum, 2002:1436). the following sentences have features of the active voice as well, for example (quirk & greenbaum, 2003:168): she broke the vase. (active voice) ajo e theu vazon. you disappointed them. (active voice) ju i zhgënjyet ata. but both sentences have the characteristics of adjectives because they can:  be intensified (if possible) with: very, too, rather, quite, more etc.  replace the verb ‘be’ with linking verbs: feel or seem (quirk & greenbaum, 2003:168). let’s illustrate the examples with the above sentences: the vase was quite broken. they were very disappointed. if we replace them with the linking verbs (feel ndiej) and (seem dukem), the above sentences will appear like this: the vase seemed broken. they felt dissappointed. the distinction between the verbal passives and adjectival passives is that the subject of the verbal passives plays an active role in the sentence, while the adjectival passives indicate the state of the subject. 8. the passive voice usage the passive is later formed in all indo-european languages as well and was initially used relatively rarely. its typical function is to enable the construction of the sentence without as agent: they refer to a verbal form which through meaning or something else is clearly characterized as passive. i. the sentence of the passive voice is sometimes necessary when the speaker wants to hide the agent. the sentences of the active voice are often more concise than those of passive voice. expressing the same idea, the passive voice often has up to 30% to 40% more words than the active voice: the fighter punched ali and dodged the uppercut. (active voice 8 words) boksieri e grushtoi aliun dhe shmangi goditjen nga poshtë. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 189—196 https://doi.org/10.24843/e-jl.2019.v13.i02.p01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 194 ali was punched by the fighter and then an uppercut was dodged by him. (passive voice 14 words, about 40% longer) aliu u grushtua nga boksieri dhe pastaj goditja nga poshtë u shmang nga ai. ii. the sentences of passive voice have words of pale meaning unlike the sentences of active voice that have the most powerful sense of the sentence, including concrete nouns, "powerful" verbs, and "living" adjectives. verbs of active voice may be unclear or confusing especially in long sentences. my car has been driven to new york. vetura ime u vozit për nju jork. (kush? folësi? hajni i veturave? dikush tjetër?) five fbi agents entered the room and the terrorist was plastered against the wall. pesë agjentë të fbi hynë në dhomë dhe terroristi u përplas për muri. does this mean that five fbi agents plastered the terrorist against the wall? or does this mean that when the fbi agents entered the room, the terrorist plastered himself against the wall? or someone else plastered the terrorist before the agents entered the room? with the passive voice structure, it is impossible to clarify the back part of the sentence. iii. however, the author (speaker) often does not know the doer of the action. a woman was mugged last night in las vegas. një grua u plaçkit mbrëmë në las vegas. my bag has been stolen. m’u vodh çanta. iv. there are several cases when the passive voice is preferable: in the psychology journals, for psychologist teachers, it is considered that with the passive voice they tend to communicate with feelings and the psychology writings tend to be quite objective. they want the distance created with the passive voice. when we want to avoid the responsibilities of the action, the passive voice gives us the perfect opportunity to avoid who is responsible. ann was given a present. anes iu dha një dhuratë. v. the passive voice is mostly found in government agencies, large companies or elsewhere where the responsible person is unknown. mistakes were made. u bënë gabime. (who made the mistakes?) writing in the passive voice is often a tedious, unclear, ambiguous, and imprecise thing. but, of course, the passive voice is appropriate under certain circumstances. using the passive voice is also to avoid the personal pronouns "i" and "we" so that we can leave the direct sentences or the identity of thought. the passive is used:  if the subject of the active sentence is not known: i have been followed. unë jam ndjekur  if the subject of the active sentence is insignificant: the computer was destroyed. kompjutri u dëmtua.  if we do not want to mention the subject of the active sentence: this lettuce was grown in our garden. kjo marule u rrit në kopshtin tonë. jack was fascinated. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 189—196 https://doi.org/10.24843/e-jl.2019.v13.i02.p01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 195 xheku u magjeps.  because of modesty or diplomacy, the personal pronouns "i" or "we" are not mentioned: mistakes were made. gabimet u bënë.  when the agent is excessive to be expressed: he was examined. ai u shërua.  when we want to emphasize the outcome of the action without showing the source of information: experiment was succesfully done. eksperimenti u krye me sukses.  and even when it is used for specific conversation functions: george was given an a. xhorxhit iu dha një notë a. passive is more common in academic prose, news, prose texts submissions, academic writing, scientific culture, and scientific writing. thus, in the course of direct communication in the spoken language, the long passive is rarely used. the passive voice is characterized as a marked voice in contrast to the unmarked active voice. he was accidentally shot yesterday. ai u qëllua aksidentalisht dje. 9. conclusion when dealing with the problem, we have faced many difficulties, because there are no studies and judgments about the underlying issues that would ease our work in achieving better results. since the passive voice will be seen within the sentence that is a synthetic unit that expresses a certain opinion, then the evaluation and the thought should present not only the idea that expresses the judgment but must express something we affirm and deny. the study area of the problem is infinite and as such requires a profound and continuous study in the future. occasionally, in the mark of assessments of the necessary problems and phenomena, it has been referred to works and studies of albanian language experts as well as studies of foreign authors who have been dealing with the treatment and study of the passive voice. it is thought that there is still work to be done in the most comprehensive study on the passive verb when it is used in a sentence that does not require a direct object since in such cases the verb becomes intransitive. such verbs cause particular difficulties to be understood fairly and properly, because the actions of the verb remain largely on the subject. there is no doubt that in the future , there is still to be done about the treatment of the passive voice by the language scholars and linguists. this becomes more current when it is considered that even in the albanian language, there are no studies on passive voice verbs, reflexive voice verbs, middle and mutual reflexive. for such passive voice verbs, much more analytical studies and research should be done. references bober, d. conrad, s. & leech, g. (2002). “student grammar of spoken and written english”, pearson education, harlow. blaganje, d. & konte, i. (1979). “modern english grammar” drzavna zalozba slovenije, ljubljana. huddleston, r. & pullum, g. (2002). “the cambridge grammar of the english language”, cambridge university press, cambridge. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 189—196 https://doi.org/10.24843/e-jl.2019.v13.i02.p01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 196 quirk, r. & greenbaum, s. (2003). “a comprehensive grammar of the english language”, pearson education, harlow. shibatani, m. (1988). “passive and voice”, amsterdam ∕ philadelphia. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 233—241 https://doi.org/10.24843/ejl.2019.v13.i02p04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 233 falia‘s ke-kaghati-an in muna speech community from the ecolinguistic perspective 1 nirmalasari, halu oleo university 2 aron meko mbete, aronmbete@yahoo.com, udayana university 3 i wayan simpen, iwayan_simpen@unud.ac.id, udayana university 4 anak agung putu putra, putraharini@yahoo.com, udayana university *corresponding author: nirsidu@gmail.com received date: 10-10-2018 accepted date: 15-10-2018 published date: 31.-07.-2019 abstract— this paper explained falia ‘taboo’ in kaghati in the muna speech community (msc) from the ecolinguistic perspective. the kite ‘kaghati’ is one type of the traditional games and a tribal cultural product in msc which still exists and remains maintained. the forms of interaction, interrelation, and the interdependence in msc with the natural and socio-cultural environments are recorded in falia’s ke-kaghati-an.the problem in this paper is to answer the question what expression in falia’s ke-kaghati-an is used to express environment in msc. the purpose of this paper is to describe and analyze the falia expressions found in ke-kaghati-an’s environment. this research is classified as a qualitative descriptive study as it describes the phenomena of falia expressions and environmental knowledge, especially the ones currently used in ke-kaghati-an’s environment, and the source of natural data as a manifestation of the muna's socio-cultural-ecological life. falia’s ke-kaghati-an is such a magical expression of magical value that msc, especially the kaghati maker, feels afraid of breaking it.the expression of falia’s ke-kaghati-an teaches the belief in god, gratitude, balance of life, discipline, justice, honesty, orderliness, beauty, tolerance, and mutual respect. falia is one way in which msc shows their adherence to the local wisdom values, especially with regard to the environmental conservation that has been inherited from the ancestors since a long time ago. conservation of the wealth of the expression of falia in msc is very important, for both the sustainability of the muna language and the conservation of kaghati with its traditions and culture, which is preserved in the meaning and cultural values of the past heritage as part of itspersonal identity, especially for the younger generation. keywords: falia’s expression, ke-kaghati-an, muna speech community, ecolinguistic perspective. language is not only used as a means of communication (mbete, 2008), but it also contains a cultural vision, namely recording, maintaining, and transmitting collective concepts, historical, philosophical, socio-cultural, and ecological values of a society. language is a symbol and element of culture that is inherent in human life. in socio-culture, language is a real component of culture and can also directly distinguish one ethnic community from another ethnic community. as a social reality, language is a phenomenon used by its community to communicate and interact within the situational and cultural context in an environment. mailto:aronmbete@yahoo.com mailto:iwayan_simpen@unud.ac.id mailto:putraharini@yahoo.com mailto:nirsidu@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 233—241 https://doi.org/10.24843/ejl.2019.v13.i02p04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 234 muna language (ml) describes the reality of the environment and the reality of the speech community. ml as a communication tool,unifying tool, and the identifier of the ml speech community also has ideological, sociological and biological functions. ml functions touncover everything in the form of ideas or mindset of its speech community. in addition, ml also functions to record everything that is outside the speech community its self, namely the environment. thus, ml functions to uncover good mindset and becomes a means of conserving the environment, both natural environment and socio-cultural environment. the existence of munaspeech community (msc) is influenced by the interaction between individuals in msc and the natural and socio-cultural environments. one form of the interaction, interrelation, and the interdependence of social relations between ml and the natural environment and socio-cultural environment is recorded in falia’s kekaghati-an. la taena (2014: 91) said that falia 'taboo' is a social prohibition or prohibition in community life that should not be violated by muna ethnic people, either in action or speech. marafad and la niampe (2017) revealed that the falia’s expression is an ancestral cultural heritage that has the educational value towards the children’s character which contains the values of sincerity, honesty, fairness, discipline, obedience, respect for others, tolerance, belief and faith. apart from these values, there are also magical values; the child tends to follow what parents convey through themessage containedin the falia’s expression. kaghati or kite has religious magical meaning for msc, which is believed to be an "umbrella" that will guard its owner from the sun when he dies later.when the owner dies, he "leaves" by holding on to the kaghati‘s rope or called ghurame “rope made of pineapple leaf fiber" and sheltered under kaghati.in relationwith that belief, msc is paying attention to and obey all the requirements applied in kaghati, especially bythe kite makers or referred to as pande ghati. it starts from the preparation of materials, the spinning process of the rope, the kaghati making process, thekaghati playing manner, and to the performance of the ritualkaghati. this is closely related to the expressions of falia or taboo that should not be violated because there will be mystical sanctions felt by the makers of kaghati, even msc itself. falia is one of the ways used by msc to show thatit adheres to the local wisdom values, especially in relation to the environmental conservation inherited by the ancestors since a long time ago. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 233—241 https://doi.org/10.24843/ejl.2019.v13.i02p04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 235 based on the explanation above, the problem in this paper is what expressions in falia’s ke-kaghati-an are used to express environment in msc. the purpose of this paper is to describe and analyze the falia expressions found in ke-kaghati-an’s environment. 2. theoretical framework ecolinguistic theory is used in this research. ecolinguistic is a theory that connects linguistics and ecology. ecology in linguistics has a very important role. the ecological linguistics is important, especially if it is related tothe language sustainability. because there is an assumption that language death results from the environmental degradation. departing from these philosophical thoughts, environment has been one of the important studies in linguistics. ecolinguistics is an “umbrella term” which covers a rich diversity of theoretical approaches (fill, 2000). ecology of language in ecolinguistics refers to two things, namely (1) physical or physical environment, and (2) social environment. the physical environment includes geographical characters such as the topography of an area (beaches, valleys, plains, highland or mountains), climate, rainfall levels, and basic human economic needs which include flora, fauna, and mineral resources that can support human life. the social environment encompasses various community forceswhich shape the way of life andthe way of thinking of each individual.the important things in this social power are religion, ethics, political organization, and art. in relation to the linguistic environment, bang & door (in bundsgaard and steffensen, 2000:10) describe the linguistic environment with the following logical dimension model. dialogue modeldimension dialogical dimension model the dialogical model is dialectical. this is indicated by the dialectical arrows, which symbolize the relationships between the phenomena (participants, objects and media) in thesituation, e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 233—241 https://doi.org/10.24843/ejl.2019.v13.i02p04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 236 and between the environment and the situation, and show that these relationships areunequal. in the model, the direction of each dialectical arrow does not only illustrate that the contexts of communication dominate and constitute the situation and the dialogue, but also illustrate that thesituational dialogue influences the context. the model also illustrates the principles ofcomplexity in every dialogue. traditionally, for example, in conversation analysis, and in critical discourse analysis, a dialogue is defined as an exchange of meaning between two or more participants. our conception ofdialogue differs from this conception as we define that a dialogue as takes place among at leastthree persons. the third subject, s3, might be physically present in some situations and absentin others, but no communication occurs between two subjects only. bang, døør, steffensen&nash point out that: “the s3 position might be occupied by a person who is superior, equal withor in an inferior position in relation to s1 and/or s2 or both of them or none of them”. the s3 might also be more anonymous or generalized, for example, our social conventions and thesubjects who represent them. the anonymous s3is often linguistically expressed by means of the zero deictic “you” or the plural “we” and a demanding modality like “must” or “should”. the three dimensionalities of the social praxis can readily be seen as bang & door’s theoretical frame or basis of understanding and explaining the environmental constitution of language. the three dimensions are dialectically determined and determining. the three logical dimensions are interrelated with historical and dynamic systems of recurrent invariances, patterns and tendencies (bang & door, 2000). the ideo-logical dimension is about our individual and collective mental, cognitive, ideological and psychic systems. the socio-logical dimension is about the ways we organize our interrelations in order to maintain a collectivity of individuals, whether these individuals love each other (eg. in a family and among friends), know each other (eg. in political systems, like a region, a state). the bio-logical dimension is about our biological collectivity and our coexistence with other species (animals, plants, soil, oceans, microorganisms, etc). 3. research methods this research is classified as qualitative descriptive research. the reserach was conducted in muna, southeast sulawesi, in two sub-districts namely lohia, liang kobori village; and watopute, wali village. it is believed that the physical and social environment in these locations holds a diversity and ecological richness (biotic and abiotic) which is transmitted through various lexicons of muna language related to kaghati’s culture.in collecting data, direct observation and ine-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 233—241 https://doi.org/10.24843/ejl.2019.v13.i02p04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 237 depth interviews (black and champion, 1992: 308-310) were conducted. directed and focused interviews were used to obtain the data on falia’s expressions through the information given by the informants in muna language that is related to the living context of the kaghati environment of muna speech community. personal experience methods (denzin and lincoln, 2009: 497) also contributed to the data acquisition. the informants’ personal experiences reflect the idea, the meaning of the individual experience which is in this reserach related to the ke-kaghati-an environment. the fact that each individual has its own personal experience means that each individual has a reflection of the idea of ke-kaghati-an environment so that the meaning of each experience is different from one another.the activities in data analysis included data reduction, data display, and conclusion. 4. dsicussion a long time ago, msc generally eduacated children using the falia or taboo’s expression, advice, and religious advice. character education through falia’s expression can be done by anyone, both fellow children, adolescents with children, adults with teenagers, teenagers with teenagers, or parents with parents. in relation to ke-kaghati-an, msc considers kaghati a unique type of game and is different from the other types of games. kaghati has a relationship with the mystic, so the game of kaghati is not only played by people. the things that need to be prepared range from the collection of materials to the ritual process, during which the kaghati maker or pande ghati must obey all the requirements applied in all kaghati games. if the procedure or rule is violated, then the sanctions will be felt by both the kaghati maker and the people who violate it. o falia is a magical expression that has magical value; therefore, people are afraid of breaking it. the interaction, interrelation and interdependence of the environment with social life of the speech communitycreates expressions related to ke-kaghati-an as a sign that the environment greatly influences the cognition of its speakers. here are the expressions of falia 'tabu' which are closely related to ke-kaghati-an. 1) o falia kaindere -no kaghati raa-buku art.pemali rangka tengah pos layang-layang dua buku ‘pemali rangka bambu tengahnya berbuku dua’ “taboo, the middle of bamboo’s frame has two knuckles” e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 233—241 https://doi.org/10.24843/ejl.2019.v13.i02p04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 238 the falia above means that wulu or reed used as a middle frame in kaghati should not have two knuckles or more, one knuckle only. if there are two knuckles, then kaghati cannot hover well in the sky or called mina naentaga. if one frame contains two junkles, the balance is lost because the middle frame becomes heavier than the other frames.this expression teaches that msc should always create balance and harmony by not being excessiveand lacking in all aspects of life in the universe, meaning that it does not act destructively only to fulfill life satisfaction but it should put things in their places and in accordance with their portions. this falia ‘taboo’ emphasizes more on balance in life so as not to be one sided and it will create a peace of life towards happiness among ideological, sociological, and biological dimensions. 2) o falia fitu-alo-mo no-tiri maka mina dae-basa-ane dhoa art. pemali tujuh malam suf. 3t bermalam konj.tidak 1j baca konj. doa ‘pemali tidak diritualkan setelah kaghati tujuh malam bermalam di angkasa’ “taboo, kaghati is not ritualized after seven nights in the sky” the falia above means that kaghatiwhich has been seven nights in sky must have a ritual prayer. if ignored, kaghatiwould not be a protective tool (umbrella) from the heat of the sun in afterlife. this falia describes strong belief in things which aresupernatural; belief in the existence of life after death. besides, msc believes that there will be a disaster ‘balaa’ felt or affected by those who ignore the ritual. this falia teaches to be always grateful to god for the blessing that has been given and competing in goodness because what is done in the world, good or bad towards fellow beings and the environment, the reward will be acquired in the hereafter. 3) o falia do fo fo tingkulu roo-kolope-no art. pemali pref. pref. pref. balik daun gadung pos. ‘pemali memasang terbalik daun gadung’ “taboo, put gadung leaves in upside down position” it is intended that the kaghati maker must be so careful when putting gadung leaves that the position will not be upside down. if that happens, kaghati will spin in the sky, not hovering calmly. therefore, putting gadung leaves on the kaghati’s net should be regular, no mazy, same head direction so that it looks organized and beautiful. thus, the falia‘taboo’ shows that kaghati lovers pay attention to regularity and beauty so that harmonious relationships are cerated in kaghati and between kaghati itself with the maker and audience. 4) o falia de ene ko kaghati -no art.pemali 3j pungut pref. layang-layang pos. ‘pemali memungut kaghati orang lain’ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 233—241 https://doi.org/10.24843/ejl.2019.v13.i02p04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 239 “taboo, picking up other people’s kaghati” the falia is intended notto get sin or will get tortured by god. this falia illustrates the belief of msc that taking someone else’s goods is forbidden, and that is sin. sinful acts for the muna ethnic people are deeds that are despicable and must be avoided. this teaching is in line with the teachings of the muna ethnic which is related to the ritual of coronation ‘katoba’ for a child when he enteres adolescence. in the implementation of the ritual it is said that even as large as zarra the goods or property of other people should not be taken at all without the permission of the owner. this falia teaches msc to respect other people and not take things that are not their rights or do things that can harm others or their environment. 5) o falia no-po loli roo kolope moghane bhe robhine art. pemali 3t pref tukar daun gadung jantan konj. betina ‘pemali daun gadung dipasang bertukar’ “taboo, gadung leaf is exchanged” the meaning of this falia is that kaghati will not spin in the sky or in muna language it is referred to asneuleane. this falia illustrates that msc likes to put things where they should be. it also describes discipline, good justice for ourselves by placing ourselves in a good and also the right place, fair to others, and fair to other living beings (animals and plants), and the environment. therefore, msc can maintain the harmony of its life, especially its relationship with environmental sustainability, create a harmonious and safe life, have a high tolerance, and be responsive to environmental problems. 5. novelties this research has two novelties, as follows. first, theoretically,it can be explained that the use of the natural environment in ecological language is closely related to the traditional game of msc, namely the kaghati kolope whose entire material is directly obtained from the natural environment. the language and environment (physical and social environment) are interrelated as the concept of ecolinguistic theory. the same thing is also emphasized in bang & doors dialectical theory (in lindo and bundesgaard, ed., 2000) in which it is proposed that language is part of a social activity that contains social praxis, namely a concept that refers to all actions, creativity, community e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 233—241 https://doi.org/10.24843/ejl.2019.v13.i02p04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 240 behavior, both fellow community members (social environment) and the natural environment.the application of tridimension to ecolinguistic studies, namely the ideological dimension, the biological dimension, and the sociological dimension are closely related to the muna speech community’s life. second, empirically, the falia’s expressions in ke-kaghati-an are closely related to the muna speech community and its environment, physically and socially. falia’s ke-kaghati-an is carried out based on customs and habits of msc, e.g. putting roo kolope ‘gadung leaf’ on kaghati’s wall should not be done carelessly and becomes falia when it is violated, kaghati being unable to fly perfectly. 6. clossing based on the explanation in the discussion above it can be concluded that falia’s expression in ke-kaghati-an’s environmentis an ethnic wealth in the form of local wisdom of ancestral heritage and regional peculiarities that need to be explored and empowered for the sake of the environmental sustainability. falia’s expression in ke-kaghati-an teaches the belief in god, gratitude, balance of life, discipline, justice, honesty, orderliness, beauty, tolerance, and mutual respect.conservation of the wealth of the expression of falia in msc is very important, both for the sustainability of the muna language and for the conservation of kaghati with its traditions and culture, which is preserved in the meaning and cultural values of the past heritage as part of its personal identity, especially for the younger generation. references adisaputera, abdurahman et al. sustainability of langkat malay language a study of community of young people in stabat, langkat regency. e-journal of linguistics, [s.l.], nov. 2012. issn 2442-7586. available at: https://ojs.unud.ac.id/index.php/eol/article/view/3540>. date accessed: 09 oct. 2018. bang, j and døør, j. 2000. ecology, ethics & communication, dialectical ecolinguistics: edited by: anna vibekelindø and jeppebundsgaard, (53-84). university of odense, denmark. berg, rene van den dan la ode sidu marafad. 2013. kamus muna-indonesia. cetakan pertama, yogyakarta: pustakapuitika. black, james a. dean j. champion1992.metodedanmasalahpenelitiansosial. penerjemah: e. koeswara, dirasalam, alfinrushendi. bandung: eresco. https://ojs.unud.ac.id/index.php/eol/article/view/3540 e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 233—241 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1912), pp. 226-242. 7. acknowledgements thanks are expressed and a word of appreciation should go to the board of examiners: prof. dr. drs. ida bagus putra yadnya, m.a., prof. dr. i ketut darma laksana, m.hum., dr. ni made dhanawaty, m.s., dr. ni made suryati, m. hum, and dr. la ino, s.pd., m.hum, for their critical comments and suggestions for the improvement of this paper. https://ojs.unud.ac.id/index.php/eol/article/view/16129 sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 2, july 2022, pages: 252—263 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i02.p11 252 conflict in franz kafka’s novel the trial 1 farahiyah hafilah miraza universitas harapan medan, medan, indonesia, farahiyahx@gmail.com 2 hidayati, universitas harapan medan, medan, indonesia, yatihida853@gmail.com article info abstract* received date: 31 januari 2022 accepted date: 7 februari 2022 published date: 31 july 2022 keywords:* conflict, external conflict, psychological literature, novel. the issue that will be examined in this research is how conflicts portrayed in the novel the trial by franz kafka. the aim of this research is to analyze and describe the external conflict found in the novel. the research problems of this research are: first, is about the external conflicts found in the novel and how it is portrayed, second, is to reveal the most dominant type of external conflict found in the novel. the method of analysis used in this research is the qualitative research method, it is analyzed based on the theory of conflict by tennyson (1967) with the approach of psychological literature. the findings of this research are, 1. there are two kinds of external conflicts found in the novel. 2. man vs. man is the most dominant conflict found in the novel, with the calculation using the theory of anas (2008) with the result; man vs. man (71,42%) and 2. man vs. society (28,57%). 1. introduction literature is a form of creativity and productivity in producing a work that has aesthetic value and reflects social realities, in essence, it is a media that utilizes humans. literature is an expression of human experience in an expressive and impressive form of language, (soemarjo in kurniadi, 2019). therefore, a literary work generally contains the problems that surrounded the life of humans. literature is the basic human urge to express his existence., a novel is a variety of prose, prose that represents characters and presents a series of events and settings in an organized structure. conflict is an aspect that always exists in life, both real life and life in the world fiction. conflict is also important points in the plot of a story. without a conflict, the story will not be interesting to be enjoyed. there must be conflicts in our lives. no one has never experienced life without conflict (dina & suhendi, 2020). as a human, a social beings who live side by side, conflicts often arise which can be triggered by variety of motive, such as, differences in appearances that are brought by individuals or groups in an interaction, the differences including physical characteristics, knowledge, ethnicity, intelligence, beliefs, and so on. conflict refers to the understanding of something unpleasant that happens or is experienced by the characters in the story, (meredith and fitzgerald, 1995). the problems in life which also can be identified as a conflict that are presented by a writer through their work, makes literary work contains psychological aspects. thus, the role of literary psychology is needed. this research is analyzed with the approach of literary psychology. literary psychology is a science that has creativity and it is interdisciplinary. the 253 purpose of literary psychology is to understand the psychological aspects contained in a literary work. the basis of literary psychology research is influenced by several things. first, there is an assumption that literary works are a product of the author's psyche and thoughts who are in a semi-conscious or sub-conscious situation after being clearly poured into a conscious form, (wandira, hudiyono, & rokhmansyah, 2019). the research is conducted to find out the kinds of external conflict found in the novel and how it is portrayed and to reveal the most dominant type of external conflict found in the novel the trial. a novel is a work of prose fiction written in a narrative and usually written in the form of a story. novels are literary works also called fiction, it is considered to be synonymous with fiction (nurgiyantoro, 1998). the source of data in this research is the novel itself entitled the trial. this research focuses on explaining the external conflicts found in the novel. the conflict is analyzed based on the theory of conflict proposed by tennyson (1967) that stated the three basic conflicts most frequently cited are, the individual in conflict with himself, the individual in conflict with another individual, the individual in conflict with analyzed outside force. the researcher wants to examine the existence of conflicts, the background of study in this research are, first, the novel the trial is one of the novel that includes many conflicts in it, external nor internal conflicts, the trial novel, is a novel originally written by franz kafka, it is one of kafka’s best known works. it consists of 237 pages and published by roads in 2014. the trial novel itself tells a story about a bank clerk who is going through a trial but does not have any idea on why he was arrested, and the reason remains unknown throughout the story. second, in the novel, the researcher sees that there are many conflicts that occurred to the main character, many things that shows unethical behavior towards the main character. the problems of this research are formulated as follows: 1. what are the forms of external conflicts found in the novel the trial and how are they portrayed? 2. what is the most dominant conflict found in the novel the trial? 2. research methods in this research, descriptive qualitative method is applied to the research. descriptive method examines things as a process of analyzing the research. qualitative research is research that describes and analyzes phenomena, events, social activities, attitudes, beliefs, perceptions, thoughts of people individually and in groups. (sukmadinata, 2009) the researcher used this method in order to describe the external conflicts and the analysis of external conflicts, with the approach of psychological literature that is done solely based on facts or phenomena that happened in the reality. literary psychology is a literary study that views work as a psychological activity. literary psychology recognizes literary works as a reflection of the psyche. (endraswara, 2011) data are collected “all at once,” combining the measurement of several variables into long questionnaires that are broken into separate groups of questions to measure the different variables during the data analysis. (dean & katherine, 2006) to obtain data, in accordance with the objectives of the research, it is necessary to collect data. for the researcher to collect the data, there are three steps, as the following: 1. reading the novel as the focus of the research. 2. underline and choosing the data that are suitable for the main problems of the research according to the three types of external conflict. 3. classify the data into the three types of external conflicts 254 3. discussions forms of external conflicts found in the novel the trial and how they are portrayed. in this chapter, the researcher reveals and analyzes the data collected from franz kafka’s novel, the trial. this chapter provides the analysis of data this research obtains. data 1, “there was immediately a knock at the door and a man entered. he had never seen the man in this house before...“who are you?” asked k..,” (kafka, 2014 :10) this verse is identified as the man vs. man conflict because the verse represents the confusion josef k felt when he saw there is an unknown man barging through his bedroom. at the moment josef k did not have any idea of what happened in his house. data 2, “don’t you think you’d better stay where you are?” “i want neither to stay here nor to be spoken to by you until you’ve told me who you are.” “i meant it for your own good,” said the stranger.” (kafka, 2014 : 11) this verse is identified as the man vs. man conflict because the verse represents disturbance, josef k was disturbed by the action of the unknown man in his own house. in this page it was stated that josef k is under arrest. it also can be known that josef k tried to avoid the two men in front of him and proceed to ask their identity, showing his annoyed expression, he stated that he does not want to talk to the men unless they reveal their identity but the stranger intimidate him during his rant. data 3, “you can’t leave when you’re under arrest.” “that’s how it seems, and why am i under arrest?” he then asked. “that’s something were not allowed to tell you.” (kafka, 2014 : 12) this verse is identified as the man vs. man conflict. in the selected text above, the stranger stated that josef k is under arrest, josef k had numerous of question he had in his mind, confusion and shock. he began wondering how did this happened and wondering in what office did they belong to. data 4, ” “but how can i be under arrest? and how come it's like this?” … “we don't answer questions like that.” (kafka, 2014 : 14) this verse is identified as the man vs. man conflict, because when josef k asked the reason of his arrest, the man can not reveal nor tell the reason to him as he proceed to do anything but communicating to josef. data 5, “here are my identification papers, now show me yours and i certainly want to see the arrest warrant.” … “in a position like yours, and you think you can start giving orders, do you? it won't do you any good to get us on the wrong side, even if you think it will” (kafka, 2014 : 14-15) this verse is identified as the man vs. man conflict, this data showed josef k’s anger towards the officers, they had arguments that leads to conflict of a man versus man. as stated above, franz and the officers made sure to josef k that he had no rights to order them around even if its involving his own proof of arrest that is considered as his own rights. data 6 “the way you're carrying on, it's worse than a child, … there's no mistake there. our authorities as far as i know, and i only know the lowest grades, don't go out looking for guilt among the public; it's the guilt that draws them out, like it says in the law, and they have to send us police officers out. that's the law. where do you think there'd be any mistake there?” “i don't know this law," said k. (kafka, 2014 : 15) 255 this evidence is identified as the man vs. man conflict , it happened to josef k when the conversation continues and it shows that the officers tried to explain what happened in the matter of time, he tried to explain in an aggressive way, they got aggressive because josef k seems like he cannot believe his fate, besides, he felt like he had not committed any crime. data 7 “look at this, willem, he admits he doesn't know the law and at the same time insists he's innocent.” “you're quite right, but we can't get him to understand a thing,” said the other.” (kafka, 2014 : 15) this evidence identified as man vs. man conflict, it is where the conversation continues and franz pointed out that josef k is unconscious of the law but still admits that he, himself is innocent as a lamb and declared that josef k is stupid. data 8 "the supervisor wants to see you!"… "at last!" he called back, … "what d'you think you're doing?" they cried. "think you're going to see the supervisor dressed in just your shirt, do you? he'd see to it you got a right thumping, and us and all!" "let go of me for god's sake!" called k., … "if you accost me when i'm still in bed you can't expect to find me in my evening dress." "that won't help you," said the policemen, … "ridiculous formalities!" he grumbled. (kafka, 2014 : 18) in this evidence, it indicates to man vs. man conflict, it can be seen that josef k was asked to meet the supervisor. josef k argued, there are physical contact aggressively, eventually, josef k gave in and changed his mind to clean up and took a coat to look formal josef k expressed his frustration by grumbling the quoted words data 9 "on the other hand this really can't be all that important. that follows from the fact that i've been indicted, but can't think of the slightest offence for which i could be indicted. but even that is all beside the point, the main question is: who is issuing the indictment? what office is conducting this affair? are you officials? none of you is wearing a uniform, unless what you are wearing.” (kafka, 2014 : 20) this evidence represents disputes between the two of them where josef k, had met the inspector for the first time, which indicates to man vs. man conflict this conversation represent his frustration, confusion and his way of stating his disagreement on this whole ordeal about him being arrested with no crime committed. he demanded answers. data 10 “the supervisor slammed the box of matches down on the table. "you're making a big mistake," he said. "these gentlemen and i have got nothing to do with your business, in fact we know almost nothing about you. we could be wearing uniforms as proper and exact as you like and your situation wouldn't be any the worse for it.” (kafka, 2014 : 21) this evidence identified as man vs. man conflict, that it was stated that the instant reaction josef k had was the inspector gave an aggressive action, the inspector became hostile, as he slammed the match box he had been fidgeting when josef k first arrived in the room. this evidence showed that the inspector wont be giving josef k any answers, the inspector told josef k to stop defending himself, for he would have a reason to blackmail him due to the bad behavior.. it is unfair for josef k, since he only wanted explanation for his own self. this evidence represents the arrogance of the inspector. data 11 "it's true that you're under arrest, but that shouldn't stop you from carrying out your job. and there shouldn't be anything to stop you carrying on with your usual life." "in that case it's not too bad, being under arrest," said k.” (kafka, 2014 : 23) in this verse, the inspector told him that josef k is allowed to carry his own life as he wish, he explained his own duty that josef k find was a foolish one. josef k was able to do 256 as he wish, even if he was stated that he was arrested, he would not be in jail, he is allowed to have a life. josef k found this actions are odd, this data indicates to man vs. man conflict. data 12 "mrs. grubach, you are on quite the wrong track," said k., so angry that he was hardly able to hide it, "… you are quite mistaken, i know miss bürstner very well and there is no truth at all in what you say.” (kafka, 2014 : 30-31) the next verse is a conflict between josef k and mrs. grubach, when josef k asked miss bürstner whereabouts to mrs. grubach and she started to belittle miss burtstner. by this quotation, this shows that josef k felt angry at mrs. grubach due to what she said about miss burstner. he refused to believe what mrs. grubach had said. the action indicates to man vs. man conflict. data 13 “so this is the sort of law book they study here," said k., "this is the sort of person sitting in judgment over me." "i can help you," said the woman, "would you like me to?" "could you really do that without placing yourself in danger? you did say earlier on that your husband is wholly dependent on his superiors." "i still want to help you," said the woman, "come over here, we've got to talk about it.”… "you've got lovely dark eyes," she said after they had sat down, looking up into k.'s face.” (kafka, 2014 : 61) by the quotation above it can be seen that, the usher’s wife offered her help flirtatiously, josef k does not like how it is going, and started to refuse her offer to help. josef k thought that the usher’s wife is just trapping him by luring him into her arms, so the judge will have something against josef k. the conflict that happened between josef k with the usher’s wife indicates to man vs. man conflict. data 14 "i don't think you can be of any assistance to me," he said, "to be of any real assistance you would need to be in contact with high officials. but i'm sure you only know the lower employees,” (kafka, 2014 : 61) by the quotations, josef k stated that he refused help from the woman, because it was not really needed because the woman's position with him, was on the same level. thus, her help won't change anything, unless she knew other court officials who could benefit josef k in his next trial. the usher’s wife indicate that she was mortified. this action indicates to man vs. man conflict. data 15 “she made it clear to me that such a meeting could be of no benefit for yourself either, she feels that it can only have been a matter of chance that such an idea came to you,” (kafka, 2014 : 88) based on the verse, the researcher finds that fraulein burstner did not want anything to do with josef k, it was stated by fraulein montag that the meeting of the two is unnecessary for it won’t be beneficial to he two of them. the researcher believe that josef k wanted a good exposure from fraulein burstner to proof his innocence to the trial, since she was the only one that thought of josef k as an innocent man. this action refers to man vs. man conflict. data 16 "mr. k.! we're to be beaten because you made a complaint about us to the examining judge." and now, k. finally realized that it was actually the two policemen, franz and willem, and that the third man held a cane in his hand with which to beat them. "well," said k., staring at them, "i did not make any complaint, i only said what took place in my home. and your behavior was not entirely unobjectionable, after all." (kafka, 2014 : 91) 257 the verse above indicates to man vs. man conflict, when the two officers blamed josef k for the horrible accident, they thought that josef k had been making complaints to the examining judge in order to let the officials punish them for their wrong doings, josef k responded that he did not made any complaint about them. data 17 "mr. k.," "if you knew how badly we get paid you wouldn't think so badly of us. i've got a family to feed, and franz here wanted to get married, you just have to get more money where you can, … policemen aren't allowed to do that sort of thing, course they aren't, and it wasn't right of us..." (kafka, 2014 : 92) the verse above it indicates that willem tried to make josef k felt remorse. he started to mentioned the hard part of being a police officer that had no freedom nor wealth to do as they like. josef k claimed that he did not know anything about any of the action that happened at that time, he had no desire to order someone to punish the two characters, franz and willem. in the meantime, franz tried to comfort willem as the whip man interrupted three of them by telling josef k that he should not believe anything that came from their mouth, and said that the punishment is unavoidable. both of them blame josef k for their difficult situation. this action indicates to man vs. man conflict. data 18 “k. had noticed very clearly how his eyes had lit up when he saw the banknotes, he had obviously only seemed serious about the flogging to raise the level of the bribe a little.” (kafka, 2014 : 96) the evidence is quoted above showed man vs. man conflict, it shows the greed of the whip man towards josef k. the whip man flogged them to raise the worth of the bank note, he expressed disappointment, for he thought that he could helped them if he raised the value of the bank note as a bribe, knowing that the whip man’s only desire was for money. data 19 “ he really had wanted to get the policemen freed” (kafka, 2014 : 96) in the data above, it can be seen that josef k expressed his disappointment toward himself that he could not freed the policemen under the hold of the whip man, knowing that if he could try to raise the bribe, he could freed the men. this data expressed josef k’s disappointment towards himself because of other’s fault which indicates to man vs. man conflict. data 20 "for god's sake, josef, give me an answer! is it true, can it really be true?" "uncle karl," said k., wrenching himself back from his daydreaming, "i really don't know what it is you want of me." "josef," said his uncle in a warning tone, "as far as i know, you've always told the truth. am i to take what you've just said as a bad sign?" (kafka, 2014 :100) according to the data above, it is stated that karl is josef’s uncle, his former guardian, the reason why karl had come to josef k’s house is because he was josef k’s former guardian, after hearing the arrest of josef k. karl expressed his disappointment to josef k. his uncle is afraid that josef might tainted the family’s name. he also expressed that he felt irritated to josef. the argument between karl and josef k indicates to man vs. man conflict. data 21 "yes, uncle," said k., "it is true." answered k. … "don't worry." "how can i help worrying?!" shouted his uncle, "josef, my dear josef, think about yourself, about your family, think about our good name! up till now, you've always been our pride, don't now become our disgrace. i don't like the way you're behaving," (kafka, 2014 :102) the researcher conclude that karl thinks about their family’s reputation rather that the well being of his nephew. this action indicates that karl is worried over their family 258 reputation. however, karl offered to help as best he could, josef acted nonchalantly, making karl irritated of josef’s action. this action indicates to man vs. man conflict. data 22 "you've completely changed, you used to be so astute, are you losing it now? do you want to lose the trial? do you realize what that would mean? that would mean you would be simply destroyed. and that everyone you know would be pulled down with you or at the very least humiliated…” (kafka, 2014 :105) this data indicates to man vs. man conflict when karl is concerned towards josef to act rationally about the trial, karl said that josef acted too calm, and calm is not good to handle a trial. karl gave some advices to act in a trial, karl stated that it will taint himself and the people around him. data 23 "my dear uncle," said k., "it won't do any good to get excited, it's no good for you to do it and it'd be no good for me to do it. … you say that the family will also be affected by this trial; i really can't see how, but that's beside the point and i'm quite willing to follow your instructions in all of this." (kafka, 2014 :105) in this quotations, josef explained his situation and expressed his confusion how all of the conflict happened to him is going to affect his family. man vs. man conflict can be seen when josef k explained himself to defend himself from his uncle's words. data 24 “they kept their shoulders close behind his, did not turn their arms in but twisted them around the entire length of k.'s arms and took hold of his hands with a grasp that was formal, experienced and could not be resisted. k. was held stiff and upright between them, they formed now a single unit so that if any one of them had been knocked down all of them must have fallen.” (kafka, 2014 : 233) the quotation above means that from all of the conflict he had experienced in a year, he finally has had enough of the government that opposed him, and the people who had opposed him. josef k became hopeless, he wanted to end his life, this data indicates to man vs. man conflict. the opposing forces made it through his head. data 25 “the hands of one of the gentleman were laid on k.'s throat, while the other pushed the knife deep into his heart and twisted it there, twice. as his eyesight failed, k. saw the two gentlemen cheek by cheek, close in front of his face, watching the result. "like a dog!" he said, it was as if the shame of it should outlive him.” (kafka, 2014 : 237) as stated in the quotation above after he had thoughts of ending himself and the life he had after he got arrested, the two captors stabbed the knife to his heart, while the other one had his hand around josef k’s throat. and screamed “like a dog!” to the captors as the executioner turned the butcher's knife into his heart. which means, k. equalize his undignified execution to the way humans get rid of old or feeble dogs from their misery to end their suffering. this action indicates to man vs. man conflict. in the end the court system prevents him from achieving his freedom. data 26 “it's impossible not to observe all this business without feeling pity… k. stopped speaking and looked down into the hall. he had spoken sharply, more sharply than he had intended, but he had been quite right. (kafka, 2014 : 49) this evidence identified as man vs. social conflict, because, the researcher founds that josef k is defending his position, as an innocent man. his gesture of not giving the judge a chance to speak. there are no response from the judge and the audiences, they remain silent. 259 data 27 "what has happened to me is not just an isolated case. if it were it would not be of much importance as it's not of much importance to me, but it is a symptom of proceedings which are carried out against many. it's on behalf of them that i stand here now, not for myself alone." (kafka, 2014 : 51) this evidence identified as man vs. social conflict, because, the judge remained silent when josef k tried to explain himself, the judge indicates to careless behavior. however, josef k noticed the judge’s mysterious gesture that made josef k thinks that there is someone controlling him. in the novel it is not explained what does the gestures mean, whether it signifies sympathy or humiliation. data 28 "and now the judge, right next to me, is giving a secret sign to someone among you. there seems to be someone among you who is taking directions from above. i don't know whether the sign is meant to produce booing or applause.” (kafka, 2014 : 53) this evidence showed that the crowd is a paid society to be the audience to applause or to make a fuss, the arrogance of josef k made him feels like he own the crowd. subsequently, he thought that all of this fuss could help his case, to show his power over the judges and audiences. data 29 "there is no doubt, that there is some enormous organization determining what is said by this court. in my case this includes my arrest and the examination taking place here today,,…” (kafka, 2014 : 54-55) this quotation is a depiction of man vs. society conflict, it showed how corrupt the court is in this novel, this novel is the detailed breakdown of how josef k fought for his justice to the group of audience and the opposing forces. data 30 "get undressed!" the whipper ordered the policemen. "i would make it well worth your while if you would let them go," said k., "and then you'd try and put in a complaint against me, too," said the whip-man, (kafka, 2014 : 93-94 ) this quotation is a depiction of man vs. society conflict, it can be seen that josef k felt guilty about the two officers situation and offered the whipper a bribe to avoid hitting the two of them. the whipper refuses and said that if he accepted the bribe, josef k would probably also made a complain about him to the examining judge and then the whipper would also be beaten. josef k also explained that if there is by a chance he could, he would have the high court officials beaten up, not these humble employees. he blamed the judiciary for the actions of the officers, not the officers themselves. data 31 “complaints to the management don't have the slightest effect, but the lawyers are strictly forbidden to alter anything in the room at their own expense. but even treating the lawyers in this way has its reasons. …” (kafka, 2014 :254) this quotation is a depiction of man vs. society conflict, because, as stated, the inactivity that ensues in josef k’s trial made josef k was about to give a complaint for the court, he was about to attempt a self defense, but his own power refrained him to do so, he knew the power they had, and men like josef k did not stand a chance. data 32 “she bothered him by leaning forward over the back of the chair … k. could have encouraged him to enter, but he had decided to make a final break not only with the lawyer but with everything in his home, so he kept himself motionless” (kafka, 2014 :199) this quotation is a depiction of man vs. society conflict, it is happened between josef k a group of people such us leni, block and his lawyer, they had this conflict because josef k 260 wanted to dismiss his lawyer, but leni and block tried to object his decisions. so he became bothered by the presence of them in the house. data 33 “it would not have been difficult for him to turn down most of these jobs, but he did not dare to do so because, if his fears had the slightest foundation, turning the jobs down would have been an acknowledgement of them.” (kafka, 2014 :207) this quotation is a depiction of man vs. society conflict, it was stated that josef k wanted to turn the job down but he was afraid of losing everything, because he is afraid of the italian business. he expressed his fear by having internal thoughts due to the job offered by the italian business. data 34 “he did not want to be removed from his workplace for even one day, as the fear of not being allowed back in was too great, he knew full well that the fear was exaggerated but it still made him anxious” (kafka, 2014 : 208) this quotation is a depiction of man vs. society conflict, , it shows that josef k feared the italian business of making him loose everything including his job at the bank, he felt anxious since the job does not have any direct connection with business, josef k thought it was slightly sketchy for his own well-being, it also illustrates how devoted josef k is to his work but due to his inflated self-esteem and misguided attempts to be free-spirited actually make him less able to act on his own. he is controlled by his work as much as he is by the courts. data 35 “k. now knew it would be his duty to take the knife as it passed from hand to hand above him and thrust it into himself. but he did not do it, instead he twisted his neck, which was still free, and looked around. he was not able to show his full worth, was not able to take all the work from the official bodies, he lacked the rest of the strength he needed and this final shortcoming was the fault of whoever had denied it to him.” (kafka, 2014 : 237) this quotation is a depiction of man vs. society conflict, it can be seen when josef k started to think of his life and how he wanted to end it, he saw policemen near the bridge. he ignored policemen that were lingering near the bridge, josef k knew that the law that opposed him are larger and more powerful than mere government, this quote is depiction of man vs. society, proof of the impact of conflict happened to josef k in the novel, he became desperate, he stopped defending himself and thought about ending his own life with the knife of his captors. the most dominant conflict in the novel the trial the researcher have found that the trial novel contains several types of conflicts related to tennyson's theory of conflict. the categories are divided into three categories: man vs. man, man vs. society, and man vs. nature, but there are only two types of conflicts in this novel. in this section, the researcher had collected 35 data in total , 25 data indicates to man vs. man conflict, 10 data indicates to man vs. society. the percentage of the most dominant type of conflict was calculated using percentage formula by anas (2008): p: percentage f: frequency n: total of conflicts 261 the calculation can be found in the following table: no. types of external conflicts quantity percentages 1. man vs. man 25 71,42% 2. man vs. society 10 28,57% 3. man vs. nature 0 0% total 35 100% based on the table above, man vs. man conflict is the most dominant conflict found in the novel the trial (71,42%), followed by man vs. society conflict found in the novel the trial (28,57%) and the third position is the man vs. nature, due to the nonexistence of data found in the novel the trial. 4. novelties this research is expected to have a positive impact on the literature field. this research shows the kind of conflict in this novel. researcher hope that this research will create an excitement in the analysis of the novel, gaining a better perspective on the novel, and understanding each perspective of each character that appears. it is a novel and helps to add experience and knowledge about literature to readers and the general public. 5. conclusions based on the research and studies that the researchers have done, it can be concluded that, there are two types of conflict that happened throughout the novel the trial by franz kafka. namely, man vs. man conflict and man vs. social conflict, man vs. nature conflict is nonexistence in this novel. it is also can be concluded that man vs. man conflict in the majority of data found in the novel, with the result that the most dominant type of conflict in the trial novel by franz kafka is the man vs. man conflict, analyzed with the formula of percentage by anas (2008). 262 references burhan, nurgiyantoro. 1995. teori pengkajian fiksi. yogyakarta: gadjah mada university press dina, t. m., & suhendi, a. (2020). family conflict in e. lockhart’s novel we were liars. journal of language, 1(2), 89–100. retrieved from https://doi.org/10.30743/jol.v1i2.2457 endraswara, s. 2011. metodologi penelitian sastra: epistemologi, model, teori, dan aplikasi. kafka, f., 2014. the trial. dublin: roads publishing. kurniadi, aluisius titus. 2019. analisis nilai moral dan nilai sosial dalam novel daun jatuh yang tak pernah membenci angin karya tere liye dan implementasinya. yogyakarta: universitas sanata dharma. marguerite, dean & katherine. 2006. methods in educational research: from theory to practice. san francisco: jossey-bass, a wiley imprint. meredith, robert. c., and fitzgerald, d. john. 1972. structuring your novel. new york: nurgiyantoro: 2013. sukmadinata, nana syaodih. 2009. metode penelitian pendidikan. bandung : remaja rosdakarya tennyson, g.b. 1967. an introduction to drama. los angeles: university of california wandira, j. c., hudiyono, y., & rokhmansyah, a. (2019). kepribadian tokoh aminah dalam novel derita aminah karya nurul fitrihanti: kajian psikologi sastra. samarinda: jurnal ilmu budaya, universitas mulawarman, 3(4), 413–419. 263 biography of authors farahiyah hafilah miraza, s.s. she was an english student that graduated from universitas harapan medan with a bachelor degree of english literature. dr. hidayati, s.s., m.s. is one of the lecturer in the faculty of languages and communications at the university of harapan medan. 1 e-journal emotion verbs in bahasa indonesia and asahan malay language: cross-language semantics analysis mulyadi indonesian departement, faculty of cultural sciences university of north sumatera email: drsmulyadi_mhum@yahoo.com ni luh sutjiati beratha english department faculty of letters, udayana university oktavianus english department faculty of cultural sciences, andalas university i nengah sudipa english department faculty of letters, udayana university abstract this research aims to compare the semantics of emotion verbs in indonesian (evi) and that in asahan malay (evam). the problems under study cover (1) the parameters of emotion verbs, (2) the construction of emotion verbs, (3) the categorization of emotion verbs, (4) the meaning of emotion verbs, and (5) the semantic roles of arguments for emotion verbs. with formal parameters, emotion verbs were tested by using (1) transitive, (2) interrogative, (3) progressive, (4) adverbia dengan sengaja „deliberately‟, and (5) reflexive. the semantic test was employed by using the component „x merasakan sesuatu karena x memikirkan sesuatu‟ (x felt something because x thought something). in the causative contruction, evi form dative-experiencer pattern marked with a preposition. evi and evam can be subcategorized into stative-active emotion verbs. the difference of their components covers (1) sedih vs sodih, (2) khawatir vs gopoh, (3) terpukau vs tabodoh, (4) lega vs tonang, dan (5) frustrasi vs suntuk. the meaning of evi and evam are different in terms of their element or (sub-) component. for sev, the difference in meaning was found in the verbs (1) sedih vs sodih, (2) susah vs susah, (3) takut vs cuak, (4) khawatir vs gaduh, (5) risau vs riso, (6) gugup vs gopoh, (7) panik vs tagomap, (8) malu vs malu, (9) segan vs sogan, (10) kaget and terkejut vs takojut, and (11) terpukau vs tabodoh. meanwhile, for aev, the meaning difference was found in the verbs (1) gembira and girang vs mogah, (2) lega vs tonang, (3) frustrasi vs suntuk, (4) iri vs angek, (5) jenuh and jemu vs jolak, (6) jengkel vs palak and rising, and (7) keki vs marsak. sev require undergoer for the subject. for aev, the subject is the actor, and the object is the undergoer. the difference of thematic relations in the two languages was found in the emotion verbs jengkel (bi) and rising (bma). key words: emotion verbs, semantic components, categorization, meaning, and semantic roles 2 1. introduction a study of across languages is generally based on structural property. this study offers a new perspective to analyze emotion verbs, that is, from meaning to form by presenting evidence taken from indonesian language „bahasa indonesia‟ (abbreviated to bi) and asahan malay language „bahasa melayu asahan‟ (abbreviated to bma). the reasons why emotion verbs were chosen were that (1) their expressions refer to the basic human experiences; (2) their semantic classes are not well restricted yet (kitis, 2008: 3; liu and hong, 2008: 108); and (3) their significances are higher than concrete lexicon to explore. both bi and bma may be well used to examine cases to trace the changes or shifts in meaning taking place in the cognitive structures produced by their speakers. it is assumed that the speakers of the two languages conceptualize their emotions differently. so far, no complete analysis has been made for emotion verbs in indonesian (abbreviated to evi) (see mulyadi, 1998a; 1998b, 2001). furthermore, emotion verbs in asahan malay language (abbreviated to evam) have not been analyzed at all, except for its semantic classes which have been discussed in brief by bakar et al. (1996). the initial evidence shows that there are five interesting semantic aspects as far as emotion verbs in across languages are concerned. the first aspect is that there is not always any one-to-one correspondence between evi and evam. as an illustration, while bi differentiates the words senang (pleased), riang (cheerful), and bahagia (happy) lexically, bma only has one word, namely, senang as their equivalent. the second aspect is that both evi and evam have 3 complicated semantic relations. the word marah (angry), for example, in addition to being related to the words murka (rage), kalap (being angry as if being possessed by an evil spirit), berang (furious) and gusar (angry), is also related to sewot (furious); the word sewot is related to the words jengkel (annoyed) and dongkol (resentful); and the word dongkol is related to the word kesal (disappointed); and the word kesal is related to the words dongkol, sebal (resentful) and kecewa (disappointed). the third aspect is that the dichotomy of being bad and being good used to describe the category of emotion verbs seems to be simplistic. the fact is that emotion verbs of terkejut (shocked), kaget (startled), and heran (surprised) in bi or takojut, heran, tabodoh (speechless) in bma have neutral referents. the fourth aspect is that emotion verbs which belong to the same domain may have different configurations of meaning. the word senang, for example, can be followed by the prepositional phrase containing an animate entity; however, such a behavior is not grammatical in the words bahagia (happy), gembira (delighted), riang (cheerful), and girang (joy). and the fifth aspect is that evi and evam have different semantic roles although they belong to the same class. the word sayang (pity) (bi), for example, is followed by the target of emotion; however, the word mogah (joy) (bma) is followed by the topic of emotion under discussion. the problems of the present study are formulated as follows: (1) what formal-semantic parameter could be accurately used to identify the evi and evam memberships; (2) what the profile of the evi-evam construction was like, especially the experiencer conceptualization; (3) in what degree the 4 categorizations of evi and evam were different and similar; (4) how the meanings of emotion verbs could be compared in the two languages; and (5) how the semantic roles of the evi-evam arguments were realized? 2. research method qualitative approach was used in this study (see denzin and lincoln, 2003: 3-4; janesick, 2000: 382; grix, 2004: 173; and bungin, 2007: 23). the main data used in this study were the oral and written data obtained using observation and interview methods (sudaryanto, 1993; mahsun, 2005). the data were also completed with intuitive data obtained reflectively and introspectively. the data were analyzed using identity and distribution methods (sudaryanto, 1993; mahsun, 2005). the identity method was used to identify the membership of emotion verbs and to compare their constructions and categorizations. the distribution method was used to compare the meaning and role of the arguments of emotion verbs. the results of data analysis were formally and informally presented (sudaryanto, 1993: 145; mahsun, 2005: 116). informal presentation means that the results of data analysis was presented using words or sentences and formal presentation means that the results of data analysis was presented using signs, symbols, tables and figures. 5 3. discussion 3.1 the parameters of emotion verbs evi and evam were limited using the formal-semantic parameters. the formal parameters of emotion verbs included (1) transitive, (2) interrogative, (3) progressive, (4) adverbial dengan sengaja „intentionally‟, and (5) reflexive. emotion verbs and volition verbs fulfilled the transitive test; however, sensation verbs were intransitive (for example, mencurigai (suspect)/menyukai (like)/ *menggigili). the interrogative test (hatinya dalam keadaan apa? „how did he feel?‟) was relevant to emotion verbs, anomaly on sensation verbs, and was doubtful on volition verbs (for example, hatinya kecewa? (was he/she disappointed)/??dahaga (thirst)/?berhasrat (desire). the test of the adverbial dengan sengaja was acceptable to emotion verbs and volition verbs; however, it was unacceptable to sensation verbs (for example, sengaja kasihan (intentionally taking pity on ..)/berselera (having desire)/*gatal (itchy). the reflexive test was acceptable to emotion verbs and sensation verbs, except for volition verbs (for example, heran (surprised)/asyik (infatuated)*berahi pada diri sendiri/self sexual desire). the semantic parameter of emotion verbs was formulated into the components which were framed within the cognitive scenario. the components were „x merasakan sesuatu karena x memikirkan sesuatu’ (x felt something because x though something‟ (compared to „x merasakan sesuatu karena sesuatu terjadi pada bagian dari tubuh x’ (x felt something because something happened to the x‟ body) (sensation verbs) and „x menginginkan sesuatu karena 6 sesuatu terjadi pada bagian dari tubuh x (x wanted something because something happened to the x‟ body) (volition verbs). as illustrations, jengkel (annoyed), girang (joy), and gusar (angry) (bi) or mogah (joy), curigo (suspect), and cuak (frightened) (bma) were emotion verbs. in contrast, the words puas (satisfied), lesu (tired), and sengsara (miserable) were not emotions verbs; they were sensation verbs instead. 3.2 the construction of emotion verbs: bi and bma bi has three syntactical patterns for conceptualizing the experiencer; they are the experiencer as the subject (es), the experiencer as the object (eo), and the experiencer as the dative (ed). bma only has two syntactical patterns; they are es and eo. the construction of es was formed in the passive structure (for example, aku terpukau melihat peristiwa itu = tobodoh aku manengok kajadiantu „i got stunned at seeing such an event‟); in the active structure (for example, ia sudah lama mendendam kami = sudah lamo dio-tu mandondam kami „he/she has resented us for a long time‟), and in the incoative structure (for example, banyak pembeli meragukan barang ini = rame pembeli meragukan kaelokan barang-ni „many buyers were uncertain of the quality of this good‟). in the es verb, bi inserts what caused the pp to have emotion; however, in bma, what caused the emotion tended to be placed in the subordinate clause (for example, kita tidak perlu sedih atas ucapannya = tak perlu kita sedih karono cakapnya „we do not need to be made to be sad by what he/she has uttered‟). 7 the eo is constructed in the causative construction (for example, tingkahnya menggemaskan kami = peelnyo manggomaskan kami „his/her behavior annoyed us‟). in bi the eo is productively constructed in the morphological causative construction, while in bma it is syntactically constructed (compared to jengkel-menjengkelkan in palak-*mamalakkan; rising*marisingkan). in the causative expression, evi can form ed marked with preposition; however, in bma such an experiencer is usually changed into a passive construction (for example, kepergian ayahnya sangat menyedihkan baginya = nan sodihan dio-tu ditinggalkan ayahnyo „being left by his/her father, he/she felt sad‟). in bi, the stimulus_subject in the periphrastic causative neither is nor marked; however, in bma, it is generally marked and its matrix clause is relativized to limit the stimulus (for example, mayat itu membiki kami ngori = mayat-tula nam mambikin kami ngori „the human corpse made us horrified‟). 3.3 the categorization of emotion verbs evi and evam can be divided into stative emotion verbs (sev) and active emotion verbs (aev). the sev is featured by [-kendali (controlled), -volisi (volition)], whereas aev is featured by [+kendali, +volisi]. the sev scenario is that „x merasakan sesuatu, bukan karena x menginginkannya (x felt something, not because x wanted it); however the aev scenario is that „x merasakan sesuatu karena x mengatakan sesuatu pada dirinya yang dapat menyebabkan seseorang merasakan sesuatu‟ (x felt something because x was saying to him/herself things which could cause one to feel it). as some illustrations, 8 the words terharu (compassion), kaget (surprised), and ngeri (horrified) in bi belong to sev as they suit the subcomponent „bukan karena x menginginkannya’; the words mogah (joy), bonci (hate), and palak (annoyed) are aev as they suit the subcomponent „karena x mengatakan sesuatu pada dirinya yang dapat menyebabkan sesorang merasakan sesuatu’. sev is divided into subcategories; they are (1) „sesuatu yang buruk terjadi‟ (something bad happened) (“mirip sedih” „sad-like‟); (2) ‟sesuatu yang buruk dapat/akan terjadi‟ (something bad can/will happen) (“mirip takut” „fearlike‟); (3) „orang-orang dapat memikirkan sesuatu yang buruk tentang aku‟ (people can think something bad about me) (“mirip malu” „shame-like‟); and (4) „aku tidak berpikir bahwa hal seperti ini dapat/akan terjadi‟ (i didn‟t think that things like this can/will happen) (“mirip heran” „amazed-like‟). aev is divided into several categories; (1) „sesuatu yang baik terjadi‟ (something good happened) (“mirip senang” „happy-like‟); (2) „aku berpikir tentang sesuatu‟ (i think about something) (“mirip sangsi” „doubt-like‟); (3)‟aku telah melakukan sesuatu yang buruk‟ (i did something bad) (“mirip menyesal” „remorse-like‟); (4) „aku memikirkan seseorang yang lain‟ (i think about someone else) (“mirip cinta” „love-like‟); and (5) „aku tidak ingin hal seperti ini terjadi‟ (i don‟t want things like this to happen) (“mirip marah” „angry-like‟). in the level of certain categories, bi is similar to and different from bma. they are similar in the level of subcategories as can be reflected by the verbs “mirip malu” (shame-like), “mirip senang” (happy-like), “mirip menyesal” (remorse-like), “mirip cinta” (love-like), and “mirip marah” (angry-lke). they are 9 different in terms of the verb “mirip heran” (amazed-like) as terpukau vs tabodoh (being stunned) and the verb “mirip sangsi” (doubt-like) as frustrasi vs suntuk (being frustrated). in the level of subcategory, bi is different from bma in terms of the verb “mirip sedih” (sad-like) as illustrated by sedih vs sodih, the verb “mirip sangsi” as illustrated by lega vs tonang, and the verb “mirip takut” (fearlike) as illustrated by khawatir vs gopoh. 3.4 the meaning of emotion verbs the meaning of evi is different from that of evam in regard to (sub-) components. as far as sev is concerned, the differences in meaning include (1) sedih („…‟) vs sodih („aku ingin berpikir tentang hal ini‟) (i want to think about this thing); (2) susah („aku ingin seseorang melakukan sesuatu‟) (i want someone to do something) vs susah („aku ingin seseorang merasakan sesuatu yang baik tentang aku‟) (i want someone to feel something good about me); (3) takut („aku tidak tahu apa yang akan terjadi‟) (i don‟t know what will happen) vs cuak („aku tahu apa yang akan terjadi jika aku melakukan sesuatu‟) (i know what will happen if i do something); (4) khawatir („aku tidak tahu apakah aku dapat melakukan sesuatu sekarang‟) (i don‟t know if i can do something now) vs gaduh („aku tidak dapat melakukan apa pun‟) (i can‟t do anything); (5) risau („aku tidak dapat melakukan apa pun‟) (i can‟t do anything) vs riso („aku tidak dapat melakukan apa pun sekarang‟) (i can‟t do anything now); (6) gugup („aku tidak tahu apa yang akan terjadi jika aku melakukan sesuatu‟) (i don‟t know what will happen if i do something) vs gopoh („sesuatu yang buruk sedang terjadi‟) 10 (something bad is happening); (7) panik („sesuatu yang buruk sedang terjadi sekarang‟) (something bad is happening now) vs tagomap („sesuatu yang buruk sedang terjadi padaku sekarang‟) (something bad is happening to me now); (8) malu („…‟) vs malu („aku tidak ingin dekat dengan orang-orang‟) (i don‟t want to be near to people); (9) segan („aku tidak ingin melakukan sesuatu‟) (i don‟t want to do something) vs sogan („aku tidak dapat melakukan apa yang aku inginkan‟) (i can‟t do what i want to); (10) kaget („beberapa hal yang buruk sedang terjadi’) (some bad things is happening) and terkejut („sesuatu yang buruk sedang terjadi‟) (something bad is happening) vs takojut („sesuatu yang sangat buruk sedang terjadi‟) (something very bad is happening); and (11) terpukau („aku tidak dapat berpikir tentang hal-hal yang lain sekarang‟) (i can‟t think about other things now) vs tabodoh („aku tidak tahu apa yang dapat aku lakukan‟) (i don‟t know what i can do). in aev, the differences in meaning include (1) gembira („sesuatu yang baik sedang terjadi‟) (something good is happening) and girang („aku tahu sekarang: sesuatu yang sangat baik telah terjadi‟) (i know now: something very good happened) vs mogah („aku tahu sekarang: sesuatu yang sangat baik telah terjadi padaku‟) (i know now: something very good happened to me); (2) lega („aku berpikir: sesuatu yang buruk akan terjadi‟) (i think: something bad will happen) vs tonang („aku berpikir: sesuatu yang buruk akan terjadi padaku‟) (i think: something bad will happen to me); (3) frustrasi („…‟) vs suntuk („aku tidak tahu apa yang dapat aku lakukan sekarang‟) (i don‟t know what i can do now); (4) iri („sesuatu yang baik telah terjadi pada orang ini‟) (something good 11 happened to this person) vs angek („sesuatu yang baik telah terjadi pada orang ini sekarang‟) (something good happened to this person now); (5) jenuh („aku telah melakukan hal yang sama‟, „aku tidak ingin hal seperti ini terjadi‟) (i did the same things, i don‟t want things like this to happen) and jemu („beberapa hal yang sama telah terjadi‟, „aku tidak ingin hal seperti ini terjadi sekarang‟) (some same things happened, i don‟t want things like this is to happen now); (6) jengkel („aku tahu sekarang: seseorang telah melakukan sesuatu yang buruk‟) (i know now: someone did something bad) and rising („aku tahu sekarang: orangorang telah melakukan sesuatu yang buruk‟) (i know now: people did something bad); and (7) keki („aku tahu sekarang: seseorang telah melakukan sesuatu‟) (i know now: someone did something) vs marsak („sesuatu yang buruk telah terjadi padaku sekarang‟) (something bad happened to me now). 3.5 the semantic roles of arguments for emotion verbs the semantic role is determined by referring to the sev and aev-based evi-evam logic structure. the verbs “mirip sedih” (sad-like), “mirip takut” (fear-like), and “mirip heran” (amazed-like) are intransitive ones whose subjects serve as the undergoer. the verb “mirip malu” (shame-like) has two arguments; the subject is the undergoer and the object is the actor. the verb “mirip cinta” (love-like) has the subject as the actor and the object as the undergoer. the verbs “mirip senang” (happy-like), “mirip menyesal” (remorse-like), and “mirip marah” (angry-like) have between one and two arguments. if the verb is transitive, the 12 subject is the actor; however, if the verb is transitive, the first argument is the actor and the second argument is the undergoer. the sev forms the experiencer-theme and experiencer-locative relations; however, the verb “mirip malu” forms the experiencer-influencer relation. the experiencer is derived from the undergoer; however, the theme and location play non macrorole. the experiencer is derived from the actor and the locative is derived from the undergoer. the theme may be derived from the undergoer or plays non macrorole, depending on the verbal semantics. 4. novelties some novelties could be presented as follows. first, the formal-semantic parameter was used to identify the membership of emotion verbs. the formal parameters proposed were (1) transitive, (2) interrogative (hatinya dalam keadaan apa? „how did he feel?‟), (3) progressive, (4) adverbial containing dengan sengaja „intentionally‟, and (5) reflexive. the semantic domain was formulated as the component “x felt something because x though something.‟ second, the evaluative-volitive component was used to mark the evi-evam categorization. the generated types of components revealed that (1) both bi and bma has redundancies in their lexicons of emotion and (2) both bi and bma did not have any particular lexicon of emotion in their inventories. third, the syntactical configurations of evi were different from that that of evam in terms of (1) the function causing the emotion, (2) the experiencer_object, (3) the experiencer_dative, and (4) the markedness of the 13 stimulus_object. fourth, the categorizations of evi and evam as stative emotion verbs and active emotion verbs were made depending on the features [kendali „controlled‟, volisi „volition‟]. the scenario of sev had the component „x felt something, not because x wanted it‟ and the scenario of aev contains the component „x felt something because x was saying to him/herself things which could cause one to feel it. fifth, emotion verbs of cross category found by examining components included the verbs “mirip sedih” (for example, susah (distress) (sev) vs kasihan (pity) (aev), “mirip takut” (for example, cemas (worry) (sev) vs curiga (suspect) (aev), “mirip malu” (for example, segan (reluctant) (sev) vs menyesal (remorse) (aev), and “mirip heran” (for example, takjub (astonished) (sev) vs kagum (admiration) (aev). sixth, sev differs from aev in terms of subcategories. the subcategories of sev were made of (1) “mirip sedih” (sadlike), (2) “mirip takut” (fear-like), (3) “mirip malu” (shame-like), and (4) “mirip heran” (amazed-like). the subcategories of aev were made up of (1) “mirip senang” (happy-like), (2) “mirip sangsi” (doubt-like), (3) “mirip menyesal” (remorse-like), (4) “mirip cinta” (love-like), and (5) “mirip marah” (angry-like). seventh, the particular features which differed the meaning of evi and that of evam were as follows. the features referring to elements were (1) personal, (2) temporal property, (3) types of events, (4) quality of events, (5) quantity of events, (6) actual/potential danger, and (7) particular persons. in terms of components, the differing features were (1) perception of thought, (2) request for assistance, (3) awareness of events, (4) submission, (5) distance, (6) existence 14 of others, (7) curiosity, (8) failure in thinking about, (9) failure in acting, (10) satisfaction, (11) arrogance, (12) repetition of events, and (13) perceptual. eighth, the differences in the number of arguments between evi and evam were as follows. the verbs with single arguments included “mirip sedih”, “mirip takut”, and “mirip heran”; the verbs with multiple arguments were “mirip malu” and “mirip cinta”. the verbs which could have one or two arguments were “mirip senang”, “mirip sangsi”, “mirip menyesal”, and “mirip marah”. in terms of thematic relations, the differences between evi and evam included jengkel „being annoyed‟ (bi) and rising (bma). the former was formed by the experiencer-locative relation and the latter was formed by the experiencer-theme. 5. conclusion and suggestion 5.1 conclusion both formal and semantic parameters were recommended in this study. the formal parameter was used for emotion verbs such as (1) transitive, (2) interrogative (using the interrogative hatinya dalam keadaan apa?), (3) progressive, (4) adverbial using dengan sengaja), and (5) reflexive. the semantic parameter was used for emotion verbs formulated as „x merasakan sesuatu karena x memikirkan sesuatu‟ (x felt something because x though something). while bi has three syntactical patterns for conceptualizing the experiencer; they are es, eo, and ed, bma has two; they are es and eo. in the two languages, the construction es was formed using passive structure, active 15 structure, and incoative structure. the eo was constructed using causative structure. in the causative construction, evi formed preposition-marked ed. the subcategories of evi were similar to those of evam in regard to “mirip malu”, “mirip menyesal”, “mirip cinta”, and “mirip marah”. the subcategories of evi were different from those of evam in terms of “mirip heran” (terpukau vs tabodoh), “mirip sangsi” (frustrasi vs suntuk), “mirip sedih” (sedih vs sodih), and “mirip takut” (khawatir vs gopoh). the differences in meaning between sev in bi and that in bma included (1) sedih vs sodih, (2) susah vs susah, (3) takut vs cuak, (4) khawatir vs gaduh, (5) risau vs riso, (6) gugup vs gopoh, (7) panik vs tagomap, (8) malu vs malu, (9) segan vs sogan, (10) kaget and terkejut vs takojut, and (11) terpukau vs tabodoh. the difference in meaning between aev in bi and that in bma included (1) gembira and girang vs mogah, (2) lega vs tonang, (3) frustrasi vs suntuk, (4) iri vs angek, (5) jenuh and jemu vs jolak, (6) jengkel vs palak and rising, and (7) keki vs marsak. the semantic roles of the arguments in evi-evam were based on their subcategories. in sev the semantic role of “mirip sedih”, “mirip takut”, and “mirip heran” was the undergoer _subject, except “mirip malu” whose semantic role was the undergoer_subject, the actor_object). in aev, the subject was the actor and if the verb was transitive, the object would be the undergoer. the thematic relation in aev was the experiencer-influencer, the experiencer-locative, and the experiencer-theme. the thematic relation in aev was the experiencerlocative and the experiencer-theme. 16 5.2 suggestion the research in semantics of the languages which are genetically related is new in indonesia. although this study is complicated, it has successfully revealed the universal and specific aspects of languages apart from the human thought and conceptualization of the world. further research exploring the lexical semantics of other languages is needed. furthermore, it is suggested that a semantic dictionary of the verbs of emotion in bi and mba should be compiled. such a dictionary should refer to sets of original meanings in order to limit the meanings of words. it will be easily understood by speakers of two languages and other languages. 6 acknowledgements in this opportunity, i would like to express my apprectiation and thanks to those who have contributed in one way or another to this research, especially prof. dr. ni luh sutjiati beratha, m.a., as a supervisor, prof. dr. oktovianus, m.hum., as co-supervisor i, prof. dr. i nengah sudipa, m.a., as co-supervisor ii, and the board of examiners: prof. dr. aron meko mbete, prof. dr. drs. ida bagus putra yadnya, m.a., prof. dr. i wayan pastika, m.a., prof. dr. i ketut darma laksana, m.hum., and dr. ni made dhanawaty, m.s., for their critical comment and suggestions for the improvement of this research. a word of appreciation should also go to the administrative staff members of the study program of linguistics of udayana university. 17 bibliography bakar, a. dkk. 1996. ”struktur bahasa melayu asahan”. 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[dikutip 9 oktober 2008] tersedia dari: http://elies.rediris.es/language_design/ld2/wierzbicka.pdf. http://ifla.uni-stutgart.de/institut/mitarbeiter/florian/ http://ifla.uni-stutgart.de/institut/mitarbeiter/florian/ microsoft word gunayayasa e_journal 1 cepung sasak: oral tradition in lombok west nusa tenggara ida bagus kade gunayasa1, i nyoman weda kusuma2, i wayan cika2, i nyoman suarka2 1postgraduate program, udayana university 2department of linguistics, faculty of letters, udayana university e-mail: abstract the problems discussed in this study are the process of the creation of cepung sasak (abbreviated to cs), its structure, its context of image, its function and meaning. the data needed was collected by ethnographic method and library research. four main theories were adopted for analyzing the data; they are the structural theory, the lord’s formula, the theory of literary semiotics and the functional theory. the objectives were achieved by analyzing the process of the cs creation, its textual structure, its context of image, its function and meaning in the middle of sasaknese community. based on the results of the data analysis, it can be inferred that the elements forming the cs structure are form, formula, theme, sound and style. one of the cultural contextual elements which does not play any role is the particular event underlying the image. the process of its creation takes place within and outside the plots. its plots function to recall the past, to educate, to amuse, to express interethnic group solidarity, to control social matters, to resist social matters and to give religious teachings. the meanings of the cs are love and affection, acknowledgement of social stratification and collective awareness. the novelties in this study are the formula and theme are different from those introduced in the lord’ theory. the lord’s theory of formula is not entirely applicable to the cs. the reason is that the process how the cs is created is not based on formula but on the pattern of rhyme and stimulus such as flute, rebab (two-stringed musical instrument), music produced by the mouth and pengeriong ‘penurut’ (another musical 2 instrument). the process of how it is created is not the same as that stated by lord. it is similar to that stated by finnegan, that is, it takes place within and outside the plots. however, finnegan does not include the element of stimulus. in this case, the main function of the cs is as amusement. its meaning is to stimulate social solidarity in all aspects of sasaknese community life. key words: cepung sasak; collectivity; spontaneity; fetishism; contextual 3 1. background and problem cepung sasak is a sasaknese unique literary oral tradition. it is a combination of gending lakaq and pasasakan song and is supported by two different ethnic groups with their own respective religion and culture. it is orally inherited from generation to generation both vertically and horizontally. in addition, it is assumed to have strong affiliation with its supporting community, for which it is necessarily preserved as not many people can be its narrators. then it can be classified into (1) performing art; (2) oral tradition. four data sources are used in this study; they are three transcriptions of cs and their translations and one interview. this study is a field work conducted in lombok. the problems discussed are the process of the creation of the cs, its textual structure, its context of image, its functions and its meanings. all of the four problems refer to the main problem, that is, how its convention is in its supporting community. ideally, this study aims at explaining the process of the creation of the cs, its textual structure, its context of image, its functions and its meanings. the objectives were achieved by analyzing the text of the cs image which is related to the sasaknese community life as its supporting community. in general, this study aims at preserving, developing and publishing the cs literary tradition. in order to achieve the general aims mentioned above, it was considered to centralize the study logically, qualitatively and systematically. this is in accordance with the problems formulated in the specific aims mentioned above, that is, to describe the process of the cs creation , its textual structure, its context of image, its functions and meanings. the answers to the problems are expected to enrich the literary work theories, to be useful to the other studies in literature in lombok, to be a comparison to the other research in oral literature conducted in other regions and to acquire new insights into and new understanding of oral tradition. in practice, it is expected that this study (1) may give contribution to the improvement, betterment and preservation of the community’s culture, and strengthen the accepting behavior of the community of the cs oral tradition which has been getting marginalized; (2) may reveal what is marginalized, that is, the role of oral tradition in all aspects of the community life in lombok; and (3) may contribute to the realization of solidarity especially the solidarity among the ethnic groups and cultures in lombok. 4 2. literature review and theoretical framework there are six works discussing cepung. some are in the form of research and the others are in the form of books such as those written by anak agung ketut karang (1992), i made bandem and fredrik eugene de boer (1995), i made bandem and sal murguyanto (1996), gunayasa (2001), sudirga (2004), and salman alfarisi (2010). however, what they have discussed is partial in nature; in addition, they have not observed the special characteristics of the cs which feature this current study. four interrelated theories are adopted to analyze the cs oral tradition; they are (1) the structural theory which was adopted to analyze its formal structure; (2) the formula theory introduced by lord which was employed to analyze the process of the cs creation; (3) the theory of semiotics which was used to analyze the symbolic discourses in the cs; and (4) the functional theory which was adopted to the cs functions in its supporting community. 3. research method this study is a qualitative one which mainly focuses on the analysis of the cs oral tradition text. then, in order to achieve the maximum results, three approaches which are interrelated to each other were adopted; such as the structural approach, the lord’s formula and the qualitative approach. the data needed was obtained from two sources: (1) the primary data source which is in the form of oral tradition text; (2) the secondary data source which are in the forms of books and the results of interview relevant to this current study. the data needed was obtained through library research, observation, recording and some interviews with a number of informants considered to be familiar with the cs oral tradition. in this study, the cs narrator is the key informant and the key instrument is the researcher himself. the data especially that related to the process of the cs creation (the pelakaq’s opinion), its context, functions and meanings were ethnographically analyzed. the data on its structure was analyzed using the formula introduced by lord and the structural theory. the formula theory introduced by lord was applied by observing the words, the phrases and even the lyrics or half lyrics. those elements were discussed to find out the patterns. 5 4. cepung sasak: oral tradition in lombok, west nusa tenggara the process of the cs creation takes place within and outside the plots. the lakaq created within the plots is the lakaq of love, while that which is created outside the plots is lakaq monyehan. the creation of the cs does not only employ formula but also the patterns of rhymes and stimulus such as flute, rebab (two-stringed musical instrument), the music produced by the mouth, and pengeriong ‘penurut’. that fact shows that the lord’s formulate is not entirely applicable in the cs. therefore, the main thing in the cs creation is the stimulus and the appearance of the rhyme pairs in every sentence forming the lakaq. the elements forming the cs formal structure include: form, formula, theme, sound, and style. form refers to the way in which thoughts in the form of sentences are realized. the thoughts are presented in the cs with the theme of conflicts in addition to the other themes which are informative in nature. the formulas in one lakaq are made up of the formula of one sentence, the formula of one word or phrase, the formula in the form of one syllable and the formula of prefixes. the addition of adjusting words or sounds such as naro, nuwa kendo, kendo kendi, kendo kendo, kendi kendo, dila, la, ya and gama is not included in the formula of both words and phrase. as far as the theme of laqaq is concerned, there is no difference between the theme for the young and that for the old. the theme of laqaq includes love and religious matters (poverty is included). the combination of the gending theme (minor theme) forms the theme of the plots, which is concerned with love and affection. the sounds in lakaq include rhyme, alteration, assonance, and intonation. the rhyme of lakaq is the deep one which can also be either the perfect rhyme or the imperfect rhyme. rhyme is the laqak beauty element. rhyme appears in pairs in every sentence. the words forming the rhyme depend on the sentences used and the repetition as well as the addition of words or adjusting sounds such as naro, nuwa, kendo, kenko kendi, kendo kendo, ama’, dila, la and so forth. rhyme is the basis for creating laqaq. alteration is generally formed with heavy sounds which are combined with light vowels making it sound light. the heavy sounds reflects rigid and hard situation. half alliteration and assonance form rhyme. the combination of alliteration and rhyme can add the beauty of lakaq. the concept of intonation (metrum) introduced by lord is not applicable in the 6 cs. the reason is that as far as the cs is concerned, there is no permanent distribution of syllables. intonation is close to the existence of rhyme as one of the syllables forming the rhyme is always stressed. the element which features the cs is style which is formed by diction, parallelism and figurative expressions. the words in the cs generally have denotative meaning. the language used in the cs does not need too many figurative expressions as a means of making meaning concrete. the figurative expressions used are metaphor, euphemism and parable. in this case, the figurative expressions may beautify the cs. one of the most dominant language styles is parallelism, which functions to make meaning clearer and to beautify the cs. the parallelism found in the cs includes (1) structural parallelism; (2) parallelism with the same word or phrase repeated in particular position and (3) interval parallelism. the element which is also important apart from structure is the context of plots. the cs plots contain context of situation and context of culture. the context of situation is made up of the pelakaq, the listener, the music and the setting. the interaction between the pelakaq, the listener and the music are the essence of a plot. the context of culture generally enriches the context of situation. the norms which are in effect in the community, as part of the context culture, beautify the plots of the cs. one element of the context culture which is not in effect is particular events underlying the plots. the theme of the plots telling about marriages is the same as the theme of the plots used for amusement or used to commemorate great national days. this shows that what is stated by baumun that particular events influence genre is not applicable in the cs, which is performed for every event especially wedding ceremonies. the functions of the cs include: recalling the past, educating, expressing solidarity among ethnic groups, showing social control and giving religious teachings. these functions are only applicable to particular listeners. the function of recalling the past is basically included in its function to amuse. the main function of the cs which is still maintained up to now is its function as a means of amusement. therefore, it can be stated that its main function is as a means of amusement. the meaning of the cs in the sasaknese community includes love and affection, ritual, acknowledgement of social stratification and collective awareness. the four 7 meanings of the cs mentioned above are related to each other. the unity which is shown by the cs can be noted from its role to motivate all aspects of the sasaknese community life. 5. novelties of the study the novelties of the study are: 1) the cs creation takes place within and outside the plots, patterns of rhyme and stimulus such as flute, rebab (two-stringed musical instrument), pengereong ‘penurut’. these are the main elements in the cs creation. this means that the lord’s formula and what is stated by finnegan are not entirely applicable in the cs. 2) as far as the cs is concerned, there is one group of formula, that is, the formula in one lakaq. such a formula includes (1) one sentence; (2) one word or one phrase; and (3) one syllable. the addition of words or adjusting sounds such as naro, nuwa, kendo, kendo kendi, kendo kendo, kendi kendo, dila, la, ya and gama is not included in the formula of words or even phrase. the formula mostly used in the cs is the formula of one sentence. 3) the definition of theme introduced by lord does not work in the plots of the cs which do not have any episodes but only have gending (songs). the songs are part of the plots which present minor themes; however, they are not regularly sequenced as they are not stories. 4) the bauman’s theory concerning the role of ‘events’ in determining genre does not work in the plots of the cs. the reason is that the cs can be performed to commemorate various events. 5) the main function of the cs is as a means of amusement; and its main meaning is to inspire social solidarity in all aspects of sasaknese community life. 6. conclusions the findings in this study show that the lord’s theory of formula is not entirely applicable in the cs. the reason is that the creation in the cs is not only based on the formula but also on the pattern of rhyme and stimulus such as flute, rebab (two-stringed musical instrument), the music produced by the mouth, and pengereong. the element of 8 stimulus is not included in the lord’s theory, although it is the main element in the creation process. the creation in the cs takes place within and outside the plots. this is different from what is stated by lord that the creation of people’s poems takes place in the plots. the concept that theme, according to lord, is related to episodes does not work as far as the plots in the cs are concerned. however, what is available in the cs is gending (songs), which are part of the plots presenting one or several minor themes and which are not regularly sequenced as they are not stories. they are related to rhymes. moreover, the bauman’s theory concerning the role of “events” in determining the genre presented in the plots does not work in the cs creation either. therefore, the cs, as one of the oral traditions which is still in existence in the sasaknese community life in lombok can be performed to commemorate whatever events. the reason why part of the lord’s theory does not work in this study is that the objects investigated are different. the cs functions include recalling the past, educating, amusing, expressing inter ethnic group solidarity as well as a means of social control, social resistance and religious teachings. those functions only work for particular listeners. the function of recalling the past is basically included in its function as amusement. its main function, which is still maintained up to now, is its function as a means of amusement. therefore, it can be stated that the main function of the cs is as a means of amusement. the meanings of the cs for the sasaknese community include love and affection, ritual, acknowledgement of social stratification and collective awareness. the four meanings mentioned above are related to each other. thus, the unity shown by the cs to the sasaknese community can be noticed from its role as a motivation motivating social solidarity in all aspects of the sasaknese community life. 7. acknowledgments thank ida sang hyang widhi wasa, god the almighty, that it is his blessing which has kept the writer healthy making the dissertation entitled “cepung sasak: oral traditioin in lombok west nusa tenggara” , as one of the requirements to complete the doctorate program at the linguistics program, concentration of literary discourse, the postgraduate program of udayana university, can be completed. 9 the completion of this dissertation cannot be separated from many parties. therefore, in this opportunity, the writer would like to thank the rector of udayana university, vice rector i, vice rector ii and vice rector for international relation affairs, who have motivated and provided the researcher with facilities to pursue further study. the writer would also like to extend his thanks to the dean of the faculty of education, vice dean i, vice dean ii and vice dean iii and to all the lecturers at the faculty of education of mataram university. being indebted also goes to the institution which has provided the writer with scholarship through the bpps (p2t) of udayana university, the rector of udayana university, the director of postgraduate program of udayana university and her staff members, head and secretary of the doctorate program in linguistics, and head of the concentration of literary discourses of udayana university and his staff members. the writer would also like to extend his thanks to prof. dr. i nyoman weda kusuma, ms, as the main supervisor; prof. dr. i wayan cika,m.s., as co-supervisor i and dr i nyoman suarka, m.hum., as co-supervisor ii for their attention, patience and carefulness who have encouraged and motivated the writer from writing the proposal to the completion of this dissertation. the writer would also like to express his thanks to the board of the examiners such as prof. dr. i nyoman kutha ratna, s.u.; prof. dr. i made suastika, s.u.; prof. dr. aron meko mbete; prof. dr. ketut artawa, m.a., ph.d.; dr. h. rusdiawan.,m.pd. for their highly meaningful criticism, suggestions and input for the betterment of this study. finally, the writer would like to thank all other parties which cannot be mentioned one by one who have helped the writer in completing his doctorate program at the postgraduate program of udayana university. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 125—140 doi.10.24843/ejl.2019.v.13 i01.p.12 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 125 indonesian mental clause and its translation directions in english 1 made susini, warmadewa university 2 i nengah sudipa, nengahsudipa@yahoo.co.id, udayana university 3 i nyoman suparwa, suparwa_nym@yahoo.co.id, udayana university 4 ida ayu made puspani, dayupuspani@gmail.com, udayana university *corresponding author: madesusini@yahoo.com, received date: 28-06-2018 accepted date: 11-09-2018 published date: 31-01-2019 abstract -mental clause, as a grammatical realization used to express experience of our consciousness of the world, is commonly found in the text of meditation. this type of text is written to persuade people to act in a particular way as suggested by the speaker or writer. this research is aimed at exploring how the mental clause in indonesian text is re-contextualized to convey the same meaning in english. the source language text is a text of meditation entitled butir-butir kebijaksanaan: titian hidup sehat dengan meditasi bio-energi ratu bagus (ida pandita mpu nabe parama daksa natha ratu bagus, 2012) and the target language text is its translation entitled pearls of wisdom: the path of a healthy life with ratu bagus bio-energy meditation (stacey, 2014). knowing that translation is re-contextualization (house, 2015) and using systemic functional linguistics (halliday & matthiessen, 2014) and translation strategies (malone, 1988) as the main theories, this study focuses on the directions of the translation of the mental clause from indonesian into english and on the translation strategies leading to the directions. the research result shows that the mental clause of the indonesian text can be rendered into various clause types, including mental clause and non-mental clause. it can also be rendered into a form of nominalization. the strategies which condition the directions include the strategies of equation, reordering, diffusion and condensation. keywords: mental clause, translation directions, re-contextualization, translation strategy 1. introduction all languages have their own language systems and cultures, and they also have their own ways of realizing meaning represented by their grammatical structures. when two or more languages are involved in translation, this linguistic difference can result in structural shift (akbari, 2012). the problem of how the source language (sl) meaning is transferred to the target language (tl) is a common phenomenon faced by translators. the language phenomena to which attention need to be paid vary. markedness (doosti, 2015), figure of speech (dewi yulianti et al., 2017), and text type (vandepitte, 2008) are some of the phenomena. one of the text types related to culture is the text of meditation. this type of text is written to persuade the listeners or readers to act in a particular way as suggested by the speaker or writer. mailto:nengahsudipa@yahoo.co.id mailto:suparwa_nym@yahoo.co.id mailto:dayupuspani@gmail.com mailto:mokoagouwyanti@gmail.com mailto:mokoagouwyanti@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 125—140 doi.10.24843/ejl.2019.v.13 i01.p.12 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 126 this study deals with the translation of the meditation text from indonesian into english. to persuade people, the indonesian text of meditation partly uses mental clause to convey the message more gently. referring to the fact that indonesian and english have different language systems and cultures, the way in which the persuasive meaning in indonesian is rendered into english is interesting to be explored. this present study focuses on investigating how the indonesian mental clause is rendered into english. based on the systemic functional linguistics (sfl) (halliday & matthiessen, 2014), mental clause is concerned with transitivity structure. transitivity refers to how the experience of the world is represented in the form of a clause whose components consist of process, participant and circumstance. referring to this, the mental clause is one of the grammatical realizations, and this clause expresses the experience of our consciousness of the world using mental process. since every language has its own way to realize meaning, it is also possible to re-contextualize the mental clause of the sl text in tl using different clause types (house, 2015: 2). this kind of linguistic adjustment is needed in translation and is intended to have the translation pragmatically equivalent (wang, 2015). how the mental clause of sl is re-contextualized is also conditioned by the translation strategy applied. the interrelation between the clausal re-contextualization and translation strategy in the translation of the meditation text becomes the researcher’s interest. the studies on the text analysis using sfl as the main theory have been conducted by other researchers (darani, 2014; ezzina, 2015; mehmood, et al, 2014; nguyen, 2012). the studies on translation from the sfl perspective has been carried out by sujatna (2016), and the studies on translation strategies have been conducted by dian susanthi et al.( 2019), huang 2015) and amjad, 2013). however, none has investigated the mental clause in the translation of the meditation text from indonesian into english; therefore, this present study needs to be conducted. applying the translation theory proposed by house that translation is defined as recontextualization (2015), sfl (halliday & matthiessen, 2014) and translation strategies (malone, 1988), this study is intended to examine the translation directions of the indonesian mental clause in english and the translation strategies leading to the directions. 2. research method this research is a descriptive qualitative study on translation from indonesian into english. the data were taken from a book on meditation entitled butir-butir kebijaksanaan: e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 125—140 doi.10.24843/ejl.2019.v.13 i01.p.12 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 127 titian hidup sehat dengan meditasi bio-energi ratu bagus (ida pandita mpu nabe parama daksa natha ratu bagus, 2012) as sl text and its translation entitled pearls of wisdom: the path of a healthy life with ratu bagus bio-energy meditation (stacey, 2014) as tl text. this study was carried out through the following steps. the clause types of the sl and tl texts were firstly identified applying the functional grammatical analysis. based on the transitivity structure proposed by halliday & matthiessen (2014), the clauses were sorted to find out their components which include process, participant and circumstance. the clause type was determined based on the type of process used in the clauses. for instance, when the transitivity structure of the clause contained mental process, the clause was then identified to be a mental clause. this method is commonly used in the research in which the sfl approach is applied (talebinezhad, 21012). the second step was that all the mental clauses found in the sl text were identified. the mental clauses in sl were compared to those in tl as their equivalents. all the tl clauses functioning as the equivalents of the sl mental clauses were inferred as the translation directions of the indonesian mental clauses. the last step was identifying the translation strategies which contributed to the translation directions of the sl mental clauses based on the translation strategies proposed by malone (1988). the translation strategy could be identified from the changes in the tl process. 3. result and discussion the indonesian text of meditation is partly composed of the mental clause. to achieve the translation equivalence in english, this type of clause is rendered into various mental clauses and non-mental clauses. in some cases, the mental clause is also rendered into a form of nominalization. the translation directions of the mental clause are partly induced by the translation strategy applied. 3.1 mental clause rendered into mental clause the following table presents the possible translation directions of the indonesian mental clause. the directions include those from and into the mental clause. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 125—140 doi.10.24843/ejl.2019.v.13 i01.p.12 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 128 table 3.1 translation directions from and into the mental clause no sl clause type tl clause type a mental/operative mental/operative b mental/receptive mental/receptive c mental/receptive mental/operative d mental/operative mental/receptive a. mental/operative clause rendered into mental/operative clause (1) sl: dan jika kita mengerti ratu, maka kita akan bisa tertawa. tertawa artinya kita bahagia (p. 111). tl: and if we understand ratu, we can laugh. laughing means being happy (p.111). (2) sl: ... tetapi biasanya, orang yang telah mantap di dalam yoga, rokok bukan pilihannya, sebab badannya secara otomatis tidak memerlukannya (p. 116). tl: ... but usually people who are already immersed in yoga choose not to smoke because the body simply doesn’t need it (p.111). data (1) and (2) include the translation of the mental/operative clause into the mental/operative clause. to achieve the translation equivalence in tl, the source clause type is maintained the same in tl. the transitivity structures of the sl and tl texts of the translations above are as follows. translation (1): sl jika kita mengerti ratu senser process: mental/operative phenomenon tl if we understand ratu senser process: mental/operative phenomenon translation (2): sl sebab badannya secara otomatis tidak memerlukan nya senser circumstance process: mental/ phenomenon e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 125—140 doi.10.24843/ejl.2019.v.13 i01.p.12 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 129 operative tl because the body simply doesn’t need it senser circumstance process: mental/ operative phenomenon based on the analysis of the transitivity structures of the sl and tl texts, the two texts are semantically equivalent. they have the same transitivity structures realizing the same meaning. the equivalence is achieved by applying the strategy of equation in both translations. the source operative mental process represented by the verb ‘mengerti’ in (1) and ‘tidak memerlukan’ in (2) are directly rendered into the operative mental process in tl. in (1) the tl process is represented by ‘understand’ and (2) by ‘doesn’t need’. b. mental/receptive clause rendered into mental/receptive clause (3) sl: kadang kala kita tidak mau menerima nasib kita yang sedang sial, padahal, kalau kita telusuri, kesialan kita bukan disebabkan oleh orang lain, ...(p. 119). tl: sometimes we do not want to accept an unfortunate fate, but if we take a good look we find that our misfortune was not caused by other people, ... (p. 119). in the translation above the mental/receptive clause is rendered into the mental/receptive clause, as can be examined from the transitivity structure of the sl and tl texts presented as follows. translation (3): sl kesialan kita bukan disebabkan oleh orang lain phenomenon process: mental/receptive senser tl our misfortune was not caused by other people phenomenon process: mental/receptive senser based on the analysis above, the translation strategy applied is the equation strategy. the mental process in the sl represented by the verb phrase ‘tidak disebabkan’ is directly rendered into the same clause type with the verb phrase ‘was not caused’. the tl text is equivalent to sl text e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 125—140 doi.10.24843/ejl.2019.v.13 i01.p.12 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 130 since the two texts have the same transitivity structure realizing the meaning of consciousness. the two texts are composed of the components senser, process and phenomenon. c. mental/receptive clause rendered into mental/operative clause (4) sl: di dalam hutan yang luas dan liar serta gelap, sinar dan kompas diperlukan untuk menunjukkan arah kemana kita harus menuju ...(p. 46). tl: in this wide, wild, dark forest, we need light and a compass to guide us in the right direction, ... (p. 46). (5) sl: hal ini akan bisa dimengerti bagi mereka yang telah sensitif (p.69). tl: sensitive people can understand this (p. 69). in the translation above the source clause type turns into the operative mental clause in tl. the clausal change can be identified from the difference in the process used, and can be investigated from the transitivity structure of the sl text and that of tl text, as follows. translation (4): sl di dalam hutan yang luas dan liar serta gelap sinar dan kompas diperlukan untuk menunjukkan arah kemana kita harus menuju circumstance phenomenon process: mental/ receptive circumstance tl in this wide, wild, dark forest we need light and a compass to guide us in the right direction circumstance senser process: mental/ operative phenomenon circumstance e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 125—140 doi.10.24843/ejl.2019.v.13 i01.p.12 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 131 translation (5): sl hal ini akan bisa dimengerti bagi mereka yang telah sensitif phenomenon process: mental/receptive senser tl sensitive people can understand this senser process: mental/operative phenomenon the transitivity structure of the two texts shows that reordering strategy is applied to transfer the source meaning realized by the receptive mental clause. the process in the sl text is the mental/receptive one represented by the verb phrases ‘diperlukan’ in (4) and ‘akan bisa dimengerti’ in (5), and the process in the tl is the mental/operative one represented the verb ‘need’ in (4) and the verb phrase ‘can understand’ in (5). this causes the positions of the clause component to change. however, the tl text is equivalent to the sl text. the analysis and comparison of the transitivity structures of the two texts show that the sl and tl texts are composed of the same clause components and that they realize the same meaning. d. mental/operative clause rendered into mental/receptive clause (6) sl: hidup ini mesti rasional. segala sesuatu mesti kita pertimbangkan dengan cara-cara rasional (p. 127). tl: we have to be rational in this life. everything has to be considered in a rational way(p. 127). (7) sl: mari kita tetap bersyukur. biarkan jiwa selalu membimbing kita (p. 105). tl: let’s always be grateful. let’s always be guided by our soul (p. 104). in the data above the mental /operative clause of sl text is rendered into the mental/receptive clause in the tl. the semantic meanings of the two texts can be examined from the transitivity structures of the sl and tl text as presented as follows. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 125—140 doi.10.24843/ejl.2019.v.13 i01.p.12 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 132 translation (6): sl segala sesuatu mesti kita pertimbangkan dengan caracara rasional phenomenon process: senser mental/operative circumstance tl everything has to be considered in a rational way phenomenon process: mental/receptive circumstance translation (7): sl biarkan jiwa selalu membimbing kita process: phenomenon mental/operative senser tl let ‘s always be guided by our soul process: senser circumstance mental/receptive circumstance data (6) and (7) also show the reordering strategy, causing the process type and position of the clause components to change. although the mental /operative clause changes into the mental/receptive clause, the meanings conveyed by the two texts are maintained. the translation equivalence is elaborated in the analysis of transitivity structure of the sl and tl texts. 3.2 mental clause rendered into non-mental clause the translation of the meditation text from indonesian into english also shows the change from the mental clause into non-mental clause. the linguistic re-contextualization found is presented in the following table. table 3.2 translation directions from the mental clause into the non-mental clause no sl clause type tl clause type a mental/cognition relational/attributive relational/attributive/possessive existential b mental/emotion relational/attributive c mental/desideration relational/attributive a. mental clause of cognition rendered into non-mental clause (8) sl: kalau kita dalam masalah, kemudian selalub erpikir negatif, dengan latihan shaking ini, semua virus-virus negatif akan e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 125—140 doi.10.24843/ejl.2019.v.13 i01.p.12 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 133 terbakar (p. 14). tl: if we have a problem and are in a negative frame of mind, our shaking will burn the virus of negativity (p. 14). (9) sl: berpikir positif dan bersyukur merupakan yadnya dan dengan yadnya ini kita mampu menyadari kebesarantuhan(p. 3). tl: with positive thinking and an attitude of gratitude, we make an offering to god, and with this offering we become aware of the mightiness of god (p. 3). the two data above include the translation from the cognition mental clause into the attributive relational clause. the sl text shows the mental process of cognition represented by the verb ‘berpikir’ in (8) and the verb phrase ‘mampu menyadari’ in (9), and the tl text shows the attributive relational process represented by the verb ‘are’ in (8) and the verb ‘become’ in (9), as shown by the following transitivity structures of the sl and tl texts. translation(8): sl kalau kita selalu berpikir negatif senser process: mental/cognition circumstance tl if we are in a negative frame of mind carrier process: relational/attributive attribute translation (9): sl dengan yadnya ini kita mampu menyadari kebesaran tuhan circumstance senser process: mental/cognition phenomenon tl with this offering we become aware of the mightiness of god circumstance carrier process: relational/ attributive attribute circumstance e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 125—140 doi.10.24843/ejl.2019.v.13 i01.p.12 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 134 the equivalence in the translations above is achieved by applying the diffusion strategy, causing the sl process to be rendered into a more expansive target text construction in tl. the sl process components represented by the verb ‘berpikir’ in (8) and the verb phrase ‘mampu menyadari’ in (9) are rendered into tl text constructions with two components; they are relational process and attribute. in (8) the tl is represented by the relational process ‘are’ and attribute ‘in a negative frame of mind’, and in (9) the tl is represented by the relational process ‘become’ and attribute ‘aware’. the target texts are made to be more static by this change. the following translations include the mental clause of cognition rendered into the relational clause of attributive. (10) sl: pikiran sangat mempengaruhi badan. kalau pikiran bilang sakit, maka badan kita akan benar-benar sakit (p. 126). tl: the mind has a strong influence on the body. if the mind says ‘i am ill’, our body will really become ill (p. 127). (11) sl: membersihkan lingkungan akan berdampak pada pembersihan bagi diri kita sendiri. sebab, jika lingkungan kita bersih, maka pandangan kita juga akan bersih (p. 130). tl: cleaning our surroundings has an impact on our own cleanliness. if our surroundings are clean, our outlook will also be clear (p. 131). data (10) and (11) above show the translation of the mental clause of cognition rendered into the relational clause of attributive/possessive. the translation direction of the source mental clause in the data can be explored from the transitivity structure of the texts. translation (10): sl pikiran sangat mempengaruhi badan senser process: mental/cognition phenomenon tl the mind has a strong influence on the body carrier process: relational/attributive/ possessive attribute e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 125—140 doi.10.24843/ejl.2019.v.13 i01.p.12 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 135 translation (11): sl membersihkan lingkungan akan berdampak pada pembersihan bagi diri kita sendiri phenomenon process: mental/cognition senser tl cleaning our surroundings has an impact on our own cleanliness carrier process: relational/attributive/ possessive attribute from the change in the process shown in the translation above, the translation equivalence is achieved through the diffusion translation strategy. the sl meaning realized by the component of process is represented by the component of relational process and attribute in tl. the construction of tl text is more expansive than that of sl text, causing the text target to become more metaphorical. the following data shows the translation direction from the mental clause of cognition into the existential clause. (12) sl: jiwa kita adalah mutiara yang tiada tara. ditutup lumpur atau apapun dia tidak terpengaruh (p. 66). tl: our soul is a unique diamond. even if it’s covered in mud or whatever else, it remains untarnished (p. 66). the change in the process of the translation direction of the source clause can be elaborated through the transitivity structures of the sl and tl texts as follows. sl dia tidak terpengaruh phenomenon process: mental/cognition tl it remains untarnished existent process: existential circumstance the change in the component of process in the translation above shows that the translation strategy applied in the translation is thediffusion strategy. the sl process represented by the verb phrase ‘tidak terpengaruh’ is rendered into a more expansive construction represented by the process ‘remains’ and the circumstance ‘untarnished’. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 125—140 doi.10.24843/ejl.2019.v.13 i01.p.12 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 136 b. mental clause of emotion rendered into relational clause of attributive (13) sl: ratu akan selalu membahagiakan kita semua. kecuali kita memasuki pikiran lain, kita tidak menemukan gelombangnya (p. 23). tl: he will always make us happy – except if we switch into another mindset; then we cannot catch the wave (p. 24). the sl and tl texts above have the following transitivity structures. translation (13): sl ratu akan selalu membahagiakan kita semua phenomenon process: mental/emotion senser tl he will always make us happy attributor process: relational/attributive carrier attribute the analysis above shows that the mental clause of emotion is rendered into the relational clause of attributive in tl. this change also indicates that the diffusion strategy is applied to achieve the closest equivalent in tl. the component of process in sl represented by the verb phrase ‘akan selalu membahagiakan’ is rendered into the construction made up of the component of process and the component of attribute in tl represented by ‘will always make happy’. the result is that the construction of the tl text is more expansive than that of the sl text. c. mental clause of desideration rendered into relational clause of attributive (14) sl: disiplin sangat diperlukan untuk menemukan diri (p. 117). tl: discipline is very necessary if we want to get to know ourselves (p. 118). the transitivity structure of the sl and tl texts in the translation above is presented as follows. translation (14): sl disiplin sangat diperlukan untuk menemukan diri phenomenon process: mental/desideration circumstance tl discipline is very necessary if we want to get to know ourselves carrier process: attribute circumstance e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 125—140 doi.10.24843/ejl.2019.v.13 i01.p.12 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 137 relational/ attributive the structure shows that there is a change in the transitivity structure. the shift is from the mental clause of desideration into the relational clause of attribution. the mental process of the sl is represented by the verb phrase ‘sangat diperlukan’ and the tl relational process is represented by the verb ‘is’. the strategy applied to achieve the equivalence is the diffusion strategy. the two-component construction is used to convey the sl meaning ‘sangat diperlukan’. the components are the relational process ‘is’ and the attribute ‘very necessary’. 3.3 mental clause rendered into nominalization (15) sl: ketika kita berpikir positif, hal-hal baik akan datang menyucikan pikiran kita (p.45). tl: with positive thinking good tidings will start to cleanse our mind (p. 46). the sl and tl texts in the translation above have the following transitivity structures. translation (15): sl ketika kita berpikir positif hal-hal baik akan datang menyucikan pikiran kita senser process: mental circumstance clause clause tl with positive thinking good tidings will start to cleanse our mind circums clause the result of the analysis can prove that the sl clause used to realize the meaning of ‘ketika kita berpikir positif’ is rendered into a prepositional phrase represented by ‘with positive thinking’. the translation strategy of condensation is applied to achieve the equivalence in tl. this strategy causes the mental clause to change into nominalization. the word ‘thinking’ in tl is not used as a verb; it is used to construe an entity. this change causes the tl text to become more metaphorical. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 125—140 doi.10.24843/ejl.2019.v.13 i01.p.12 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 138 4. novelty the result of this research can show the directions of the translation of the mental clause used in the meditation text from indonesian into english which can be used as a model when translating the mental clause from indonesian into english as shown in the figure below. ind t stands for the indonesian text and eng t stands for the english text. mental/operative equation mental/operative mental/receptive equation mental/receptive mental/receptive reordering mental/operative mental/operative reordering mental/receptive mental/cognition diffusion relational/attributive diffusion relational/attributive/ possessive diffusion existential mental/emotion diffusion relational/attributive mental/desideration diffusion relational/attributive mental clause condensation nominalization mental clause from indonesian into english eng t ind t clause type clause type strategy e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 125—140 doi.10.24843/ejl.2019.v.13 i01.p.12 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 139 5. conclusion and recommendation 5.1 conclusion the clause type chosen as the equivalent in the target text can be identified from the possible direction of the source clause type. the indonesian mental clause has a number of directions in english. 5.2 recommendation this current study on translation directions of the mental clause only focuses on those found in the translation of the meditation text from indonesian into english. therefore, any research on the other text types needs to be carried out so that the general directions of the indonesian mental clause can be formulated. references akbari, monireh. 2012. structural shifts in translation of children’s literature. international journal of linguistics, issn 1948-5425, vol. 4, no. 2. amzad, fazelazadi. 2013. problems and strategies in english translation of quranic divine names. international journal of linguistics, issn 1948-5425, vol. 5, no. 1. darani, laya heidari. 2014. persuasive style and its realization through transitivity analysis: a sfl perspective. procedia – social and behavioral sciences. 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& y. meng.(2015). a study of english translation of yili products’ advertisements from perspective of pragmatic equivalence. journal of theory and practice in language studies. vol. 5, no. 5, pp. 1072-1077. issn 1799-2591. doi: http://dx.doi.org/10.17507/tpls.0505.23. 6. acknowledgments i would like to express my sincere gratitude to the examining board: prof. dr. ketut artawa, m.a., prof. dr. drs. ida bagus putra yadnya, m.a., prof. dr. i nyoman sedeng, m.hum., prof. dr. drs. jufrizal, m.hum., and dr. made sri satyawati, m.hum. for having provided me with professional guidance, invaluable constructive criticism and advice during the completion of the research project. biography of author made susini was born in singaraja, bali, indonesia. she is currently a lecturer in english department at warmadewa university, bali, indonesia. she obtained her master degree in linguistics (translation) in 2005 from udayana university, bali, indonesia. she is currently a candidate doctorate in linguistics at udayana university and her main research focuses on linguistic translations. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 1, january 2023, pages: 69--75 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i01.p09 69 the analysis of batata sentence of ciacia language in traditional medicine husni dayanu ikhsanuddin university, baubau, indonesia, husnifahri0@gmail.com article info abstract* received date: 20 june 2022 accepted date:1 july 2022 published date: 31 january 2023 keywords:* batata, sentence analysis, imperative, compound sentences batata is one of the aspect of mantras lyrical that lexically can be understood and its contextual meaning based on the necessity. batata sentence in traditional medicine has not been conducted yet. it is the one of various linguistic aspects. the study present deals with the sentence analysis of batata in traditional medicine of ciacia language. it has main objectives is formulating and analyzing types of sentences batata in ciacia language. this is a kind of descriptivequalitative research which employs a distributional method in data analysis with the underlying theories of syntax. the data taken from informan directly when he has been acted patient treatment for the several times. the result of this study, it found that sentence of batata is filled by imperative sentences filled by the swear marker consists of pindongo ‘hear’ + s + p + o and compound sentences consist of two clause and four clause. it can be formulated syntactically [if + s + p + pel] as first clause, while [s + p] as second clause, and [if + p(no) as first clause, while [s + p] [s + p] [s + p] as second, third, fourth clause. 1. introduction ciacia language has subject markers attached to the left and right sides (husni, 2015: 271). subject markers that appear in front of the verb are known as the subject of match or subject of the prefix (sp), whereas markers that appear behind the verb show the aspect of aspect. a sentence characterizes the word because the subject marker is present (attached) to the verb, which syntactically consists of a subject and a predicate (husni, 2021). in this case, these are complex words. the basic structure of ciacia language clauses is filled with a variety of syntactic relations, both subject, object, and oblique with a number of respective semantic roles (yani, 2018). according to abdullah et al., (1991), the basic structure of ciacia language clauses is s-p, p-s, and verb clauses. adjective clauses, intransitive clauses, active, passive, reflexive, and reciprocal clauses are all types of verb clauses. clauses and non-clause sentences, news sentences, questions and commands, simple sentences and broad sentences are all part of the sentence aspect. meanwhile, yani & hidayat (2001) contend that sentences in the ciacia language have the pattern or structure of (1) simple sentences: s – p – (o – pel – k); (2) compound sentences have the pattern or structure of s – p – conj – p, s – p – k – conj – s – p – (o-k); and (3) complex sentences have the pattern conj s – p – s – p (o – k), conj – s – p – p – s, conj p – s – s – p. quirk et al., (1985: 200) in his book “university of grammar of english”, type of imperative sentences consists of: imperative sentence without subject (based form of verb), imperative sentence with subject (s + imperative), imperative sentence with let (let + person 70 pronoun), and negative imperative sentence (don’t + verb). clause is the central unit of syntax. each clause has a structure consisting of a predicate which may be filled by a copula verb, or may be zero in a verbless clause and a number of arguments (dixon, 2010: 228). the ciacia societies, who live in the village of east batuatas in south buton regency, have a tradition of using the batata function to treat diseases. batata is a local term that refers to a request in the form of words containing religious magical power or a tribal prayer in the local language that is based on the belief that there is great power behind human strength. according to la ode abdul hamid, this power stems from the power inherited by the ancestors and demonstrated to kawasa ompu ‘the almighty’ (interview, october 22, 2021). this is usually because batata users have a strong belief that is accompanied by compliance to meet the requirements of the treatment process. the power of batata lies not only in the word arrangement, but also in the language and perspectives of its users. this demonstrates that the batata language contains a meaning that is thought to be capable of bestowing magical powers on both the pande batata (pb) ‘magician’ and the dibatatai ‘patient’. saputra defines magi (magic) as having a sacred value and being able to control the natural surroundings, including the natural mind and human behavior (saputra, 2007: 113). batata is used as a form of prayer or supplication to greet the blessings of kawasa ompu, the prophets/friends of the prophet, the angels and his apostles, ancestors, and the natural surroundings. as a result, batata serves as a vehicle for communication between humans as a microcosm and as part of communication with the universe as a macrocosm. the modes of communication are inseparable components of the ciacia community’s entire system of local wisdom and cognition belief. the belief system arose from the belief that the meaning of the word in batata speech has religious magical power, contains an oath, and is subjective, that is, its meaning can only be understood through spiritual belief and teacher transmission (husni, laksana et al., 2021). the main objective of this study is to analyze the clauses or sentences of batata speech in ciacia language that are spoken directly by pb during the patient’s illness treatment. study of sentences of batata is very interesting. this sentences cover several affixation, including subject markers and aspect markers as consequency phrase, clause, and sentence construction. 2. research methods this study investigated the forms of language which have including to the focus of batata sentence analysis of ciacia language in traditional medicine at the south buton regency. this study use oral data. oral data were taken from the result of recording from informants directly when he has done the patient treatment. beside that, the researcher also a native speaker of ciacia language. in the data collection, this study used observation method, interview, recording, and noting technique (djajasudarma, 2010). it was analyzed by using agih (distributional) method. the agih (distributional) method is a method whose determinants come from the language itself, in the form of words, phrases, clauses or sentences (sudaryanto, 1993:16). to make this study well understood, several abbreviation in the discussion were presented as follows: ap= actor prefix; pref= prefix; s= subject; p= predicate; sf= suffix; o= object; pn= personal name; cl= clitic; n= noun; np= noun phrase; vp= verb phrases; pl= plural; 3ps= third person singular; 3pp= third person plural; 2ps= second person singular; 2pp= second person plural; 1ps= first person singular; prep= preposition. 71 3. discussions the discussion focuses discussed construction of sentences. they are imperative sentences and compound sentences. 3.1. imperative sentence the batata sentence contains an oath that contains the blessings that exist within humans themselves. according to the online version of the kbbi, an oath is a statement that is officially uttered by testifying to god or to something sacred (to strengthen the truth and sincerity, etc.). meanwhile, the oath in question, according to the source, aims to strengthen the determination of those who are ordered to do something, namely activate the prophetic blessings that are in the human body. on the other hand, he stated that humans frequently ignore the elements of blessing that are within them. if these elements are not ordered, humans will have problems in the form of diseases, and by mentioning their names, the following diseases can be cured with the help of the almighty (interview, august 20, 2021). data (14) bp sagala panaki (all ilness) (14-1) pindongo isimiu ka-baraki-no anabi lino-no listen 3pp pref-bless-sf prophet lino-sf ‘listen to you, the blessing of linos’ prophet’ (14-2) pindongo isimiu ka-barakati-no anabi kacucubha-no listen 3pp pref-bless-sf prophet amniotic fuid-sf ‘listen to you, the blessing of amniotic fuid prophet’ (14-3) pindongo isimiu ka-barakati-no anabi aka-no listen 3pp pref-bless-sf prophet brother-sf ‘listen to you, the blessing of brothers’ prophet’ (14-4) pindongo isimiu ka-barakati-no anabi rea molino-no listen 3pp pref-bless-sf nabi blood clean-sf ‘listen to you, the blessing of blood clean prophet’ (14-5) pindongo isimiu ka-barakati-no anabi rea mompute-no listen 3pp pref-bless-sf prophet blood white -sf ‘listen to you, the blessing of blood white prophet’ sentence (14-1 to 14-5) is a subtle and polite form of command sentence that contains an oath sentence distinguished by the addition of the word pindongo ‘listen’ at the beginning of the sentence. in the five batata utterances, the pindongo verb is followed by the subject isimiu ‘you’ and the noun predicate in the word kabarakatino ‘blessing,’ while anabi ‘prophet’ (anabi lino, kacucubha, aka, rea molino, and rea mompute) functions as a sentence object for do something according to the pb command, namely to treat all diseases by. according to source information, the five prophets live in the human body and can help the patient overcome illness if we ask them in a subtle and polite manner. in the ciacia language, the use of the personal pronoun isimiu ‘you’ is a third-person plural form of politeness (see mustafa, 1991; husni, 2021; yani, 2018). as a result, the sentence’s characteristics can be stated as follows. pindongo + isimiu + ka-barakati-no + anabi lino listen n + np + np s + p + o sentence the following table shows the construction of command sentences containing oaths in batata, which is formed from the marker of the verb pindongo ‘listen’ at the beginning of the sentence. 72 table. imperative sentence no. bp markers oaths (v) third person plural (s) noun phrase (p) noun phrase (o) description (14-1) pindong o ‘listen’ isimiu ‘you’ kabarakatino ‘blessing’ anabi lino ‘lino prophet’ sentence (14-2) pindongo ‘listen’ isimiu ‘you’ kabarakatino ‘blessing’ anabi kacucubhano ‘amniotic fuid prophet’ sentence (14-3) pindongo ‘listen’ isimiu ‘you’ kabarakatino ‘blessing’ anabi akano ‘brother prophet’ sentence (14-4) pindongo ‘listen’ isimiu ‘you’ kabarakatino ‘blessing’ anabi rea molinono ‘blood clean prophet’ sentence (14-5) pindongo ‘listen’ isimiu ‘you’ kabarakatino ‘blessing’ anabi rea momputeno ‘blood white prophet’ sentence oaths are marked with the pindongo ‘listen’ marker in sentences such as those in the table above. the noun predicate kabarakatino ‘blessing’ explains the third person plural of the subject isimiu ‘you,’ which in this case is anabi ‘prophet’ (anabi lino, kacucubha, aka, rea molino, and rea mompute). the meaning of this sentence in the context of batata is to strengthen the determination to do something with a firm pledge by utilizing the blessings of the prophets mentioned in the data (14-1-14-5). in this case, the five prophets were directed to carry out the oath in accordance with the request of the pb in order to cure human diseases. 3.2 compound sentence batata compound sentences are distinguished by the presence of two clauses that follow the same pattern in syntax and word choice. data (14) bp sagala panaki (all ilness) (14-6) bhara indee numiati-isie kasodo kompana no-simpa sikadi-no sagala if anyone intend-sf panas panas ap-anger deviate-sf all jurusa isimiu tumangki-isie manimbule-e manawara-e directions 3pp repel-sf return -sf neutralize-sf ‘if anyone intends to deviate from his intention, his anger will deviate in all directions, you are the ones who repel and return to neutralize’ (14-7) bhara lalo-no sinaai-no kasumusa-no isimiu maafu-sie isimiu manimbula-e if heart-sf lust -sf difficult -sf 3pp forgive-sf 3pp return-sf isimiu monawara-e 3pp neutral -sf ‘if his heart is lust, you forgive him, return it, and neutralize it’ (14-8) bhara indee nu-miatiso-no la dekiana kasodho kompana no-simpa if anyone ap-intend -sf pn hot hot ap bent sikadhdi-no mina rondoiy-ana padha ajamani-no na-mireru i bhake-miu itikad -sf prep tonight-det to era-sf ap-shelter prep heart-cl2s na-mireru i kumba-miu na-mireru i hate-miu. ap-shelter prep heart-cl2s ap-shelter prep heart-cl2s ‘if who intends la deki, anger, deviant intentions, from tonight to an age, take shelter in your heart, take shelter in your heart, take shelter in your heart’ 73 (14-9) bhara indeeno nu-miatiso-no la dekiana kasodho kompana no-simpa if anyone ap-intends-sf pn hot hot ap-bent sikadhdino hamba-e alamu tongka-e dhunia pokotaro-e i gunu itikad -sf help -sf nature stand-sf world direction-sf prep mountain potaliku-e i bumi ambali namepe dunia kitamo namepe back-sf prep earth unless shake world then shake ambali nacibata dunia kitamo nacibata unless fall world then fall ‘if anyone intends la deki, lust, anger, deviant intentions, help nature, help the world, direct it in the mountains, turn it back on the earth, unless it shakes the world, then the world shakes’ sentence (14-6) begins with the word bhara ‘if’, which occupies a conditional function, indee ‘who’ is a question word that functions as a subject, numiatiisie 'intends' to function as a predicate, and is then followed by a complementary function kosodho ‘hot’ kompana ‘hot’ simpa sikadhino ‘her intentions deviate’ all majors isimiu is the subject, tumangkisie is the predicate, manimbulee is the return, and monawarae is the neutralizer. this pattern is made up of two parallel clauses, [if + s + p + pel] for clause i and [s + p] for clause ii. the two clauses are combined to form a compound sentence. compound sentences have two or more clauses. these clauses are linked together with conjunctions or commas (sumarlam, 2008: 68). as a result, the sentence's characteristics can be expressed as follows. [bhara + indee + (nu-) + vp + (-isie) + np] + [np + v + (-isie/-e)] s + p + pel + s + p two clauses sentence (14-7) also begins with the word bhara ‘if,’ which serves as a conditional function, lalono sinaino kasumusano as ‘predicate noun,’ the suffix -no attached behind the noun refers to the patient as a substitute for the subject of the sentence, isimiu ‘you’ serves as the subject, sorry ‘forgive,’ manimbulee ‘return,’ monawarae this pattern is made up of four parallel clauses: [if + p(no) as clause i, [s + p] [s + p] [s + p] [s + p] [s + p] [s + p] [s + p] [s + p] [s + p] [s + p] [s + p] [ the two clauses are combined into a single sentence. in other words, compound sentences are equivalent. as a result, the structure can be expressed in the following pattern. [bhara + np + (-no)] s1 + [np + vp + (-e) + np] s2 + [np + v + (-isie/-e)] s3 [np + v + (-isie/-e)] s4 [if + p] + [s + p] + [s + p] + [s + p] four clauses the sentence (14-8). the word bhara ‘if’ serves as a conditional function, indeeno ‘whoever’ serves as a subject, numiatisono ‘intends’ to serve as a predicate, and la dekiancu ‘la deki it’ as the name of the patient being treated serves as an object function, followed by a complementary function. kosodho ‘hot’ kompana ‘hot’ simpa sikadhino ‘deviant intentions’ mina rondoiyanacu padha ajamanino ‘from tonight until one era’. ø taking in the phrase namireru i bhakemiu, namireru i kumbamiu, and namireru i hatemiu ‘take shelter in your heart’, and ‘take shelter in your heart’. this pattern is made up of two parallel clauses: [if + s + p + o + pel] for clause i and [p + comp] for clause ii. the two clauses combine to form one sentence feature, an equivalent compound sentence. for more information, the sentence’s characteristics can be expressed in the form of the following pattern. [bhara + indee + (-no) + (nu-) + vp + (-no) + np + pp] + [(na-) + vp + pp] [if+ s + p + o + pel] + [ø + p + pel] two clauses 74 the pattern in sentences (14-9) is [if + s (-no) + (nu-) p (-no) + o (-ana) + pel]. as a core clause, then s1 [ø + p (-e) + pel], s2 [ø + p (-e) + pel], s3 [ø + p(-e) + pel], and s4 [ø + p(-e) + pel]. the pattern is depicted below. bhara indeeno is the subject function, numiatisono is the predicate function, la dekiana is the object function, and kosodho kompana simpa sikadhino is a complementary function as a core clause. ø the deletion of the subject in the verb servant ‘help’ occupies the predicate function, while alamu ‘natural’ occupies the complementary function as the first clause (s1), which occupies the adverb function; ø the deletion of the subject in the verb tongkae ‘help’ occupies the predicate function, while dhunia ‘world’ occupies a complementary function as a second clause as subordinate (s2), which occupies the adverb function; ø the deletion of the subject in the verb pokotaroe ‘direction’ occupies the predicate function, and i gunu ‘in the mountain’ occupies a complementary function as a subordinate of the second clause (s3), which occupies the adverb function; ø the deletion of the subject in the verb potalikue ‘ignore’ occupies the predicate function, and i bumi ‘on earth’ occupies a complementary function as a subordinate of the the four clauses are combined into a single sentence structure known as equivalent compound sentences. as a result, the sentence’s characteristics can be expressed using the following pattern. [bhara + indee + (-no) + (nu-) + vp + (-no) + np + np + (-no)] s1 + [ø + vp + np] s2 + [ø + vp + pp] s3 [ø + vp + pp] s4 [if + s + p] + [s + p] + [s + p] + [s + p] four clauses 4. novelties the sentence of batata of ciacia language in traditional medicine is filled by imperative sentences filled by the swear marker consists of pindongo ‘listen’ + s + p + o and equivalent compound sentences consist of two clause and four clause. in this case, the five prophets were instructed to carry out the oath in accordance with the request or request of the pb in order to cure human diseases. 5. conclusion the traditional medicine batata speech in ciacia language has bound morpheme forms attached to most verbs as markers of pronominal subjects, or subjects of conformity. furthermore, time form markers (aspectuality) were discovered, such as the position of the suffix, which is at the end of the verb. commands and compound sentences containing requests, advice, treatment, and patient protection can be found in the middle of the batata stanzas. this research can be expanded to look at other forms of batata discourse, such as function and meaning. 75 references abdullah, m., kaseng, s., mursalin, s., lagausi, k., & sailan, z. (1991). struktur bahasa cia-cia. departemen pendidikan dan kebudayaan. dixon, r. m. w. (2010). basic linguistic theory volume 2 grammatical topics. oxford university press inc. djajasudarma, t. f. (2010). metode linguistik. refika aditama. husni, laksana, i. k. d., bagus, i., yadnya, p., & udu, s. (2021). batata construction of cia-cia language in traditional medicine. the, 3(2), 108–117. https://doi.org/https://doi.org/10.5281/zenodo.5809734 husni. (2015). demontrative pronoun this/that in ciacia language batuatas dialect. akademika jurnal universitas dayanu ikhsanuddin bau-bau, xii, 66–75. husni. (2021). prosiding seminar nasional bahasa ibu xiii “ bahasa ibu di masa pandemi.” in k. a. silvia damayanti, i wayan mulyawan, made sri satyawati, i nyoman suparwa (ed.), penunjuk arah lokatif dalam bahasa ciacia (pp. 389–399). quirk, r., greenbaum, s., leech, g., & svartvik, j. (1985). a comprehensive grammar of the english language. united states of america by longman inc. saputra, h. s. p. (2007). memuja mantra. lkis. sudaryanto. (1993). metode dan aneka teknik analisis bahasa pengantar penelitian wahana kebudayaan secara linguistis. duta wacana university press. yani, l. (2018). transitivity construction of verbal clause in ciacia language. international journal of linguistics, literature, and culture, 4(3), 15–23. https://doi.org/10.21744/ijllc.v4i3.670 yani, l., & hidayat, a. (2001). analisis kategori kata bahasa cia liwumongau. biography of author husni, s.pd., m.hum is a lecturer in english language education at dayanu ikhsanuddin university baubau. in 2003, he graduated from the english study program at halu oleo university’s faculty of teacher training and education in kendari. in 2006, she received her master’s degree in linguistic study program from padjadjaran university’s faculty of literature in bandung. she is currently pursuing a doctorate degree in linguistic study program, faculty of humanities udayana university, denpasar bali, with a focus on cultural linguistics study. email: husnifahri0@gmail.com mailto:husnifahri0@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:79—87 doi. 10.24843/ejl.2018.v12.i02.p.01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 79 the analysis of indonesian transitive and intransitive verbs found in the translation of possum magic an australian classic by bipa students of la denpasar 1 ni made verayanti utami, s.s., m.hum., saraswati university 2 kadek apriliani, s.h., m.h., lhya_avril@yahoo.co.id, saraswati university 3 dian pramita sugiarti, s.s., m.hum., dian_pramita@unud.ac.id., saraswati university *corresponding author: verayanti.utami@gmail.com received date: 15-12-2017 accepted date: 28-12-2017 published date: 11-07-2018 abstract— languages in the world have its own system, specifically in verbs classification. indonesian has two classifications in verbs, transitive and intransitive verbs. it is similar to english that there are transitive and intransitive verbs. therefore the translation of transitive and intransitive from english into indonesian can be done. thus, this research is designed to analyze the indonesian transitive and intransitive found in the translation of an australian classic entitled possum magic done by bipa (indonesian for non-native speaker) students, the translation technique used by the students in translating the transitive and intransitive verbs in the narrative text, and the problems faced by the students in translating the transitive and intransitive verbs. the data focused on the translation of possum magican australian classic from english to indonesian done by ten students of bipa at la denpasar bipa school. the method of collecting the data in this research was direct observation method. there were two techniques used in collecting the data. the first is reading the english version of possum magic an australian classic and the translation done by bipa students. the second technique is choosing the sentences that represent the use of transitive and intransitive verbs in indonesian. after the data collected, they were analyzed. the techniques of analyzing the data followed three steps. first, the categorization of the verbs classification was done. then, the translation techniques used by bipa students in translating the transitive and intransitive verbs in the narrative text were identified. last, the problems faced by the students in translating the transitive and intransitive verbs were analyzed. the result of the research was shown that there were variations of the english transitive and intransitive verbs translation into indonesian done by the students, those are the english transitive (et) translated into indonesian transitive (it) verbs, english transitive (et) translated into indonesian intransitive (ii), and english intransitive (ei) translated into indonesian intransitive (ii). there were two techniques used by the students to translate the transitive and intransitive verbs from english to indonesian, they are literal technique and adaptation technique. most of the translations were acceptable in indonesian, but still there are some problems faced by the students in the process of translating the transitive and intransitive verbs. the problems found in this research were categorized as linguistic untranslatability that proposed by catford (1965). keywords: transitive verbs, intransitive verbs, translation, narrative text 1. introduction languages, syntactically, or perhaps semantically, are different from one another. as bell argues that language are different from each other; they are different in form of having distinct codes and rules regulating the construction of grammatical stretches of language (1991:6). but some languages have similarity such as verbs classification in english and indonesian. both of them have transitive and intransitive verbs. according to sneddon https://ojs.unud.ac.id/index.php/eol/ mailto:lhya_avril@yahoo.co.id mailto:dian_pramita@unud.ac.id mailto:verayanti.utami@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:79—87 doi. 10.24843/ejl.2018.v12.i02.p.01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 80 (2000) transitive verb is a verb which occurs in a transitive clause. transitive clause is a verbal clause which has an object and which contains a transitive verb. it is the opposite of the intransitive verbs. intransitive verb is a verb which occurs in an intransitive clause (2000:xiii). intransitive clause is a verbal clause which does not have an object and which contains an intransitive verb. because of their similarity in terms of verbs classification, the translation of transitive and intransitive verbs in english and indonesian is possible to do. translation could be defined as converting one language (source language) to another (target language) so that the target language could convey the intended message in source language. as larson (1998) stated that in translation the form of the source language (sl) is replaced by the form of the receptor language (rl). considering the possibility of the translation of transitive and intransitive verbs in english and indonesian, this research was attempted to; (1) examine how indonesian transitive and intransitive verbs in the translation of possum magic – an australian classic are done by bipa students, (2) identify which translation techniques are used by the students to translate the transitive and intransitive verbs in the narrative text, and (3) analyze the problems faced by the students in translating the transitive and intransitive verbs. the data on this research was taken from an australian classic entitled possum magic. 2. reseach methods the methods in this research covered four points of discussion, namely research approach, the data source, method and technique of collecting data, and method and technique of analyzing data. the technique of analyzing data in this research used qualitative approach. in qualitative research, inquirers employ theory as a broad explanation (creswell, 2009). some qualitative studies present descriptive research of the central phenomenon. qualitative approach is used because it deals with explaining data descriptively. in addition, the goal of this research is examining the entity of the data and giving explanation verbally. for instance, the collected data classified according to the indonesian verbs classifications, transitive or intransitive verbs. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:79—87 doi. 10.24843/ejl.2018.v12.i02.p.01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 81 the data in this study was taken from the bipa (indonesian for non-native speaker) students’ translation of english narrative text entitled possum magic. possum magic is an australian classic written by australian author mem fox. it is about two main characters, they are grandma poss and hush. hush has been made invisible by grandma to protect her from australian bush dangers. the story details the duo’s adventures as they tour across australia searching for the magic food that will make hush visible once more. the narrative text is in english and it was translated into indonesian by ten bipa students. the students are still studying indonesian in bipa school namely la denpasar. it is located in jl. panglima besar sudirman, kompleks pertokoan sudirman agung, blok a37, dauh puri klod, west denpasar-bali. ten students were chosen to translate the narrative text in order to examine the indonesian transitive and intransitive found in their translations, to identify the translation technique used by the students in translating the transitive and intransitive verbs in the narrative text, and to analyze the problems faced by the students in translating the transitive and intransitive verbs. the ten students chosen were the students who have got indonesian grammar subject in the class. in this case, their level is intermediate midintermediate high (based on actfl proficiency guidelines). method and technique of collecting the data in this study deals with two things, the method and the technique. the data of this study is collected through qualitative observation method. qualitative observations are those in which the researcher takes field notes on the behavior and activities of individuals at the research site (creswell, 2009:181). it observes written material based on printed-out texts. it is observed directly through the bipa students’ translation. there were two techniques used in collecting the data. they are: 1. reading. to read the english version of possum magic an australian classic and the translation done by bipa students. 2. choosing. to choose the sentences represented the use of transitive and intransitive verbs in indonesian. after the data collected, they were analyzed. the data which analyzed also deals with the method and the technique. the method used in analyzing the data is descriptive qualitative method. data analysis involves collecting open-ended data, based on asking https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:79—87 doi. 10.24843/ejl.2018.v12.i02.p.01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 82 general questions and developing an analysis from the information supplied by participants (creswell, 2009:184). the techniques of analyzing the data followed three steps. 1. categorizing. the categorization of the verbs classification was done, whether it belongs to transitive or intransitive and why 2. identifying. the translation techniques used by bipa students in translating the transitive and intransitive verbs in the narrative text were identified 3. analyzing. the problems faced by the students in translating the transitive and intransitive verbs were analyzed. 3. result and discussion 3.1 indonesian transitive and intransitive verbs found in the translation of possum magic an australian classic in this section, the translation of possum magic done by those ten students of bipa at la denpasar bipa school is analysed. there are thirty data found in the students’ translation, but there are only four data used as the representative data in this research. in each data the translation of transitive and intransitive verbs from english to indonesian was analysed. then the translation techniques used in translating those verbs were identified. last, the problems faced by the students in translating the transitive and intransitive verbs were analysed. (1) once upon a time, but not very long ago, deep in the australian bush satu di atas waktu tapi tidak terlalu lama dalam di australia semak-semak „suatu hari, yang belum lama lewat, dua kus kus hidup di pedalaman hutan lived two possums. hidup-transitive-verb dua kus kus australia.‟ (alexander weber, 2017) the verb lived in data 1 belongs to transitive verb in english. it is because the verb lived used with an object two possums that refers to the australian bush that is affected by the action of the verb. however, it is translated into intransitive in indonesian. it becomes hidup. the verb hidup is followed by preposition di which is a sign of intransitive. also, there is no object or patient following the verb. this translation is acceptable since it succeeds to get the closest natural equivalent in the target language, although the translator changes the sentence https://ojs.unud.ac.id/index.php/eol/ https://en.oxforddictionaries.com/explore/subjects-and-objects e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:79—87 doi. 10.24843/ejl.2018.v12.i02.p.01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 83 structure. in this case is changing the english transitive verb into indonesian intransitive verb. the word lived in the data 1 is translated into hidup. the translation technique used in this translation is literal translation. it is because it considered as word per word translation. the translator did not get any problems in translating the verbs since his translation is acceptable in the target language. based on london institute of linguistic (in hasnawi, 2003), this is happened because the translator has practical experience in translating from related fields which is beneficial in avoiding the problems. (2) all night long grandma poss thought and thought. semua malam panjang nenek poss berpikir –intransitive dan berpikir intransitive „ sepanjang malam nenek poss berpikir-pikir.‟ (javier bustos, 2017) the verb thought in data 2 is not followed by an object, so that it belongs to intransitive verb in english. it is translated into intransitive in indonesian, berpikir-pikir. berpikir-pikir is intransitive verb with prefix berand has base reduplication. the verb berpikir-pikir does not have an object or patient, so it categorized as intransitive verb in indonesian. the translator used the translation technique of adaptation in translating verb. based on molina and albir (2000), he replaced the source language cultural element with one from the target culture. in english culture the verb thought and thought means to act completely in thinking of something. it is translated into berpikir-pikir which has berbase reduplication form in indonesian. in indonesian, berbase reduplication means a manner of action or circumstances to form verbs which mean totally under the influence of the conditions which exist. it has similar concept both in source language and target language, so that the translation is acceptable due to adaptation technique. the translator did not get any problems in translating the verbs since his translation is acceptable in the target language. based on london institute of linguistic (in hasnawi, 2003), this is happened because the translator has practical experience in translating from related fields which is beneficial in avoiding the problems. (3) “it’s worked! it’s worked!” she cried. itu berhasil itu berhasil dia berteriak-intransitive „berhasil! berhasil!” diteriaki oleh dia.‟ (christian colbert, 2017) https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:79—87 doi. 10.24843/ejl.2018.v12.i02.p.01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 84 the verb cried in data 3 doesn’t have an object. it categorized as intransitive verb in english. however, the translator translated the verb cried into diteriaki in indonesian, which belongs to transitive verb with affix di-…-i. verb with affix di-…-i in indonesian mostly categorized as transitive verb, because it is followed by an object or a patient. in his translation the structure is passive, which followed by agent dia. yet, this translation is not acceptable in the target language, because the translator fails to transfer the same concept from the source language to the target language. the better translation for the data 3 is „berhasil! berhasil!‟ teriaknya. teriaknya has the same concept with she cried. the translator used the literal technique, because it is word per word translation, but he fails to present the translatability of the verb. the inability of the translator in presenting the linguistic translatability of the verb is also called as linguistic untranslatability. according to london institute of linguistics, it is caused by the translator doesn’t have a sense of discrimination in order to decide the most suitable equivalent term from the literature of the field or from dictionaries. (4) they both danced “here we go round the lamington plate” mereka berdua menarikan-transitive disini kita pergi keliling lamington piring „mereka berdua bernari “here we go round the lamington plate” sampai pagi.‟ till early in the morning. sampai awal di pagi (grant weber, 2017) the verb danced in data 4 belongs to transitive verb in english. it is because the verb danced used with an object here we go round the lamington plate which is a song title that refers to the word they (grandma poss and hush) that is affected by the action of the verb. however, it is translated into intransitive with prefix berin indonesian. it becomes bernari . yet, it has object or patient following the verb that is the song title here we go round the lamington plate. this translation is not acceptable in the target language because the translator fails to transfer the same concept from the source language to the target language. the better translation for the data 4 is „mereka berdua menarikan lagu here we go round the lamington plate sampai pagi.‟ menarikan has the same concept with danced, because they both are transitive verbs. the translator used the literal technique, because it is word per word translation, but he fails to present the translatability of the verb. the inability of the translator in https://ojs.unud.ac.id/index.php/eol/ https://en.oxforddictionaries.com/explore/subjects-and-objects e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:79—87 doi. 10.24843/ejl.2018.v12.i02.p.01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 85 presenting the concept in the target language in this data belongs to linguistic untranslatability. according to london institute of linguistics, it is caused by the translator who hasn’t wide knowledge of the subject matter of the source language text. 4. novelties it is found an empirical novelty in this research. it contributes to the development of the translation studies in applied linguistics. the empirical novelty found in this research is the new variation of transitive and intransitive translation from english into indonesian. the new variation is english transitive (et) translated into indonesian intransitive (ii). this translation is acceptable since it succeeds to get the closest natural equivalent in the target language, although the translator changes the sentence structure. this statement was supported by the theory from nida and taber (1982) whose stated that translating consists of reproducing in the receptor language the closest natural equivalent of the source language message, first in terms of meaning and secondly in terms of style. the texts in different languages can be equivalent in different degreed in respect of context, semantics, grammar, lexis, etc. in addition, the equivalence occurred at different ranks. based on london institute of linguistic (in hasnawi, 2003), this is happened because the translator has practical experience in translating from related fields which is beneficial in avoiding the problems. 5. conclusion and recommendation 5.1 conclusion the result of the research was shown that there were variations of the english transitive and intransitive verbs translation into indonesian done by the students, those are the english transitive (et) translated into indonesian transitive (it) verbs, english transitive (et) translated into indonesian intransitive (ii), and english intransitive (ei) translated into indonesian intransitive (ii). there were two techniques used by the students to translate the transitive and intransitive verbs from english to indonesian, they are literal technique and adaptation technique. most of the translations were acceptable in indonesian, but still there are some problems faced by the students in the process of translating the transitive and intransitive verbs. the problems found in this research were categorized as linguistic https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:79—87 doi. 10.24843/ejl.2018.v12.i02.p.01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 86 untranslatability that proposed by catford (1965). based on london institute of linguistic (in hasnawi, 2003), this is happened because the translator doesn’t have a sense of discrimination in order to decide the most suitable equivalent term from the literature of the field or from dictionaries and by the translator who hasn’t wide knowledge of the subject matter of the source language text. also in order to present the acceptable translation it is suggested that translator does practical experience in translating from related fields which is beneficial in avoiding the problems. 5.2 recommendation translations give contribution in enriching the natural equivalent meaning of a certain language. the translations process may lead to the obstacle. this study is only concerned with translation of english fable entitled possum magican australian classic into indonesian. according to the result of analysis of this study, it may consider that this study should be continued by the researcher in the future, since the indonesian transitive and intransitive verbs form are rich in many details and variations to analyze. the results of other researches can also contribute to the development of linguistics in general and translation studies in particular. references al-hassnawi, a.r.a. 2003. the aspect of scientific translation. (serial online). available from http://www.translationdirectory.com. accessed on 1 june 2015. bell, roger t. 1991. translation and translating: theory and practice. england: longman. catford, j.c. 1965. a linguistic theory of translation. london: oxford university press. creswell, john w. 2009. research design. qualitative, quantitative, and mixed methods approaches. third edition. united state of america: sage publications. fox, mem. 1983. possum magic – an australian classic. new south wales: scholastic australia pty ltd. jayantini, i gusti agung sri rwa. 2016. the art of translating: theory and analysis. denpasar: cakra press. larson, m.l. 1998. meaning based translation. a guide to cross-language equivalence. second edition. new york: university press of america. molina, l & albir, a.h. 2002. translation technique revisited: a dynamic and functionalist approach. in meta, vol. xlvii, no. 4. hal. 499-512. http://www.erudit.org nida and taber. 1982. the theory and the practice of translation. new york: brill academic publications. https://ojs.unud.ac.id/index.php/eol/ http://www.translationdirectory.com/ http://www.erudit.org/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:79—87 doi. 10.24843/ejl.2018.v12.i02.p.01 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 87 oxford university press. 2017. transitive and intransitive verbs. retrieved from:https://en.oxforddictionaries.com/grammar/transitive-and-intransitive-verbs. on september 4 th 2017. (serial online). sneddon, james neil. 1996. indonesian: a comprehensive grammar. london: routledge. sneddon, james neil. 2000. understanding indonesian grammar. new south wales: allen & unwin. utami, and suastini. 2016. the obstacles in translating the two goats done by bipa (indonesian for non-native speaker) students. e-proceeding seminar nasional hasil penelitian dan pengabdian kepada masyarakat, mahasaraswati university. wijaya, juliana. 2015. connection: transferring the basic knowledge of english transitivity in the learning of indonesian. sla research paper: university of california. wijayanto, pikir wisnu.. 2015. the indonesian “men-“ and “ber-“ verbs and its translation into english. (serial online). available from: url: https://www.researchgate.net/publication/282136122 wolf, u. john. 1980. formal indonesian. new york: cornell university southeast asia program. 6. acknowledgments in this opportunity the authors would like to address our greatest thanks to those who have given valuable contribution to this research so that it can be publicized through this publication. to the head of stiba saraswati denpasar, i komang sulatra,s.s.,m.hum, the head of lppm stiba saraswati denpasar, komang dian puspita candra, s.s., m.hum, for the facilities and opportunities of composing this research. my cooperative team kadek apriliani, s.h., m.h. and dian pramita sugiarti, s.s., m.hum, lots of thanks for their help and support. also for the editorial board and contact person of this publication, dr. made sri satyawati, s.s., m.hum. and i nyoman sadra, thank you for the time and help in editing this research so that this research will be worthwhile to the development of the translation studies in applied linguistics. https://ojs.unud.ac.id/index.php/eol/ https://www.researchgate.net/publication/282136122_the_indonesian_men-_and_ber-_verbs_and_its_translation_into_english?enrichid=rgreq-4ffff5d800f5b8cd0fdc034b429c9100-xxx&amp;enrichsource=y292zxjqywdlozi4mjeznjeymjtbuzoynzczota3mjm5nja4mzjamtq0mze0njuxmdc2nw%3d%3d&amp;el=1_x_2&amp;_esc=publicationcoverpdf e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p: 242—254 https://doi.org/10.24843/e-jl.2019.v13.i02.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 242 verbal clause construction of ciacia language: syntactic typology study 1 la yani konisi, layanikonisi@gmail.com, halu oleo university 2 ketut artawa, tutartawa@gmail.com, udayana university 3 ni made sri satyawati, srisatyawati@gmail.com, udayana university 4 i nyoman udayana, nyomanudayana@gmail.com, udayana university *corresponding author: layanikonisi@gmail.com received date: 28-05-2018 accepted date: 11-06-2018 published date: 04-01-2019 abstract— typology study of ciacia language (cl) in various linguistic aspects has not been conducted yet. it is the first study that focus on syntactic typology. ciacia language is one of local languages in buton regency, southeast sulawesi province. the study focuses on five main problems, they are (1) how is the base construction of verbal clause in cl? (2) how are the predicate and structure argument constructions of verbal clause in cl, (3) how are the simple predicate and complex predicate constructions of verbal clause in cl? (4) how are valency and valency change mechanism of verbal clause construction in cl? (5) how are complex sentence construction and grammatical alliance system?. the oral data of this study is obtained through recording and elicitation techniques. written data is obtained through the previous studies. the study also used synthetic data which is verrified by the informants. the data was analyzed by apportion (distributional) method. the investigation of clause base construction shows that verbal clause construction of ciacia language is always filled by subject and aspect markers (ps/a) that is affixed to pred verb. base structure of verbal clause in cl consists of verbal predicated clause and non-verbal predicated clause. non-verbal predicated clause can be constructed through base nominal and adjective categories. verbal clause predicate can be filled by intransitive base verb, mono transitive base verb, ditransitive base verb, and ambi-transitive base verb. predication and argument structure of verbal clause construction in cl can be classified in to verbal clause: (i) intransitive with one main argument in terms of subj and as a or obj systematically; (ii) semi-transitive with one main argument as a/act and with the presence of obj argument optionally; (iii) mono-transitive with two main arguments, namely subj as a/act with one obj argument as und, (iv) ditransitive with three main arguments, namely subj as a/act before pred and two arguments after pred, in terms of otl (indirect object) and ol (direct object); and (v) ambi-transitive with one main argument, namely subj, either as sa or as so. valency and transitivity of verbal clause construction in cl consists of (i) valency and intransitive verb transitivity with one argument or verb with one valency; (ii) semi-transitive verb with one argument before verb and the presence of argument after pred verb optionally; (iii) transitive with the obligatory of o presence after pred verb, so it has two main arguments or verb that has two valency arguments, namely s and o; (iv) ditransitive with three main mailto:layanikonisi@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p: 242—254 https://doi.org/10.24843/e-jl.2019.v13.i02.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 243 arguments or verb that has three valency arguments; (v) ambi-transitive with only one argument or verb that has one valency. verbal clause construction in cl can be filled by simple pred verb and complex pred verb. simple predicate is created by base verb/intransitive verb and non-verb category, semitransitive verb, and transitive verb with ps/a. complex predicate is created through verb (i) intransitive; (ii) semi-transitive verb; and (iii) transitive integral verb. the valency change mechanism of verbal clause construction in cl can be done through formal causativation and semantic causativation, applicative, and resultative. key words: syntactic typology, valency, nominative-accusative 1. introduction ciacia language (cl) is one of local languages in buton regency, southeast sulawesi. besides, there are other local languages in buton, such as wolio language (a language in buton sultanate palace) which is used in kapuntori and lasalimu districts, tukang besi language (it is called as wakatobi or pulo language) which is spoken in pasarwajo and lasalimu districts, and muna language which is used in lasalimu district. nowdays, buton has developed in several regencies, so cl also spread or found in several regencies. cl is spoken in buton and south buton regencies, baubau town, and binongko and togo binongko districts in wakatobi regency. ciacia language is grouped in muna-buton language of west austronesia family (sugono, at. all (ed), 2008). phonologically, cl is vocalist language. morphologically, cl has morphemic process, mainly affixation. it has several affixes, either prefix, infix, sufix, or circumfix. based on grouping of language from mallinson and blake (1981) and comrie (1983), cl is a language with algutinative type. besides, based on constituent word order like what is done by greembarg in mallinson and blake (1981), cl has svo type. basically, there are several studies of cl. however, the results of those studies are limited, either in qualitative aspect, various theories used, language aspects, or mainly in syntactic typology study. this study investigated verbal clause of cl based on syntactic typology. specifically, the objectives of this study are: finding out and explaining verbal clause base construction of cl; (2) finding out and explaining predication construction and argument structure in verbal clause of cl; (3) finding out and explaining simple and complex predicate e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p: 242—254 https://doi.org/10.24843/e-jl.2019.v13.i02.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 244 construction in verbal clause of cl; (4) finding out and explaining valency and valency change system in verbal clause construction of cl; and (5) finding out and explaining complex sentence construction and grammatical alliance system of cl. 2. theoretical framework the theory which is used to investigate verbal clause construction typologically is come from dixon (1994, 2010), comrie (1981, 1983), greembarg in malinson and blake (1981), malinson and blake (1981), payne (2002), song (2001), artawa (2015), and artawa and jufrizal (2017). typology study etymologically means classificasion of domain. typology technically refers to language groups based on the characteristics of word and sentence structures (mallinson and blake, 1981:3; artawa, 2015:19). languages can be grouped based on its structure characteristics. the languages which have similar characteristics will be presented in the same group. every component in a language can act as a type or sign. a component that behaves as type constitues the object with permanent continuous and repeated forms in a language. comrie (1983) states that the purpose of linguistic typology is to group language based on its structure characteristic and acts. the main objective of typology study is to answer the question: what does the language like? specifically, the objectives of typology study are (i) to group language based on its structure characteristic, (ii) to investigate the language differences, and (iii) to learn/investigate variations of human language. otherwise, dixon (1994, 2010) developed a system to describe grammatical issues in cross languages. it is called as pre theoretical syntactic primitives. s intransitive clause subject a transitive clause subject o intransitive clause object s, a, and o are universal main category. based on the system, a and s are grouped as subject. therefore, every effort to make pure universal typology should be done based on the semantic principles. subject is behaved as semantic category, namely subject is agent if the subject will be viewed in universal way (artawa, 2015). valency in linguistics relates to verb as pred. valency refers to verb ability or need that take place in pred component position following the argument. in grammatical process, valency e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p: 242—254 https://doi.org/10.24843/e-jl.2019.v13.i02.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 245 also relates to increasing and decreasing of arguments. increasing argument may occur through causativication and application (resultative). decreasing argument may occur through pasivation, antipasivation, and intransitivation. dixon (2010:165-167) states that derivation can change construction of a verb, from intransitive to transitive or from transitive to intransitive. therefore, there are ways to investigate valency change, namely through (1) detransitivication and (2) transitivication. further, alsina (1992:520) states that argument structure has semantic information about lexicon items which are relevant to syntax. semantic structure and argument structure has correspondence with syntactic structure. the combination of both affects syntactic expression about argument. syntactic change in causative sentence relates to semantic difference because semantic/argument structure difference has correspondence with different syntactic structure. 3. research method this study arranges the systematic and accurate description of data, characteristics, investigated language phenomena relation with concern of verbal clause construction of cl based on typology point of view. description of data which is based on pure language reality (not prescriptive way) shows that this study is qualitative-explanatory description. it is also field study because the natural data is obtained from in the field directly (hyman, 2001:15-16). the data is obtained in the study field through source of several informants. the study used written and oral data. oral data is obtained from native speakers of cl in the field based on decided crteria. written data is obtained from previous studies of cl. besides, the researcher also has several own data (researcher is a native speaker of cl) with various variations and then are verified to the informants to find out the receptable and natural data. in the data collection, this study used interview method with recording, note toking, and ellicitation techniques (mithun, 2001). it was analyzed by using distributional and match methods with change and loss techniques (djajasudarma, 2010:69; sudaryanto, 1993; 2015:3747). the analyzed data was presented in study result raport in the forms of formal and informal methods (sudaryanto, 1993; 2015:145; mahsun, 2013:123). to make this paper well understood, several abbreviations or terms used in the discussion section were presented first, as follows: cl = ciacia language; act = actor; a = agent; ben = benefactive; und = undergoer; s = subject; o = object; obl = oblique; pred = predicate; e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p: 242—254 https://doi.org/10.24843/e-jl.2019.v13.i02.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 246 gm = gender marker; s/am = subject/aspect marker; pref = prefix; pn = personal name; cau = causative; apl = aplicative; pl = plural; sg = singular; pro = primary object; sko = secondary object; comp = complement; arg = argument; and np = nominal phrase 4. discussion the discussion covers (1) the verbal clause construction base of cl, (2) argument structure and verbal valency, (3) predicate and valency change system of cl, dan (4) active-passive construction/diathesis. 4.1 verbal clause construction base of cl discussion of verbal clause base construction is preceded by an explanation of free and bound personal pronoun (pp) and clitic of cl. pp of cl can existed in the free and bound forms, either in s/am or clitic form. pp is always affixed in verb or verbalized as pred. the presence of s/am in verb as the criteria of acceptance of verbal clause construction of cl. verbal clause base construction of cl is filled by several syntactic relation, either s, o, or obl with their semantic roles. one of the ways to determine grammatical relation of s in cl is through the marker form that is affixed on pred verb in the form of s/am. subject relation can be known based on the s/am form which is affixed to pred verb. other way to determine subj relation in cl is thorugh a pivot test of omission np on the second clause in the coordinative construction. while, determination of obj relation in cl is through pasivation. obj in active construction can place subj position in passive construction by using passive marker {–e} and clitic passive pp form. verbal clause base construction in cl can be classified on verbal clauses: (i) intransitive that is formed by intransitive base verb and non verbal category (verbalization); (ii) semi-transitive which is filled by pred verb and formed by semi-transitive base verb or other categories with affix {pi-}; (iii) mono-transitive with pred verb which is formed by both verb and non verb categories; (iv) ditransitive that is formed by monotransitive base verb and intransitive base verb or non verb category (verbalization) with affix ben {-aso}; (v) ambitransitive that has two kinds, namely sa type and so type. based on word order pattern, verbal clause construction of cl can be classified in (1) word order pattern s+v or s+(s/am+v) with the change v+s or (s/am+v)+ s or semantically in the forms of a+v and o+v or v+ a and v+ o; (2) word order pattern s+v+o or s+(s/am+v)+o and semantically is a + (s/am+v) + o with integral pattern (a) canonic passive form: s + (ps/a+v+e) + comp or o + e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p: 242—254 https://doi.org/10.24843/e-jl.2019.v13.i02.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 247 (s/am + v+e) + a and (b) actor fronting passive form: subj + comp + (s/am+v+e) or o+a + (s/am+v+e); (3) word order pattern s+v+pro+sco or s + (s/am + v+aso) + pro + sco and semantically is a+(s/am+v+aso) +ben+thema and integral pattern is (a) diathesis objective construction (dob): s + (s/am+v+isi+e) + comp+do or ben + (s/am + v + isi + e) + a + thema, (b) topicalization/focusing of agent (pag) form:s + comp + (s/am + v + isi+e) + do or ben + a + (s/am+v+isi+e) + pro. 4.2 argument structure and verbal valency argument structure and verb valency in verbal clause construction of cl can be classified to verbal predicate argument structure as follows: (1) intransitive with one main argument before verb or verb with one valency and act as a or as o; (2) mono-transitive with one main argument before verb and act as a and with the presence of one argument before predicate is obligatory and act as o or verb with two valencies; (3) ditransitive with one main arguments before predicate and act as a and the presence of two arguments after predicate is obligatory as pro/ben and sco/thema or verb with three valencies; (4) semi-transitive that has one argument only before predicate or verb with one valency and act as a and the presence of other argument is optional; and (5) ambi-transitive construction on base construction has one main argument as s/o before predicate and change to one argument as a before predicate and other argument as o after predicate in integral construction. 4.3 predicate and valency change system of cl discussion of predicate in verbal clause of cl focuses on simple and complex predicate. those aspects concerns to valency change system in verbal clause of cl. predicate in verbal clause construction of cl is filled by (1) simple predicate that is formed from (i) intransitive base/source verb and non verb category , (ii) semi-transitive verb, and (iii) transitive verb. those verbs are always cohered by s/am. besides it is filled by base verb, simple predicate can be filled by integral verb that is formed through intransitive and transitive base verb with several affixes. (2) complex predicate is filled by (i) intransitive base verb with affix {po-}, {-wisi/ciwi}, {-pi/-wi}, {pi-…-wisi}, {po-…-aso}, and {piko-…-aso}, (ii) base adjective with affix {piko-} and {piko-…-aso}, (iii) transitive and intransitive base verb with affix {-aso/-asopo}, e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p: 242—254 https://doi.org/10.24843/e-jl.2019.v13.i02.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 248 (iv) transitive base verb with affix {pi-…-aso}, (v) lexicon pangulu ‘first’, pacimbughi ‘after’, and piwau ‘made’ with various word categories. valency change system in verbal clause construction of cl can be done through formal causativation and semantic causativation, applicative, and resultative. in formal causativation, cl has causativations of (1) lexicon, (2) morphemic, and (3) analytic. formal causativation lexically in cl commonly filled by transitive base verb-cau as pred with two arguments, namely argument s as the causer and argument o as causee that is stated by verb pred-cau. morphemics causativation is done through affixes, either prefix, sufix, or circumfix. thoses affixes are attached to intransitive base verb, base adjective, base noun, and transitive, and it then forms (i) verb of mono-cau, (ii) ditranstive-cau-ben, and (iii) monocau and ditransitive-cau-ben. in analytic causativation, cl also needs affix, such as confix {piko-} ‘made’ that is attached to base adjective and prefix {po-/pa-} ‘ask/give’ that is attached to intransitive base verb. besides, analytic causativation through hulanomo conjunction occurs in compound clause construction. the first one is free clause and act as causee, and the second one is bound clause and act as causer. in semantic causativation, cl has pure and permissive causativations, and direct and indirect causativations. semantic causativation in cl is also done through using several affixes cau that are attached to intransitive base verb (non-causative) or through base verb cau, while permissive causativation can be done through sufix {-aso} that is attached to non-causative verb tadha ’let’, so it forms the integral verb cau tadhaaso ‘let’. direct causativation in cl is stated with affix cau/ben {pika-…-aso} that is attached to intransitive base verb (noncausative), and indirect causativation is formed from transitive base verb (cau) and intransitive base verb with affix cau. in applicative process, cl has several affixes that are attached to intransitive base verb and transitive base verb. those affixes that are attached to intransitive base verb form verb construction cau-apl, affixes that are attached to transitive base verb form cau-apl-com. besides, applicative in cl can be done through seried verbs, either with affix or s/am only. decreasing of argument or valency in verbal clause construction of cl can be done through passivation and resultative. in passivation process, cl has several ways of decreasing valency or argument, as in the passivation in general. through resultative, cl also has several e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p: 242—254 https://doi.org/10.24843/e-jl.2019.v13.i02.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 249 ways of decreasing argument or valency, namely (i) s argument in integral construction is still kept on its position, (ii) passive marker {-e} is omissed (iii) pred verb is attached by resultative marker {ci-} and its variation and it still keep s/am, (iv) there is no a argument in resultative construction. besides, in resultative and passivation, cl also has several affixes that are always touched on verb cau and it then form intransitive construction, so it creates the decreasing of valency or argument. those affixes like resultative forms and it is always formed by using affix {ci-} and combined together with other affixes. as a result, there is no a/act argument, but only s argument as o, and it has passive and anti-causative meanings. 5. novelties based on the test of two clauses in coordinative compound sentence construction, omission of nominal phrase on the second clause can be done directly without derivation process or without change of syntactic structure on either one of clauses or two combined clauses. cl has s/am that is always affixed on verb or as pred in sentence/clause construction of cl. the lossing of np can be done directly without or with pasivization process. although np (lexically) as arg a or arg s on second clause that correspondence with arg s on first clause or vice versa, in which it is not present or omissed, morphosyntactically it is changed by s/am. cl is grouped as a language which has pivot system of s/a. the determination of this pivot system can be seen through lossing of np on second clause which is done directly, without pasivation process. cl behaves s = a and differs to o/p (s=a ≠ o/p). therefore, grammatical alliance system of cl can be presented as follow. s a p or s = a, ≠ p grammatical alliance system of cl as verbal clause construction typology is supported by several grammatical evidences that cl is acussative language. (1) subject is always put before verb-pred and has semantic role as agent (a). (2) cl has subject and aspect markers and it is always affixed to the verb-pred. (3) cl has constituent order pattern: s+v or s+v+o. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p: 242—254 https://doi.org/10.24843/e-jl.2019.v13.i02.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 250 (4) in valency change system that involves (a) cl causativication shows as accusative language; (b) in applicativication, cl has object creating/fronting process; and (c) passivation process in active-passive diathesis. (5) syntactically, cl works with s/a pivot. (6) syntactically, cl behaves argument s and a in the same way, and behaves argument a and o/p in different way. apart from that, this study found that cl has agentive diathesis as the underlying construction and objective diathesis and topicalization/focusing as the derived construction.. 6. closing based on the result of this study, some conclusions can be drawn as follows. verbal clause construction of ciacia language is always filled by subject and aspect markers (s/am) that is affixed to pred verb. the base structure of verbal clause in cl consists of verbal predicated clause and non-verbal predicated clause. non-verbal predicated clause can be constructed through base nominal and adjective categories. verbal clause predicate can be filled by intransitive base verb, mono transitive base verb, ditransitive base verb, and ambi transitive base verb. those verbal clause construction of ciacia language always uses s/am, either with affix or without affix. predication and argument structure of verbal clause construction in cl can be classified to verbal clause: (i) intransitive with one main argument in terms of s and as a or o systematically; (ii) semi-transitive with one main argument as a and with the presence of o argument optionally; (iii) mono-transitive with two main arguments, namely s as a with one o argument as und, (iv) ditransitive with three main arguments, namely s as a before p red and two arguments after pred, in terms of pro (primary object) and sco (secondary object); and (v) ambi-transitive with one main argument, namely s, either as sa or as so. valency and verb transitivity of verbal clause construction in cl consists of (i) valency and intransitive verba transitivity with one argument or verb with one valency; (ii) semitransitive verb with one argument before verb and the presence of argument after pred verb optionally; (iii) transitive with the obligatory of o presence after pred verb, so it has two main arguments or verb that has two valency arguments, namely s and o; (iv) ditransitive with three e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p: 242—254 https://doi.org/10.24843/e-jl.2019.v13.i02.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 251 main arguments or verb that has three valency arguments, namely s before pred verb, and indirect and direct objects after pred verb; (v) ambi-transitive with only one argument or verb that has one valency, namely s as o (intransitive verbal clause) that coreference to other constructions, namely transitive verbal clause with two main arguments or verb that has two valency arguments. verbal clause construction in cl can be filled by simple pred verb and complex pred verb. simple predicate is created by base verb/intransitive verb and non-verb category, semitransitive verb, and transitive verb with s/am. complex predicate is created through verb (i) intransitive integral that is formed by transitive and intransitive base verb with several affixes. (ii) semi-transitive verb that is formed by semi-transitive base verb and several affixes. (iii) transitive integral verb that is formed by transitive and intransitive base verb. the valency change mechanism of verbal clause construction in cl can be done through formal causativation and semantic causativation, applicative, and resultative. in formal causativation, cl has causativation of (1) lexical, (2) morphemic, and (3) analytic. cl has several affixes that function in morphemic causativation process, either through prefix, double prefix, suffix, or circumfix to base verb (intransitive-transitive), base nominal, and base adjective. in analytic causativation, cl needs the presence of several affixes, like double prefix {piko-} ‘made’, prefix {po-/pa-} ‘order/give’ and causativation through conjunction hulanomo ‘because’ in coordinative construction. in semantic causativation, cl has pure and permitive causativations, and direct and indirect causativation. pure causativation in cl is shown through intransitive verb or other non-causative categories. through applicative process, cl has several affixes, like suffixes that are used in the applicative process. those affixes are used in the intransitive base verb (non-causative). affix that is used on non verbal category only found on suffix {-aso}. through decreasing process of argument or valency in cl can be done by passive and resultative process. in passive process, cl has passive marker {-e/-isie}. in resultative process, cl has resultative marker {ci-} and keep s/am, and it does not has argument a. based on the discussion and analysis of clause investigation in coordinative construction can be stated that cl syntactically behaves s similar to a, and different to o/p (s=a ≠ o/p). cl e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p: 242—254 https://doi.org/10.24843/e-jl.2019.v13.i02.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 252 can be classified as a language with pivot s/a. the grammatical alliance system shows that cl syntactically tend to be a language with nominative-accusative typology. 7. acknowledgement the authors would like to thank to the faculty of culture science of halu oleo university and doctoral program of linguistics of udayana university for giving permission and help in this project, and all who contributed so much of their time and ideas, especially to prof. dr. ketut artawa, m.a. as a supervisor, dr. made sri satyawati, s.s., m.hum. as cosupervisor i, and drs. i nyoman udayana, m.litt., ph.d. as co-supervisor ii, and also the board of examiners: prof. dr. aron meko mbete, prof. dr. nyoman kardana, m.hum., dr. ni made dhanawaty, m.s., dr. anak agung putu putra, m.hum., and dr. ni luh ketut mas indrawaty, dip.tefl.,m.a. for their critical comments and suggestions for the improvement of this paper. remaining errors are all mine. references alsina, alex. 1992. “on the argument structure of causatives”. linguistic inquiry, volume 23 number 4 halaman 517-555. massahusetts institute of technology. artawa, ketut and jufrizal. 2018. linguistik tipologi. denpasar:universitas udayana. artawa, ketut. 2000. “alternasi diatesis pada beberapa bahasa nusantara”:dalam kajian serba linguistik untuk anton m. moeliono, ed. bambang kaswanti purwo). jakarta:universitas katolik atma jaya dan pt bpk gunung mulia comrie, bernad. 1983, 1989. language universals and linguistic typologys. oxford:basil blackwell publishid limited. djajasudarma, t. fatimah. 2010. metode linguistik ancangan metode penelitian dan kajian. bandung:refika aditama. dixon, r.m.w. 1994. ergativity. camridge university press. dixon, r.m.w. 2010. basic linguistic theory volume 1 methodology. oxford university press. dixon, r.m.w. 2010. basic linguistic theory volume 2 grammatical topics. oxford university press dixon, r.m.w. 2012. basic linguistic theory volume 3 further grammatical topics. oxford university press. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p: 242—254 https://doi.org/10.24843/e-jl.2019.v13.i02.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 253 mahsun. 2013. metode penelitian bahasa. tahapan strategi, mtode, dan tekniknya (edisi revisi).depok.rajawali press. mallinson, graham and barry j. blake. 1981. language typology. cross linguistic studies on syntax. amsterdam:nort-holand. mithun, marrianne. 2001. “who shapes the record:the speaker and the linguist”, in newman, paul and martha ratliff (ed). linguistic fiedlwork. cambridge:cambridge university press. payne, thomas. 2002. describing morphosyntax:a giude for field linguistics. cambridge:cambridge university press. song, jae jung (ed). 2001. linguistic typology:morphology and syntax. harlow:longman. sudaryanto. 1993, 2015. metode dan aneka teknik analisis bahasa, yokyakarta:gajah mada university press. van valin, robert., jr and wiliam a foley. 1980. “role and rference grammar” dalam moravesik and wirth. editos van valin, robert., jr dan randy j. la polla. 1997. syntax:structure meaning and function. cambridge:cambridge university press. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 1 p: 242—254 https://doi.org/10.24843/e-jl.2019.v13.i02.p05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 254 biography of author biography la yani, a lecturer at halu oleo university, was born in buton, southeast sulawesi, indonesia, 19 th of april 1967. he completed the bachelor program (s1) on language and letters education department of halu oleo university on july 1991, and his magister program (s2) on linguistics concentration of letters sciences was graduated in postgraduate program of padjadjaran university on february 1999. in 2014, he joined to doctoral program (s3) of linguistics department in udayana university, and the title of his dissertation is “verbal clause construction of ciacia language:syntactical typology study. he has taught several subjects of linguistics since he has been a lecturer in halu oleo university. there are several researches that have been done, like word category analysis of ciacia language, morphology structure of ciacia language, and syntactics structure of ciacia language. the result of these studies is not only published in journals but also in proceedings. it several results were published in uvula (bandung), semiotika (kendari), linguistika (udayana-bali), lingual: journal of language and culture (udayana-bali), international journal of linguistic, literature and culture. besides, the result of these studies were published in proceedings, either national or international proceedings, like proceeding the 7th inter sem austronesian, bali; proceeding inter conf linguistic , bandung; and proceeding conferance on l3, singapura. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 1, january 2021, pages: 16-24 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i01.p03 16 ecolinguistic approaches in development of english teaching materials for english for business ni wayan krismayani 1 denpasar, indonesia, chrismayani@yahoo.com i made suastra 2 denpasar, indonesia, madesuastra@yahoo.co.id i nyoman suparwa 3 denpasar, indonesia, suparwa_nym@yahoo.co.id article info abstract* received date: 23 juni 2020 accepted date:30 juni 2020 published date: 31 january 2021 keywords:* ecolinguistic, syllabus, teaching material, english for business this study aims at finding an english learning model using an ecolinguistic approach in the preparation of syllabus and teaching materials. qualitative descriptive methods are applied and natural phenomena are used to develop syllabus. this phenomenon focuses on learning and teaching strategies that are applied. data obtained through tests, questionnaires and direct observation for needs analysis. the syllabus was developed based on the results of material analysis and needs.the ecological approach in education has the aim to preserve nature and its contents by building an environmentally friendly character. from this rationale, the ecological approach in language education has a number of characters that are used to find new ways to be applied to language learning. the result of the study shows that teaching materials have met the characteristics of the ecolinguistic approach, namely: relations, context, patterns / systems, emergence, quality, value, critical, variability, diversity, and activity. these characteristics are used as a theoretical basis for this research. 1. introduction ecolinguistic approach is a combination of ecological system theory and linguistic system to the language learning system in a particular environment. tjendani (2017) states that the learning environment of students is a complexity of the relationship of students with what they think, teachers by teaching, teaching materials with a series of activities, students with other students and so on. in relation to the world of education, an ecolinguistic approach is a new method used to organize learning and teaching activities based on linguistic ecology that has certain characteristics. this approach combines ecological systems and language systems, both of which have a very close relationship, where language contains a very close relationship with https://ojs.unud.ac.id/index.php/eol/index mailto:madesuastra@yahoo.co.id mailto:suparwa_nym@yahoo.co.id 17 biological, social and cultural confusion. it is very important to apply the local cultural ecology system in the preparation of the english syllabus in higher institutions by incorporating local cultural elements into teaching materials. the ecolinguistic approach in this research can be used as environment-based language learning aimed at preventing language extinction. for example, the topic of a brand which is one of the topics in the development of teaching materials, the reading illustrates how students know the definition of a brandsymbols, designs, or signs that symbolize the value of a product, the importance of a brand or brand, how to create a brand and an example in real life that includes the figure of ni luh djelantik, a businessman from bali as well as a designer of handmade leather shoes from bali with a brand of ni luh djelantik shoes. this topic will make the students easier to understand readings because the content of the readings already refers to the ecological conditions around students. critical ways of thinking of students to understand and relate the content of reading to the real conditions of students will be seen in this activity. this research offers english teaching materials for business purposes (english for business) in tertiary institutions. this english course is specifically designed to develop adequate knowledge for students to read. the students are also guided to practice using vocabulary, grammar, pronunciation, dictation, emphasis, and intonation patterns that are acceptable and right. the purpose of this research is to develop english teaching material as a subject for personality development in tertiary institutions with an ecolinguistic approach. this study aims to find an english learning model using an ecolinguistic approach in the preparation of syllabi and teaching materials. ecolinguistic approach is a new method used to arrange learning activities and language teaching based on linguistic ecology that has certain characteristics. this approach combines ecological systems and language systems, both of which have a very close relationship, ie language contains a very close relationship with the biological, social and cultural environment. ecolingustic is the study of the interaction of language and environment. language and environment are two things like the sides of the coin that are inseparable from the environment used by the speakers. in relation to the world of education, an ecolinguistic approach is a new method used to organize learning and teaching activities based on linguistic ecology that has certain characteristics. this approach combines ecological systems and language systems, both of which have a very close relationship, ie language contains a very close relationship with biological, social, and cultural confusion. 2. research methods this research is a descriptive qualitative research and uses inductive analysis of the phenomena that occur. the phenomenon that occurs focuses on the planning, process and results of learning english in university. this phenomenological research procedure requires the researcher to examine a number of subjects by being directly involved in developing patterns and relationships of meaning that occur (cresswell, 2010). the researcher conducted material analysis, need analysis, designing syllabus, and compiling teaching materials and documents related to learning english in university. data obtained directly from the initial tests, observations, and documents related to english learning for university level. all data were analyzed qualitatively namely data reduction, data presentation and drawing conclusions/verification (miles, 1992). 3. discussions the composition of teaching materials is a description of the learning situation and learning process. the following which will be discussed is the model of the composition of teaching materials which is the realization of an ecolinguistic syllabus arrangement. the selection of 18 lingual teaching materials is included in the syllabus, which consist of the lingual form of grammatical units and lexical units.the language unit can be words, phrases, or sentences. in developing teaching materials, the content, skills and values in teaching materials are selected and sorted according to the context of the particular situation and the systemic functions of the language used. in the composition of teaching materials, there is also a relationship between one element with another element. the composition of teaching materials is arranged based on the characteristics of the ecolinguistic approach, namely relations, context, patterns / systems, emergence, quality, value, critical, variability, diversity, and activity (van lier; 2004, 2010). lingual content reflects the character of context, values, and language systems that have a relationship to the knowledge and the experience that the students have had. the flow of teaching materials contains language activities to encourage students to think critically, to have activities, and to quickly respond to students with the quality of learning outcomes provided. while, the way of learning and student learning outcomes show the variablity, diversity, and quality in accordance with the language production produced. therefore the content and flow of learning activities are integrated in the composition of teaching materials the results of the arrangement of teaching materials above have been revised based on inputs of experts namely content, design and language experts. experts in content and design of teaching materials provide assessments, opinions, and suggestions on the content and aspects of the appearance / layout of teaching materials. whereas linguists provide assessments, opinions and suggestions on the linguistic aspects of teaching materials. the teaching material above applied an ecolinguistic approach that includes language skills, language components, and soft skills. the emphasized language skills are reading skills which include micro, macro and subskill reading skills as follows: figure 1. learning objectives micro reading skills developed in teaching materials such as distinguishing between typical graphemes and english orthographic patterns; recognising cohesive devices in written discourse and their role in signifying the relationship between clauses; recognizing the essence of words, and interpret patterns or sequences of words and their meanings systematically; recognising grammatical word classes and systems and the process of writing at an efficient speed according 19 to their purpose. then the macro skill in reading is to detect specific cultural references and interpret them in the context of an appropriate cultural scheme; to deduce the relationship between events, cause and effect, and to detect relationships such as main ideas, supporting ideas, new information, known information, generalizing, and setting examples and to develop and use reading strategies such as scanning and skimming, detecting discourse markers, guessing the meaning of words from context, and activate schemata to interpret texts. the contents and flow of micro, macro and subskill reading activities are in accordance with the characteristics of the ecolingusitic approach (van lier, 2004: 2010), namely variability and patterns / systems. in addition to reading skills, teaching materials also contain writing skills. the emphasized language components are vocabulary. learning activities here are arranged in a text that blends with the biological environment, social and ideology of students. while soft skills include some skills such as listening, creative and critical thinking, presenting ideas, building teams and other abilities related to the capacity of individual personalities. the purpose of soft skills training is to provide opportunities for individuals to learn new behaviors and improve interpersonal relationships with others. in the world of work later, mastery of qualified soft skills ensures a productive, collaborative and healthy work environment, all important attributes for organizations in an increasingly competitive world. the design of teaching materials begins with the learning objectives for each unit. as shown in figure 1. then proceed with a few questions to stimulate students. this activity is called brainstorming. brainstorming is used to initiate the process of thinking quickly and easily. students are more creative and active in developing concepts, ideas or even facts that are relevant to the topic being discussed. brainstorming activities can increase the flow of ideas spontaneously, imaginatively, creatively and flexibly. brainstorming activities make the learning atmosphere more relaxed, thereby stimulating students to think, express ideas and feelings. the content and flow of activities are in accordance with the characteristics of the ecolingusitic approach (van lier, 2004: 2010), namely emergence. ecological linguistics sees language learning done not in stages or linearly, but rather in the use of language in an immediate action (emergence). the whole system is not just an arrangement of languages, but an emphasis on natural situations where each learner difference is seen as a difference in the scale, meaning and function of the overall knowledge possessed. thinking quickly (emergence) can be seen in the picture below: figure 2. activity before reading at this stage "before you read", students will be asked to observe and associate with things that students know and activate prior knowledge, especially related to brand topics, namely what is the importance of brand for students, brand names that students know, brand names that students like and follow on social media and plan to develop your own student brand. the flow of activities has the meaning of interrelated processes between one flow to another flow. before 20 reading, students are invited to make predictions about the reading title and then determine the appropriate adjective to describe the reading title as illustrated below: figure 3. choosing adjectives according to the title of the reading the next flow is the activity of understanding the reading entitled "you are your brand". the reading illustrates how students know the definition of a brand or brand, symbol, design, or sign that symbolizes the value of a product, the importance of a brand or brand, how to create a brand and an example in real life that includes the figure of ni luh djelantik, an entrepreneur from bali as well as adeisgner of leather handmade shoes from bali with ni luh djelantik brand or brand shoes. it will make easier for the students to understand readings because the content of the readings already refers to the ecological conditions around students. critical ways of thinking of students to understand and relate the content of reading to the real conditions of students will be seen in this activity. after the reading activity is done, the next flow is to look for words / phrases related to the business. followed by the formation of groups of 3-4 people to being together to understand the contents of the reading. to measure students' ability in understanding, students are asked to work on questions such as examples of choosing the correct statement in accordance with the contents of the reading and immediately showing evidence and answering reading comprehension questions. in reading comprehension questions, some questions require students to think critically. teaching and learning strategies using critical thinking skills are carried out to achieve more meaningful goals. course learning design should provide opportunities for students to think critically, especially in reading. various understanding exercises in reading skills have varied learning outcomes as follows 21 figure 4. understanding reading activities the vocabulary contained in the reading has shown the biological and social dimensions that are in accordance with the ecolinguistic concept. lingual is arranged in verbal text on the main teaching material according to the skills and learning activities provided. after the understanding activity, students were asked to look for words and fill in the blank with businessrelated vocabularies. lecturers and students discuss together to solve the vocabulary. the word 22 system is arranged in accordance with the theme so as to facilitate understanding. english for specific purposes (esp) can be done and seen clearly in the language text and content. in addition to vocabulary, the compiled language component is grammar. together with group members, students identify common grammatical, spelling, and possibly punctuation errors. on the worksheet, students must choose the best way to correct the errors highlighted in the given paragraph. students are tested based on their knowledge of vocabulary and grammar usage. the contents of the paragraphs reflect ideological values that will be built by understanding a local indonesian brand / brand, one of which is the local culture of batik keris, as the example below: figure 5. activities identifying grammatical errors in this teaching material some units also inserted short paragraph writing skills. the ideology given is adjusted to the subject of each unit. in order the students learn the vocabulary, usage, and values contained in the cultural context that is given universally. as in the following activities writing activities are about the brand that students like and give reasons for the selection of the brand. the language skill emphasized is writing skills. after the students are equipped with knowledge about the brand and its characteristics, they are expected to be able to write their own brand that they want to develop / create as below: figure 6. writing exercises describing the preferred local product the composition of teaching materials above has all the characteristics of ecolingusitic namely relations, context, patterns / systems, emergence, quality, value, critical, variability, 23 diversity, and activity (van lier, 2004, 2010). then, the researcher designs teaching materials by considering the principles of the preparation of esp teaching materials based on hutchinson & waters (1987). according to hutchinson & waters (1987), teaching materials must be able to provide a stimulus; help organizing the teaching and learning process by preparing learning pathways that have a variety of variations and structure of language that learners can systematically learn to the maximum; represent the perspective of the characteristics of language and learning; represent the nature of a learning activity; expand the repertoire of instructional learning practices and provide models of language use that are correct and relevant to the learning context. 4. novelties syllabus and teaching material modules have been developed to have all the features of ecolingusitic namely relations, context, patterns / systems, emergence, quality, value, critical, variability, diversity, and activity (van lier, 2004, 2010). the characteristics of relations, context, and values are reflected in the topic elements of teaching materials in the syllabus that have strong relations with the biological, social and ideological environmental situations. then for ideology that is reflected in the topics chosen by students in the analysis of teaching materials and needs will be a reference for lecturers to choose the lingual form in the preparation of teaching materials. moral values contained in teaching situations can be practiced in every class interaction. the following characteristics are patterns / systems and qualities that are reflected in linguistic elements and teaching materials. teaching material contains a lingual form that is appropriate for the student's field of english for business and uses a quality language system so that students learn the target language in the context they have. the next feature is emergence, critical, variability, security, and activity. these characteristics are reflected in every teaching and learning activity as outlined in the teaching material activity by means of emergence, activity, critical thinking, and showing diverse and varied results. 5. conclusion this study aims to find an english learning model using an ecolinguistic approach in the preparation of syllabus and teaching materials. in the composition of teaching materials there is also a relationship between one element with another element. the composition of teaching materials is arranged based on the characteristics of the ecolinguistic approach, namely relations, context, patterns / systems, emergence, quality, value, critical, variability, diversity, and activity. lingual content reflects the character of relations, context, values, and language systems that have a relationship to the knowledge and experience the tudents have had. the flow of teaching materials contains language activities to encourage students to think critically, to have activities, and to quickly respond to students with the quality of learning outcomes provided. while the way of learning and student learning outcomes shows variability, diversity, and quality in accordance with the language production produced. therefore the content and flow of learning activities are integrated in the composition of teaching materials. 6. acknowledgements the authors would like to thank university of mahasaraswati denpasar and university of udayana denpasar for supporting the current research. 24 references creswell, j.w. (2009). research design. qualitative, quantitative, and mixed method approaches. sage publications. california hutchinson, t., & waters, a. (1987). english for specific purposes. cambridge university press. van lier, leo. (2004). the ecology and semiotics of language learning. a sociocultural perspective. kluwer academis publishers. borton. van lier, leo. (2010). “the ecology of language learning: practice to theory theory to practice”. procedia – social and behavioral sciences, 3 (2-6), 1276-1284, doi:10.1016j. sbpro.2010.07.005 https://books.google.co.id/books?id=hkqscgaaqbaj&pg=pa84&lpg=pa84&dq=proced ia+social+and+behavioral+sciences+3+(2010)+26&source=bl&ots=adqf9vvhci&sig=hx evp miles, m. b. & huberman, m. (1992). analisis data kualitatif. jakarta: penerbit universitas indonesia tjendani, e.n.(2017). ecolinguistics approach for english learning activities at junior highschool. article date published : 30 august 2017 | page no.: 3865-3772 | google scholar biography of authors ni wayan krismayani was born in denpasar 19 december 1984. she obtained her undergraduate degree of english language education program at universitas katolik widya mandala surabaya in 2007, post graduate of master in tefl at universitas katolik widya mandala surabaya in 2009. she is taking her doctorate of linguistics at udayana university denpasar in 2016 until now. she is a lecturer at faculty of teacher training and education at universitas mahasaraswati denpasar majoring in english language education study program since 2010. she has also participated in national and international seminar and written articles. google scholar id: https://scholar.google.co.id/citations?user=rthweekaaaaj&hl=id email: chrismayani@yahoo.com i made suastra is a professor of sociolinguistics at universitas udayana denpasar. he obtained his postgraduate diploma in tefl, master in applied linguistics at sidney university in 1988 and his doctorate of linguistics at la trobe university in 1996. he has been a supervisor for numerous theses and doctorate dissertation. he has actively participated in numerous national and international conferences and published books and articles related to linguistics and applied linguistics. scopus author id: https://www.scopus.com/authid/detail.uri?authorid=57208123511 google scholar id: https://scholar.google.co.id/citations?user=mpqnmokaaaaj&hl=id email: madesuastra@yahoo.co.id i nyoman suparwa is a professor of linguistics at udayana university. he obtained his master in linguistics at hasanuddin university in 1990 and his doctorate of linguistics at udayana university in 2007. he has been a supervisor for numerous theses and doctorate dissertation. he has actively participated in numerous national and international conferences and published books and articles related to linguistics and applied linguistics. scopus author id: https://www.scopus.com/authid/detail.uri?authorid=57194424523 https://scholar.google.co.id/citations?user=xhmrzyiaaaaj&hl=id email : suparwa_nym@yahoo.co.id https://books.google.co.id/books?id=hkqscgaaqbaj&pg=pa84&lpg=pa84&dq=procedia+social+and+behavioral+sciences+3+(2010)+26&source=bl&ots=adqf9vvhci&sig=hxevp https://books.google.co.id/books?id=hkqscgaaqbaj&pg=pa84&lpg=pa84&dq=procedia+social+and+behavioral+sciences+3+(2010)+26&source=bl&ots=adqf9vvhci&sig=hxevp https://books.google.co.id/books?id=hkqscgaaqbaj&pg=pa84&lpg=pa84&dq=procedia+social+and+behavioral+sciences+3+(2010)+26&source=bl&ots=adqf9vvhci&sig=hxevp https://scholar.google.co.id/citations?user=rthweekaaaaj&hl=id mailto:chrismayani@yahoo.com https://www.scopus.com/authid/detail.uri?authorid=57208123511 https://scholar.google.co.id/citations?user=mpqnmokaaaaj&hl=id mailto:madesuastra@yahoo.co.id https://www.scopus.com/authid/detail.uri?authorid=57194424523 https://scholar.google.co.id/citations?user=xhmrzyiaaaaj&hl=id mailto:suparwa_nym@yahoo.co.id e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 15-24 doi.10.24843/ejl.2018.v.12.i01.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 15 loose network, dense network, and the shift of joseigo usage 1 kadek eva krishna adnyani, faculty of language and arts, universitas pendidikan ganesha 2 made budiarsa, made_budiarsa@yahoo.com udayana university 3 i wayan pastika, wayanpastika@unud.ac.id udayana university 4 ni nyoman padmadewi, nym.padmadewi@undiksha.ac.id faculty of language and arts, universitas pendidikan ganesha *corresponding author: krishna.adnyani@undiksha.ac.id received date: 15-11-2017 accepted date: 14-12-2017 published date: 04-01-2018 abstract— this research aims to analyze the relationship between social network (including loose network and dense network) and the shift in the use of joseigo by japanese women in ubud, bali. this research uses qualitative research method. japanese women who settled in ubud were used as the subject of this research. the results showed that involvement in loose social networks has more shifting in using joseigo by japanese women in ubud compared to the involvement in dense social networks. the involvement of subject using joseigo in a dense social networks relatively has higher frequencies as well as more varied. on the contrary, in loose social networks, the involvement of subject using joseigo has lower frequency and less variable. loose social networks make individuals to be more open with changes. keywords: loose network, dense network, joseigo, ubud 1. introduction in the japanese language, there are language differences according to gender. zevallos (2014) defines gender as a concept that describes how communities define and organize the categories of gender, cultural meanings embedded in the roles of men and women, and how individuals understand their identity, including but not limited to, being a man, a woman, a transgender, etc. the difference in language diversity japan according to gender is generally differentiated into japanese women language (joseigo) and japanese men language (danseigo). okamoto (2014:83) mentions that japanese women are generally depicted in language with different attributes, such as: teinei (polite), yawarakai (soft), hikaeme (conservative), and jyouhin (virtuous). the focus of present research in recent studies about language and gender has shown the existence of changes in japanese women language toward variations in the conversation between the men – and women in reality, which is not only tied on categorization of the traditional language of the ladies and gentlemen japanese language (yoshida, 2011). brass (2005) mentions that although joseigo is a speech that is considered as ideal for japanese women, but it does not define a japanese woman's speech in fact. the two men interviewed think that men and women speak with no different, explained with answers "onna mo otoko mo onaji kotoba o tsukau" (both men and women use the same words). a female https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 15-24 doi.10.24843/ejl.2018.v.12.i01.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 16 respondent explained that the use of joseigo depends on the woman who became native, and explanations were added with "amari ... sonna ni wa nai to omoudesukedo" (i don't think that there is a lot of variation (between women and men-speech). one factor that may affect the use of joseigo is the social network. the difference between dense and loose social networks is important to understand how the changes are known to occur in the community. meyerhoff (2006:187) mentions that social networks can be divided into the dense and loose social networks. a dense network is a network whose members know each other. for example, if you ask the question "to whom you speak today?" to 5 people and mentioned the names of each individual is the name of the 4 other people, then it indicates a dense social networks. conversely, if the same question is used and the person's name mentioned is mostly different then it indicates a loose social networks. in a loose social networks, not all members know each other. it is possible that the factor of social network impact is to shift the range of the language used by the speakers. language shift is the gradual replacement of one language by another language in the life of a community member who manifested in reduced number of speakers, the level of proficiency, or a range of functional usage of a language (hornberger, 2012). in the circumstances of the present of japanese women in ubud is involved in different social network, whether it is to the shift use of joseigo? this will be discussed further in this research. the location of research is the subdistrict of ubud, bali. ubud is chosen as a location because of a number of reasons, first, japanese women are found in ubud, and they chose to settle and participate in ubud’s society. they are not just coming to ubud as tourists. second, the research subjects in ubud are considered representative due to the heterogeneous in terms of age and background. third, in ubud there are communities and joint activities for the people of japan who live in the area. it is not found in other areas in bali. 2. research methods this research was conducted in subdistrict of ubud, gianyar, bali province from 2015 to 2016 in accordance with the period of the doctoral dissertation completion that is being completed by the researcher. the research approach used in this research was qualitative research approach. this study was conducted on five japanese women who were varied in age from 30s, 40s, 50s, 60s, and 70s. all are japanese women who live in ubud for more than one year. the names of the subjects are here on made up for confidentiality. the pseudonym for the https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 15-24 doi.10.24843/ejl.2018.v.12.i01.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 17 research subject is ayako (36 years), chiyo (45 years) etsuko (58 years), hisae (60 years), midori (76 years). their conversations were recorded and then given a code based on the location of the study as well as the order of taking the recorded conversation. the duration of per-subject recording files varied, but remained within the same range of 2.5 hours / subject. data analysis was performed in constant comparative analysis. the results of data analysis are then presented using formal and informal methods. 3. result and discussion ayako and chiyo were engaged in loose network, while etsuko, hisae, and midori were engaged in dense network. ayako and chiyo had broader social networks and were not bond in a friendship with fellow japanese people living in bali only, but also with mothers who sent their child in a children special school of japanese in sanur. not all of the members in the social network know each other. while etsuko, hisae, and midori were tied in more friendship binding as in community of environmental hygiene lover followed by etsuko and hisae and the community of forest observer followed midori. in small communities, each of the members know each other. in addition, they also have a few close friends of japanese people who occasionally visit each other. based on the results of the analysis of speech data, a transcript of the use of the joseigo linguistic features is described in table 1. table 1. comparison on the use of joseigo between category i and ii in the realm of rapport no linguistic features of joseigo category i engaged in loose networks category ii engaged in dense networks notes 1 persona feminine pronouns uchi, atashi average frequency per subject: 6 times atashi, atashitachi, atashira, uchi average frequency per subject: 10 times the frequency and use of feminine pronouns feminine variations many more appear on category ii 2 the final form of feminine sentences strong feminine(fk): wa, wane, nano, nanone, none, monne average frequency per subject: 20 times strong feminine (sf): wa, wane, nano, nanone, nanoyo, nanoyoyone, noyo, none, noyone, teyo, kashira, dawa, monne average frequency per subject: 25 times the frequency and variation in the use of the final form of the fk feminine sentences appear more in category ii. frequency in the use of the final form of the fs feminine https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 15-24 doi.10.24843/ejl.2018.v.12.i01.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 18 feminine medium (fs): mon,no(declarati ve), deshoo average frequency per subject: 25 times medium feminine (mf): mon, no(declarative), deshoo average frequency per subject: 40, 6 times sentence appears more in category ii, but the variation is the same between category i and category ii 3 formality level sentence informal dominant informal dominant equally dominant use of informal sentences 4 respect prefixes o and go frequency of average usage per subject: 32.5 times average number of variations that appears: 19.5 words frequency of average usage per subject: 22.3 times average number of variations that appears: 13 words frequency and variations of use more frequently and vary in category i 5 adverb dominant use: adverbs of degree,adverb dominant appears: mou dominant use: adverbs of degree, adverb dominant appears: mou equally dominant use of adverbs of degree 6 feminine imperative sentence form -te frequency of average usage per subject: 0.5 times forms -te from the verb -ne form -te frequency of average usage per subject: 2 times the variation and frequency of feminine imperative sentences appear more in category ii 7 interjectio n the dominant categories are used: fillers, interjection dominant appears: anou the dominant categories used: fillers, interjection dominant appears: anou equally dominant use of interjections fillers category for more details, the data of subject research are described as follows. 3.1 ayako ayako and chiyo were close friends, therefore, in 73 reviewed data of the rapport abundant, there were many data on them. on some occasions, they gathered together at the café owned by chiyo or went somewhere together with their children. an example of a speech when ayako using joseigo can be seen in data (1). (1) chiyo : ああ、それはあったね。 https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 15-24 doi.10.24843/ejl.2018.v.12.i01.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 19 aa, sore wa atta ne. uh, yes there’s. ayako : そう何でも、あったのね。 sou nandemo, atta none, yes, anyway, there’s. chiyo :うん un yes (c2.33) none is a variation of particle no which is added in particle ne. ayako is using these particles to deliver the news gently whereas ayako was there in their meeting that day. the addition of the particle ne showed that ayako wanted a response from chiyo. the use of the sentence final particles are informal and feminine nuances intended by ayako to indicate her femininity and give the feel of a more familiar and natural in conversation. 3.2 chiyo there is something interesting in the pronouns used by chiyo. at the same place and the same participant (chiyo conferred with investigators), along with the length of talks with researcher, chiyo who originally used the first-person pronoun "watashi" did the turn with the use of the word first person "atashi" then changed again with the use of "uchi." (2) chiyo :わたし お仕事、ここ来た時から最初２年間住んでて、 最初から会社作ったりしてむこうへ行けなかった。 watashi oshigoto, koko kita toki kara saisho ni nenkan sundete, saisho kara kaisha tsukuttari shite mukou e ikenakatta i work, from the beginning came here i've stayed two years, from the beginning i made the effort, so can not go there researcher :プロウムンジャンガン知っていますか？ purou munjyangan shitte imasuka? do you know menjangan island? chiyo :あたしけっこう何も知らないと思う。 ウブドとクタとサヌールとヌサドゥアぐらいしか行ってない かも。チャンディダサとか なんだっ？ロビナとか。 atashi kekkou nani mo shiranai to omou. ubudo to kuta to sanuru to nusa dua gurai shika ittenai kamo. candi dasa toka nandakke ? robina toka i think i do not know anything. maybe i just know ubud, kuta, sanur, nusa dua and candi dasa and also what is yes? lovina researcher :ロビナはシガラジャ。 robina wa singaraja lovina is in singaraja. chiyo :ああ、シンガラジャ、いぜん、まだ 子供生まれる前に行った。 https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 15-24 doi.10.24843/ejl.2018.v.12.i01.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 20 aa, singaraja, izen. mada kodomo umareru mae ni itta. ah! singaraja! i’ve been there before i gave birth. researcher :ご主人 は日本で ？ goshujin wa nihonde? is your husband in japan? chiyo :うちのだんなさんはそうそう日本でベジタリアン カフェしてる。 uchi no danna san wa sousou nihon de bejitarian kafe shiteru. my husband runs a vegetarian cafe business in japan. (c4, 19-20) in data (2), at the time of answering the question why she has not been to singaraja, chiyo used neutral and pronominal prefixes of respect o on the word oshigoto. however, after further questions regarding the menjangan island, chiyo changed feminine pronouns used into informal ones (and was included a feminine categories) namely atashi. still in the 20 th minute, a feminine first person pronouns used was the feminine uchi and was an impolite form (bullock, 2016). according to the level of formality pronouns used by the japanese woman (sturtzsreetharan, 2009), watashi is more formal than atashi and atashi is more formal than uchi. this change is due to the longer conversation, chiyo began to open to researchers and already felt more familiar. therefore, the first person pronouns used was customized and was becoming increasingly informal. tanaka (2004:128129) also mentions that the formality of speech level transition from formal to informal adds a feeling of solidarity and intimate in conversation. 3.3 etsuko every month, etsuko attends monthly meetings for japanese people living in ubud. in addition, etsuko also actively participates in the activities of environmental clubs initiated by hisae and masaru. etsuko and hisae are good friends so that in the realm of intimacy there are many conversations can be found between etsuko and hisae in this research data. (3) etsuko : だから、すごくむずかしいみたいよ。なにいってるか わからないって、日本語もちょっとしゃべるけどね、子供わね。 dakara, sugoku muzukashii mitai yo. nani itteru ka wakaranai tte, nihongo mo chotto shaberu kedo ne, kodomo wane. therefore, it is very difficult! what is spoken (by his son) is not he does not understand. although his son can speak a little japanese. shigeru :すこしだけね sukoshi dake ne https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 15-24 doi.10.24843/ejl.2018.v.12.i01.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 21 just a little (j3.12) particle wa is the epitome of japanese women's language diversity and symbolizes the feminine variety of japanese language as the language of assertive, light, and soft. wa and its variations (wayo, wane, wayone) is said to be as fine and weak particles (curran et al, 2015). the existence of the particle before the particle wa yo ne or do not add any semantic content, but only as a marker of femininity in an utterance (narahara, 2002: 154). so it can be concluded that the particle wane is a feminine variation of particle ne. itani (1992) describes the functions ne particles described by the national language research institute, namely: (1) call, (2) insistence of the speaker, (3) request of approval or encourage the provision of response, and (4) question anything. the reason for using particle wane by etsuko in the data 18 is to seek approval or encourage the provision of a response by shigeru. in addition, the use of these particles also emphasizes the topic being discussed which was about the child. 3.4 hisae like etsuko, hisae every month attends monthly meetings for japanese living in ubud. in addition, hisae is also actively participating in environmentalists initiated by herself and her husband, masaru. sometimes, etsuko also receives guests at his home, eby, an indonesian student who speaks japanese. since hisae can not speak indonesian, they generally talk in japanese. (4) masaru : あのう、ちょっと あまいらしいね、pak sedan anou,chotto amairashii ne, pak sedan well, it’s little bit sweet, pak sedan hisae : とりなの, ぜんぶとりで でもおいしい、 美味しいっていうのは、 ききますけど、あたしはpak sedan じゃなくていつもたいがい bu ade ね tori nano, zenbu tori de demo oishii, oishiitte iu no wa, kikimasu kedo, atashi wa pak sedan jyanakute itsumo taigai bu ade ne chicken yes. everything is chicken, but it’s tasty. i say nice because i heard so, but if i compared to mr. sedan, i always prefer mrs. ade eby : テベサヤ の ブアデ。 tebesaya no bu ade? is bu ade’s café in tebesaya? (h1.19) https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 15-24 doi.10.24843/ejl.2018.v.12.i01.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 22 atashi is a feminine pronoun containing the nuance of familiarity and informality (ponamareva, 2009). the use of atashi indicated a desire to give hisae familiar impression against eby when he comes to visit hisae and masaru for talking casually about their favorite places to eat in ubud. the final form of feminine sentence is strong feminine category that is often used by hisae, one of which is nano. nano is a spoken language which is a combination of particle na and substantival no. this combination is commonly found at the end of a sentence spoken by a woman. these particles give effect to soften the sentence (henderson, 2010). in data (4), the combination of nano particles of strong feminine and feminine personal pronouns first atashi make this sentence nuanced feminine and soft. the reason of using this first combination of particles and pronouns is that hisae's dislike of pak sedan's stall does not sound straightforward. 3.5 midori midori regularly meets other japanese people in their monthly meetings in ubud. the location is moveable every month. in addition, midori also have japanese friends who come to stay at his villa or eating at her japanese restaurant. here is the data from midori when talking with the researcher about the social condition of japan. (5) researcher : えーと日本の少子化、少子化のもんだいどう思いますか eeto nihon no shoushika, shoushika no mondai dou omoimasuka well, regarding the reduced birth rate in japan, on the issue of reduced birth rate in japan, what do you think? midori : あたしらはこまるわね, まあ、 そやけどね, ちょっとね, あのうにんげんが多すぎると思わへん。地球の上に多すぎる。 atashira wa komaru wa ne, maa soyakedo ne, chotto ne, anou, ningen ga ooi sugiru to omowahen. chikyuu no ue ni ooi sugiru we're in trouble, aren’t we. even so, hmm, i think it’s too many human on this earth is too many of them. (g3.1) in data (5), midori used the first person feminine pronoun atashira, the final form strong feminine sentence wane, and interjection feminine maa. merging all these elements makes this statement feminine. midori tries to give opinion on shoushika, namely the reduction of the birth rate in japan. the use of all elements of atashira and wane, softened midori’s statement. the applicability of maa interjections paused at midori’s statement makes it not straightforward. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 15-24 doi.10.24843/ejl.2018.v.12.i01.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 23 4. novelties based on the analysis and review of previous literatures, some novelties are found as follows: 1. involvement in loose social networks is more influential towards shifting in the use of joseigo for japanese women in ubud compared to involvement in dense social networks. 2. subjects involved in dense social networks show the frequency of using joseigo was relatively higher and more varied. this is because dense social network makes slow or inhibit changes. there is a small chance for exposure with innovations from outside. 3. the subjects involved in loose social networking show the frequency of the use of joseigo relatively lower and less varied. loose social networks make individuals more open with changes. bonds, that are owned by other networks provide the opportunity for members to exposure and innovate from outside of their networks. 5. conclusion and recommendation 5.1 conclusion the subject involved in dense social networks shows the use of the joseigo is relatively higher and more varied in frequency. this is proven by the higher frequency and variations and many on the results of the analysis of data about the feminine pronouns, the form of the final sentence of feminine imperative sentence. for example, in the end of feminine sentences form used by subjects in category i, there were only 6 forms of sentence ends and the average frequency per subject was 20 times. on the subjects of category ii, there were 13 forms of the sentence end and the average frequency per subject was 25 times. loose social network owned by ayako and chiyo made both of them more open to innovate. as a result, the variation of frequency or form of joseigo that they use is lower compared to etsuko, hisae, and midori who have fewer chances for exposuring with innovation from the outside world. 5.2 recommendation this research is a qualitative research conducted on five subjects. for further research, there is a need for a number of subjects to improve the ability at predicting the similar phenomenon. the conclusion is that the social network influences the shifting of the use of joseigo by japanese women in ubud can not be considered as a universal conclusion to the linguistic phenomenon that occurs in japanese women in general. therefore, it is required to analyse the linguistic practices used by japanese women in different communities. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 15-24 doi.10.24843/ejl.2018.v.12.i01.p.02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 24 references brass, hillary. 2005. japanese women’s speech : changing language, changing roles. in : the journal of undergraduate research, college of arts and letters, university of notre dame. 2005–2006. bullock, ben. 2016. what are the personal pronouns of japanese. [cited 2016 oct. 31]. available from url :www.sljfaq.org/afaq.pronoun.html curran, beverley, nana sato-rossberg, and kitsuko tanabe. 2015. multiple translation communities in contemporary japan. new york: routledge. henderson, harold g. 2010. handbook of japanese grammar. new york: routledge. hornberger, nancy h. 2012. language shift and language revitalization. in: kaplan, robert b. the oxford handbook of applied linguistics (2ed.). new york: oxford university press. itani, reiko. 1992. japanese sentence-final particle ne : a relevance-theoretic approach. ucl working papers in linguistics 4 : 215 -237. meyerhoff, miriam. 2006. introducing sociolinguistics. new york: routledge. narahara, tomiko. 2002. the japanese copula forms and functions. new york: palgrave macmillan. okamoto, shigeko. 2014. rethinking ‘norms’ for japanese women’s speech. in: sato, shinji and neriko musha doerr. rethinking language and culture in japanese education : beyond the standard p. 82 – 102. bristol: multilingual matters. ponamareva. 2009. japanese personal pronouns. [cited 2016 november 14]. available from url : http://people.umass.edu/partee/mgu_2009/papers/ponamareva.pdf sturtzsreetharan, cindi l. 2009. ore and omae : japanese men’s uses of firstaand second person pronouns. pragmatics 19 : 2 . p. 253-278. available from url : http://journals.linguisticsociety.org/elanguage/pragmatics/article/download/1371/13712028-1-pb.pdf tanaka, lidia. 2004. gender, language, and culture : a study of japanese television interview discourse. amsterdam: john benjamins. yoshida, maki. 2011. gendered characteristics of female learners’ conversational japanese. in : new voices volume 5 : a journal for emerging scholars of japanese studies in australia and new zealand. the japan foundation sydney. p. 103-129. zevallos, z. 2014. sociology of gender. in the other sociologist, 28 november 2014. [cited 2017 october. 1]. available from url: https://othersociologist.com/sociology-of-gender. 6. acknowledgements the writer would like to express their appreciation and thanks to those who have contributed in one way or another to this research, especially to the board of examiners: prof. dr. i nengah sudipa, m.a., prof. dr. drs. ida bagus putra yadnya, m.a., drs. i nyoman udayana m.lit, ph.d., dr. ni made dhanawaty, m.s., and dr. dra. i gusti ayu gde sosiowati m.a. for their critical comments and suggestions for the improvement of this paper. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july, 2019, vol. 13 no.2 p: 56—71 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 56 the interpretation of ecological preservation in the awig-awig (customary law) text of tenganan pegringsingan village: positive discourse analysis 1 i gede astawa, gedeastawa@akpar-denpasar.ac.id, akademi pariwisata denpasar 2 made budiarsa, made_budiarsa@yahoo.com, universitas udayana 3 aron mbete, mbete@yahoo.com, universitas udayana 4 i wayan simpen, wyn_simpen@unud.ac.id, universitas udayana *corresponding 1 author: gedeastawa@akpar-denpasar.ac.id received date: 17-09-2019 accepted date: 24-09-2018 published date: 22-01-2018 abstract—the earlier research on critical ecolinguistics tended to criticize the negative impacts of language in encouraging ecologically destructive behavior. however, this present study acts differently, it focusses on analysing positive impacts of language in preserving the environment. this present study aims at analysing the interpretation of ecological preservation revealed in the awig-awig (customary law) text belonging to tenganan pegringsingan village. the data of the research were taken from lexical items, phrases, clauses or sentences used in the written text of the awig-awig. the collected data were analysed using positive discourse analysis (pda) developed by stibbe (2017). the findings of the present study showed that the interpretation of ecological preservation in the awig-awig text took the form of preservation of natural ecology, preservation of human ecology, and preservation of spiritual ecology. the three findings above correspond to the tri hita karana (thk) concept which was considered the ecosophy (philosophy of ecological harmony) of the study. keywords: awig-awig, tri hita karana, positive discourse, ecosophy 1. introduction the parameter of ecolinguistics, particularly the existence of languages is indeed to be present among humans, interdependent, interacting, and interrelated with everything in its environment to make ecolinguistics “life science” (genua, 2018: 54-55). thus, the presence of ecolinguistics study aims at dissecting stories revealed in human daily life. the stories can be revealed from various sources, either in written, oral, or visual forms. early ecolinguistics approaches tended to focus on how grammatical features and lexical items built into the language system prevent ecological thinking (stibbe, 2017: 499). halliday in stibbe, (2017: 499) states that there is a problem occurring with a language system approach, namely it fails to consider how particular ways to further its interest, and there is little prospect of changing the language system itself. stibbe (2017: 499) further states that this problem encouraged the occurrence of new approaches that have tended to focus on discourses rather than on the language system. a discourse approach examines how a particular group in society selects particular mailto:gedeastawa@akpar-denpasar.ac.id mailto:made_budiarsa@yahoo.com mailto:mbete@yahoo.com mailto:wyn_simpen@unud.ac.id mailto:gedeastawa@akpar-denpasar.ac.id e-journal of linguistics doaj indexed (since 15 sep 2015) july, 2019, vol. 13 no.2 p: 56—71 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 57 lexical items and grammatical structures from those available from the linguage system, and combine particular ways to tell the stories about the world. previously, critical ecologuistics mostly focused on the negative impacts of language on encouraging ecologically destructive behavior; however, positive impacts of language in preserving the environment is lately also considered by linguists, telling the stories about texts or discourses that need to be promoted for their beneficial values to the sustainability of the ecosystem which life depends on. there are numorous of positive discourses surrounding human life that need to be spread out instead of criticizing the destructive ones. the tri hita karana (thk) philosophy, for example, is one of the texts that is considered encouraging people in bali to preserve the environment in terms of spiritual, social, and natural environments. the main goal of the thk is to create the human happiness and prosperity that can be achieved through harmonious relationships between man and the almighty god, his fellowbeings, and nature (cf. wiana, 2007:5-6; peters and w. wardana, 2013:52; yudari, 2015: 60). the implementation of the thk concept can be implicitly seen from the sustainability of tenganan pegringsingan village in preserving the existence of the environment that was inherited by the ancestors of the villagers. one effort towards ecological preservation carried out by the community was to pour the idea into the awig-awig they belong to. awig-awig is a form of written customary law that contains a set of rules as guidelines for behaving in society and accompanied by sanctions that are firmly carried out (dharmika, 1992). the awig-awig belonging to tenganan pegringsingan village reveals the meanings of ecological preservation conveyed by the text producers to the people who are the members of the customary village. in essence, the people of tenganan village are aware of the importance of interaction, interrelation and their interdependence with the environment as a place for the survival of their lives. this present study aims at analyzing the interpretation of ecological preservation of the awig-awig belonging to tenganan pegringsingan village from pda perspective developed by arran stibbe. according to stibbe (2017), pda is a search for new ways of using language that tell very different stories from those of the current industrial civilization – stories that can encourage us to protect the ecosystem that life depends on and build more socially just societies. new stories are needed to provide alternatives to current stories of consumerism, technological progress, economic growth, the mastery of nature and other dominant ways of conceiving the world that contribute to ecological destruction. e-journal of linguistics doaj indexed (since 15 sep 2015) july, 2019, vol. 13 no.2 p: 56—71 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 58 2. research methods this study applied a qualitative method. data collection method used was the documentation method. the data taken in this study were in the forms of lexical items, grammatical constructions, and other linguistic features used in the awig-awig text belonging to tenganan pegringingan village which are related to the preservation of ecology. furthermore, these data were analyzed using pda developed by stibbe (2017). 3. result and discussion 3.1 interpretation of natural environment preservation nature is seen as valuable to itself, because there is life in it, by itself human beings are seen as an inseparable part of nature and depend entirely on nature (keraf, 2014: 89). human relations to the natural environment are considered to be static or unchanging. natural/ environmental containers and contents, some of which are seen and those that are considered invisible. containers with all-natural contents that appear to be the universe with all its elements, such as: planet earth, sun moon, and animals. the content element of planet earth consists of natural biota, both biotic and abiotic. the biotic natural elements are in the form of biological components, such as groups of humans, animals, and plant groups. while the abiotic natural elements consist of: soil, solar energy, air, atmosphere, water, temperature, etc. (maria and i wayan rupa, 2007: 96). there are no living organisms isolated from other living organisms. there is a chain of life that supports and sustains each other's life and life as a whole. this reaffirms the importance of patterns, linkages, interactions, mutual influence, and mutual support as being the core of the systemic paradigm (keraf, 2014: 107). the existence of the natural environment has a very important role for the people of tenganan pegringsingan village. this can be seen from the lives of the people who are very familiar with the natural environment with all its contents. the familiarity of the community with the natural environment yields a local wisdom that aims at making the people of tenganan pegringsingan village maintain and care for the environment because life is very dependent on the existence of it. the preservation of the natural environment becomes not only a source of life for the people, but also becomes a buffer for the erosion of language and culture that has been inherited from generation to generation. ideas for the maintenance and care of the environment in the awig-awig can be examined from the following citations. e-journal of linguistics doaj indexed (since 15 sep 2015) july, 2019, vol. 13 no.2 p: 56—71 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 59 (1) …tingkah pakawisan wong désa ika sinalih tunggal sagnahniya, tan kawasa wong désa ika sinalih tunggal anyandayang, muah angadol carik abian pakarangan;… ‘regarding the assets of the people who inherited it, the villagers may not pawn or sell rice fields, gardens, yards’ adatp-07 in citation (1), the text producers forbid the people of the tenganan pegringsingan village to sell land of inheritance in the form of gardens, rice fields or home yards. the prohibition was realized by material processes in the clause in the form of the verbs anyandayang ‘pawning’ and angadol ‘selling’. implicitly, the ban on pawning or selling this land is intended so that the people of tenganan pegringsingan village still maintain the existence of the village environment in order to remain as inherited by their ancestors. the use and the allocation of the inherited land must be handed down to their grandchildren by obeying the contents of the awig-awig which is considered a local wisdom of the community. human closeness to the environment characterizes that the life of the people of tenganan pegringsingan village is very dependent on the natural environment. (2) …wongé mangendok ring pabumian tenganan pegringsingan, tlasing pada tan kawasa matuku gumi, muah manyanda carik abian ring palasan tenganan pegringsingan … ‘the immigrants in tenganan pegringsingan village are strictly prohibited from buying land or pawning rice fields in tenganan pegringsingan area' adatp-15 citations (1) and (2) are interrelated where the text producers prohibit both those who sell and those who buy land in the area of tenganan pegringsingan village. immigrants are not permitted to buy or pawn land, gardens, fields, or yards that are privately or communally owned by the residents of tenganan pegringsingan village. migrants are given the opportunity to live in the area of tenganan pegringsingan village by following the order of the socio-cultural life prevailing in the local village. the clause tan kawasa matuku gumi muah manyanda carik abian ‘it is prohibited to sell or is a form of consistency of the text producers for the care and preservation of the environment as a source of life for the people. (3) …tingkah wates sawawengkon prabumian wong desané ring tenganan pegringsingan, sané kawengku kabukti kagamel antuk wong désa ika, wates pangétan mawates antuk kepuh rangdu, … ‘regarding the boundaries of the area of the village of the people in tenganan pegringsingan, which is the territory of the village held by the villagers, in the east is bordered with a kepuh rangdu ‘alstonia scholaris’. adatp-12a e-journal of linguistics doaj indexed (since 15 sep 2015) july, 2019, vol. 13 no.2 p: 56—71 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 60 the noun kepuh rangdu in quotation (3) is a type of tree that is believed to have magical value. for the awig-awig producers, the kepuh rangdu tree entity is used as a marker of boundaries in the eastern part of the village. this existence can be observed from the clause wates pangétan mawates antuk kepuh rangdu ‘the eastern part of the road bounded by the kepuh rangdu tree. this is a proof that the existence of flora as a living natural biota cannot be separated from the lives of the people of tenganan pegringsingan village. trees are not only interpreted as entities that grow and act as erosion restraints, but they are also interpreted as having cultural benefits, as well as traditional medicines and materials for art crafts that do not only have aesthetic value, but also have magical value. (4) …watesé panjaité ka pasedahan mabelat pangkung, kadrué antuk tenganan dawuh tukad, wates panjaité kangin, di bukité dawuh tenganan pegringsingane sasuhuhékawur kadrué antuk ngis … ‘the boundary to pasedahan is a ravine owned by tenganan in the western part of the river, the boundary is from the east, on the hill, in western part of tenganan pengringsingan, owned by ngis village’ adatp-12b (5) …sadauh pangkung désané ring timbrah, mawasta pangkung jelinjing yéh inem. sadauh punika prabumian tenganan pegringsingan, mangraris mangelodang, wates panjaité ka bugbug, jelinjing madaging batu mageng. dajan desané ring tenganan pegringsingan mawates kepuh rangdu. ‘to the west of the ditch in timbrah village named pangkung jelinjing yeh inem. in the western part is the tenganan pegringsingan region, then to the south, until it ends in bugbug, in a ditch filled with large rocks. to the north of bugbug village continues to the west, ending on a hill to the east of tenganan pegringsingan village bordering kepuh randu trees’ adat-12b the lexical items in citations (5) and (6), such as tukad 'river', bukit 'hill', pangkung 'ravine’, jelinjing 'gutter', batu ‘stone’ and others illustrate the role of the text producers to use the diversity of environmental contents that are already inherent in community cognition, both biotic and abiotic as markers of the boundaries of the tenganan pegringsingan village. the use of these lexical items, explicitly, illustrates the existence of interactions, interrelationships, and human interdependencies with environmental biota entities that are inherent in the cognition of the tenganan pegringsingan village community. the topography of tenganan pegringsingan village area with biotic diversity such as flora and fauna, abiotic such as rivers, hills, stones, and gutters, etc. forms the wisdom of the tenganan pegringsingan village community to be able to adapt to and socialize with nature. the nature teaches them to be able to survive and protect themselves from the threat of natural disasters. the naming of certain integrity cannot be separated from the physical characteristics of the area of tenganan e-journal of linguistics doaj indexed (since 15 sep 2015) july, 2019, vol. 13 no.2 p: 56—71 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 61 pegringsingan village. this can be exemplified from the naming of the place of jelinjing pangkung yéh inem ‘the drainage of drinking water in the gorge’ to become a sign of the image of the existence of a topographical location inherent in the cognition of the society. in addition, the phrase yéh inem ‘drinking water’ describes the existence of an environment that is still free of pollution, so that drinking water for the community can be obtained directly from the sewers in the ravines. (6) …wong désa ika sinalih tunggal angeker wit kayu ring sawewengkon désa tenganan pegringsingan, rawuhing sagumin tenganan, luir kayuné kakaker wit kayu nangka, wit tehep, wit tingkih, wit pangi, wit cempaka, wit durén, wit jaka… ‘any villager planting trees in tenganan pegringsingan village, included in the lands of tenganan pegringsingan, while the trees that are allowed to keep (only used for things that are needed) are jackfruit trees, tehep ‘artocarpus adoratissimus’ trees, candlenut trees, pangi ‘pangium edule reinw’ trees, cempaka ‘mangnolia champaca’ trees, durian trees, and palm trees’ adatp-14a the phrase angeker wit kayu "growing trees" in citation (6) is an affirmation of the text producers that the conditions of the natural environment demand that the people of tenganan pegringsingan village adapt to their survival. the growth of trees in the local village area characterized the sensitivity of the people to maintain, care for, and preserve the existence of timber trees protected by the village. the trees protected by the village are prohibited from being cut down as long as they live, except with the permission of the village by considering the condition of the tree, or the possibility of living a tree is very small. and the felled timber tree can be used to make or repair houses with permission from the village. whereas, if the allocation is for the benefit of village facilities, logging of surviving timber trees is permitted by the village observations and decisions. logging is usually done by prioritizing trees that have a distance that is too close to each other, which is usually measured by calculating a certain distance that becomes a village agreement. for trees that produce fruit, both private property of residents and village property, are not allowed to pick the fruit directly from the trees. fruit can be taken and enjoyed, if it has fallen itself from the tree. in this case, the value of human respect for plant rights is found to carry out natural life processes. the importance of the existence of trees for the tenganan pegringsingan community, so as to protect the forest area which is the source of the springs of life for the people, becomes a very important substance to be included in the awig-awig. in addition, the people of tenganan pegringsingan village strongly believe in the existence of the myth "lelipi slan bukit" (slan hill snake). a large snake that is believed to protect the forest in tenganan pegringsingan area is the incarnation of a human named "i tundung". it was told that long time ago, there was a garden guard belonging to the bendesa adat ‘the chief of customary village’. however, due to the frequent loss in the e-journal of linguistics doaj indexed (since 15 sep 2015) july, 2019, vol. 13 no.2 p: 56—71 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 62 garden he worked on, i tundung was embarrassed because he was afraid of being suspected of being a thief by the bendesa adat. finally, i tundung held a retreat at pura nagasulung to appeal to ida sanghyang widi wasa ‘the amighty god’ to be given a frightening appearance, so that people would not dare to steal. finally, i tundung's request was granted, and he turned into a snake in charge of guarding the forest and guarding the tenganan pegringsingan village area (derana in maria and i wayan rupa, 2007: 75). this mythology became the local wisdom of the tenganan pegringsingan village community in protecting the forest area to be free from destruction and theft both crops and timber. the firmness of the awig-awig text producers of flora protection can be observed from the folowing citation. (7) …né sedawuh pangkung sabalér désa tan kawasa ngarebah jaka kari mabiluluk, yan wus telas beluluk ipuné ika jakané wenang rebah; yan ana amurug angerebah kayu muah jaka, wenang kang amurug kadanda olih wong désa… ‘the west side of the trench, northern part of the village is prohibited from cutting down the palm tree which is still flowering (fruiting), when it is finished fruiting the palm tree can be cut down; if there is a violation, cutting down a timber or palm tree, it should be fined by the village' adatp-14b one manifestation of the preservation of flora existence which is one of the diversities of biological dimensions possessed by tenganan pegringsingan village is the preservation of the existence of the jaka ‘palm’ trees. the palm trees for the people of tenganan pegringsingan village have philosophical values that become local wisdom for the local community. the trees that still have beluluk ‘fruit of palm’ on the west side of the trench, in the north of the village are not permitted to be cut down. the palm trees that are fruiting can be tapped to produce palm wine which serves for offerings, as well as for matuakan ‘palm wine party’ among the community members in a traditional ceremony. matuakan culture for the people of tenganan pegringsingan village is a medium for socializing among community members with the aim of maintaining a friendly relationship with joy. the preservation of palm trees is not only seen from the philosophical values possessed, but also from the function of greening the forest in the hilly area that surrounds the village. anyone who harvests palm trees that are still bearing fruit will be fined by customary village, except the palm trees are no longer fruitful. 3.2 interpretation of social environment preservation the harmony of the social environment is represented by the harmony of life among the people in tenganan pegringsingan village by prioritizing common interests. interaction between human and other human is clearly seen in the activities carried out in the village by promoting the spirit of mutual e-journal of linguistics doaj indexed (since 15 sep 2015) july, 2019, vol. 13 no.2 p: 56—71 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 63 cooperation, both in ritual activities and humanitarian activities. the harmony of the social relations of the tenganan pegringsingan village community is inseparable from the awareness of every citizen of the community to promote a sense of unity and solidarity among the people. the reality of maintaining a harmonious relationship in a social environment, explicitly or implicitly, can be observed from a number of citations found in the awig-awig, as the following citations. (8) …tingkahin wong desa ika sinalih tunggal, tingkah ing makagélanang sanak nia, yaniya wus asrah katampi sedah suhunan, yan iya waduning manglésin tan kawasa;… ‘regarding whoever the villager betrothed his/her children, if the sedah suhunan ‘betel nut and its equipment’ has been handed over, the woman party is not allowed to cancel the engagement' adatp-04 the relationship between humans and other humans in citation (8) is characterized by the material process makagelanang ‘betrothed’, namely the love bond between a man and a woman who will enter the household phase. the woman who has handed over the sedah suhunan to the man, the woman’s party cannot cancel the engagement. if the woman intends to cancel her engagement, she will be subject to sanctions according to the rules stated in the awig-awig. this prohibition is intended to prevent disharmony in community life. implicitly, either the man or the woman must consider carefully in making decisions to get engaged before the sedah suhunan is carried out. if both the man and the woman keep their promises, a harmonious relationship will be achieved, there will be no discomfort between families. (9) …tingkahin wong désa ika sinalih tunggal angrangkatang janma akagélan tan kawasa,… ‘whoever the villager is, marrying people who are engaged to someone else is prohibited’ adatp-05 citation (9) above explicitly shows that the text producers want to prevent social conflict between citizens. the social environment must be comfortable by avoiding disputes among the human beings in tenganan pegringsingan village. the phrase angrangkatang janma akagélan ‘marrying people who are engaged’ is one of the actions that can trigger social conflict among individuals and create a disharmony between people. therefore, this action is prohibited in the awig-awig by imposing sanctions upon those who violate it. (10) …yan ana wong désa ika sinalih tunggal madruwé sentana katinggalin olih reramaniya, ana kaidréwaniya saluwiré jabaning prabéya, yaniya shak santanaiya, yaniya madum tatinggalan, tka wenang tkaning kacucuné paling wayah, istri kakung polih jemutan;… ‘if there are the villagers who have descendants in which their parents have passed away, and have treasure, for example, beyond the cost of their death, if the number of the offspring is many, in case of dividing inheritance, the share must be divided until the oldest grandchildren, either grandsons or granddaughters. adatp-18a e-journal of linguistics doaj indexed (since 15 sep 2015) july, 2019, vol. 13 no.2 p: 56—71 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 64 in citation (10) above, the text producers want to create justice regarding the rights and obligations of the people of tenganan pegringsingan village after they are abandoned by their parents. the inherited property must be distributed equitably to the children and grandchildren, either men or women. justice is one way to create harmonious relationships within the family. the text producers also consider that to create harmonious relationships in a broader community context must begin with harmony in the family environment first. the children who have been left because of death by their parents do not only hope justice in obtaining their rights, but also, they must be responsible for debts or obligations that are left by their parents. this can be observed in the following citation. (11) …yan ika kang padem maninggalang utang, wenang santana panaké istri kakung wenang iya nama, manut trap kadi saban. yan tangkas padumé kocap ring arep, tka wenang kasipat olih désa. ‘if the dead leaves the debt, it is deserved that the offspring of male and female children must bear it according to the valid rules. if there is a dispute in the division, it should be brokered by the village’ adatp-18b the clause santana panaké istri kakung wenang iya nama ‘male and female descendants must be responsible’ in citation (11) is an affirmation of the awig-awig text producers to the children of deceased people in terms of rights and obligations. in addition to having rights to inheritance, the descendants of the deceased have obligations to be responsible for the debts left by the deceased parents. in the distribution of inheritance for the property left by the deceased person to his children and grandchildren must be carried out fairly. and if there is no agreement between one heir and the other, the village will mediate the problem so as not to cause conflict between families. therefore, the text producers want a justice to create harmony in life with the family environment. (12) …wonge mengendok ring prabumian tenganan pegringsingan, sane kasuken antuk desane genah mangarapin mawasta ring banjar pande,... ‘the immigrants in tenganan pegringsingan village are given a housing estate by the village, called banjar pande’ adatp-35a (13) …yan ia kobetan ring karange ring arep, kawasa wonge ngendok nyalang karang ring karang tengah; muah yan wong desa tenganan kobetan karang, tka kawasa antuk wong desa ika unggingsirang winging ngendok;… ‘if they have difficulties to live in the yards previously mentioned, the migrants may borrow the yards in the middle part (in banjar tengah or banjar kauh), and if the people of tenganan pegringsingan village have difficulties due to yards to live in, then the villagers have the rights to move the migrants; adatp-35b e-journal of linguistics doaj indexed (since 15 sep 2015) july, 2019, vol. 13 no.2 p: 56—71 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 65 citations (12) and (13) above are a form of solidarity among the people of tenganan pegringsingan village, and openly give permission for immigrants to live in tenganan pegringsingan village by occupying the banjar pande area. the expression kasukén antuk désané genah mangarapin ‘given by the village the place to live’ represents harmonious social relations not only with indigenous people of tenganan pegringsingan village, but also with the migrants seeking livelihood as long as they follow the awig-awig approved by the villagers. if the migrants do not get land for a place to live in banjar pande, they are also permitted to live in the central part which covers banjar tengah or banjar kauh as long as the indigenous people do not use the yards. the granting of the permit is shown by the clause in citation (13) kawasa wongé ngendok nyalang karang ring karang tengah kawasa ‘permitted the migrants to borrow the yards in the central part'. however, when the indigenous people need the yards, the immigrants must return them. the text producers want the social environment to be maintained harmoniously between the native citizens and the migrants. (14) …tata titining wong desa tenganan pegringsingan yan ana sinalih tunggal durung madaha merangkat, tan kawasa makrama desa, masangkepang ring bale agung, anut kadi trap kadi kuna-kuna. ‘the regulation system of tenganan pegringsingan village is that, if those who have not entered into the daha truna ‘youth’ association, when they get married, are not allowed to become the member of the customary village, and attend a customary meeting at the bale agung, as it has been practiced. adatp-40 citation (14) implicitly illustrates the reality that the text producers want the young generation of tenganan pegringsingan to continue the customs and culture inherited by their ancestors. the madaha merangkat ‘youth organization’ aims to provide training for young men and young women in tenganan pegringsingan village to prepare themselves to continue the traditions of the ancestors who have become the local wisdom of the community. entering the daha truna is an arena for socializing among young men and young women by carrying out positive activities, such as improving personal skills, increasing spirituality, understanding the nature of life, and increasing logical thinking maturity in making decisions. strict sanctions in the form of banning to become the members of customary village and prohibiting to attend customary meeting at bale agung implicitly forced young men and women in tenganan pegringsingan village to go through the mid-life process as an effort to ripen the generation before entering the household life phase. the text producers consider that mental readiness before deciding to have a household can avoid divorce or other life conflicts. e-journal of linguistics doaj indexed (since 15 sep 2015) july, 2019, vol. 13 no.2 p: 56—71 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 66 (15) …i wong banjar pande, mangendok ring tenganan pegringsingan, pada nganutin pakertan wong désa ika, tur kasukén mangamponin pakértian antuk kayangan mawasta ring banjar pande ther mahayu papayonin ring kayangané ring banjar pande… ‘the people of banjar pande, living in tenganan pegringsingan, are equally obedient to the provisions of the tenganan pegringsingan villagers and are given to carry out worshiping in the holy places (temples) in banjar pande ' adatp-41 citation (15) above explicitly illustrates the high sense of solidarity among the people of tenganan pegringsingan village towards immigrants. the migrants are not only given a place to live in banjar pande, but are also given permission to worship in the holy places in banjar pande. the granting of the permit is shown by the clause kasukén mangamponin pakértian antuk kayangan mawasta ring banjar pande ‘permitted to carry out worship in the holy places in banjar pande. the text producers want harmonious social relations among the indigenous people and the migrants by complying with the approved awig-awig as shown by the phrase nganutin pakertan wong désa ‘obeying the provisions of the villagers’. social relations will work well and harmoniously if both the indigenous people and the migrant residents comply with the rules set forth in the awig-awig. (16) …tingkah i wong désa tenganan pegringsingan tan kawasa belas makurenan, wiwah yan ana amurug sinalih tunggal, tka wenang iya kakésahang saking désa tenganan, manut kadi kuna. ‘the people of tenganan pegringsingan village are prohibited from divorcing; and if there is one who violates, he/she should be expelled from tenganan pegringsingan in accordance with the previous rules practiced' adatp-49a in citation (16), the text producers prohibit belas makurenan 'divorce' in tenganan pegringsingan village. implicitly, this is related to citation (14) that before entering the household phase, the couple must prepare themselves outwardly and physically through a youth organization called daha truna. in this phase of self-preparation, young women and young people get a lot of life guidance so that later when they enter the household phase, they have a strong fortress to be able to maintain harmony in the household. according to the text producers, divorce is a serious problem, moreover, the people of the village of tenganan pegringsingan are only allowed to carry out marriages between citizens. this is inseparable from the existence of strong ties as a part of the community that has the same culture and customs. this bond makes it a strength for the people to avoid divorce, because the divorce is a manifestation of disharmony. on this basis, anyone who does a divorce will be expelled from the village as the approved agreement of all the villagers. (17) …tan kawasa wong désané ring tenganan pegringsingan mamitra muah makakaruh; yan ana wongé sinalih tunggal mamurug, tka wenang kajongkokang, tan kawasa ajak masangkepan ring tenganan pegringsingan. e-journal of linguistics doaj indexed (since 15 sep 2015) july, 2019, vol. 13 no.2 p: 56—71 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 67 ‘the villagers of tenganin pegringsingan are prohibited to commit adultery; if there is one who violates it, he/she should be deactivated as a customary village member, it is prohibited to attend the customary organizations in tenganan pegringsingan’ adatp-49b the text producers in citation (17) above explicitly oppose the acts of adultery in tenganan pegringsingan village. in addition to contradicting religious and moral norms, this action has the potential to cause disharmony in the social environment. for tenganan pegringsingan people, the relationship of brotherhood between residents is very well maintained. for those who commit acts of adultery will be subject to sanctions in the form of terminating their rights to participate in pasangkepan ‘customary meeting’ at the bale agung. it is implicitly interpreted as the termination of the krama desa adat ‘traditional village members' in tenganan pegringsingan village. (18) …yan ana wong désané ring tenganan pegringsingan tangkas madumduman pakawisan tatamayan, saluwirniya wenang i krama désa manyipat muah magdumang pakéwisan tatamayan ika, yaniya nora soka kasipat wolih desa muah nora nampi ring duman, tka wenang i desa madawut tur mangraksa ika sané nora. ‘if there is a person from tenganan pegringsingan village disputing about the distribution of inheritance, for example, it is worthy for the krama désa to mediate and distribute the inheritance. if he/she does not want to be brokered by the village and does not accept the distribution, it is worthy for the village to confiscate and keep the property that is not received ' adatp-60 the phrase tangkas madumduman pakawisan tatamayan ‘disputes in the distribution of inheritance’ in citation (18) which occurs in one of the families who have been left dead by their parents, will be mediated by the village so that there are no more widespread problems. the village will share the inheritance fairly with everyone who has the right to get it, both men and women. consequently, if the presence of the village to mediate between family matters is related to the distribution of inheritance, the village has the authority to confiscate the property sued. the text producers in this case has an interest in maintaining a harmonious relationship between families with equitable distribution of inheritance. 3.3 interpretation of religious environment preservation the relationship between humans and god becomes an inseparable part of the life of the people of tenganan pegringsingan village who are one with the continuation of traditions and culture that are still practiced today. the intensity of religious activities that are integrated with cultural attractions is not blown away by the presence of the global era that has a major contribution to influencing the sociocultural life of the community largely. for the people of tenganan pegringsingan village, continuing e-journal of linguistics doaj indexed (since 15 sep 2015) july, 2019, vol. 13 no.2 p: 56—71 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 68 the tradition, customs and culture is carried out with sincerity, although at the first glance it appears that the ceremonies or rituals carried out at a very close time need a large amount of finance. they believe that god has created nature with all its contents is for the life of all beings. therefore, the manifestation of human gratitude is by making sacrifices to ida sanghyang widi wasa (god) with sincerity. at the time of compiling the awig-awig, the community had not recognized yet the concept of thk which is structured systemically as can be found in most awig-awigs in bali at this time. however, with its very simple arrangement and the use of simple language, either explicitly and implicitly, it was found the identification of human relations with god as shown by the following quotations. (19) …tatkalaning wong désa ika sinalih tunggal ngawéntenang pujakérti ring désa tenganan pegringsingan ring sasih kalmia, tka wenang sapalasan pakarangan tigasana kasalarin antuk wong désané ring tenganan pegringsingan… ... when anyone in the village is holding a worship in tenganan pegringsingan village on the fifth month, the people of tenganan pengringsingan village are obliged to take donations for the tigasana village yard in the form of crops. adatp-13 citation (19) above explicitly illustrates the solidarity between the people in the village of tenganan pegringsingan and those in the tigasana yard in the worship of the fifth month based on the calendar of the tenganan pegringsingan village. the lexical item kasalarin "supported by donations" means sincere sacrifice presented to the almighty god as an expression of human gratitude for nature and its contents created by ida sanghyang widi wasa (god) for the benefit of the lives of humans and other living beings. in the implementation puja kerti 'worships', the people of tenganan pegringsingan village highly respect nature as a source of livelihood, with fertile land and abundant yields, such as the abundance of rice harvest produced by the rice fields in tenganan pegringsingan area. (20) ….kang né mangdok sasorohan makarya saluiré, wenang kang mangdok pakaryan, wenang iya anyarengin sapuja caruné ring pande, sanangken sasih kalima manut trap kadi saban. ‘the migrants as workers, for example, it is compulsory for the migrants who are looking for work to take part in all the traditional/religious ceremonies in banjar pande every fifth month according to what has already been applied ' adatp-22 the phrase anyarengin sapuja caruné ‘following all the traditional or religious ceremonies’ in citation (20) is intended by the text producers so that as the immigrants seeking work or looking for livelihoods in tenganan pegringsingan village are still obliged to get closer to god. together with the indigenous people, residents outside the village migrating to tenganan pegringsingan are obliged to participate in carrying out all forms of ceremonies or rituals carried out by the village as a form of worship to the almighty god. the natural fertility of tenganan pegringsingan village is not only for e-journal of linguistics doaj indexed (since 15 sep 2015) july, 2019, vol. 13 no.2 p: 56—71 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 69 indigenous people, but the people of tenganan pegringsingan village also provide an opportunity for wong angendok who migrate ’to find a decent livelihood in tenganan pegringsingan. it is appropriate for the wong angendok to be grateful and to take part in performing ceremonies or rituals that become the tradition of the people of tenganan pegringsingan village. (21) …kalaning i krama désa ring tenganan pegringsingan ngawangunang puja kérti, kawasa ngrampag sarwa pala ring abian muah ring carik sawewengkon prabumian tenganan pegringsingan,…tatkalaning papayon rusak saluwirniya sané kaemponin antuk wong désané ring tenganan pegringsingan kawasa i wong desa ngrampag ring abian-abian… 'when the villagers in tenganan pegringsingan hold a worship, they have the rights to take various kinds of fruits from the fields or rice fields in the area of tenganan pegringsingan village, ... when there are the damages of the buildings, such as those maintained by the villagers in tenganan pegringsingan, the villagers have the rights to take the wood for free in the fields' adatp-54 the lexical item ngrampag 'taking any crops from the community's fields freely' in citation (21) is an order of the text producers so that the people of tenganan pegringsingan village increase their devotion to ida sanghyang widi wasa (god) by participating in the offering of crops produced in every ceremony or ritual held in tenganan pegringsingan village. the sincerity of the people of tenganan pegringsingan village in donating their crops is an awareness that is formed individually, because god has bestowed a fertile nature with crops such as rice, fruits, and plants that can provide great benefits to human. likewise, if there is damage to sacred buildings or village buildings, the residents also allow the community to take the timber that is in the people's gardens for free. all of that is a manifestation of a harmonious relationship between man and ida sanghyang widi wasa (god). 4. novelties the interpretation of ecological preservation revealed in the awig-awig text belonging to tenganan pegringsingan village can be classified into three aspects which are described as follows: (1) on the aspect of natural ecology, it is described the relationship between language and biological and physical environment, such as preventive efforts carried out by the text producers against mortgage and sale of land in tenganan pegringsingan area. this can be observed from the example of the clause tan kawasa wong desa ika sinalih tunggal anyandayang muah angadol carik, abian, pakarangan ‘it is forbidden for anyone to pawn or sell rice fields, gardens, yards. the strong interaction, interrelation, and interdependency of tenganan pegringsingan community with environmental biota entities is also a sign of natural ecological preservation. the existence of kepuh e-journal of linguistics doaj indexed (since 15 sep 2015) july, 2019, vol. 13 no.2 p: 56—71 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 70 randu 'pule tree', tukad 'river', bukit 'hill' pangkung 'cliff'’, jelinjing 'ditch', batu 'stone', and others illustrate the diversity of the environmental contents that are inherent in the community’s cognition, both biotic and abiotic as a marker of the boundaries of tenganan pegringsingan village. the environmental ecological preservation is also illustrated by the phrase angeker wit kayu ‘maintaining trees’ as a form of local wisdom of the people of tenganan pegringsingan village in preserving the natural environment as a source of dependence on the lives of all creatures; (2) on the aspect of human ecology, it is found that efforts to preserve the social environment are recorded from the prohibition of actions that contribute to creating social conflicts in the community. the text producers also mandate recipients of the texts to foster a sense of solidarity between human beings, be fair and loyal; (3) in the aspect of spiritual ecology, a system of inheritance preservation of the spiritual environment is discovered through the implementation of traditional ceremonies or rituals carried out by the people in tenganan pegringsingan village. during each ceremony/ritual carried out, the community is allowed to ngrampag 'taking the crops belonging to the people for free' in the community's gardens. the expression puja kerti 'worship' becomes the identity of the people of tenganan pegringsingan village as an expression of gratitude to ida sanghyang widhi wasa (the almighty god) for the fertility of the land and abundant crops as a source of community life. 5. conclusion the interpretation of ecological preservation in the awig-awig text belonging to tenganan pegringsingan village is delivered in a formal form by the text producers in the form of messages, orders, and intimidation to the recipient of the text. text recipients (audiences) are positioned as recipients of a condition mandated by the text producers with the selection of formal lexicons. the interpretation of ecological preservation revealed in the awig-awig are the preservation of natural ecology, preservation of human ecology, and preservation of spiritual ecology. e-journal of linguistics doaj indexed (since 15 sep 2015) july, 2019, vol. 13 no.2 p: 56—71 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 71 references: dharmika, i. a. 1992. “awig-awig desa adat tenganan pegringsingan dan kelestarian lingkungan : sebuah kajian tentang tradisi dan perubahan” (tesis) (serial online), [cited 2017 oct. 9] . available from: www.lontar.ui.ac.id/opac/themes/libri2/detail.jsp?id=81933. genua, veronika, et al..2018. ideology in nijo text on the speech community of lio flores: ecolinguistic perspective. (serial online), jan.-june, [cited 2018 dec. 4]. available from: https://ojs.unud.ac.id/index.php/eol/ keraf, a. sony. 2014. filsafat lingkungan hidup. yogyakarta: penerbit pt kanisius. maria, siti dan i wayan rupa. 2007. monografi desa adat tenganan pegringsingan kabupaten karangasem provinsi bali. jakarta: departemen kebudayaan dan pariwisata direktorat jenderal nilai budaya seni dan film, direktorat kepercayaan terhadap tuhan yang maha esa. peters, jan hendrik and wisnu wardana. 2013. tri hita karana the spirit of bali. jakarta: pt gramedia. stibbe, arran. 2017. critical discourse and ecology. in: routledge handbook of critical discourse analysis. london: routledge, pp. 497-509. stibbe, arran. 2015. ecolinguistics: language, ecology and the story we live by. london and new york: routledge. wiana, ketut. 2007. tri hita karana menurut konsep hindu. surabaya: paramita. yudari, a.a. kade sri, et al. 2016. tri hita karana and hydrolic cycle based on veda. (serial online), jan.-june, [cited 2018 dec.]. available from: http://ojs.unud.ac.id/index.php/eol 6. acknowledgments the author would like to express special thanks to arran stibbe, professor of ecological linguistics, university of gloucestershire, for his contributions sending me some articles related to ecolinguistics study from perspective of “the stories we live by”. https://www.lontar.ui.ac.id/opac/themes/libri2/detail.jsp?id=81933 https://ojs.unud.ac.id/index.php/eol/ http://ojs.unud.ac.id/index.php/eol e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 32—42 doi.10.24843/ejl.2019.v13.i01.p04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 32 causativity and alternation me-kan /-i in indonesian 1 robert masreng, university of cenderawasih 2 ni luh sutjiati beratha, sutjiati59@gmail.com, udayana university 3 i nengah sudipa, nengahsudipa@yahoo.co.id, udayana university 4 i ketut darma laksana, darmalaksana27@yahoo.com, faculty of arts,undana university *corresponding author: masrengrobert@yahoo.co.id received date: 22-09-2018 accepted date: 31-09-2018 published date: 22-01-2019 abstract— language study is a way of expressing various language phenomena based on macrolinguistics and microlinguistics point of view. the study of macrolinguistic aspects focuses on languages relating to other disciplines. on the contrary, microlinguistic study focuses more on language structures, such as phonology, morphology, syntax, and semantics. in this paper, the analysis focuses on the aspect of the indonesian typology phenomenon from the ponit of view of valence verb of transitive verb based on verb formation process meng-kan/i. the analysis results describe that verbs with affix me-i/-kan form causative construction of both formal and semantic parameters; verb alternation with affix me-i/-kan can be applied when verbal construction presents locative and benefactive roles in two different constructions; the alternation occurs because it is tied to grammatical relation constructing a clause construction; and the alternation of meng/i raises the verb's valence level in the clause construction. keywords: alternation, formal parameter, valence. 1. introduction language typology is a study explaining language phenomena within the domains of morphology, syntax, and semantics. the combination of the three aspects is interrelated and interdependent discussing on a language. in this case, it must certainly be supported by theories that can help to explain the nature or behavior of related language constructions and to form a language rule. the rules of language consist of phonology, morphology, syntax, and semantics. the rules are possessedd by languages in the world including indonesian. morphological rule is certainly related to various aspects of word formation referring to word forms characterized in pre-category, non pre-category, and valences. for example, 'alir' (flow) has various processes, such as alirkan, aliri, mengalir, mengalirkan, and mengaliri. syntactic construction deals with the ability of verbs to present 'core' and non 'core' arguments or oblig. regarding semantic domain, in semantic role, a verb also becomes an axis to present semantic role based on the characteristics of the verb. https://ojs.unud.ac.id/index.php/eol/ mailto:masrengrobert@yahoo.co.id mailto:masrengrobert@yahoo.co.id e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 32—42 doi.10.24843/ejl.2019.v13.i01.p04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 33 etymologically, syntax means words formation to become a sentence. syntactic structures can be distinguished (1) syntactic function consisting of subject (s), predicate (p), object (o), and adverb (adv.), (2) syntactic category consisting of noun, verb, adjective, and numeral, (3) syntactic role consisting actor, direct object, and recipient. the smallest syntactic structure is word order, word form, and conjunction. the word acts as syntactic function, syntactic category marker, and continuum of syntactic units. comrie (in jufrizal, 2007:3) says that the purpose of linguistic typology is to classify languages based on the structural behavioral trait of the language concerned. the main purpose is to answer a question what is the language x like? there are two basic assumptions of linguistic typology, namely (a) all languages can be compared on the basis of their structures, and (b) there are differences among languages. with such the attempts, it is known that language typology consisting accusative nominative-type, ergative-absolute, ergative (grammatically) have similarity. this paper intends to discuss on affixation typology of indonesian language, particularly affixes of me-i/kan constructing (1) causative and verb alternation of affixes me-i/kan in their use in printed references, especially indonesian novels but not translated novels. the data are assumed to be the actual data of the language use and compared with data elicitation results of indonesian language. data of the language use in indonesian novels by indonesian authors show variations in clauses and natural sentence constructions. 2. research methods the method used in this research is qualitative method as a research procedure producing descriptive data in the form of words or oral that were obtained from persons observed by bogdan and taylor in moleong (2012:4). in connection with the research, the research data were focused on the verbs identified me-kan/i in tempurung dan kembang novels. theoretical concept used in this research is that morphologically, verbal influences sentence structure by altering the so-called verb valence. valence involves the number of arguments in a sentence, in which the argument is a noun phrase like a subject and an object chosen by the verb in the sentence. we will also see the boundary between morphology and syntax. although linguists of language phenomena usually have made obvious boundary between the two but it is not always https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 32—42 doi.10.24843/ejl.2019.v13.i01.p04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 34 clear. there are cases in which derivational morpheme seems to embody all phrases, for example, elements that appear to be insufficiently attached and sufficiently attached, but not sufficiently free enough to be regarded as stand-alone words (lieber, 2009:144). syntactically, sentence structure has its core and its implication is projection or core and non core arguments. a verb binds at least one argument or valence function. valence refers to a core argument consisting of one valence (monovalent), two valences (bivalent), or three valences (threevalent). the transitive verb has two a o arguments and a o e expansion. the intransitive verb has one argument s and expansion of s e (dixon, 2000:4). verb expansion or verbal depreciation refers to derivation and suffix alternation involving a pattern of conforming object construction as ground (gr) or location or figure (fig) or theme of location. ground includes: stationary location, goal location (incl. human recipient), and source location (incl. human) and patient (eric reuland, 2007:63). in addition to the theoretical concepts mentioned above, the following theoretical principles of affixation me-kan and me-i according to indonesian grammar. regarding the principles of verb forming are as follows (1) derivation of transitive verbs meng-, (2) derivation of transitive verb with –kan, and (3) derivation of transitive verbs -i the basis of transitive verbs derived by suffix -i can be categorized as noun, adjective, or intransitive verb. the meaning of transitive verbs with suffix -i can be variety depending on (a) the syntactic category of word base, (b) this suffix is present or not, and (c) special semantic features (alwi, et al, 2010:123130). 3. result and discussion verb meng-kan/i to analyze the phenomenon of the above theory, in this paper, the data source is taken from the novel tempurung. it is a balinese nuanced cultural novel. it is realized that the data in the novel do not fully satisfy the theoretical demand because variations of the verb form referring to affixation meng-kan and sufik meng-i, are very limited, such as "mengikuti saranmu" (p.369) is not found in "ikuti perintahnya", mengikuti perintahnya", mengikutkan pesertanya", and so on. the data in this section are identified on pages 368-407 of novel tempurung, novel gadis pakarena, and novel kembang turi. therefore, to codifying data, it uses codes of tempurung, https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 32—42 doi.10.24843/ejl.2019.v13.i01.p04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 35 pakarena, kembang with a code p (page). the following explanations describe some data with the approach to the theories mentioned above. 3.1 causativity of indonesian verbs me-i and me-kan lieber (2009:144) says that the type of verbal morphology influencing sentence structure changes the so-called verb valence. valence refers to the number of arguments in a sentence, in which arguments are noun phrases like subject and object influenced by verbs in sentences. in lieber's view, valence is the ability of a verb to present the required argument in a sentence construction. each argument required in a sentence construction is selected by the verb itself according to the context. each verb has the ability to present the required arguments. paradigmatically, artawa (2012) summarizes in the following table. valence types of verbs described as follows: verb types transivity valence functions of arg. non functions of arg. one-place intransitive 1 2 3 core non core +/5adjucnt two-places monotransitive 2 2 comp. -- three-places monotransitifve 3 2 comp. obl . ditransitive 3 -- source: handout of syntax based on the above table, the following examples show verbs presenting arguments in an utterance. the examples proposed in the analysis are as follows: (1) dieman menghidupkan mesin jipnya. (kembang p.21) (2) sejak ibuku melahirkan bayi laki-laki (tempurung p.393) (3) kau bisa mempertemukan kami (tempurung p.369) (4) jarden mengeluarkan sekotak jus apel dari tas besarnya (tempurung p.371). in the example (1) the verb menghidupkan presents two core arguments ibuku and mmesin jipnya. this sentence is a causative sentence because its construction is based on the https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 32—42 doi.10.24843/ejl.2019.v13.i01.p04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 36 basic construction of a intransitive verb hidup. after morphological process, it increases the verb valences presenting two arguments. in contrast to the sentence (2) explicitly, it is presenting direct object anak laki-laki as the direct object of the verb melahirkan. similarly, the verb attached to (3) has the same syntactic behavior as construction (2) which presents a direct object with two core arguments. in contrast to the construction (4) which presents four arguments in argument jarden, sekotak jus apel, and tas besarnya. each argument occupies the role of agent, patient, and locative. construction (2), (3), and (4) are included in causative construction pattern which has cause and causee elements. comrie (1983:159-167) emphasizes on the study of causative construction parameters including formal parameter, semantic parameter, and valence changes in causative morphology. the formal parameter relates to the formal relationship between expression for the causative macro situation and the impact of micro-situation, such as cause to die or between kill and die. in morphological parameter, it can be made into three different types, although with several different types, the forms in the language are not always precisely made into one or the three types, it is presumably found a higher type (see jufrizal, 2007:94-95, and compare with van valin and la pola, 1997:139). 3.2 formal parameter causative the examples of causative in formal parameter are identified in the mentioned sources above are seen in (5), (6), and (7). (5) ia meringankan tubuhnya. (kembang p.28-29) (6) ketika bus pelan-pelan meninggalkan terminal wonosari air mata marni kembali menetes. (kembang p.61) (7) dari arah ruang tamu sudah terdengar suara penyiar televisi mengakhiri pembacaan acara untuk besok malam. (kembang p.29). construction (5) is included in causative of micro situation parameter because the verb meringankan shows behavior of causal relationship occurring within the verb. the construction of the clause only presents two arguments, namely the argument ia and tubuhnya. in contrast to the construction of clause (6) which shows the phenomenon of event occurring outside of the https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 32—42 doi.10.24843/ejl.2019.v13.i01.p04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 37 verb, that is in group of phrases ketika bus pelan-pelan as causer and air mata marni kembali menetes as cause. the correspondence between the two phrase groups in the constructions constitute a causative construction clause. the verb meninggalkan in construction (6) presents three arguments, i.e. bus, terminal, and air mata marni. in construction (7) it appears that the verb mengakhiri included in formal situation parameter because the verb has causal relationship occurring within the verb. clause (7) consists of three arguments: penyiar televisi, pembacaan acara untuk besok malam, dan arah ruang tamu sudah terdengar suara. clause construction (7) is categorized complex because it consists of combination of two clauses, i.e. dari arah ruang tamu sudah terdengar suara penyiar televisi dan mengakhiri pembacaan acara untuk besok malam. just the second clause occurs subject deletion so that the verb mengakhiri is more affected to be the main verb in the combined clauses. another construction involving causative parameter of macro situation as shown in clause (8) is as follow: (8) kata pak bupati, pokoknya kita tidak boleh meninggalkan tanah kita di sini. (kembang p.18) in the clause, it appears that the verb meninggalkan does not explicitly indicate causal relationship in the verb itself but it shows causal relationship occurring in the construction. the argument presented by the verb mangakhiri is kita and tanah kita, di sini. kita and tanah kita are core arguments, while di sini is an oblig argument. it is noted that all causative constructions of macro-situation and micro situation parameters as described above tend to be influenced by morphological processes explicitly indicating cause relationship in the constructions. 3.3 semantic parameter causative in this section, we will be concerned with two main semantic parameters, i.e. the difference between direct and indirect causes and control level issues determined in the cause of macrosituation with its cause. one of the parameters is namun layak menyebutnya, however, that is the difference between the actual cause allowed. in english, the two types are implied in different main verb in usual analytic construction, as in i made the vase fall (actual cause) compared with i let the vase fall (permissive). however, in particular language, the cause of morphology, the https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 32—42 doi.10.24843/ejl.2019.v13.i01.p04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 38 same construction ranges on the two senses are the cause and right permissive. comrie gives examples of the two forms summarized in georgian as shown in the following examples: mama švil-s çeril -s a-çer father son dative letter accusative write -in-eb-s 3 singular 'father make/helps/lets his son write the letter an example of causative with the cause implied in the main verbs in indonesian can be seen in the following example. (9) sudah lama ia ingin ketemu dengan manusia yang membuat kedua orang tuanya celaka (kembang p.294) in the above constructions, it appears that the verb membuat represents lexical parameter relation implying true causation or specifically, the verb shows the meaning of the cause lexically. morphologically, it appears that the verb buat added by prefix mestressing on semantic parameters that means action or true causation. the verb also presents two semantic roles as agent and kedua orang tuanya as patient. the same other construction as (9) is (10) as follows; (2) pertanyaan yang membuat tubuhnya menjadi gemetar.(kembang p.302) it appears that the verb membuat in construction (10) implies true causative parameter of word morphological typology. it appears in the construction that semantic parameter of true causativity type presents two arguments, namely argument pertanyaan and tubuhnya menjadi gemetar. prefix medoes not change its valence because without prefix me-, the verb includes two valences. the semantic role presented by the verb is the roles of agent/effector and patient. another type of causative semantic parameter is causation permissive. the type of causativity is a correlational characteristic between causal relationship which is consciously made and allowed to occur. the fact appears in the following construction (11): https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 32—42 doi.10.24843/ejl.2019.v13.i01.p04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 39 (11) ia biarkan saja tangan majikannya mengelus-elus lengannya yang gempal penuh. daging dan otot itu. (kembang p.260) it appears in the above construction that the verb biarkan is causative permisive so that causal relationship occurring a correlational action. this means that the result effected is a process of deliberation or allowing something to happen. the verb membiarkan is formed by morphemes combination biar and -kan to form a verb of permissive causative as shown in example (11) above. in the construction, in fact, verb valence is increased to be three valences. the verb of three valences occurs because it binds a phrase occupying object function (tangan majikannya) and oblig function (lengannya yang gempal penuh). 3.4 alternation -i and -kan in indonesian alternation is a form of variation of the use of language units in clause construction. in this paper in particular, alternation relates to verb behavior in morphological and syntactic contexts. to identify the alternation of the use of affixation me-i and me-kan in indonesian language seems to be difficult. this is because in text read as data source does not provide sufficient variation of affixation. for example, variation of the word 'turun' is only found in 'menuruni'. variations such as menurun, menurunkan, and turuni are not found in the text so the analysis is only done based on the comparative examples of the other basic forms. nevertheless, i am trying to show some data in the following presentation for this alternation analysis. (12) orang-orang dusun kita sering mencopoti kembang itu dari tangkainya. (kembang p.204). (13) apa gunung kidul melahirkan perempuan-perempuan yang mudah diajak kencan? (kembang p.33) in the above examples, i try not to look at the basic words to form the two constructions on (12) and (13). the analysis of the two constructions is only directed at the ability of the two verbs to present the arguments required to form the constructions. in construction (12) and (13), the verbs mencopoti and melahirkan collectively present three arguments. the defference occurs on the third argument that identifies semantic role. the verb mencopoti presents locative role while melahirkan presents goal role. constructions (12) and (13) use the verb characterizing syntactical role of transitive and intransitive verbs as https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 32—42 doi.10.24843/ejl.2019.v13.i01.p04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 40 seen on the constructions dia copot jabatan saya and dia lahir kemarin. in this case, the amount of arguments presented is also different. regarding alternation construction on the following example (14) the way of allowing alternation in the clause construction with affixation me-i/me-kan is examined. (14) a. ketika menuruni tangga hampir saja terpeleset.(kembang p.85) b. ketika menurunkan tangga hampir saja terpeleset.(dari penulis) c. agus menuruni tangga dari mobil. (dari penulis) d. agus menurunkan tangga dari mobil. (dari penulis) construction (14a) does not present argument subject explicitly but it only presents arguments object and oblig. it appears that the verb menuruni characterizes verb proccess. it is different from the verb menurunkan tangga as seen on 13b characterizing action verb. therefore, the two verbs can be alternated to describe a similar concept, that is a statement implying actions of dynamic and static processes. if the characteristic is mapped in semantic role, the verb menuruni presents benefactive role because it is constructed in accordance with individual interest. it is different from the verb menurunkan on construction (14b) present theme role, namely something discussed or something implied in the verb. whereas in (14c), a construction is commonly used in indonesian or unacceptable gramatically. construction (14d) is acceptable in indonesian. therefore, in the context, it can not alternate to present theme role as seen in the above construction. the other alternation constructions can be seen on (15) and (16). although it appears that the two constructions have different argument but they can alternate in the construction, such as the verb menyakiti on construction (15) can be alternated with the verb menghadirkan as seen on (16). (15) aku tidak ingin menyakiti perempuan lain untuk libidoku yang sesaat saja (tempurung p.377) (16) jangan pernah menghadirkan orang lain lagi dalam rumah ini. (tempurung p.378). the verb menyakiti on construction (15) presents three arguments aku, perempuan lain, and libidoku. the arguments imply the roles of agent, patient, and benefactive. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 32—42 doi.10.24843/ejl.2019.v13.i01.p04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 41 conversely, the verb of construction (16) should have presented three arguments, but it has only two arguments, whereas the other one is omitted. in other word, construction (16) occurs because of argument subject function deletion. based on construction (16), the verb presents semantic roles patient and locative. regarding verb alternation on constructions 14 16, it can be said that semantic role can allow the occurance of verb alternation in clause construction. alternation occurs when verb presents roles of locative, theme, and benefactive in different constructions. conversely, alternation is not allowed because of dependability of meaning and gramatical relation. (17) saya mengajari dia bahasa indonesia. agent benefactive theme (18) saya mengajarkan bahasa indonesia untuk dia. agent theme locative the above examples describe that gramatical relation also benefits to determine verb alternation in clause construction. saya in the construction implies agent role and dia implies benefactive role and bahasa indonesia implies theme role. gramatically, the construction is repositioned because it is attached on logical semantic, meaning is only understood because semantic role of benefactive (dia) replaces locative role (dia). 4. novelties the superiority and novelties of the article are as follow. (1) data were obtained through the use of verbs me-kan/i in the novels of kembang and tempurung, (2) the research used the approach of syntax typological theory by dixon and lieber, and (3) the method used in this research is descriptive qualitative that could be studied continually. 5. conclusion based on the above discussion, it can be concluded as follows: 1) affix me-i/-kan is to form causative construction of both formal and semantic parameters; https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 32—42 doi.10.24843/ejl.2019.v13.i01.p04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 42 2) verb alternation of affix me-i/-kan can be done when a construction presents locative and benefactive roles in two different constructions; and 3) alternation occurs because it is bound to grammatical relation developing clause construction. references: alwi, hasan, dkk. 2008. tata bahasa baku bahasa indonesia. jakarta: balai pustaka. artawa, i ketut. valency in classes in standard indonesia. denpasar: udayana university. barðdal, jóhanna. 2008 productivity: evidence from case and argument structure. amsterdam/philadelphia: john benjamins publishing company. comrie, bernard. 1983. language universal and linguistic typology: syntax and morphology. oxford: basil blackwell. eric reuland (edit.). 2007. argumen structure. utrecht: john benjamins publishing company. jufrizal. 2007. tipologi gramatikal bahasa minangkabau. padang: unp press. kridalaksana, harimurti. kamus linguistik. jakarta: pt gramedia pustaka utama. lieber, rochele. 2009. introducing morphology. cambridge: cambridge university press. peter, matthews. 1997. the concise oxford dictionary of lingistics. oxford: oxford university university press. van valin, robert j. dan randy j. lapola. 1997. syntax: structure, meaning and function. cambridge: cambridge university press. tambahkan referensi minimal dua referensi dari ejs contoh: jayantini, i g. a. s. rwa et al. 2018. naturalization and adaptation taking place in the translation of medical texts from english into indonesian. e-journal of linguistics doaj indexed (since 15 sep 2015) january2018 vol.12 no.1 p: 25-36 doi.10.24843/ejl.2018.v.12.i01.p.03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/article/view/38245/23201 6. acknowledgments the author wishes to thank all those who have given valuable contributions to this research so that the results can be disseminated through publication, especially to the examiners: prof. dr. ketut artawa, m.a., prof. dr. aron meko mbete., prof. drs. i dw. komang tantra, m.sc., ph.d., prof. dr. i nyoman suparwa, m.hum., and dr. ni made dhanawaty, m.s., for their advices to deepen the analysis and presentation of appropriate research results. https://ojs.unud.ac.id/index.php/eol/ https://ojs.unud.ac.id/index.php/eol/article/view/38245/23201 sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 14, no. 2, july 2020, pages: 175-189 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i02.p02 175 english reading habit of students with different l1 reading habit, l2 reading proficiency, and reading attitude magdalena br marpaung (s.s., m.hum) university of darma agung medan email: marpmaqdie@gmail.com article info abstract* received date: may 26, 2020 accepted date: may 27, 2020 published date: july 31, 2020 keywords:* reading habit, reading proficiency, reading attitude second language reading is affected by reading habit of first language, the reading proficiency, the strategies of reading, and reading attitude (sundari, 2013). the questions lies in this study are (1) how does english reading habit of students with different l1 reading habit, l2 reading proficiency, and reading attitude? (2) and what is the factor mostly affected the english reading habit? this is a qualitativequantitative research, this is a qualitative research for its purpose to describe the english habit, and this study is also a quantitative research for its purpose to find the most factors affected the english reading habit by applying the formula of correlation to see the highest coefficient correlation. the instruments of this study are two questionnaires of (1) reading attitude by m.n. gomleksiz (2004) and (2) l2 reading habit by ro eunseok and alice (2014) which are administered to 23 students. the result of this study are: (1) english reading habits of the subjects found out various and different due to the combination of the three factors collaborated, from 23 students there are 11 of them are in low english reading habit, 8 of them are in moderate english reading habit, and 4 of them are in high english reading habit. (2) though, l1 reading habit is mostly low but l2 reading proficiency is the factor mostly affected english reading habit since its coefficient correlation is the highest 0,76. mailto:marpmaqdie@gmail.com 176 1. introduction reading as a part of literacy is greatly determining students’ future success as it plays an important role in students’ daily and academic life (sundari, hannah 2013 & ro, eunseok 2014). reading as a complex cognitive process influences by several factors (marpaung, magdalena 2011., sundari, hannah 2013). moreover for english as a foreign language, there are several factors interrelated such as l1 reading habit and reading proficiency, reading strategies, and reading attitude (sundari, hannah 2013). another sources, a research report of willie, camille 2016 defined several factors influenced reading which resulted individual differences in reading processes, they are decoding skills; a process of converting letters into words into a meaningful unit, vocabulary mastery as a decoding skills activation, language proficiency; the part of converting clause and sentences into meaning, and working memory capacity; any background information related to the reading material. however, the complex cognitive process of reading here is in english as a foreign language. one of significant factor affected reading is reading attitude (chotitam, sareeya: 2013), reading attitude which is as one of factor affected reading is defined as a feeling about reading. reading attitude is affected by two factors, they are personal attributes and environmental factors (parker, chyntia t: 2004). furthermore, personal attributes are sex/ gender, age, types of personality, and healthy records, and environmental factors are parents’ education, level of education, income level. unlike reading attitude which is defined as feeling related to reading activity, reading habit is the real action due to reading process. ro, eunseok: 2014 mention that reading habit is measured by two aspects; (1) frequency and (2) preferences. by those explanation above, it can be concluded that reading attitude is a feeling of do and avoid reading activity while reading habit is the behaviour related to how often someone do reading and what is his reading preferences. bastug, muhammed (2014) explained that a good reading could enhance students’ education and also improving the academic performance. in addition yildirim (2000) in bastug, muhammmed (2014) defined that a potential and qualified human resources are two main factors that could help to develop a country. in conclusion, students reading habit is not suggested to be underestimated but should be traced and controlled well in any educational institution. and this study is a response of participation to trace and describe reading habit of students with different reading attitude, l1 reading habit, and l2 reading proficiency. there are two questions lies in this study, they are: (1) how is the english reading habit of students with different l1 reading habit, l2 reading proficiency, and reading attitude? (2) what is the most factor affected the english reading habit? 2. literature review 2.1. reading definition reading as a highly complex cognitive process in first or second language, has ultimately goaled to comprehend the passage which is read. similarly, reading as a complex cognitive process covers three stages of reading decoding symbols, deriving meaning, and constructing meaning from the passage which is read. as a cognitive process, psychologically reading can be modelled into three reading models (1) top down reading 177 model, (2) bottom up reading model, and (3) interactive reading model (marpaung, magdalena: 2011). practically, reading processes is affected by several factors, first language (l1) reading habit and reading proficiency, reading strategies, and the last reading attitude (sundari, hannah: 2013). further, spratt et all (2011: 33) in sundari (2013) stated that a learner who know how to read in his first language is the one who will be able mastering reading in the second language such as english. in the same way, wallace (2001: 22) in sundari (2013) mentioned that the generalization process of l1 ability into l2 must be started by positively transferring the l1 mastering reading, a proficient l2 reader comes from a proficient l1 reader. 2.2. reading habit reading habit is way a reader organize his reading (annamalai, subashini: 2013). in addition, sangkaeo (1999) in shubashini (2013) defined reading habit as behaviour of expressing likeness and taste of reading. moreover, shen (2006) in shubashini (2013) claimed reading frequency, quantity, and preferences as aspects of reading habit identification. a good reading habit could contribute the following benefits: 1. since reading is believe not only as a process of acquiring new information and knowledge but also building maturity and contemporary issues awareness (kim & anderson, 2011) in shubashini (2013), as a result a good reading habit is also very important in building personalities and mental capacities. a good reading habit is not only plays a very crucial role in enhancing readers’ language proficiency but also necessary to build a healthy intellectual growth (grabe & stoller, 1997) in shubashini (2013). 2. a good reading habit is gradually improve readers’ ability to understand others people believes (cook, halleran & o’brien, 1998) in shubashini (2013). 3. a good reading habit is gradually activating readers’ analyzing ability and thinking critically over someone’s ideas (cunningham & stanovich, 2001) in shubashini (2013). 4. a good reading habit is positively contributed to academic success. gallik (1999) in shubashini (2013)found that there is a positive relationship between students’ academic grade point average to their time spending in reading for pleasure during vacation. furthermore, a research of mokhtari & sheorey (1994) in shubashini (2013) in examining students reading habit has found several factors affected the habit of reading such as (1) gender, (2) age, (3) educational background, and (4) academic performance and professional growth. moreover, reading habit is greatly built in home environment that garret (2000) defined two factor affected reading attitude but it is the starting point of reading habit acquisition, the factors are (1) personal attributes and (2) environmental factors. however, the long a subject learnt a language such as english is also a factor that affect reading habit. in conclusion reading habit is the behaviour of frequency of reading, numbers of book or passages of reading, and preferences of reading material. many researches mention good reading habit contributed positively to academic life and the development of mental capacity. 2.3. reading attitude 178 reading class in any level of education has two objectives developing reading skills and build positive reading attitude (sainsbury, 2004). unlike reading habit, reading attitude is the emotion due to the reading situation. reading attitude is the feeling of approaching or avoiding reading activity (alexander & filler, 1976., mc. kenna, kear, and ellsworth, 1996). reading attitude is also defined as person’s nature towards reading activity which is behaved into degree of positive or negative (ajzen & fishbein, 1980). however, annamalai & muniandy (2013) explained the reading attitude acquisition model of mckenna which is developed over time by three factors; (1) normative beliefs, (2) beliefs of reading outcomes, and (3) any specific experience about reading. normative belief is the perceptions about reading from people around especially a friend. more than just a perception, the following are possibly example of situations in normative belief factors: 1. friends’ positive view due to reading activity, along with friends who like to read 2. having books around home 3. receiving books as gifts 4. possessing library card 5. often having discussion about books and books’ recommendation. 6. becoming a member of a reading club those examples are possible situation or environment which is as a normative belief and can build a positive attitude towards reading to someone. the belief about the outcome of reading activity is also a factor which determined attitude towards reading to someone. the following are examples of the situation: 1. reading is fun 2. reading is pleasure 3. reading is enjoyable 4. reading is not boring 5. reading is not difficult those situations are the very possible belief to the outcome of reading which could build a positive attitude towards reading to someone. the last is any reading experience that also is the factor in building attitude towards reading to someone; positive or negative attitude towards reading. the following are examples of any specific reading experience that could build attitude towards reading to someone: 1. parents’ attitude or habit towards reading 2. parental interest to their children’s reading activity 3. having a great story/passage ever read. those three factors of attitude towards reading acquisition comes from any significant event or person (kubis, 1996). in the same way, walberg & tsai (1985) stated that for adolescent positive attitude towards reading is built by the following factors: 1. believing that reading is important 2. enjoying reading 3. having a high self-concept as a reader; and 4. having a home environment where verbal communication takes place regularly. as it has been mentioned before, garret (2000) defined two factors affected attitude towards reading (1) personal attributes and (2) environmental factors. furthermore, it was explained that personal attributes are the personal base line data such as sex/gender, age, and personality, however, environmental factors are parents’ education level, economic income level, and subjects’ education level. 179 in conclusion, reading attitude which is defined as an emotional to the nature of reading situation which is behaved into positive or negative degree is directly determine reading process. positive reading attitude inspire positive reading experience. 2.4. reading proficiency reading proficiency is defined as skills in readers and actively interrelated in the process of translating (decoding) words into comprehension (hellekjaer, go: 2009). furthermore, reading proficiency is defined into (1) reading skills and strategies, (2) knowledge of the language and text types, (3) metacognitive monitoring, and (4) vocabulary mastery. those parts of reading proficiency are remained various depends on the cognitive processing of bottom-up or top-down model. the first component of reading proficiency is reading skills and strategies. reading skills are abilities that set under automatic cognitive processing, however reading strategies are set of abilities under conscious cognitive processing (urguhart & weird; 1998). both of automatic and conscious cognitive processes are applied in higher model of reading, topdown reading model. the higher the skills and strategies of a reader the more automatic and conscious cognitively proceed. the second component of reading proficiency is background knowledge and knowledge of the language and text types. first, the background knowledge of the text is actively interrelated to the focus of the ideas in the passage/text. further, knowledge of language can reduce some technical problems in decoding processes. the last knowledge of text types majorly derives readers to the spot of message deliver by the text. the structure of text types such as generic structure and laguage proficiency derives readers to a better reading comprehension process (marpaung, magdalena: 2019). the third reading proficiency is metacognitive monitoring. metacognitive monitoring defined as a set of ability to monitor understanding while reading and by linguistics and/or content knowledge to repair comprehension (alderson: 2000 pg. 48). metacognition monitoring is the controller system of comprehending processes in reading. the last reading proficiency is vocabulary mastery. vocabulary mastery is directly affect the process of reading comprehension. one way of enriching vocabulary mastery is by using the context clues strategy. context clues strategy is compatible to activate readers’ cognitive in not only overcome any difficult or new words coming but also in storing the new vocabulary while reading into the vocabulary mastery list (marpaung, magdalena: 2019). the following is the table of comparison for high level of reading cognitive processes (top-down) and low level of reading cognitive processes (bottom-up) of reading proficiency components interaction. 180 a. high level of reading cognitive processes / top-down reading model no components of reading proficiency description 1 reading skills and strategies automatic and conscious 2 background knowledge familiar knowledge of language proficient knowledge of text types proficient 3 metacognitive monitoring high 4 vocabulary mastery high b. low level of reading cognitive processes/ bottom-up model no components of reading proficiency description 1 reading skills and stategies manual 2 background knowledge unfamiliar knowledge of language non proficient knowledge of text types non proficient 3 metacognitive monitoring low 4 vocabulary mastery low in this study the habit of reading will be described viewed from three factors; the reading attitude, gender, and environmental factors of (1) l1 reading habit, (2) l2 reading proficiency, and (3) reading attitude. 3.research methods this study was designed to describe the students’ reading habit by three factors (1) reading attitude, (2) l1 reading habit, and (3) l2 reading proficiency this study is a further study of the previous study entitled the reading attitude of english department students in university of darma agung by the writer. the previous study was a based survey study with personal attributes and environmental factors. the personal attribute in that study is gender and the environmental factors are type of class (morning & evening class), father’s education level, mother’s education level, and financial income, and resulted as follows: 181 1. the reading attitude of english department students are very in the degree of positive by the mean score of 111 to 143,56 from the highest score of 180. 2. the reading attitude of male students is more positive than the female students. 3. the level of mother’s education is affected students’ reading attitude. the higher the level of mother’s education the more positive the students’ reading attitude. 4. the level of father’s education is differed students’ reading attitude randomly. it is not showing the pattern of the students’ reading attitude. 5. the last, students of higher level of financial income showed higher reading attitude degree. the higher the students’ level of financial income the more positive the students’ reading attitude. (marpaung & betty, 2020) due to the research questions, this study is a qualitative-quantitative research. this study is a qualitative research since the first objective of this study is to describe the english reading habit of students with different l1 reading habit, l2 reading proficiency, and reading attitude. this study is also a quantitative research since the second objective of this study is find out the most factor affected the english reading habit by applying the formula of pearson correlation. 3.1. participants the students of this study are 23 students of the fourth semester of english department.. the instruments administered in this study are questionnaires. there are two questionnaires administered in this study, they are (1) questionnaire of reading attitude by m.n gomleksiz (2004) and (2) questionnaire of english reading habit by ro eunseok and alice cheng-ling (2014). 3.2. data collection the questionnaire of reading attitude is 30 statements in two kinds of positive and negative reading attitude of multiple choice responses expected. each of statements is completed with six likert scale, the most degree scale is scored by 6 and the less degree scale scored by 1, by this system of scoring the highest score of positive attitude is 180 and the lowest score of negative attitude is 30 score, and in the analysis the score is classified into low, moderate and high. unlike the questionnaire of reading attitude, the english reading habit questionnaire is in essay responses. this questionnaire is in three groups of information targeted (1) data baseline: personal identity which is consisted of how long have been studying english, l1 reading habit, and reading proficiency, then the questionnaire is also asking the data of reading habit such as frequency, preferences, motivation and opinions. the important questions in english reading habit questionnaire are about (1) l1 reading habit, (2) reading proficiency, and (3) l2 reading habit which is include the a)frequency and b) preferences. each of the questions needed responses in the answers by putting a think (√), and each responses choice is in the degree of 1 – 4, such as: a) never, b) rarely, c)sometimes, and d) always (also use another system of choices but still in the degree of low to high). the way of calculating the answers is by scoring system, such as 1 for never, 2 for rarely, 3 for sometimes, and 4 for always. the higher the score calculated the higher the english reading habit of the students. however, in the analysis the score is also classified into low, moderate, and high to ease the process of analysis. the questions of l1 reading habit are: 1. in your leisure time, how often do you read book(s) in your own language? 182 2. in the last 12 months, how many books have you read for pleasure in your own language? the questions of reading proficiency are: 1. in reading for pleasure in english, how would you rate your comprehension level? 2. if you do not know the meaning of all the words when reading in english, are you able to understand the gist of what you read? the questions of l2 reading habit are: 1. how often do you read something in english for pleasure? 2. what do you usually read in english during your leisure time? 3. in the last 12 months, how many books in english have you read for pleasure? 4. would you like to read more books in english for pleasure than you do now? 5. if you had access to interesting books that were suitable to your comprehension level, how many hours per week would you be willing to dedicate to reading in english? 6. do you think reading books for pleasure in english is important? (questionnaire of l2 reading habit by ro eunseok and alice cheng, 2014/ also displayed in appendix) the questionnaires are administered in two different times. firstly, reading attitude questionnaire had been administered in the writer’s previous research to 46 students, however the english reading habit questionnaire by ro eunseok and alice (2014) had just been administered during the social restriction due to the pandemic of covid -19, and so the last questionnaire is administered daring by what’s up application. since, the last questionnaire is administered daring via what’s up application, the target of the students is not completely submitted, and due to this condition this study is listing shortly due to the complete to both of the two questionnaires. and, from 46 students targeted, there were only 23 students short listed. 3.3. data analysis there are five method of qualitative data analysis (cohen, 2010). the five method of qualitative data analysis are by (1) group of students, (2) individual students, (3) relevant issue, (4) research questions, and the last (5) instruments. and in this study, the data is analyzed by the method of research question. as it has been mentioned previously about the two questionnaires function and data collected. from 23 students in this study, the following are the data recapitulation: no students of english reading habit factors affected english reading habit status score l1 reading habit l2 reading proficiency reading attitude 1 p1 low 3 low low low 2 p2 low 1 low low low 3 p4 low 3 low moderate moderate 4 p7 low 2 low moderate moderate 5 p12 low 3 high low moderate 6 p13 low 3 low low moderate 7 p15 low 3 moderate low high 8 p17 low 3 low moderate moderate 183 9 p19 low 3 low moderate moderate 10 p20 low 3 low moderate moderate 11 p23 low 3 high low high 12 p3 moderate 5 moderate low high 13 p5 moderate 5 low moderate moderate 14 p8 moderate 4 low moderate moderate 15 p11 moderate 4 low moderate moderate 16 p16 moderate 4 low moderate moderate 17 p18 moderate 4 moderate moderate moderate 18 p21 moderate 5 high moderate high 19 p22 moderate 4 moderate high high 20 p6 high 8 high high high 21 p9 high 7 low high high 22 p10 high 7 high high high 23 p14 high 8 low high high correlation value 0,23 0,76 0,57 note: the highest score for english reading habit is 4. results from the data display above, there are several meaning of english reading habit can be inferred: 1. english reading habit of students with different l1 reading habit, l2 reading proficiency, and reading attitude are various and different due to their various combination of the three factors. further research result are as follows: a. the table above explain clearly that the three factors; l1 reading habit, l2 reading proficiency, and reading attitude are really affect english reading habit. it is clearly suitable to the theory of hanna sundari (2013) stated second language reading is affected by l1 reading habit, reading proficiency, reading strategy, and reading attitude. b. furthermore, the table above showing us that low english reading habit students come from low or moderate class of the three factors, one, two, or even three of them. c. the l1 reading habit of the students are still in low classification. there are 14 students from 23 students that are still in low classification in their l1 reading habit d. the students l2 reading proficiency are in moderate classification. there are 7 students from 23 students who are still low in l2 reading proficiency. e. the students’ reading attitude is in high status or classification. there are only 2 students who are in low reading attitude. f. there are 11 students who are in low english reading habit. most of them are low in both l1 reading habit and l2 reading proficiency. g. there are 8 students who are in moderate english reading habit. most of them are still low in l1 reading habit but moderate and high in l2 reading proficiency and reading attitude. h. there are our students who are in high english reading habit.they are p6, p9, p10, and p14. i. the following are students detail english reading habit based on their status: 184 no students of english reading habit frequency preferences status score 1 p1 sometimes, only during vacation song’s lyric and wise words in social media low 3 2 p2 never songs’ lyrics low 1 3 p4 sometimes, only during vacation song’s lyric and wise words in social media low 3 4 p7 never none low 2 5 p12 sometimes, only during vacation songs’ lyric low 3 6 p13 only for vacation songs’ lyrics low 3 7 p15 sometimes, only during vacation songs’ lyrics low 3 8 p17 sometimes, only during vacation comics low 3 9 p19 sometimes, only during vacation magazines/ comics low 3 10 p20 sometimes, only during vacation magazines/ comics low 3 11 p23 sometimes, only during vacation songs’ lyric low 3 12 p3 at least once a week (or more) song’s lyric wise words in social media moderate 5 13 p5 at least once a week (or more) song’s lyric and wise words in social media moderate 5 14 p8 at least once a week wise words in social media moderate 4 15 p11 once every 1-2 months magazines & comics moderate 4 16 p16 once every 1-2 months songs’ lyrics moderate 4 17 p18 sometimes, only during vacation magazines/ comics moderate 4 18 p21 at least once a week (or more) songs’ lyrics moderate 5 19 p22 sometimes, only during vacation songs’ lyric moderate 4 20 p6 at least once a week (or more) books high 8 21 p9 at least once a week (or more) magazines & comics high 7 22 p10 once every 1-2 months books high 7 23 p14 at least once a week books (fictional & nonfictional) high 8 j. the data display above concluding these three points in english reading habit: i. the low english reading habits are mostly still reading english songs’ lyric and it is happened only during vacation ii. the moderate english reading habits are mostly had read at least once every 1-2 months but still reading the songs’ lyric and some had read magazines or comics 185 iii. the high english reading habits are mostly reading once a week (one of them once every 1-2 months) and they prefer to read books (fictional or non-fiction) as their reading material. 2. from the three factors affected the english reading habit of the students. the following is a description of which one is the most in affecting the english reading habit. chart 1. the comparison of the three factors affect english reading habit from the chart above, l2 reading proficiency is the most factor affect english reading habit, followed by reading attitude, and the last l1 reading habit. sugiyono (2007) defined 5 (five) interpretation of the value of coefficient correlation, the 5 interpretations are as follows: no score interpretations 1 0,00 – 0,199 very weak 2 0,20 – 0,399 weak 3 0,40 – 0,599 moderate 4 0,60 – 0,799 strong 5 0,80 – 1,000 very strong due to the description of interpretation above, the coefficient correlation of this study can be interpreted as follows: no factors score interpretations 1 l1 reading habit 0,23 weak 2 l2 reading proficiency 0,76 strong 3 reading attitude 0,57 moderate 186 from the explanation above, it can be concluded that l2 reading proficiency is the most factor affected english reading habit (l2 reading habit). 5. discussion this study comes from an inquiry of describing reading habit of english, english as a second language. in this study this inquiry is based on the theory of sundari (2013) which stated that reading habit of second language is affected by first language reading habit, reading attitude, and reading proficiency. after taking the data of two questionnaires (1) reading habit questionnaire and (2) reading attitude questionnaire from 23 students, the results flows surprisingly as the following discussion. the first is the fact that the first language reading habit is not correlated highly to the second language reading habit as it is in the correlation of reading proficiency and reading attitude to the second language reading habit. logically it is difficult to be understood but the fact is first language reading habit is not strongly affect the second language reading habit. due to the theory of reading habit which are measuring two aspects (1) preference and (2) frequency, the fact of how first language reading habit is not affect second language reading habit. this reality is true for the students low reading proficiency derives the students to avoid reading the passage of second language as they don’t prefer the passage in their second language. furthermore, from the data it is found out that low and moderate first language reading habit is described still in low second language reading habit, and so the high level of first language reading habit are only some of them (there still 2 subjects) described in high level of second reading habit. this reality could be happened in the scoring system of preference and frequency, the score is the accumulation of preference score and frequency score, but some students are willing to read but just spend little time to do. the second discussion is the reality that reading attitude is more correlated to the second reading habit but lower correlated than reading proficiency. due to the theory, reading attitude is a perception of reading process which directs readers to be willing or avoid reading experiences. reading attitude is the willing to read which measured by the factors existence of reading benefits experience, book collection, the existence of reading club joining, and reading book discussion. the result of the analysis is most of low and moderate reading attitude is low and moderate level of second language reading habit too, and so the high reading attitude are all of them in high level of second language reading habit. the third discussion is the reality of reading proficiency. it is resulted that reading proficiency mostly affected second language reading habit. as it was explained before, reading proficiency are composed of (1) reading skills and strategies, (2) background knowledge, language, and text types, (3) metacognition monitoring, and (4) vocabulary mastering. this theory fully is answered fully of why reading proficiency can affect highly the second language reading habit. it is so because a reader with high reading skills and strategies, proficient in second language and text types, have a good metacognition monitoring, and has a good vocabulary mastering will be confident and easily handle the cognitive reading process of second language. unlike first language reading habit and reading attitude which are exist naturally in readers, reading proficiency is been taught as a subject formally. from this discussion, there is one important message can be taken that teaching reading subjects is still the most effective strategy in persuading language learners to build their second language reading 187 habit. and so, improving the design of reading material before teaching it, and determining the exact method, strategy or model of teaching the reading material is important to be improved any time needed. 6. conclusion and suggestion conclusion the conclusions can be taken from this study are as follows: a. there are 23 students included in this study, and there are 11 students are in low english reading habit, 8 students are in moderate english reading habit, and 4 students are in high reading habit. b. each english reading habit classification (low, moderate, and high) are showing clear characteristics. c. the low english reading habit are mostly reading only during vacation and mostly prefer to read song’s lyrics d. the moderate english reading habit are mostly reading once in 1-2 months but mostly still prefer to read song’s lyrics e. the high english reading habit are mostly reading once a week (or more) and prefer to read books; fictional or non-fictional. f. from 3 factors affected english reading habit, l2 reading proficiency is the most factor affected english reading habit in the score of 0,76 or showing a strong correlation to english reading habit g. the second factor affected english reading habit is reading attitude by the score of 0,57 or showing moderate correlation to english reading habit. h. and the last, l1 reading habit showing a weak score of correlation, 0,23 or it also can be said that l1 reading habit doesn’t have a strong correlation to l2 reading habit. suggestion by the conclusions above, it is strongly suggested that teaching more strategies and techniques of reading in second language is the best strategy to persuade and facilitate students in english reading habit (l2 reading habit). references: alexander, j.e. & filler, r.c. (1976). attitudes and reading. newark, de international reading association. annamalai, s. & muniandy, b. 2013. reading habit and attitude among malaysian politechnic students. international online journal of educational sciences. vol 5 (1), 32-41. malaysia. bastug, m. 2014. the structural relationship of reading attitude, reading comprehension and academic achievement. international j. soc. sci. & education vol.4 issue 4, issn: 2223-4934 e and 2227-393x print chotitham, sareeya., wongwanich, suwimon. 2013. the reading attitude measurement for enhancing elementary school students’ achievement. 5 th world conference on educational sciences. bangkok-thailang. issn: 1877-0428 cynthia, p.t. 2004. an evaluation of students reading attitude: does ability affect attitude? a research. university of north carolina at wilmington. fishbein, m., & ajzen, i. 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(2007). research method in education. new york; routledge publication. marpaung, m. 2011. reading comprehension processes of students with different personality. unimed press. marpaung, magdalena; sihombing, humiras betty marlina. attitude towards reading of english department students in darma agung university: a survey based on different personal attribute and environmental factors. jurnal littera: fakultas sastra darma agung, [s.l.], v. 1, n. 1, p. 46 58, june 2020. issn 2089-0273. marpaung, magdalena. cognitive model of writing of students taught by text-oriented teaching and research. jurnal littera: fakultas sastra darma agung. june 2019. issn 2089-0273. marpaung, magdalena; sihombing, humiras betty marlina. contextual factors in guessing words meaning in reading by the efl learners. jurnal littera: fakultas sastra darma agung. oktober 2019. issn 2089-0273 mckenna, m.c., kear, d.j., & ellsworth, r.a. (1996). children’s attitudes toward reading: a national survey. reading research quarterly, 30 (4), 934–955. in annamalai, s. & muniandy, b. 2013. reading habit and attitude among malaysian politechnic students. international online journal of educational sciences. vol 5 (1), 32-41. malaysia ro & chen. 2014. pleasure reading behavior and attitude of non-academic esl students. reading in a foreign language. volume 26, no. 1 issn 1539-0578 pp. 49–72. sainsbury, m. ( 2004). children's attitudes to reading. education journa,l (79), 15-15. in bastug, m. 2014. the structural relationship of reading attitude, reading comprehension and academic achievement. international j. soc. sci. & education vol.4 issue 4, issn: 2223-4934 e and 2227-393x print sundari, hanna. 2013. efl adult learners reading attitude and reading comprehension: a preliminary study. conference paper. research gate. wilie, camille. 2016. individual differences in reading comprehension: a componential 189 approach to eighth graders’ expository text comprehension. a research report: lot trans 10. isbn: 978-94-6093-220-5. marpaung (s.s., m.hum) is a lecturer of reading subjects in university of darma agung medan. she is interested in reading as a complex cognitive process, skills, and also interested in the second language reading process. she always taught the reading subjects; basic reading, textual reading, analytical reading and critical reading. email: marpmaqdie@gmail.com e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 1, january 2023, pages: 76--92 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i01.p10. 76 the use of english on linguistic landscape in tulungagung: the initial evidence of language battle in public space 1 sasa lailatul fitria universitas negeri surabaya, surabaya, indonesia, sasa.18005@mhs.unesa.ac.id 2 slamet setiawan universitas negeri surabaya, surabaya, indonesia, slametsetiawan@unesa.ac.id article info abstract-[ received date: 24 june 2022 accepted date: 4 july 2022 published date: 31 january 2023 keywords: linguistic landscape, globalization, language variation, english the widespread use of english is depicted in the linguistic landscape (ll) in tulungagung competes the indonesian language (the national language) and javanese language (the local language). the present study is aimed (1) to view the position of english language among the existing languages, (2) to investigate what motive that urges a signage owner in acquiring english, and (3) to explain the role performed by english in society. a descriptive qualitative method in research is carried out to explain the phenomenon. data were collected from an observation of languages appear on signage and an interview to the signage owner. this study is set up in tulungagung regency that characterized as the central business district (cbd). from the total 460 photographed signages observed and the interviews done, it is shown that english in society is not more dominant than the indonesian language in use as explained by landry & bourhis (1997) but as the interviews done with the signage owner, it narrates that english carries some characterization proposed by piller (2001) that urge a party to acquire english and it also plays significant roles in society, specifically in business field as stated by lee (2019). thus, it challenges the use of local language, the javanese language, since english appears within its excellence. 1. introduction english has become the worldwide language since globalization plays a significant role in developing culture and languages as a means of communication worldwide. abdalgane (2020) defines globalization as "a process of the integration of different cultures, languages, organizations, and countries, from across the globe" therefore, it can be stated that english is getting integrated worldwide. the use of english can be found anywhere, such as on public signs, the name of a shop, product branding, in a particular place and in a particular society. it can be found in every part of indonesian territory nowadays. one of the reasons why this phenomenon happens is because english-language education has a significant role in developing the business market in indonesia (zein, 2019). another supporting reason is that since many foreign companies entered indonesia, the process of language i , has had a significant influence on its use for communication in the society. therefore, it can be stated that the business market had a major influence on its use and it performs as a language in broader communication circumstances. english is depicted in tulungagung city, part of indonesian territory located in east java province, which can be seen in many signs, product branding, and the name of a 77 shop as its chosen language. surprisingly, english is not included as the daily language used by the majority. a study conducted by setiawan (2013) explains that people speak the javanese language in east java. he also added the previous report from kartomihardjo in 1981 that the javanese population in this area is also indonesian speakers in the majority. by that statement, indonesian and javanese languages are the most often used in daily communication. other languages that exist alongside those languages are arabic, mandarin, and korean. this becomes interesting to investigate the development of a variety of languages used, especially english, for a particular purpose primarily depicted in the business field in tulungagung. figure 1. the use of english on linguistic landscape in tulungagung city regarding this phenomenon, linguistic landscape (ll) is used to investigate how language is used in specific areas within a particular society (landry & bourhis, 1997). over time, the meaning of linguistic landscape can be seen as viewing an urban area as a text, meaning that a specific language is used widely by wider society in an urban area (sahril et al., 2019). in other words, ll can view the existence of a specific language in space. therefore, languages appeared can be described in their importance since the relative power and status of competing for the existing languages are shown by the dominance of the specific language displayed in public (landry & bourhis, 1997). this, later, can view the phenomena of the language shift that may happen for indigenous languages as the research done by setiawan (2001). its result shows that the javanese language is shifted in society since the development of the indonesian language was promoted by the government as the national language (setiawan, 2001). moreover, the study's result also explains that the trend toward the indonesian language is because of generational differences (setiawan, 2001). this becomes more interesting that another language may also shift the existence of a particular language in this current situation. the question later arises since english is well-known as the worldwide language and has become a trend of language used in the globalized era would shift the existing languages. linguistic landscape research is easiest way to find what language is used in public spaces is to view the language appearing on signs around the main streets (cenoz & gorter, 2008). they also stated that how language is represented in certain areas shows different languages' status in a specific context related to sociolinguistics. previous research performed by rao (2019)completely examines the role of english used worldwide due to the level of inter-connectivity and globalization that continues to grow around the world. his research reveals that english plays the dominant role in scientific fields, business, education, tourism, press, and media. he states that the use of english in most aspects of life because english has some qualities that can be accepted by all the speakers of many different languages used in the world. 78 while the previous researches on ll in indonesia, especially pointed in east java province, such as in surabaya city (rusnaningtyas, 2014; kartika, 2019), malang city (yannuar & tabiati, 2016), sidoarjo city (fakhiroh & rohmah, 2018) show that english is positioned after the indonesian language. english as the second language shows that english shifted the local language and became more popular, especially in business fields, because english has been represented as the picture of globalization and modernization; furthermore, it has been such a symbol of success (yannuar & tabiati, 2016). the primary language will always dominantly appear in public spaces. the spread of english used as the other language in society has become a picture of globalization and a trend that plays a significant role. that is why people are getting involved in integrating and interpreting different cultures in today's globalization era (duizenberg, 2020). on the other hand, english can affect national identities in an urban area (aristova, 2016). many linguistic landscape researchers in indonesia recognized that english competes with the indonesian language (the national language) and the javanese language (the local language). the phenomenon explained above is portrayed from the languages appear on public signage in tulungagung city, such as the language used on signs, names of shops, and advertisements that especially perform english to be the language chosen though it is considered as foreign language. therefore, as the first ll study conducted in tulungagung city, the present research analyses english's position among other languages depicted in public signage such as road's name, shop's name, public signs, billboard (landry & bourhis, 1997). in addition, since the world has become integrated, the form of signage has been upgraded such as mobile text, graffiti text, and text on clothing (guy, 2016) that will enrich the scope of the present study. other than many previous ll research done in indonesia, this study investigates what motives urge society to use english displayed in the signage as proposed by piller (2001) and it also explains the role performed by english in society mentioned by lee (2019) that is not well-explained in the previous ll research. 2. research methods in the present research, a descriptive qualitative analysis was used to analyse the phenomenon of the language battle happens in tulungagung ll. the analysis is done by using the theory of language visibility and language interaction between different languages in linguistic landscape (landry & bourhis, 1997; guy, 2016), factors in acquiring english to be displayed in public signages (piller, 2001), and language functions (lee, 2019). an observation of the language depicted the name of a shop, name of a road, product branding, billboards, mobile text, text on vehicle, and text on clothing was done as the source of data of variety of languages that appear on tulungagung ll. another source of data were the structured interviews with the signage owner, whose signage includes english to be the language displayed, in order to investigate factors of acquiring english and what role english performed to appear in public signages. kinds of languages that were depicted in the 460 photographed signages and the utterance that were stated by the four informants become the data of the present study. the f u f m ’ u w b d i-(n) stands for informant number n. the present research was set up in tulungagung city, west java, indonesia, with 19 districts. data taken was specifically in tulungagung district since it was characterized as central business district (cbd) where the facilities are ultimately served. this kind of situation showed the level of inter-connectivity and globalization that continue to grow where the language, one of the crucial aspects of communication in the globalized era, appears in 79 public and showing the variation. the data of the present study was presented as in research done by (setiawan, 2013) 3. findings and discussions 3.1 viewing appearance of english in tulungagung linguistic landscape this research often finds the use of english in tulungagung's public spaces depicted from the billboards, the name of a shop, the product branding, and the graffiti text. overall, the popular languages to have appeared in public are indonesian, english, and javanese. other languages, such as arabic, chinese, korean, and japanese, have also appeared in public yet are limited in number since they are foreign languages. landry & bourhis (1997) stated that a particular language on public signage has an informative purpose, which indicates that the displayed language can be utilized to communicate and obtain services within public and private establishments located in the relevant region. in this globalized era, the language situation depicted in tulungagung ll shows the urgency of language variety displayed in public. as the national language, the indonesian language has the highest position of language used in every part of indonesia's territory. besides, the javanese language is spoken mostly by the javanese, including tu u u ’ (setiawan, 2001). there is also the appearance of english that has been integrated worldwide within the spread of globalization nowadays (abdalgane, 2020). the data collected from the research shows that english is more popular to appear in signage displayed in public than any other foreign languages exist. the appearance of english is found in monolingual, bilingual, and multilingual signages of tulungagung ll. the following table is the data of research conducted in tulungagung ll based on the languages that appear in each signage. it is taken from 458 pictures of signage that appear in tulungagung's public sphere within 252 monolingual signages, 199 bilingual signages, and 7 trilingual signages. the following table shows how each language is viewed by its appearance in tulungagung ll. table 1 language visibility on monolingual signage language(s) appear in monolingual signage frequency of appearance (n) monolingual indonesian 148 monolingual javanese 8 monolingual english 92 monolingual chinese 2 monolingual korean 1 monolingual japanese 1 the data given in the table above proof that monolingual signage written in indonesian has an enormous amount than any other monolingual signage written in other languages. according to landry & bourhis (1997), it runs as expected that "the dominant language of public signs is often the language of majority group". moreover, as the national language, the indonesian language has the first position of language choice done by the tulungagung's society since it has been evidenced by the previous research done in other cities of east java province (rusnaningtyas, 2014; kartika, 2019; yannuar & tabiati, 2016; fakhiroh & rohmah, 2018). the current data also supports that the appearance of english on monolingual signage shows a larger amount than the appearance of the javanese language as stated in previous research done in east java. this becomes 80 interesting since it is already known that the javanese language is commonly spoken by javanese society, yet it is not more popular than english to be used in public signage. the early explanation of this phenomenon is that english as the foreign language chosen cannot be separated from the era of globalization. globalization that occurs through various aspects currently has a significant influence on the choice of language used on signs that appear in public spaces. integrated language may occur in this society (abdalgane, 2020); therefore, the language choice cannot be separated from the language used by the people in a specific area to convey a particular message from one party to another. later, it is interesting to investigate the most popular co-occurrence language in signage. the following table shows the appearance of kinds of languages combined in bilingual signage found in tulungagung's public sphere. table 2 language visibility on bilingual signage language(s) appear in bilingual signage frequency of appearance (n) bilingual indonesian-javanese 4 bilingual indonesian-english 177 bilingual indonesian-arabic 4 bilingual indonesian-chinese 2 bilingual indonesianjapanese 1 bilingual indonesian-thai 1 bilingual javanese-english 2 bilingual english-chinese 1 bilingual english-korean 3 bilingual english-arabic 1 bilingual english-japanese 3 to the result shown in table 2, bilingual signage written in the bilingual indonesianenglish is the most frequent language combination that appears in tulungagung's public spaces. this result also happened in previous linguistic landscape research done by zakiyyatul fakhiroh (2018). as the global language, she argued that english takes an essential role in delivering messages and meaning done by society (zakiyyatul fakhiroh, 2018). the popularity of english that co-occurs with the indonesian language in the bilingual signage observed in tulungagung ll is followed by indonesian-javanese signage and indonesian-arabic signage with the same total amount of appearance in public. surprisingly, the comparison between number of occurrences of these two types of bilingual signage is conspicuous. the prevalence of a particular language and/or the cooccurrence of two languages appear on public signage can reflect competing languages' relative power and status (landry & bourhis, 1997). thus, the following table shows trilingual signage within the languages displayed. therefore, it can clearly state how english is positioned in tulungagung ll. 81 table 3 language visibility on trilingual signage language(s) appear in trilingual signage frequency of appearance (n) trilingual indonesian-javanese-english language 4 trilingual indonesian-english-japanese language 2 trilingual javanese-english-japanese language 1 from table 3, it can be seen kind of languages that visible on trilingual signage. the languages that appear are indonesian, javanese, english, and japanese. the data shown in monolingual signage, bilingual signage, and trilingual one is still dominated by the appearance of indonesian, english, and javanese. it is known that language becomes an identity of a group of people (setiawan, 2001; huebner, 2016). indonesian and javanese languages well acquired, by people in east java province —including tulungagung's society (setiawan, 2001). however, the appearance of english is in question whether the society has been well acquired. its application is under a particular consideration taken by the signage owner. thus, the appearance of english, which follows significant language, also indicates that the occurrence of the language used in tulungagung ll has been integrated. the use of english becomes the language variation of communication to convey a message. from the data obtained in an urban area of tulungagung city, indicated as cbd, english is one of the languages widely used after the indonesian and is more frequently used than the javanese. 3.2 motives of one’s english acquisition displayed in signage the language situation happening in tulungagung's public sphere shows the variety of language displayed in signages. the appearance of english, known as the foreign language, becomes evidence that english is acquired and refers to the speaker's or author's proficiency (setiawan, 2001). therefore, the co-occurrence of languages displayed in public shows the implication of language choice. a variety of factors may influence language choice in bilingual or multilingual communities (setiawan, 2013). in choosing this particular language is motivated by some reasons that a foreign language has —english. the data obtained shows that most of the signage found in tulungagung's public sphere, written bilingually within english in it. regarding this, a research done by (piller, 2001), explains that the bilingual narratee on the bilingual signages has some characteristics that urge the narratee to construct signage bilingually; international orientation, future orientation, success orientation, sophistication, and fun orientation elaborated as follows: 3.2.1. english as an internationally oriented language the amount of indonesian language co-occurs with english in bilingual signage found in tulungagung's public sphere shows that both the signage owner and the consumers are bilingual (piller, 2001). this is related to the language proficiency to deliver a message from signage owner to consumers, meaning that these parties can use the same language. it is strongly evidenced as follows: 82 table 4 the evidence of motives in acquiring english: international orientation no i f m ’ u i f m ’ u ( ) 1. kemampuan bahasa indonesia saya ini oke ya, lancar. (penggunaan bahasa inggris) sedikit sedikit saya bisa, ya basic conversation gitu lah, tentang kegitan sehari hari saya masih bisa faham vocabnya apa aja. lagian selama ini sekolah selama 12 tahun sudah ada bahasa inggrisnya, … kan generasi kita ini kan udah mulai go internasional ya, semuanya serba berbau bahasa inggris gitu. (i-3) my indonesian language skills are okay, fluent. i can use english a little bit, about the basic conversation, about daily activities, i can still understand what the vocabularies are. well, it is for the whole time of school in which 12 years has had english (to be taught), … u d internationally oriented, right, everything is related to the english usage. (i-3) according to the information given, it is known that the signage owner has acquired both indonesian and english, despite his limited language proficiency level in acquiring english. it is also stated that english language learning has been taught in school over time, proving that he has acquired english besides the indonesian language, as zein (2019) stated. furthermore, it is informed that the younger generations are closely related to the international values reflected by the use of english as the chosen language. this characterization implies that they are not addressed as citizens of a monolingual national society but as members of a worldwide community based on shared lifestyle, consumption values, elitism, and language choices that directly reflect internationalism (piller, 2001). therefore, the first reason for acquiring english is motivated by the international orientation closely related to english. 3.2.2. english depicts the future besides the international orientation, another characteristic that english has to urge the signage owner to put english displayed in the signage is the future orientation. piller (2001) explains that the implied reader of a language written multilingually in signage or advertisement is someone who intends to shape the future. this situation has happened since english has become a lingua franca (rahman et al., 2018). thus, english is a general symbol of globalization, modernity, and progress (piller, 2003). therefore, it correlates to the picture of the global future and a younger generation; later, this situation urges the narrator of english to display this language in the signage as stated below: table 5 the evidence of motives in acquiring english: future orientation no i f m ’ u i f m ’ u ( ) 2. niki (alasan memilih bahasa inggris) ya karena anak muda, kepriye carane tempat saya ini bisa matuk (sesuai) sama anak muda yang sekarang ini kemenggres. istilahnya biar nggak this (the reason for choosing english) is because of young people, how can my place be convenient to the young w u ‘k m ’ (acting as a fluent english speaker). 83 ketinggalan zaman sama situasi zaman sekarang dan sampai kedepannya begitu. (i-2) shortly, it is not to be out of date with the current situation and until the future. (i-2) 3. bahasa inggris kan sudah jadi trend ya mbak menurut saya. saya lihat social media, di instagram, twitter, face book, kan saya main tuh, nah beberapa sudah pakai bahasa inggris, nah tujuan saya pakai bahasa inggris buat di papan depan itu ya biar kesan yang diberikan tuh modern gitu, dah mengikuti zamannya anak muda sekarang. (i-1) in my opinion, english has become a trend. i saw social media, on instagram, twitter, face book, in which i used, now some of them (the users) already use english, so my purpose on using english for the front board over there is the impression that is given is modern, it has followed the times of today's young people. (i-1) from the information given above, it can be stated that the signage owner has considered the language was chosen to be displayed in public. by looking at the present situation, the signage owner has prepared the future impression to the customers (readers of signage) within the use of english. both informants hold the need to maintain customer engagement through the language, as a means of communication (sirbu, 2015). it is detailed to the situation in the younger generation that commonly uses english for daily. another informant stated that the use of english is influenced by the social media platform. it is closely related to the way of communication in nowadays era. the role of social media takes a massive transformation for some fields in the current situation worldwide, and so does indonesia. through social media, people worldwide are easily connected where an interactive dialog to share knowledge and information among the users is mediated (baruah, 2012). english unifies the gap of language occurred. english has become the world's lingua franca (rohmah, 2005). people in practically every part of the world currently speak english. rohmah (2005) also explains that the future trends of english challenge the local language. the appearance of english becomes essential; therefore, other languages' appearance only complements english. this can explain why the signage owner uses english to be the language chosen. the westernization of language occurs in the younger generation since english has a connotation of westernization and symbolizes modernity (lee, 2019). in sum, the urgency of acquiring english is based on future orientation. 3.2.3. english is sophisticated concerning the globalization era, the appearance of english cannot be secluded. people have begun to acquire english as a foreign language since its worldwide usage. its use in various marked fields, such as international trade and industry, media, commerce, diplomacy, science and technology, and popular culture, underpins the current status of english as the worldwide language (lauder, 2008). its special status of a wide range of its use can be a valid reason why indonesian people acquire english. the following informant's point of view regarding the use of english displayed in public shows why english is more popular than other languages. 84 table 6 the evidence of motives in acquiring english: sophistication no i f m ’ u i f m ’ u ( ) 4. kesannya “wah” menawi (kalau) pakai bahasa inggris yang identik sama cara bicara orang luar sana yang pintar pintar. (i-1) the impression given is "wow" if you use english which is identical to the way foreign people talk who are smart. (i-1) the information given above shows how english is valued. english is viewed as carrying a certain amount of prestige (lauder, 2008). he added that many people see english as an essential matter, and knowing the language is required for many types of roles and is viewed as a representation of education, modernity, and sophistication. this can be related to the nowadays era when mastery of national and regional languages is not enough since people are required to be excellent in some competition in this sophisticated era (alrajafi, 2021). therefore, in realization, people are engaged within language that facilitates the need for communication in expressing ideas widely. english is labeled as high culture marker and civilization (piller, 2001), and its use is connected with the value of a thing and shows its power (lanza & woldemariam, 2014). in other words, the use of english displayed in public is related to the sophistication value. 3.2.4. english is used for fun orientation the current study of ll in tulungagung city depicts the language choice in the text on clothing. the number of ideas is expressed in english. this can be easily found among youngsters who wear those designs within english as the language chosen for text on clothing. this must come for a reason, and it is stated as follows: table 7 the evidence of motives in acquiring english: fun orientation no i f m ’ u i f m ’ u ( ) 5. oh iki buat entertain diri sendiri ae. aku merasa tulisan di kaos ini relate sama apa yang kurasakan. sangat memotivasi biar kalau aku lagi down, setidaknya ini bisa menghibur … luculucuan ae ngga sih. biar wow juga, pakai bahasa inggris bos. “relax your mind” (the text appears on clothing) kan mantab. (i-4) oh, this is just for self-entertainment. i feel the writing on this t-shirt relates to what i feel. it's very motivating so that when i'm down, at least it can be … i ' fu . i ’ m ‘w w’ u . "relax your mind" (the text appears on ) , ’ ?. (i-4) the informant states that the value of the text appearing on the clothing design is related to his feelings. he thinks that the text is entertaining and motivating. he also adds that it is for fun, and the use of english is fascinating, which is shown by the expression "wow" stated above (kulzer, 2018). regarding the language given in the text, english is chosen by the designer to engage the reader. this could be a marketing strategy applied by the producer who targeted the youngsters, identified as multilingual parties who can acquire more than one language. 85 3.2.5. english used for success orientation success orientation becomes one of the characteristics that urges people in acquiring english to be displayed in public. the current era of globalization, the use of certain occurring english words are linked to a success life (piller, 2001). it is further explained that english leads opinion for the implied readers to the global class of society who can make a step forward to move across continents and cultures especially for those who are in a non-english speaking country (piller, 2001). the element of executive-businessman picture and the use of some english words urge the implied readers to lead their opinion towards success that is mostly found in a professional executive career advertisement. however, from the 460 photographed signages obtained in tulungagung ll does not show this characteristic within the theory explained. it means that english is not used to depict m ’ u ving the readers a success life orientation tu u u ’ society. as the interviewed done, the reason why english that is depicted in public signage in tulungagung is not used for a success orientation implies below: table 8 the evidence of motives in acquiring english no i f m ’ u i f m ’ u ( ) 6. istilahnya biar nggak ketinggalan zaman sama situasi zaman sekarang. (i-2) (the reason of english used) is not to be out of date with the current situation. (i2) 7. supaya menimbulkan unsur modern ketika orang baca nama toko ini. (i-3) in order to create a modernity when people read the name of this shop. (i-3) a d f m ’ u b v , b b f m that they need to be engaged within the current situation of the globalized era can be realized with the use of english words and/or phrases but none of them mention that the reason in acquiring english to be displayed in public is for a success orientation. the reason given by the informants is as simple as they are intended to be engaged with the era of high inter-connectivity within the wider society and the language used can fulfil the need to be enrolled in a wider communication circumstance. this reason can be strengthened the business field that has been observed in tulungagung does not show the f “ u ” w x u v dv m . i w d , research does not find executive career advertisement, within the elements given, therefore the success orientation proposed by piller (2001) cannot be proved. 3.3 the role of english in tulungagung ll 3.3.1. way of communication in a wider society the communication function displayed from english in tulungagung ll is to deliver the message that the author (the signage owner) wants to convey. as we know that communication through languages is essential for delivering various messages (rabiah, 2018), it is caught in tulungagung ll within the language variation appears. numerous 86 signages that appear in public spaces using english are aimed to convey information, warnings, and directions that are addressed for broader communicative circumstances. this is related to the language choice that is used in the signage. landry & bourhis (1997) explains that the language chosen can be used as a reflected marker of language power in a specific area within bilingual or multilingual environments occur. many of these signages appear around the shopping centre and train station where the interaction between communities with cultural background differences happen. noted that these two locations are considered a public area where the language chosen to be displayed must be reasonably understood by the society. from the data collected, it was found that the english used is another way of communication. the bilingual signage indonesian-english found in tulungagung train station is in the form of trans-language. it serves as informational signage addressed to both speakers of the languages displayed. it comes for an understanding reason that the train station has become a prominent public transformation service that opens the door for people to come to tulungagung —not only for domestic but also for international. another signage, found in tulungagung shopping centre, uses english for its directional marker. it shows that spread of english used in urban areas is commonly used (abdalgane, 2020). this happens because of the integration of various fields due to the influence of the globalization era; language skills are included. the display of competing languages in society cannot be separated from the current era of globalization. english, which has become the lingua franca, is a choice for people when the indonesian language is not enough to bridge the differences in society. the broader communities occur, the more excellent language is used. therefore, the use of english indicates that there are foreign cultures that have entered society. the use of english illustrated in tulungagung ll indicates that many parties have used english as the medium of communication between integrated community. 3.3.2. as a social prestige in this era of globalization, the use of english by society is considered prestigious. english is placed between power and prestige in society (lanza & woldemariam, 2014). in this statement, communities and/or individuals who use english daily are considered people with prestige. the widespread use of english has become a reference for the public to assess a person's level in society because learning foreign languages, especially english, has existed in the world of education in indonesia for a long time (zein, 2019). it is also evidenced by the informant's narration as stated below: figure 2. bilingual indonesia-english signage found in tulungagung's train station figure 3. monolingual english signage found in tulungagung shopping centre 87 table 9 the function of english in tulungagung’s society: as social prestige no i f m ’ u i f m ’ u ( ) 1. lagian selama ini sekolah selama 12 tahun sudah ada bahasa inggrisnya, dilanjutin saya kuliah 4 tahun ini di matematika ya banyak term di teorinya yang pakai bahasa inggris. belum lagi trend campur campur bahasa kayak anak jaksel itu yang bikin saya tambah tahu vocab apa aja yang lagi in sekarang ini. (i-3) after all, during 12 years of school there has been english language teaching, i continued my 4 years course of college in mathematics, there are so many terms in theory which use english. it is also because the trend of language mixing like the people in south jakarta done, which makes me know more about what vocabularies are in right now. (i-3) the information above shows that tulungagung's people are familiar with english vocabulary. this is explained that the education system that builds an english environment supports an individual to gain more english vocabulary (rahman et al., 2018). furthermore, language shifting in daily conversation popular among youngsters helps to acquire more english vocabulary. on the other hand, based on the current research data, the use of english is commonly found for naming a shop and the motto used. the underlying reason for this is that with the use of english, readers (consumers) may be impressed by the picture of modernity served in a particular word given in the signage. this is emphasized by setiawan (2013) that the language displayed in public is closely related to language attitudes, meaning that people's perception of a particular language values the language. an example is the phenomenon of giving a name to a shop that sells some clothes packaged in a modern way by including english in its elements on signage appearing in public, namely "mayang collection." the word "collection" in naming the shop gives the impression of modernity and up to date since it is written in english. even though the word "collection" has been adapted in an appropriate indonesian version as "koleksi", the impression created by naming this place by including english gives prestige. in addition, this also occurs for naming several menus in several food stalls and coffee shops placed in urban areas. naming the food and beverage menus mostly uses english. certain parties want a good impression in society and have high social prestige, so the menu includes english as the language used. 3.3.3. for an economic strategy an urban area that becomes the center for all activities of various parties in various sectors makes economic activity becomes one of the sectors that shows the urgency of using a foreign language, especially english, is product branding. branding in other languages and adopting foreign language writing or pronunciation may create a favourable association that influences the customers' attitude toward the product's quality and benefits (kohler and amstrong, 2014, as cited in rachmawati et al., 2016). this can be seen from the number of people using english as a media for promotion and product introduction to the public. the strategy to use english in commercial text is aimed to attract the attention of the customer (lee, 2019). the shop owner takes advantage of the symbolic marker indexing 88 consumer's modern, global, and internationalized orientation within the use of english to name a particular product as stated below: table 10 the function of english in tulungagung’s society: economic strategy no i f m ’ u i f m ’ u rance (in english) 1. ya karena alasan strategi promosi bagi saya. bahasa inggris tuh seperti apa ya, kayak bahasanya anak muda sekaang gitu lo. saya berharapnya biar orang tertarik karena terlihat modern. (i-1) well it is promotion strategy for me. english is something like the language of young people nowadays. i hope that people will be interested because it looks modern. (i-1) 2. yang pertama modern dan yang kedua lebih cocok dengan konsep toko yang kita yang playful, penuh warna begitu. kalau pakai kata di bahasa indonesianya kesannya jadi kurang menarik. jadilah pakai bahasa inggris. (i-3) the first reason is that it is modern and the second one is that it fits better with our playful and colourful concept. if it uses the term in indonesian language, the impression given will be less interesting. so that english is used. (i-3) with the reasons underlying this phenomenon as stated above, language is one of the main factors in the strategy to increase the sales of a product. english has become the language used in public within its value that represents the product. gorter, (2006) stated that since globalization is interconnected to using a particular language, its concept emerges language as a globalization marker in ll. it covers some aspects such as modernization, product branding strategy, the expansion strategy, and introductory culture (gorter, 2006). therefore, since english is labelled as a lingua franca, it can be stated that english is a marker of globalization that values modernization and product branding. the information given, shows both informants agree that english has a modern value affecting product branding. other than that, one of the informants argues that the use of english terms is more attractive than in the indonesian language. this relates to the statement stated by lee (2019). in other words, this becomes a strategy of the signageowner to attract the customer's intention to get to know and be willing to buy the products that they offer. 3.3.4. maintaining the identity of a product the appearance of products from the international brands that expand their business area out of their original country intends to maintain the product's identity by delivering the message given through the language that the broader communicative circumstances can understand. it aims maintaining the product's identity regarding its quality and the product originality conveyed in the message given. english as the language that serves the needs in this situation proves the concept of language as a marker of globalization proposed by gorter (2006) for expansion strategy. other than that, the status of english as a lingua franca which refers to the use of english among speakers whose mother tongue is not english takes a role in facilitating communication (rogerson-revell, 2007). from the data obtained in the current research in tulungagung ll, two foreign brands opened branches in the given research setting in tulungagung city; pizza hut and domino's pizza, which all of those brands are originated from the united states (us). as 89 we already know, the language used in the us is english (rohmah, 2005). similarly, as in tulungagung city, both pizza hut and domino's pizza use english in naming their products. this will be the same wherever these two brands expand their scope. the name used in naming the place and the products offered will remain the same wherever it is. there will be no interpreters in this brand. this shows that the use of language, english, is for maintaining the identity of the products. thus, these two foreign brands carry the cultural identity of the us, including the language used. therefore, it can be concluded that the function of using english in foreign products aims to maintain the identity and characteristics of a product that also reflects its quality. 4. novelties this research is under linguistic landscape study that is first conducted in tulungagung city, east java where indonesian (the official language) and javanese (the local language) are the most often language used in society. interestingly, the situation described depicts the language variation where the use of english is widely appeared in public space, especially in business field. the result of present study depicts the use of english among other languages. this can be the first indicator of language shift that happen in a particular circumstance, especially the existence of javanese in use, since it is shown that english is positioned right after indonesian as the language chosen to be displayed in public space. this also means that english has power and status of competing for the existing languages that is shown by the dominance of the specific language displayed in public (landry & bourhis, 1997). besides, the renewing object of the study enriches the scope of the research since the form of signage is integrated to be displayed digitally that later shows factors that someone choose english rather than any other languages exist which have not been done in the previous research. in sum, english appears in tulungagung ll within its excellences that facilitates society to have better communication. 5. conclusion the present study describes the linguistic landscape (ll) that appears in tulungagung city and focuses on the use of english in public areas. the research setting is characterized as a central business district (cbd), specifically in tulungagung regency, which best describes the language situation in a globalized era. this is regarding the appearance among languages that takes a special status in society (landry & bourhis, 1997). since the status of english as the lingua franca of worldwide society, the present study highlights 3 points: (1) the position of english places right after indonesian language usage, and it is more popularly used than the javanese language. since language represents culture, it affects other languages underpinned by its special status in tulungagung's society, shown in many signage that includes english as the language chosen. (2) there are four out of five motives that urge people to display english in the signage appear in public signage besides other languages exist are the international orientation, future orientation, sophistication value, and fun orientation that mostly happen in business field. business people do this as an excellent marketing strategy for selling a product. the success orientation does not become the motive that urges people in using english since it is characterized as an executive business that offered to the implied readers. this can be explained by the business situation in tulungagung city that cannot d f “ u ” b x d. (3) english serves a significant 90 role in broader society for communication, social status, economic strategy, and identity maintenance. english exists in society as a language that has emerged due to the globalization era, which has enabled integration in various aspects of life, including language. by the present situation described, the popularity of english among business-doer depicted from the numerous private signages using english, explicitly shows a thread of local language in the future. the excellent functions served by english slowly shift the urgency of the javanese language to be displayed in tulungagung ll. even though it is necessarily engaged in the globalized era, the javanese language represents the identity of its native speaker. later, the position of these competing languages depends on how society intends its use. therefore, it becomes a severe concern of what language would win this 'language battle'. 5. acknowledgements the author would like to thank for all parties who facilitated this research and for at university of surabaya which has supported the research. references abdalgane, m. a. 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(2019). english, multilingualism and globalisation in indonesia. english today, 35(1), 48–53. https://doi.org/10.1017/s026607841800010x sasa lailatul fitria, a student of english department, faculty of languages and arts, universitas negeri surabaya. majoring in english literature, cohort 2018. prof. dr. slamet setiawan, m.a., ph.d. he is a professor of linguistics and currently a lecturer of english department, faculty of languages and arts, universitas negeri surabaya. he has published 144 scientific articles during his career. e-journal a comparison of some translations of google and those of tim kunci cultural studies center asril marjohan english education department faculty of languges and arts education university of ganesha e-mail: asrilmarjohan@gmail.com prof. dr. drs. ida bagus putra yadnya, m.a. linguistics department, postgraduate program udayana university jl. nias 13 denpasar, telp. (0361) 224121 prof. dr. aron meko mbete linguistics department, postgraduate program udayana university jl. nias 13 denpasar, telp. (0361) 224121 prof. dr. i ketut darma laksana m.hum. linguistics department, postgraduate program udayana university jl. nias 13 denpasar, telp. (0361) 224121 abstract this study was aimed at describing google translations by comparing them with those which were carried out by humans. the human translations used in this study were done by tim kunci cultural studies center. this study used qualitative-descriptive method. the sample was purposively selected and consisted of 24 sentences from chris barker, cultural studies and their two translated versions. the evaluation was done by using sical’s approach. the results showed that google translations contained more errors than those made by tim kunci cultural studies center. google made errors that fell into the category of violations of linguistic and sociocultural rules or norms. this was caused by the design of google translate that was not based on linguistic and sociocultural analyses. meanwhile tim kunci cultural studies center made errors that indicated reasoning by guessing meanings from context, as what humans are doing in communication. google translations needed revising in the forms of translating words which had been left untranslated, retranslating words which had been wrongly translated because of not considering context, retranslating phrases which had been wrongly translated because of not analyzing them into their constituents and propositions, retranslating words which had been wrongly translated because of not considering sociocultural norms. in doing the revisions the 2 editor had to read the original text because the translations tended not to give clues to the original patterns of the sentences for their highly varied forms. meanwhile, the translations of tim kunci cultural studies center needed minor editing to make them more effective. there was no need for an intensive reading of the original for their more systematic characteristics. keywords: google, human, translation 1. introduction this study compared google translations and human translations. today, translating activities are no longer solely carried out by humans and it seems that machine translation has increasingly become more popular with the consequence of making translating a much easier activity. however, this can threaten professional translators. they are facing a stronger competitor since translational technology has come to a stage in which translational profession has become obsolete. the public will switch to translation machines such as google translate which does translating process far much faster than a human translator. why bother yourself waiting for a professional translator who charges you at a higher rate and who does the job at a slower rate than google translate. however, this opinion is not completely correct. another thing that highly determines the choice is quality. if the quality of google translations is the same as that of professional translator’s translations, people will choose google. some translators state that google translations can be used for finding information or browsing while for getting a more accurate result one needs the help of a professional translator. vitek and cavelier have come to this conclusion when they say that machine translations are a very good tool that a researcher can use when searching relevant patent documents. however, a professional translator is needed to get an official translation of a document (the-future-of-patent translations-human-or-machine). google translate does not use context, grammatical and literal models. instead, it uses a statistics-based approach. statistical analysis is applied to a bilingual parallel text with at least one million words in each of the respective languages and 2 sets of monolingual texts with at least one billion words. statistical models and allogarithms that are derived from the data are used to compile translations of new texts between the two languages without understanding each language or its unique rules (och, 2006). the probability of an equivalent is calculated by considering thousands of words in the parallel text and the statistical probability is used to determine the choice of lexical equivalents (baker, 1997:148). semantic learning technology is used to enhance machine translation by detecting patterns in the documents that have been translated by translators (the-future-of-patent translationshuman-or-machine). this study compared the quality of google translate’s translations and that of those done by tim kunci cultural studies center. the questions posed in this study are (1) what do the errors in google translate’s translations look like?; (2) can we, after considering the errors, conclude that google translate’s translations are unpublishable? (3) if they are unpublishable, what an editor has to do to improve the translations. 4) how google translate’s translations differ from those performed by tim kunci cultural studies center who translated chris barker’s cultural studies professionally in terms of the errors found in both translations?; and (5) why do they differ? 2. research method this study used qualitative descriptive method. the data were drawn from chris barker’s cultural studies textbook which was published by saga publications in london in 2000 and consisted of 24 sentences. the sentences were translated by using google translate on october 14, 2012. as a comparison, the translations of the same sentences were taken from a translated version of chris barker’s textbook by tim kunci cultural studies center, yogyakarta which was published in 2005. to evaluate the translations, attention was focused on the errors in the translated sentences which were then grouped into major (grave or serious) and minor (slight) errors by referring to the third–generation sical ( language quality measuring system in canada) (williams, 2001: 331). sical gives the definition of a serious error as follows: translation: complete failure to render the meaning of a word or passage that contains an essential element of the message: also mistranslation resulting in a contradiction of or significant departure from the meaning of an essential element of the message. language: incomprehensible, grossly incorrect language or rudimentary error in an essential element of the message. an essential element is related to the conscequence of an error for a client. if the translation is erroneous, this will have a serious effect on the client. therefore, the translation cannot be used without a revision. as a conscequence, a decision will be made on the acceptability of the translations being compared. if a revision is needed, then it should be specified what types of editing job will be needed to improve the quality of the translations. in brief, the procedures that were followed can be shown in the following figure. figure 1 research procedure 3. study results and discussion errors found in the translations performed by using google translate (on october14, 2012) and errors made by tim kunci cultural studies center can be described as follows. 3.1 translations performed by using google translate viewed from the types of errors found in them google’s transalations translations by tim kunci cultural studies center types and number of errors types and number of errors types of revision needed types of revision needed 4 1) error in identifying a dependency relationship (nababan, 1991:1991-142) examples of this type of errors are english expression: centralized economic forms and determinations google: bentuk ekonomi terpusat dan penentuan its correct translation: bentuk ekonomi dan penentuan ekonomi terpusat the noun phrase above can be analyzed in terms of its modification structure as follows: centralized / economic forms and determinations m / h economic / forms and determinations m / h note: m = modifier, h = head the analysis above shows that economic forms and determinations is modified by centralized and in its turn, forms and determinations is modified by economic. in indonesian the nominal phrase can be translated into bentuk-bentuk dan determinasi-determinasi ekonomi terpusat. this error is a serious one since it can cause misunderstanding. this error must have been caused by inability to identify immediate constituents. another example of the same type of error is english expression: pregiven fixed aim or object google: tujuan tetap pra-diberikan atau objek a correct translation: tujuan atau sasaran tetap yang diasumsikan sudah ada sebelumnya 2) error due to missidentification of figurative meanings english expression: sweeping political and economic changes google: perubahan politik dan ekonomi yang menyapu a correct translation: perubahan politik dan ekonomi yang berlangsung dengan cepat dan memberi dampak yang luas.( two among the meanings of the word sweeping according to webster’s ninth collogiate dictionary are to cover the entire range of dan to move across or along swiftly) the word sweeping in the expression above is used with its figurative meaning. hence, sweeping should not be translated literally into menyapu. 3) error due to missidentication of word meanings in context english expression: argue against in the context foucault argues against the repressive hypothesis google: foucault berpendapat terhadap a correct translation: foucault memberikan argumen yang menentang hipotesis represif google mistranslated the preposision against in the above context. other examples of the error that belongs to this type are (1) for in for foucault, power is…. translated into untuk foucault…. the correct translations are bagi foucault and menurut foucault…. (2) ordering in making them grow and ordering them, which was translated into membuat mereka tumbuh dan memerintahkan mereka.the correct translation is membuat … tumbuh dan mengaturnya. (3) submit in …making them submit, which was translated into ..membuat mereka serahkan.the correct translation is membuat mereka menyerah.the word serahkan is used in an imperative sentence, such as serahkan uang tebusan itu dengan segera! while --membuat mereka--is a declarative sentence that uses a verb with the prefix meninstead of a verb with suffix –kan. (4) medicine in …discourses about medicine, which was translated into obat-obatan. the correct translation is kedokteran. (5) perversity in polymorphous perversity, which was translated into kejahatan polymorphous.the correct translation is penyimpangan berbagai bentuk. (6) bite in sound-bite which was translated into suara gigitan. the correct translation is efek suara yang tajam. 4) leaving the english words untranslated as the word polymorphous above. other examples are (1) determinate, (2) reader, and (3) lacanian. 5) the use of two words that refer to the same concept without putting them side by side and inserting one of them in a bracket to show that the two words are interchangeable. an example is the use of the word kekuasaan and power. from the description above the following can be summed up: google translations contained many weaknesses and the serious ones among them were (1) leaving english words untranslated (lexical interference), (2) selecting the meanings of words that did not fit into the context, and (3) errors in identifying a dependency relationship. errors that belong to the first category caused the translations to leave essential meanings that needed to be made explixit to the reader to help him or her understand the source language text, errors of the second category caused inaccuracy since the translations did not communicate the correct meanings of the polysemous words according to the context, and errors of the third category caused misunderstandings of the propositional contents of the source language text that resulted in errors in understanding the text. in addition, there were errors in selecting the lexical meanings such as in the translation of perversity into kejahatan in polymorphous perversity, which is unacceptable to the reader as a member of a community who is fully aware of the norms and law. the reader will not accept such a type of translation since he or she is aware that a baby cannot be blamed for what it does. a criminal is usually a person who is regarded as having been able to differentiate good deeds from bad ones that he or she deserves to get a reward or penalty for his or her action. 6 3.2 translations performed by tim kunci cultural studies center viewed from errors found in them 1) errors that result in the use of reasoning to determine meanings in context example: english expression: sweeping political and economic changes tim kunci cultural studies center (henceforth called tim): perubahan politik dan ekonomi penting. the word sweeping in the nominal phrase sweeping political and economic changes was translated into penting. this translation is wrong since the meaning of the word in the above context is ‘extensive’, which is ‘ekstensif’ or ‘meluas’ in indonesian. the translator might have inferred the meaning in the context. another example of the errors of this category is as follows. english expression: that subjectivity is a discursive construction tim bahwa subjektivitas adalah konstruksi sosial the word discursive has been wrongly understood to have the same meaning as the word social. 1) partial translation example: english expression: the pioneering work of saussure tim karya saussure the word pioneering in the noun phrase above was left untranslated and ommited. 2) leaving english words untranslated (lexical interference) english expression: in lacanian term tim : dalam istilah lacanian the word lacanian in the english expression above has been maintained in the translation above. the word should be translated into lacan another example of error of this type is: english expression: sexed subjects tim: subjek –subjek terkelaminkan the correct translation is topik-topik yang digolongkan menurut jenis kelamin. here the translator overgeneralized the equivalents of loan words without looking at the context in which they occur. the english word subject has many meanings and for most of them the translator has to find other words that fit in the context in indonesian. the word subject can mean course (mata pelajaran), citizen (warga negara), subject of a sentence (subjek), subject of study (subjek penelitian), etc. 3) wrongly applied literal translation example: english expression: british asian teenage viewers of soap opera in the uk tim: remaja asia inggris penonton soap opera sabun di inggris the translator could have explicitly specified the relationship between the noun asia and english (inggris) above. thus, the translation will read: remaja inggris yang berasal dari asia in which it is clear that the english teenagers come from asia. in addition, the word penonton can be replaced by yang menonton to make it sound natural to the indonesian reader. the cause of the error was a wrong application of literal translation and the deviation from the convention or common collocational patterns in the target language. other examples of this type of error are: (1) carpet bombing tim: pengeboman karpet, which should be pengeboman intensif (2) the message of the author-god tim: (4) pesan –pengarang – tuhan, which should be wahyu atau firman tuhan (5) human animal tim: hewan manusia, which should be manusia dari segi sifat hewaniahnya 3.3 differences between errors found in translations performed by using google translate and those made by tim kunci cultural studies center the errors found in the translations performed by using google translate were serious while those made by tim kunci cultural studies center were not. many words were left untranslated such as polymorphous, determinate, reader and lacanian. in the translations carried out by tim kunci cultural center, there was only one word left untranslated, namely, the word lacanian. the translations peformed by using google translate tended to contain word meanings that did not fit in the context, such as argue against, which was translated into berpendapat terhadap, for which was translated into untuk in the context for foucault, power is… ordering that is translated into memerintahkan in the context making them grow and ordering them, medicine which was translated into obat-obatan in the context discourses about medicine, perversity which was translated into kejahatan in the context polymorphous perversity and bite which was translated into gigitan in the context sound bite. furthermore, google translate produced translations containing errors indicating the wrong analyses of phrases into their immediate constituents that caused errors in understanding the propositional contents. as an example, google translated centralized economic forms and determinations into bentuk ekonomi terpusat dan penentuan. tim kunci cultural studies center did not make such types of errors. on the other hand, tim kunci cultural studies center made errors indicating that the translator guessed the meanings of words in context through reasoning. two examples of this type of error are the translation of the word sweeping in sweeping economic and political changes into penting and the 8 translation of discourse in discourse construction into sosial. in addition to the types of errors that have been described so far, google translate also made errors that are related to the violation of a grammatical rule in indonesian. an example of this type of error is the translation of the word submit into serahkan in making them submit. such a type of error was not found in the translations made by tim kunci cultural studies center. nor was the error made by google in translating the word perversity into kejahatan. tim kunci cultural studies center translated it into kenakalan. 4. conclusion and suggestions 4.1 conclusion viewed from the types of errors, the translations performed by google translate contained far more errors than those by tim kunci cultural studies center. google translate made errors related to the violation of grammatical rules and norms in the community since google translate was not designed based on a linguistic analysis and analysis of sociocultural aspects of the language. meanwhile, tim kunci cultural studies center made errors indicating the use of reasoning by guessing word meanings in context, as what is commonly done by a human being in communication. this is done by the human when he or she does not know the meaning of a word. there are two things that he or she may do in such a situation. first, he or she may analyze the word into its morphemes and secondly, he or she may relate the word to other words found together with the new word in the context. the translations produced by google translate need revising, by translating english words that were left untranslated, retranslating the words wrongly translated since they were translated without considering the context, translating phrases by analyzing them first into their constituents to get the propositional contents before finding their equivalents to maintain their propositions in the target language and retranslating the words wrongly translated since they were translated without considering the sociocultural norms in the community. all of these jobs need to be done by reading the original text intensively due to the varied and unsystematic patterns of the sentences. meanwhile, the translations done by tim kunci cultural studies center only need to be edited in one place or another to get a more effective result. unlike the translations performed by google translate, the translations done by tim kunci cultural studies center can be edited without reading the original text intensively due to their more systematic characteristics. google translate made errors related to grammatical rules since it was not based on a linguistic analysis but on statistical analysis applied to a parallel bilingual text and two sets of monolingual texts. the word submit was translated into the indonesian word serahkan by referring to a parallel english-indonesian text, rather than by looking at the linguistic context in which the word occurs. google translate is not a human being that can differentiate the context in which the word kejahatan (crime) was used from the context in which the word penyimpangan (deviation) was used. thus perversity was translated into kejahatan in the context of a baby prior to the resolution of the oedipus complex. on the other hand, tim kunci cultural studies center made errors indicating the use of reasoning by guessing word meanings from context, a practice that is commonly done by a human being in communication. the guess can be right and it can be wrong. thus it shows that the translation has been done by a human being rather than a machine. 4.2 suggestions from the comparison between the translations performed by using google translate and the ones performed by professional translators (tim kunci cultural studies center), google translate can be used for searching information and in using the results of such browsing process the user of google translate should be careful of its contents. he or she should be aware that they have been produced by a machine rather by a human being. thus the results tend to contain errors which a human editor can correct. after finding the information, the user needs a professional translator to do the translation of the document(s) that he or she has selected from the translations performed by google translate. in this manner, the time and cost can be used more economically. a professional translator can use the service given by google translate in finding the meaning of a word faster than by looking it up in a manual dictionary. 5. acknowledgements in this opportunity, i would like to express my appreciation to prof. dr. drs. ida bagus putra yadnya, m.a., as supervisor, prof. dr. aron meko mbete, as co-supervisor 1,and prof. dr. i ketut darma laksana, m.hum, as co-supervisor 2, and the board of examiners: prof. dr. i gusti made sutjaja, m.a,. prof. dr. i wayan pastika, m.s., prof. dr. i nengah sudipa, m.a, prof. dr. i ketut seken, m.a., and dr. frans i made brata, m.mum for their comments and suggestions. references ----------the future of patent translations: human or machine? http//intellogist. craciumescu, o., salas, c.g, o’keeffe s., s., 2004. machine translation and computerassisted translation: a new way of translating? translation journal and the author 2004. url: htttp://accurapid.com/journal/29bias.htm 12/20/2010. baker, m. (ed.).1997. routledge encyclopedia of translation studies. london: routledge. barker, c., 2000. cultural sudies: theory and practice. sage publication: london. barker, c. 2005. cultural studies: teori dan praktik (tim cultural studies center, penerj.). yogyakarta: pt. bentang pustaka. nababan, m.r. 1999. teori menerjemahkan bahasa inggris. yogyakarta: pustaka pelajar 10 och,f.j. 2006. the allignment template approach to statistical machine translation. mit press journal, 30 940, 417-449. williams, m. 2001. the application of argumentation theory to translation quality assessment. meta xlvi, 2, 2001 326344. . e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 2 p: 197—210 https://doi.org/10.24843/e-jl.2019.v13.i02.p02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 197 local marriage system of boti community depicted through its speech ritual 1 iswanto, stakn kupang 2 i ketut riana, ketut_riana@yahoo.com, udayana university 3 i wayan simpen, iwayan_simpen@yahoo.com, udayana university 4 simon sabon ola, sabon_ola@yahoo.com, faculty of arts,undana university *corresponding author: iswantoyohanes@rocktmail.com received date: 02-05-2018 accepted date: 7-05-2018 published date: 04-01-2019 abstract— marriage system in the indigenous trust describes the relationship of supernatural effect on family kinship in the community. such the relevance is the primary identifier and the identity of the diversity of the indonesian nation. it is inevitable that a cultureas a pillar of diversity is a buffer for entering the era of multicultural and globalization. values of humanist is the power of social relation among individuals in the community groups. this paper describes the characteristic of marriage in society of boti in east nusa tenggara who hold the original trust halaika.the results shows behaviors that indicate homage to supernatural of uis pah (ruler of the earth), uis oe (ruler of water) and uis neno (ruler of heaven) in a series of marriages that is rich of value and meaning. keywords: halaika, uis neno, uis pah, uis oe. 1. introduction cultural phenomenon can be observed in a context that has been developed over time to form a system of culture and reflects in the ideas, values, norms, and regulations. contextually, cultural phenomenon can be verbal or nonverbal, generated from generation to generation, forming a visible social cognition and behavior. in terms of perception, it shows relationship of language and culture in a society that still adheres to the values of their faith (danesi 2004: 138139). conceptually, speaking is a hierarchical experience that is so closely to meaning and value. ritual speech as oral literature implied in it is social cognition system of its society (sharifian, 2011: 4-6). at this level, the language as a means of forming the idea of reconstructing the individual's perception of cultural meaning, both in microcosm and macrocosm. the nature of the language becomes media to understand and explain the cultural reality in society (fox, 2006: 146). cultural reality is seen based on paradigm of linguistics embodied in related to the systematic signs, forming perception, represented in context, and at the highest level as a description of the ideology of community groups (craig, 1998: 375). at this level,the language mailto:ketut_riana@yahoo.com mailto:iwayan_simpen@yahoo.com mailto:sabon_ola@yahoo.com mailto:iswantoyohanes@rocktmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 2 p: 197—210 https://doi.org/10.24843/e-jl.2019.v13.i02.p02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 198 as cultural expression scrutinizes the meaning at the level of signs assuming mutually associative ideas in related to one another. the relevance also occurs at the level of social relationships, values and cultural norms. in the philosophy of language, it is associated with cognitive-realist paradigm in the view of plato (soames 2010: 123). the above statement becomes the point to prompt the author to analyze the unique ritual speech of boti community. ritual speech as part of cultural rituals contains religious values, which includes marriage system. supernatural concept is seen as something that is very high, in terms of the giver of life, and the ruler of life, meanwhile man is considered very low, so that man cannot reach it (transcendential). in fact, the concept of the supernatural for dawan society (including boti community) can only be mentioned with unique and special attributes, like uisneno, uispah, and uisoe (widiyatmika, 2008: 71, 72). the values of the local culture are arranged neatly, present a series of powerful meanings that cannot be influenced by modernity. multicultural and globalization as a new paradigm that unites people and cultures into a pluralistic perception insists demands on cultures around the world. with diversity which becomes identifier as shown in boti societyis expected to bring the indonesian people not only to run into global rhythm but also show its typical characters in full competitive world. thus, this article examines and describes local marriage system of boti community illustrated through its ritual speech. in related to the research problems, it used descriptive qualitative method with phenomenological approach as a basic philosophy in this article. phenomenology as part of philosophy of cognitive-realism underlying its concept on the experience of interacting in social environment, restricted-cultural norms and values regardless of outside distortion influences. in this way, then phenomenology approach seeking principles of perception reading as a system of cognition. therefore, the concept of phenomenologyis related to philosophy and hermeneutics (gallagher, 2008: 6). 2. research methods this research is a descriptive qualitative study which is rooted in phenomenology. theoretical framework based on course de linguistique generale. de sausure describes language as a sign system. signs are combinations of concepts and acoustic images (de e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 2 p: 197—210 https://doi.org/10.24843/e-jl.2019.v13.i02.p02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 199 saussure, 1993:147) and sign is the unity between two inseparable aspects of each other: signifiant (signifier) and signifie (signified); signifiant is the formal aspect or sound of the sign, while signifie is the aspect of meaning or conceptual. signs that form the langue are concrete as a result of collaboration between signifier and signified (de saussure, 1993:193). in this case, sign in the level of langue is in the form of complex system. for example the word arbor, in latin is used to name the concept of "tree". arbor can be categorized as a sign, only if it refers to the concept of "tree", this means the whole idea coming from the sensory part that makes an idea of the whole sign (de saussure 1993:145-147). furthermore, de saussure argues that the signifier (signifiant) is essentially auditive, takes place in time and has the same characteristics as time. in further analysis, beagrande (1980:39-45) explains that textual world in a discourse is a series of thought (node) syntactically centered on a head. these nodes also relate associatively to form an intertextual relationship known as a network (link). in data collection, an open and depth interview is conducted through techniques such as (1) recording, (2) elicitation, (3) in-person interview, and (4) notes. in qualitative research, data analysis is an inductive process developed from facts (data) to a keen abstraction. it uses the principles in hermeneutics which are constructed under the phenomenological interpretative principles (spinelli, 2005:8). 3. result and discussion geographically, boti village is located in kie sub-district, south central timor regency (tts), east nusa tenggara (ntt). boti area is 17.69 km2 divided into four hamlets namely, boti a, b, c, and d. boti a and b are categorized as boti in, whereas territory boti c and d are categorized as boti out. the two categorized areas are separated by a river neo bet pena. in the area of boti in (boti a) is the administrative center of the kingdom (the kingdom of boti/sonaf) and administrative government (village office). boti community life is customarily headed by usif as a tribal leader. various activities taken place in the area should be with the priority of the king. king plays to regulate various aspects of citizens' lives from birth, marriage and death. the usif has a social and moral responsibility for the welfare and goodness of his citizens. therefore, usif will not hesitate to intervene in the lives of his citizens who violate customary rules. all done for the goodness and peace of the citizens. to run the task and role, usif 'king' assisted by a e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 2 p: 197—210 https://doi.org/10.24843/e-jl.2019.v13.i02.p02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 200 commander (meo). meo's task is to secure the area/neighborhood and village of boti kingdom as a whole from the various danger that threaten them, mainly attack the enemy from the outside. each meois placed in each border kingdom. in the western region is ruled by meofeto (commander) headed by bernardusbenu and meomone (the vice commander) by bota benu in the eastern region. another task is to secure the meo king's order and as the king's right hand. if there are activities in the kingdom of dealing with outsiders, it should be coordinated by meo. besidemeo, there is also lopolopo, as the assistant of administrative areas. they are authorized to implement rules of the kingdom at the regional level. thus, in case of problems at the regional level, the lopo coordinates them with usif to immediately take in necessary action. in sonaf environment, there are also the waiters of kingdom. they consist of clans neolaka, tefamnasi, and boentekan. their jobs are to provide and arrange supplies of food and drink in the palace. they are also taking care of and maintaining the gardens and livestock of the king (rumung, 1998: 1-14). the process of birth, marriage, house moving and having children, is a cycle of life. marriage of boti people does not apply dowry system. marriage process starts from bride family carrying a bottle of gin and one of ancient coins. the bridegroom receives the bottle of gin and coin as sign of approval. marriage process does not stop at this stage, but it takes many years to have a family party. marking attitudes and behavior are not limited to everyday activities. especially for women, weaving and plaiting is closely related to the marriage process. women who produce good woven clothes are easily to get a mate. parents of men are usually seeking women by considering with those who weave well. this is seen when women are in crowded places such as markets and meetings. women who are skillful in weaving are considered to have good taking care of the household later. the new family is required to live independently to build their own home, separated from both parents. it is expressed in the concept of umenanan 'in house'. new home marks the beginning of a new family life. husbands have to work in the fields and raising livestock. while women weave and plait. the fields which produce much crop and well maintained livestock symbolize supernatural of pahmanifu blessing the new families. similarly with cotton run into e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 2 p: 197—210 https://doi.org/10.24843/e-jl.2019.v13.i02.p02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 201 yarn and cloth, or make oko and other plait well signifies harmony of human relationships with the supernatural of pahmanifu. the process of giving a birth smoothly is a symbol of the marriage agreement from uisneno. meaning of lingual forms honis 'live' on the proposition of uisnenofekohonis 'uisnenogives life' is defined as life associated with their soul. in contrast to monit 'life' associated with life and everyday activities. the distinction of meaning explains public perception on everything that has high value of culture. life is defined such that the attitude and behavior as well as elements involved in the elucidation treated differently according to their meaning level. the birth of a child as a sign of life, celebrated with a traditional feast. this party is the last stage of the wedding in boti community. the activity implementation can be seen through the ritual speech baan mahmahfetmonet. ritual speech of baan fetmahmah monet is the customary pledge between parents of bride with the parents of bridegroom to hold a traditional wedding party shortly after the family has a child. data speech exposed as below. transcription translation baan mah fet mah monet customar y pled g e nua ki tabu i you two, this time tok bale’ teta’ sit down on your own tok ume teta’ sit down at your own home natuin hai nua kae because we are both together bae feto bae mone hai lomin the desire of having nephew and niece es nane maminai himonit therefore, find your own life atoni ho lene nanes man, your garden is productive ho tua’ namak your palms provide a lot of yield hai amfeto hom banit tenu muhin our daughters, smart in weaving lunat names plait well mes au ok au bae’ later, i and my nephew hai mieku fani we meet again alkai malin okoke we have fun together to reveal the signifier system of attitudes and behavior on ritual speech of baan fetmah, it needs to be analyzed the correlation between syntagmatic and paradigmatic beforehand. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 2 p: 197—210 https://doi.org/10.24843/e-jl.2019.v13.i02.p02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 202 baan mahfetmah monetritual speech consists of three dimensions, the first line, dimension i begins with a noun phrase nuaki 'you two' which attached with the adverb phrase tabui 'this time'. nuakitaboo i (trp 3.2.1) two you today 'you two, now' line i first dimension is then followed by a form of parallelism on the second line and line ii first dimension, as the data below. tok bale 'teta' (trp 3.2.2) sitting on his/her own place 'sitting on their own' tok ume teta '(trp 3.2.3) sitting in his/her own home 'sitting at their own home' pararelism form on the lines ii and iii, is a characteristic of poetic lingual which reflects the extension of the principle of opposition binary (fox, 1984: 280-282). in terms of phonetic, they have two lingual forms with the same phonemes / t / / o / / k / and / t / / e / / t / / a / / k /, which express sound harmony and also the lingual forms/ u / / m / / e / and / b / / a / / l / / e /. in terms of semantic parallelism, tokbale teta and tokumeteta refer to the same meaning that mean living separately with parents. in cognition, human emphasize on meaning by repeating a sentence in the form of other disclosures. the meaning harmony characterized by tok 'place' that is aligned with ume 'home'. marking parallelism semantics associated with standard social context symbol to explain typical terms in the culture of the society (fox, 1984: 74). e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 2 p: 197—210 https://doi.org/10.24843/e-jl.2019.v13.i02.p02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 203 cognitive map 1 illustrates paradigmatic relationship between the lingual form kinua'we two' with an intransitive verb tok 'sit'. this relationship explains the function of the subject (kinua) with verbs (tok). entanglement relationship between kinua and the verb tok becomes important because the speaker in the concept of mental wants to explain the whole ritual utterances through the concept. topics disclosed in the beginning to later described by lines and further dimensions. the lingual form tok 'sit' attached with locative adverb bale 'teta' own place 'and umeteta'own home 'becomes a single topic that paradigmatically controls logic of the ritual speech baan mahfetmah monet. the next one is line iv first dimension has relationship with the line v dimension i, which line iv is described by line v, the lines seen in the data below. natuin nua hai kai (trp 3.2.4) because we two us 'because we are both together' bae feto bae mone hai lomin (trp 3.2.5) nephews nieces we would desire of nephew and niece' line iv begins with a conjunction natuin 'because' which is attached to the first person plural pronoun hi 'we'. personal pronoun hai'we' is further illustrated by the adverb noa 'two' and then attached to the first person plural pronoun kai 'we' that functiones as a complement. line v describes line iv with baefeto 'nephew' and baemone 'niece'. the uniqueness that appears on lines iv and v is that the speaker, in this case the uncle of the bride does not assert directly with both couple, or a new family, but with a nephew and niece. politeness of language used in a ritual event places emphasis on the values of religiosity in the ritual event. moreover, the implicit meaning of the use of baefeto 'nephew' and baemone'niece' by speakers signaling family relationships between parents of bride and parents of groom. in the event of this speech, the speaker does not involve the language of our nephew and your daughter, but involving a language that unites the two family groups. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 2 p: 197—210 https://doi.org/10.24843/e-jl.2019.v13.i02.p02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 204 in syntagmatic and paradigmatic, dimension i is depicted on a cognitive map 2 below. the next section, line i dimension ii, characterized by the concept maminalhimonit 'find your own life'. paradigmatically, the concept relates to concept of tok bale teta'sitting place of their own', tokumeteta 'sit at own home' and lomin 'willingness'. line i dimension ii can be seen in the data in the speech below. es nane maminai hi monit (trp 3.3.1) therefore find you alive 'therefore, find your own life' besides being attached to the previous dimension,concept of maminalhimonit 'find own life', becomes a topic for a whole dimension ii. this can be seen in the data below. atoni ho lene names (trp 3.3.2) man you garden nice 'man, your garden is good' ho tua 'namak (trp 3.3.3) you palm tree contains 'your palm tree is productive' hi amfeto hombanit tenu muhin (trp 3.3.4) we daughter you work weave smart 'our daughter, clever at weaving' e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 2 p: 197—210 https://doi.org/10.24843/e-jl.2019.v13.i02.p02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 205 lunat names (trp 3.3.5) plait good 'well plaiting' paradigmatically, concept of maminalhimonit 'find own life' has the following attributes (1) lene names' nice gardens' (2) tuanamak 'palm tree contains' (3) bonittenumuhin' well weaving'(4) lunat names' nice plait'. syntagmatic relations and paradigmatic dimension ii depicted on a cognitive map 3 the next part of the third dimension, as a whole can be seen in the data glossing below. mes au ok au bae '(trp 3.4.1) later i with nephew my 'later i am (will be) with my nephew' hi mieku fani (trp 3.4.2) we meet again 'we met again' alkai malin okoke (trp 3.4.3) all we happy together 'we have fun together' dimension iii ritual speech baan mahfetmah monet focused on line i, namely in the form of lingual au 'i'. marking of attitudes and behaviors found in the form of lingual miekufani'reunited' which is paradigmatic attached to lingual form malinokoke'have fun together'. this lingual form interpreted as a wedding party that will be held shortly after the new couple has a child. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 2 p: 197—210 https://doi.org/10.24843/e-jl.2019.v13.i02.p02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 206 syntagmatically and paradigmatically, dimension iii of speech ritual baan mahfetmah monet, described the cognitive map 4, below. overall, value and meaning of marriage ritual speech mahfetmah monet can be described as follows: tok bale teta 'sitting at place of their own', tokumeteta 'sit at home of their own'. this concept explains that marriage is perceived not only as a sacred relationship building but also as togetherness of a man and a woman to arrange good life. in this case, the concept tokbale teta and tokumeteta corresponds to the concept of monitnaleko 'good life' ma minai himonit 'find your life' cognitive map 1-4 explains that this concept is explained paradigmaticallywith attributes such as (a) lene names' nice garden '(b) tuanamak'productive palm tree' (c) bonit tenu muhin 'smart weaving work '(d) lunat names' good plait. those mean that the boti people living by working hard and not by cheating, stealing, and doing work that is contrary to community law. abundant crop is also obtained from the value of religiosity of each individual. individualswho are close to pahmanifu, have a close relationship, even to unite with nature, being able to identify signs of nature well, so that the crops will be abundant. mieku fani 'reunited', this concept becomes important in ritual speech baan mah fet mah monet, due to a wedding party that becomes the highlight of the new marriage will be done after the couple has their first child. it underlies attitude of boti society that respects and appreciates the supernatural. uisneno as the owner of life authority, placed in a very high position, even inaccessible, so that humans do not have the authority to assess that marriage is blessed by uisneno. the birth of a child as a symbol of life, is proof of blessing of uisnenoto the marriage. if the obstacles encountered in giving a birth process, then the family of the husband will hold e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 2 p: 197—210 https://doi.org/10.24843/e-jl.2019.v13.i02.p02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 207 ceremony naketi 'recognition' of something considered to be hindering harmonious relationship to uisneno. boti community inspires their space as a space of action, every event in life, such as birth, marriage, death, even things that are more specific, always linked to the religiosity. 4. novelties the novelties in this article are (1) baan mah fet mah monet ‘customary pledge’ ritual data. the data is categorized as a novelty because it is sourced from oral data that has never been transcibed into writing. (2) the theory used is anthropological linguistics combined with theory of sign system by de saussure. the theory used produce cognitive maps to analyze a sign. (3) the method used is qualitative with husserlian's phenomenology research paradigm. the data of this study is qualitative, which must be analyzed continuously. 5. conclusion local marriage of boti community explains the value of the cult as a cultural identifier. this value is interpreted as a symbol of the house as the union of the couple. when it is occupied then the husband must work hard in the garden and wait for harvest. it reflects a husband as breadwinner for his family. when the garden begins to reveal harvest then that bodes uispahmanifu (ruler of the earth and water) bless to the family. if the garden does not reveal harvest, the family has to carry out the ceremony of confession called naketi. when class of the household endowed with a soul or a child or descendant is a sign of blessing of the highest authorities, namely uisneno. if the family does not have a child within a certain time then held a traditional confessions known as naketi. this marriage cycle ends with the wedding after all stages are reached. it indicates that this family will continue blessed by uisneno, the giver of life and uispahmanifu,the savior of life. the whole article provides an overview of the cultural wealth of this country, which we should have known and survived to be a value of differentiator in the global world. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 2 p: 197—210 https://doi.org/10.24843/e-jl.2019.v13.i02.p02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 208 references danesi, marcel (ed). 2004. a basic course in anthropological linguistic. toronto: canadian scholar’s press inc. de saussure, ferdinand. 1993. pengantar linguistik umum.terjemahan buku course de linguistique generale, oleh kridalaksana, harimurti. yogyakarta: gajah mada university press. dhavamony, mariasusai. 1995. fenomenologi agama. terjemahan buku phenomenology of religion. yogyakarta: kanisius. duranti.alesandro. 1985. sociocultural dimension of discourse. dalam handbook of discourse analisys, vol. 1.academic press duranti.alesandro. 1997. linguistic anthropology. cambridge: cambridge university press. eco, umberto. 1984. semiotics and the philosophy of language. basingstoke: macmillan. eco, umberto. 2009. teori semiotika. diterjemahkan dar ia theory of semiotics oleh inyiak ridwan muzir. yogyakarta: kreasiwacana. el-aswald, el-sayed. 2002. religion and folk cosmology: scenario of the visible and invisible in rural. london: greenwood. eriyanto. 2005. analisis wacana: pengantar analisis teks media. yogyakarta: lkis. errington, joseph. 1982. speech in the royal presence: javanese palace language, dalammajalah souteast asia program, volume 34. evans, vyvyan, dkk. 2010. the cognitive linguistics enterprise: an overview. faisal, sanapiah. 1990. penelitiah kualitatif: dasar-dasar dan aplikasi. malang: yayasanasah, asih, asuh flick, uwe. 2004. triangulation in qualitative research. dalam a companion to qualitative research.london: sage. foley, william a. 1997. anthropological linguistics: an introduction. usa: blackwell fox, james. 1986. bahasa, sastra, dan sejarah; kumpulan karangan masyarakat pulau roti. ildep. fox, james. 2006. memories of ridges-poles and cross-beames: the categorical foundations of a rotinese cultural design, dalam fox, james j. (ed), inside austronesian hauses: perspective on domestic and disigns for living. cambera: anu gallagher, shaun dan dan zahavi. 2008. the phenomenological mind: an introduction to philosophy of mind and cognitive science. london:routledge. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 2 p: 197—210 https://doi.org/10.24843/e-jl.2019.v13.i02.p02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 209 rumung, wens john. 1998. misteri kehidupan suku boti. kupang: yayasanboti indonesia. sharifian, farzad. 2011. cultural conceptualisations and language: theoretical framework and applications. amsterdam: john benjamins publishing company sibarani, robert. 2004. antropolinguistik. medan: poda. soames, scott. 2010. philosophy of language. uk: princeton university press. spinelli, ernesto. 2005. the interpreted world: an introduction to phenomenological psychology. london: sage. widiyatmika, munandjar. 2008. kebudayaan masyarakat di bumi cendana.kupang: pusat pengembangan madrasah. 6. acknowledgments the author wishes to thank all those who have given valuable contributions to this research so that the results can be disseminated through publication, especially to the examiners: prof. dr. aron meko mbete, prof. dr. i ketut darma laksana, m. hum, prof. dr. drs. ida bagus putra yadnya, m.a., prof. drs. i made suastra, m.a., ph.d., prof. dr. made budiarsa, ma. for their advices to deepen the analysis and presentation of appropriate research results. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 2 p: 197—210 https://doi.org/10.24843/e-jl.2019.v13.i02.p02 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 210 biography of author dr. iswanto, s.th.,m.hum institusi: sekolah tinggi agama kristen negeri (stakn) kupang tempat dan tanggal lahir: kupang, 29 oktober 1984 dosen tetap prodi pendidikan agama kristen (pak), sekolah tinggi agama kristen negeri (stakn) kupang sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 2, july 2023, pages: 133--142 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i02.p01 133 paper printing services signboards around campus building (a case of multimodal linguistic landscape) gabriel fredi daar universitas katolik indonesia santu paulus ruteng, indonesia email: freddydaar@gmail.com article info abstract* received date: 5 january 2023 accepted date: 3 february 2023 published date: 31 july 2023 keywords:* paper printing services, signboards, multimodal analysis, linguistic landscape micro, small and medium enterprises are currently becoming one of the concerns and priorities of the indonesian government. every micro, small and medium enterprises (msme) actor builds a business in a location that is considered to have the potential to generate profits. one type of msme is a paper printing services. this research is a case study of landscape linguistics with a multimodal approach. this study aims to analyze the representation meaning, interactional meaning and compositional meaning of outdoor signs on paper printing business signboards at the unika santu paulus ruteng campus building surrounding; in the east, south and west of the campus building. the results showed that all outdoor sign data on the signage were verbal signs supported by several contrasting color backgrounds. the representation meaning of the signboards represents the type of business being run, namely the paper printing services. it is indicated by the two main keywords that appear on every signboard, including the word “print or printing” and “photocopy/copi”. in the aspect of compositional meaning, all the data on the signboards contains informative value. information is placed in a non-linear text framing position and is not placed sequentially. in the salience aspect, the verbal sign in the form of the business name is placed at the top position and is the most salience element in the sign. placement and a more salience verbal signs aim to make it easier for viewers to see the place of business as well as show the identity and type of business being run. on the other hand, the use of abbreviations on the signboards of a “startup business” creates confusion if it is not accompanied by clear additional information. 1. introduction small and medium enterprises (smes) are a form of business that is seen from the scale of household businesses and small businesses only have a number of employees between 119 people. it’s different from medium-sized businesses which have between 20-99 employees (bps, 2004) in (jauhari, 2010). micro, small and medium enterprises (msmes) have made e a significant contribution to spurring indonesia's economic growth. this is because the absorption of smes to the workforce is very large, and they are close to middle-down class people (jauhari, 2010; insani, barus, & lubis, 2021). 134 from an economic perspective, for the last 23 years (1997-2020), msmes with all their advantages and disadvantages have become the basis of the national economy and a shield against the shocks of the crisis that has occurred until now (herispon & hendrayani, 2018). smes are the backbone of the indonesian economy, this is shown by the number of smes until 2019 reaching around 62 million. smes in indonesia are very important for the economy because they contribute 60 percent of gdp and accommodate 97 percent of the workforce (onainor, 2019). in the midst of the rapid development of msmes, their movement has decreased due to the emergence of covid-19 in early 2020, which has a direct impact on economic turnover, especially for msmes (aliyani firdaus et al., 2020). therefore, micro, small and medium businesses need a business development strategy so that businesses can grow, especially in developing countries such as indonesia (andriyanty, 2021). ruteng city is a small town located in the province of east nusa tenggara, indonesia. as a small town, ruteng is the center of various social activities, including educational activities. there are a number of secondary schools and several universities in this city where people from various cities and villages receive education. unika santu paul ruteng is one of the universities located in the middle of ruteng city. there are thousands of students studying there from various regions in indonesia and from various villages around ruteng. unika ruteng became the center of public attention. this happens because this university is one of the big universities in ntt. the large number of students turned out to be an opportunity for micro, small and medium businesses to make students the target consumers of a particular market. by reading this opportunity, several types of small and medium enterprises (smes) have grown and developed around the unika santu paulus ruteng campus as a new social change in the city of ruteng. one type of business that is quite developed that is relevant to the needs of students as consumers is paper printing services. skokan, pawliczek, & piszczur (2013) said that businesses that implement strategic management will operate better than other businesses that do not care about strategy. business actors carry out various strategies to increase consumer interest and income, such as promotions through social media and the manufacture of signage that is displayed in front of the place of business. reading this phenomenon as a multidisciplinary phenomenon, researchers are interested in analyzing the language and signs used by producers or micro, small and medium enterprises actors on paper printing business signboards using the multimodal analysis proposed by kress & leuwen (2006). some scholars have conducted research on landscape linguistics with multimodality approach. chen (2016) conducted a study by using a multimodal analysis of linguistic landscape in robot open space, japan. there were some insights and contribution provided by the study. first, there was a shift of analytical attention of linguistic landscape study from the outdoor linguistic landscape to the indoor linguistic landscape. the new angel of ll analysis was provided, and further the scenery of linguistic landscape was expanded. second, the current theoretical model is quite rare. it’s then enriched by the newly establish analytical framework of “multimodal model for linguistic landscape analysis”. similarly, mulyawan (2020) conducted a study by using multimodal analysis of outdoor signs in kuta bali. there were three outdoor billboard signs that he used as the data for analysis. the study found that the actors represented in outdoor signs are all salience. it wasn’t only found as an icon of human but also a figure, a symbol, or a voice index as replacement of callout statement. the interaction meaning of outdoor signs showed that with their salience, they are in the position of demand and/or offering 135 information, service and product. and in the composition processes, the images are salience with centered position and non linear text framing. they had various information values. other study conducted by pan (2015) on multimodality and contextualisation in advertisement translation. the study used billboards in hong kong li pan, guangdong university of foreign studies as the data for analysis. it focused on the role of non-verbal elements in advertisements. translator needs to contextualise the linguistic messages in advertisement translation. the study also explored how extra linguistic used to translate linguistic messages. the study showed that the multimodal nature of billboard advertising determines the use of method of translation to mediate different cultures. the study concludes the extra-linguistic elements are other aspects that can be considered in translating the text pf advertisement. hence, translations are not merely influenced by multimodal aspects of the texts they translate. referring to the previous research data above, studies with a multimodality approach on outdoor signs is important for certain purposes according to the context and situation of the community where the sign is made. through conducting several studies using a multimodal approach in different places, contexts and cultures, it can enrich the theoretical framework and understanding of the linguistic landscape with a multimodality approach. however, it is indicated that research with a multimodal approach that focuses on paper printing business signboards has never been carried out. the paper printing services is one of the types of micro, small and medium enterprises that are currently a priority for the indonesian government. msmes are considered as the foundation that can improve the indonesian economy. one of the determinants of the success of msmes is the implementation of strategies that can attract customers. thus, in this study, researchers analyzed linguistically the outdoor signs on the signboards of a paper printing business that has already been running around the unika ruteng campus building. this study contributes significantly to the use of verbal signs and images that usually appear on business signage. the use of verbal signs and images that are in accordance with the type of business, proper positioning and composition also influence the viewer's perception of the business which is explicitly represented on the signboards of the business. 2. research method this study used a descriptive qualitative method which aims to describe how the multimodal approach is used on signboards of paper printing services. the data in this study were in the form of texts and images of signboards of paper printing services located surrounding the campus building of universitas katolik indonesia santu paulus ruteng , flores indonesia. 2.1 research subject and object the subject of this study is the signboards of paper printing business that can be found in the east, south and west of the campus building of universitas katolik indonesia santu paulus ruteng, indonesia. the objects of this study are representation meaning, interaction meaning and composition meaning of the paper printing business signboards. 2.2 technique of data collection and analysis in the process of collecting data, it’s important to plan and undertake certain technique that helps researchers obtain the research data. in the study of outdoor signs, the information was gathered by the researcher by conducting visual perception and note-taking. in conducting this study, there were some steps taken by the researchers to collect the data. the first step was selecting the signboards of paper printing business. in this step, the researchers chose the signboards that are clear in shading. it’s done to help researchers interpret accurately the representations carried out by the signs. as there were seven signboards found in campus building surrounding, the researchers used total sampling as the sampling technique. thus, all the paper printing business signboards were taken as the data to be analyzed. second, the researchers 136 took the picture of the signboards. later, all components in the signs were read and rechecked carefully, then relevant information were selected to answer the research questions. final step was drawing conclusions. the data of the study were analyzed based on the theory of multimodal analysis proposed by kress and leeuwen (2006). 3. results and discussions based on the data collected, there are seven paper printing business signboards at the unika santu paulus ruteng campus bulding surrounding with each distributions three in the east, two in the south and two in the west of the campus. the signboards were collected, then analyzed using a multimodal analysis approach to understand the representation meaning, interaction meaning and composition meaning of the verbal signs as proposed by kress and leuven (2006). figure 1. map of research location 3.1 representation meaning according kress and leuven (2006), representational meaning consists of narrative representation and conceptual representation. by referring to the two classifications of representational meaning, this study only analyzed the narrative representation aspect of the signboards since verbal signs dominantly appear on the signs. the narrative aspect shows the message of the action performed by all the actors or characters involved in the image. mulyawan (2020) stated that verbal signs are considered narrative representations because they function as an index of statements spoken by anonymous characters. 137 figures 3.1.1 based on the data, it can be seen that all paper printing business signboards have verbal signs that appear dominantly on each sign. the appearance of the verbal sign is seen in the business name which is generally placed at the top of each sign with a larger font size. the name reflects the identity and type of business services provided. therefore, it is clear that there are at least two keywords that refer to the type of business being run which is represented in the business name, namely the word “print or printing” and “photocopy/copy”. these two keywords indicate that the type of business accepts orders for paper printing, photocopying and other relevant orders that are explicitly written on the order list on the signboards. in the context of the reactional process, each signboard uses various writing colors with a specific purpose and intention. bright colors are commonly used in business names including red and blue (see signboards of d'best printing and bina usaha nf cannon in figure 4.1.5, anugerah print in figure 4.1.4, and sinar rejeki collection in figure 4.1.1). these two colors were chosen based on the consideration of the clarity of the writing which makes it easier for the viewer to see and understand the information conveyed through the sign. in addition, the two colors are used to attract consumers to use their business services. on the other hand, there is a signboard (see atrivm photocopy signboard in figure 4.1.2) that uses unclear colors in the writing of the business name, and a color background is not supportive. the colors used give messages that are not conveyed clearly to the viewer. the use of unclear colors on the verbal signs causes less and even lost opportunities for viewers to get information about the type of business being run. the next impact is a shortage and even loss of customers. figures 3.1.2 in addition, there is one signboard (see figure 4.1.2) which does not include the name of the business. the producer only writes down the type of order received at the sign including foto copi (photocopy), laminating pres (laminating press), print, and jilid skripsi (thesis binding). by referring to the reactional process theory, the four verbal signs phrases in the sign represent information to viewers and customers that the business accepts orders for paper printing, photocopying and other relevant orders even though they do not use name on the signboards. however, various signs in public spaces reflect and regulate the spatial order in which they operate. sociological, cultural, sociolinguistic, and political features of space will determine how signs look and work, and signs will also play a role in spatial organization and regulation by determining who the sign recipients are (erikha, 2018). name is an identity and branding that has informative and selling value. in addition, placing name on the signboard makes it easier for consumers to recognize the type of business that is being run. thus, by not placing names on the signboard, it allows viewers or consumers not to know the business type, reduces interest in using services, and reduces the popularity of the business. moreover, it is also seen that the signboard does not use a beautiful design and looks outdated. 138 another aspect of the reactional process found was the use of foreign languages on paper printing business signboards. it can be seen in the use of the word “print or printing” and “photocopy”. if viewed from the aspect of the location where the outdoor sign is placed, the use of a foreign language does not indicate the identity of the business owner's territory. however, the use of foreign languages emphasizes other aspects and orientations. piller (2001, 2003) cited in (cenoz & gorter, 2008) stated that the use of english in commercial signs brings connotation values of international orientation, future orientation, success, refinement or fun orientation. referring to piller's view (2001, 2003), the use of a foreign language on paper printing business signboards emphasizes the orientation of success and business pleasure. the use of foreign languages follows the trend of vocabulary that is currently popularly used and is more accepted in the community. this allows consumers to better understand the intent and type of business represented on the signage. 3.2 interaction meaning kress and leeuwen (2006) stated that there are three elements composed in interaction: contact, social distance, and attitude. the contact element identifies two types of images: demand and offer. meanwhile, there are three types of social distance; intimate, social and impersonal. moreover, the attitude has two subtypes: subjectivity and objectivity (chen, 2016). mulyawan (2020) further stated that the interaction process is the intended meaning given by the producer of the sign to the audience or viewer. in the contact element, the signboards outdoor signs shows offer. sign producers provide paper printing business service offerings to customers. due to its placement is around campus, the offer is addressed to students as the main customers. it is in accordance with the needs of students who usually use the services of a paper printing business to print out assignments and final paper. figures 3.2.1 in line with the contact element, interaction attitude represents an objective attitude. producers intentionally create business signage to provide certain information to viewers. all signs provide the same information about the existence of a paper printing business at the place where the signboard is stored. furthermore, the sign provides additional information about other 139 services that are explicitly provided on the list of services on the signboards such as laminating press, thesis binding, invitation letter design, many others. in the aspect of social distance, verbal signs showed public distance of social relations. it is clear that there are no visual signs of human icons that show an open social relationship between verbal signs and viewer of the sign. the viewer is a paper printing service user, both students as the main target users and others. 3.3 composition meaning (kress and leuwen (2006) stated that compositional meaning consists of three aspects including information value, salience, and framing. all data contained in the paper printing business signboards contains informative value. the information is placed in a non-linear text framing position. data and information are not placed sequentially. it is in accordance with the information type conveyed through the signboards which functions as an offer to the type of business served to customers. in the salience aspect, it can be seen that the verbal sign in the form of the signboards placed at the top position and is the most salience element in the sign. the placement and size of the more salience verbal signs aim to make it easier for viewers to see the place of business as well as show the identity and type of business being run. this is supported by the contrasting background color that caused the sign to be more attractive and easier to see. figures 3.3.1 on some signboards, it can be seen that the verbal sign is placed in the middle position of the sign with the size and thickness of the letters protruding. this shows that the business name is the center of attention which is expected to attract more customers to know and come to use the services of a sign maker. figures 3.3.2 on the other hand, using verbal signs of abbreviations on the "dg" sign on d'best printing and nf on "bina usaha" in a more salience sizes raises questions and even confusion for viewers. however, information about the type of business can be obtained through a word or 140 phrase placed at the bottom of the sign “printing and photocopy” which refers to businesses that offer paper printing services and other relevant types of services. 4. novelties this research focuses on the multimodality analysis of outdoor signs on paper printing business signboards as a type of micro, small and medium enterprises around campus which has never been studied before. through conducting this study using a multimodal approach in different places, contexts and cultures, it can enrich the theoretical framework and understanding of the linguistic landscape with a multimodality approach. the use of verbal signs and images proportionally aims to influence the viewer to come to use paper printing services. the use of certain lexicons such as the "center" implicitly confirms that the business has several branches that are managed professionally. on the other hand, the use of unclear verbal signs and unrepresentative images can reduce the message to be conveyed to the viewer. thus, with reference to the context of this study, the multimodality approach can be applied to outdoor signs on the nameplates of micro, small and medium enterprises, especially in paper printing businesses around campus buildings. representation, interpretation and composition as proposed by kress & leuwen (2006) are important aspects to be able to communicate certain messages to viewers who will use the available paper printing services. 5. acknowledgement the researchers would like to thank all parties who have contributed to the data collection process for this research. 6. conclusion based on the results of the analysis, it can be concluded that the use of outdoor signs on paper printing business signboards around campus building uses more verbal signs than images. with a multimodal analysis approach, the outdoor sign is studied from the aspect of representation meaning, interaction meaning and composition meaning. in the aspect of representation meaning, the use of verbal signs aims to convey information clearly in the form of offering types of business services to the viewer so that it is easier for them to catch the message and information available on the sign. in the aspect of interactional meaning, the outdoor sign uses a contact element that has an offer value. the sign producer provides a sign in the form of a signboard to offer a certain type of business to the viewer. it’s explicitly written as the list of services on the signboard. meanwhile, in the aspect of compositional meaning, the use of more salience verbal signs, and placed at the top of signs aims to indicate the type and identity of the business. in addition, the use of verbal signs supported by a contrasting color background makes the signage attractive for customers to see. 141 6. references aliyani firdaus, s., fadilah ilham, i., putri aqidah, l., aliyani firdaus, s., agung dwi astuti, s., & buchori, i. 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(2006). reading image the grammar of visual design. london: routledge. https://doi.org/10.1007/1-4020-0613-6_15545 mulyawan, i. w. (2020). reading visual design of outdoor signs in kuta (a case study of multimodal linguistic landscapes). cogent arts and humanities, 7(1). https://doi.org/10.1080/23311983.2020.1748987 onainor, e. r. (2019). strategi pengembangan kompetisi usaha kecil menengah di kabupaten jombang. jurnal akrab juara, volume 5 nomor 4 edisi november 2020 (77-85), 1(november), 105–112. pan, l. (2015). multimodality and contextualisation in advertisement translation: a case study of billboards in hong kong. journal of specialised translation, (23), 205–222. skokan, k., pawliczek, a., & piszczur, r. (2013). strategic planning and business performance of micro, small and medium-sized enterprises. journal of competitiveness, 5(4), 57–72. https://doi.org/10.7441/joc.2013.04.04 https://doi.org/10.15642/oje.2020.5.1.46-62 https://doi.org/10.1515/iral.2008.012 142 biography of author gabriel fredi daar is an english lecturer at faculty of health science, universitas katolik indonesia santu paulus ruteng, indonesia. he obtained his master’s degree in english education from unindra pgri jakarta in 2015. he currently is a ph.d student of linguistic at udayana university, bali, indonesia. he received lembaga pengelola dana pendidikan (lpdp) scholarship or the indonesian endowment fund for education scholarship under the indonesian ministry of finance to enrol the ph.d study program in 2021. his research interest is in sociolinguistics, pragmatics and language teaching. email: freddydaar@gmail.com mailto:freddydaar@gmail.com 1 e-journal serial verb construction in balinese (syntactic and semantic analysis) ni luh ketut mas indrawati english department faculty of letters, udayana university email: mas.indrawati@fs.unud.ac.id / mas.indrawati@yahoo.com postgraduate program, udayana university ketut artawa department of linguistics, faculty of letters, udayana university ida bagus putra yadnya, department of linguistics, faculty of letters, udayana university nyoman sedeng department of linguistics, faculty of letters, udayana university abstract serial verb construction (svc) is a construction where more than one verbs occur in a clause without any overt markers of subordinator or coordinator. svc is a common fenomenon in isolative languages which lack morphological markers for sintactic processes. however, in the use of balinese, which is rich in morphological markers, svc are common fenomena. this research attempts to analyse the typological characteristics of svc in balinese, to describe the types of svc in balinese viewed from the structure of events which forms the svc, to analyse the constituent merging strategies in clauses containing svc. this research applies decriptive-qualitative approach, by combining analitic and introspective methods. the data source of this research was 50 short story texts taken from sastra slot in “bali orti”, weekly newspaper of bali post, completed with spoken texts, obtained by applying direct observation technique. the data was descriptively and analitically analysed by using the deductive-inductive-deductive approach. the theories applied in analysing svc in balinese were: tipological, semantic cognitive, and sintactic theories. the result shows that typologically, svcs in balinese had three characteristics that is: phonetic, morphosyntactic, and semantic characteristics. viewed from the integration of events in balinese svcs, it could be proved that svcs in balinese express a single macro-event and could be classified into two types, they were: component svc and narative svc. syntactically svcs in balinese were biclausal constructions, some were monoclausal, and successive clauses. key words: svc, typology, event integration, constituent merging. 1 introduction 2 balinese is a major regional language in indonesia. it has orthographic system and is used by approximately three million people. balinese is grouped into western malayo-polynesian family, a sub-group of austronesian languages (see, blust, 1999:68; artawa, 2004:2). pastika (1999:1) states that balinese has two variations, that is high level balinese (basa bali alus) and low level balinese (basa bali kasar). the difference between the two lies on the lexicon and the grammar does not play a major role. this is also confirmed by artawa (2004:2) who states that the speech levels in balinese are mostly coded lexically. the elaboration of indonesian constitution 1945, chapter xv, article 36 states that vernaculars which are still in use in communication by local society are maintained and preserved by the country. the preservation is based on the fact that the vernaculars are parts of the indonesian cultures. one form of the vernacular preservation is through research on any linguistic aspects of the vernaculars in indonesia. (halim,1976:21). in relation with the preservation of balinese, in the form of research, there have been many studies conducted on balinese linguistic aspects. studies on balinese verbs have also been done, such as: verbs with complements in balinese by suryati (1993), balinese verbs: a natural semantic metalanguage study by sudipa (2004). however, none of them studies serial verbs occurred in a clause specifically. serial verb constructions (svc) are constructions where more than one verbs accur in a clause without any overt markers of subordinators or coordinators. svcs are common fenomena in isolative languages which lack morphological markers for syntactic prosses. however in the use of balinese (which is categorized as a language rich in morphological markers), both spoken and written, serial verbs in a clause are natural as noted in the following examples: ia baanga ngidih pipis (he was given some money), ia meli buku baanga memene (he bought a book for his 3 mother), ia edot nepukin tiang (he wants to see me), and ia edot tepukin tiang (he wants to be seen) serial verb phenomena as shown in the examples above are very interesting to be studied and have been discussed in the literatures (senft, ed., 2008, aihkenvald, 2006, kroeger, 2004) but up to the present time svcs still offer an opportunity to be analysed since their characteristics are typical, that is it depends on the language studied. seeing the opportunity, svc in balinese is taken as the topic of this study. this research is aimed at analysing and describing (1) typological characteristics of svc in balinese, (2) the types of svc in balinese viewed from the structure of events composing the svc, and (3) the constituent merging strategies in clauses containing svc. 2. research method philoshophically, this research was based on phenomenological approach which saw the balinese svcs as the object of this research, and understood them as linguistic facts used by the speakers (see muhajir, 1989, moleong, 1995, chaer, 2007). as a part of phenomenological approach, this research was also classified into descriptive-qualitative (djajasudarma, 2006, chaer, 2007) by applying introspective and analytic methods (the introspective method was applied since the researcher is also the native speaker of balinese and it is generally assumed that native speakers have both grammatical and pragmatic competence of their languages so that the personal speech repertoire of the researcher can be used as data. besides, the data taken from the language used in the society was also used for occuracy of the data). this was supported by kibrik (1979) who states that language can be described or illustrated well if the researcher can speak the language well, and at the same time acts as the informant in his/her own research. the application of introspective and analytic methods is considered the most precise in such a research. the data of this 4 research was taken from written balinese texts (from fifty short story texts), spoken texts taken from the balinese native speakers were obtained by applying direct observation technique, and intuitive data was produced by the researcher through introspective technique. the data was analysed descriptive-analytically by applying deductive-inductive-deductive approach. 3. discussion the discussion of svc in balinese relates firmly on the result of the analysis based on the collected data. there are four important things discussed shortly in this section. they are: 3.1 the structure of the simple clauses in balinese the description of the simple clauses in balinese shows that seen from the category that fills in the predicate, simple clauses in balinese can be classified into two, they are: simple clauses with verbal predicates and simple clauses with nonverbal predicates. based on the semantic-sintactic aspects, simple clauses with verbal predicates can be distinguished into intransitive, transitive, and bi-transtive clauses. morphologically, intransitive clauses in balinese can be classified into (i) the unmarked forms or the base forms and (ii) the marked forms called the derived forms which are distinguished into two: verbs marked in {ma-} and verbs marked in {n-}. both verbs marked in {ma-} and verbs marked in {n-} can be derived from the noun base, adjective base, and precategorial base. transitive clauses can be divided into: transitive clauses with two core arguments or mono-transitive clauses and transitive clauses with three core arguments which are called bi-transitive clauses. transitive clauses are morphologically classified into two, they are: (i) the unmarked forms and (ii) the transitive clauses with {n-}. unmarked transitive clauses take the undergoers as pivots while the ones with {n-}, take actor as pivot. clauses with non-verbal 5 predicates can be classified into: clauses with noun or noun phrase predicates, clauses with adjective or adjective phrase predicates, clauses with prepositional predicates, and clauses with numeral predicates. balinese has three types of causative: analytic causatives, morphological causatives, and lexical causatives. suffixes, {-ang}, {-in}, {pa-ang}, and {pa-in} can be applied as causative markers. applicative constructions can be derived from precategorial bases, intransitive verb bases, and transitive verb bases by adding suffix {-in} or {-ang} therefore those suffixes can be considered as valency increasing suffixes. semantically, the types of argument’s role increased in applicative clauses can be: instrument, locative, benefactive, source, and stimulus. resultative constructions in balinese are marked with resultative constructions {ma-} and {ma-an}. these constructions are similar to passive constructions, however, the agents of passive constructions are arbitrary, and they can be inserted by agent oriented adverbial, while resultative constructions never occur with agents and cannot be modified with agent oriented adverbial. 3.2 typological perspectives of balinese svcs svc in balinese can be defined as: a clause with more than one verbs which occur in series, can be inserted with other elements, without any markers of subordinators or coordinators, the verbs in balinese svc cannot always stand by itself in a single clause, all verbs in the construction have a complete range of morphological markers that single verbs in simple clauses would have, such as causative, passive, applicative, when applicable, and it expresses a single event. phonologically, svcs in balinese have the same intonational properties as do mono-verbal clauses. they show single intonation without being separated by pauses. morphosyntactically, balinese svcs can be classified into independent and co-dependent types. semantically, they can express: motion, direction, manner, 6 permission, purpose, instrument, commutative, aspectual, modality, cause-effect, causatives, orientation, commitment, and influence. examples: 1. bli nyoman teka ng-alih tiang tur …(1042) brother name intr.come trans.look for 1t and ‘brother nyoman came to look for me and.…’ 2. made septiawan prajani suud ng-raos.(994) name soon intr.stop intr.talk ‘made septiawan stopped talking soon.’ 3. ento mula ng-krana-ang tiang ng-kumpul-ang sekaa-ne dini ....(631) dem. indeed cause-kaus 1t gather-apl. group-def here ‘that indeed made me bring togather the group....’ phonologically, clauses 1up to 3 have single intonations, similar to the intonation in the simple sentences, since the assignment of pause in between the two verbs results in meaning differences or the ungrammaticality of the clauses. morphosyntactically, clause 3 is classified into co-dependent svc since there is pronoun tiang ‘ i ‘ inserted in between the two verbs so the structure shows argument sharing that is the object of the first verb becomes the subject of the second. viewed from the morphological markers of the verbs in clauses1 up to 3, they all belong to independent types. the verb inflections are similar to those when the verbs occur by themselves in non svc constructions. all the verbs in the three clauses except suud ‘stop’ can stand by themselves in simple clauses. semantically, svc in clause 1 with v1 expressing motion teka ‘come’ and v2 ngalih ‘look for’ expressing purpose, svc in clause 2 expresses perfective aspect and the one in clause 3 belongs to causative. 3.3 event integration in balinese svcs based on event integration, svcs in balinese can be distinguished into two they are componential svcs and narrative svcs. a componential svc is composed of two sub-events, one as framing event and the other as co-event, and both 7 composed a single macro-event. in terms of the types of framing event which form macro-events in balinese svcs, they can be divided into five, they are: (1) balinese svcs with motion as framing event, with co-events which have supporting relations such as manner, purpose, concommitment, and instrument to the framing events. (2) balinese svcs with temporal contouring events as framing events with co-events which have supporting relation constitutive to the framing events. (3) balinese svcs with state change events as framing events, with co-events which have supporting relations causative to the framing events. (4) balinese svcs with action correlating as framing events, with co-events which have supporting relations constitutive to the framing events, and (5) balinese svcs with realizations as framing events, with coevents which have supporting relations, fulfillment and confirmation to the framing events. narative svc in balinese consists of a single complex macro-event composed of more than one macro-events. to prove that narrative svcs are single clauses and not compound or coordinative structures, it can be tested with the addition of adverbial of time and relativesation. therefore, based on the event integration theory it can be proved that an svc in balinese expresses a single event. 3.4 constituent merging in balinese svcs. the analysis on constituent merging in balinese svcs cover constituent merging in simple clauses which consists of constituent merging in intransitive, transitive, and bi-transitive, causative, and applicative clauses. constituent merging in simple clauses follows the principles indicated in minimalist program, such as: (1) headedness principle (every syntactic structure is a projection of a head word, (2) binarity principle (every syntactic structure is binary branching), (3) extended projection principle (finite tense constituent t should be extended into a projection containing a subject). since balinese doesn’t have tense marker in the verbs, the term 8 inflection (i) is used so that a clause is a projection of spec-cp, where complementiser heads the ip projecting into cp. in balinese morphological markers in the verbs determain valency, voice, and transitivity of the clauses. the constituent merging in transitive clauses involve vp shell operations by applying light verb (v) to raise the constituent up. it is proved that the clause structure in balinese is left headed and the complement is on the right. the constituent merging in balinese svcs shows that svcs in balinese are bi-clausal structures, there are also mono-clausal and clause chaining. bi-clausal construction can be control, raising, and object sharing constructions. meanwhile, in mono-clausal constructions, the constituent merging is similar to that in a simple clause by locating v2 in the specifier since it behaves as an adverbial. balinese svcs which are classified into clause chaining constructions, the constituent merging operation shows argument raising until it reaches the position of the final spec-ip. 4 novelties some novelties based on the analysis and previous literature reviews could be presented as follows: (1) svcs could be found in the use of balinese which was classified into agglutinative type of language. (2) typologically, balinese svcs coul be defined as follows: a clause which had more than one verbs occuring in series could be inserted with other element, without any markers of subordinator or coordinator. all verbs in the construction had a complete range of morphological markers that single verbs in simple clauses would have, such as the markers: causative, passive, applicative, when applicable, and it expressed a single event. (3) the balinese svc had three different characteristics, they were: phonologically, it had one intonation similar to the intonation of a simple clause, without being separated by a pause. morphosyntactically, the balinese svcs could be grouped into independent and co-dependent, and semantically they expressed motion, 9 direction, manner, permission, purpose, instrument, commutative, aspectual, modality, cause-effect, causatives, orientation, commitment, and influence. (4) seen from conceptual packaging, the balinese svcs could be proved to express single macro-events, and could be classified into component and narrative svcs. (5) by applying constituent merging strategies, the balinese svcs fell into bi-clausal , mono-clausal, and clause chaining constructions. bi-clausal constructions could be control, raising, and object sharing structures. 5 conclusion and suggestion 5.1 conclusion typologically, svc in balinese have phonological, morfosyntactic and semantic characteristics. phonologically, the balinese svcs have single intonations. morphosyntactically, they can be classified into independent and codependent svcs. semantically, svcs in balinese express: motions, directions, manner, permission, purpose, instrument, commutative, aspectual, modality, causeeffect, causatives, orientation, commitment, and influence. based on the conceptual packaging in balinese svcs, they can be proved to express single macro-events and are classified into component svcs and narrative svcs. constituent merging in the balinese svcs shows that they are bi-clausal, mono-clausal, and clause chaining constructions. bi-clausal structures can be classified into control, raising, and object sharing. while those belong to monoclausal, their constituent merging processes follow those of simple clauses by putting v2 in the specifiers since they behave like adverbials. those which are considered to be clause chaining structures the constituent merging operations show the raising of argument subjects several times until they reach the final spec-ip. 10 5.2 suggestion this research has expressed various aspects related to svcs in balinese in detail, however there are still some that have not been discussed completely since this research stresses on the characteristics of svcs from semantic and syntactic points of view. phonological aspects of the balinese svcs cannot be discussed in detail. besides, svcs can also be seen from pragmatics and translation to uncover what exists behind the use of svcs by the speakers. the aspects of the balinese svcs that have not been discussed completely are indeed interesting challenges for other researchers to be conducted through further research. therefore information on the result of the study on the balinese svcs would be more complete and deeper. 6 acknowledgements in this opportunity, i would like to express my apprectiation and thanks to those who have contributed in one way or another to this research, especially prof. drs. ketut artawa, m.a., ph.d. as a supervisor, prof. dr. drs. ida bagus putra yadnya, m.a., as co-supervisor i, dr. i nyoman sedeng, m.hum., as co-supervisor ii, and the board of examiners: prof. dr. aron meko mbete, prof. dr. i ketut darma laksana, m.hum., prof. dr. i nengah sudipa, m.a., dr. ni made dhanawaty, m.s., and dr. i nyoman kardana, m.hum., for their critical comment and suggestions for the improvement of this research. remaining errors are all mine. 7 bibliography aikhenvald, alexandra. 2006. serial verb contruction in typological perspective. in alexandra aikhenvald and robert m.w. dixon, eds., serial verb contructions : a cross-linguistic typology. oxford universty press. 1-87. arka, i wayan. 1998. from morphosyntax to pragmatiks in balinese: a lexikal functional grammer (disertasi). sydney: university of sydney. 11 artawa, ketut. 1994. ergativity and balinese syntax (disertasi) melbourne: la trobe university. artawa, ketut. 2004. balinese language: a typological description. denpasar: cv bali media adhikarsa. baker, mark c. 1997. complex predicates and agreement in polysynthetic languages. dalam alex alsina, joan bresnan, dan peter sells (ed.). complex predicates. stanford, california. 247-288. blust, ra (1999) subgrouping circularity and extinction : some issues in austronesian comparative linguistics in e. zeitoun and p.j.k li (eds.), 3194. bohnemeyer, jurgen, 1999, event representation: some primordial soup for the evolution of a research project on event representation in language and cognition. 2nd strongly revised draft november 11, 1999, nijmegen: mimeo.books. chaer, abdul drs. 2007. kajian bahasa struktur internal, pemakaian dan pemelajaran. jakarta: rineka cipta chafe, wallace l. 1970. meaning and the structure of language. chicago: the university of chicago press. chomsky, noam. 1965. aspects of the theory of syntax. cambridge: mit press. chomsky, noam. 1977. essays on form and interpretation. amsterdam:north holland. djajasudarma, t fatimah.2006. metode linguistik; ancangan metode penelitian dan kajian. bandung; eresco halim, amran (ed.). 1976. politik bahasa nasional jilid 1. jakarta: pusat pembinaan dan pengembangan bahasa. kibrik, a.e. 1977. the methodology of field investigations in linguistics. paris: mouton & co bv publishers, the hague. kroeger, paul r. 1993. phrase structure and grammatical relation in tagalog. stanford, california: csli. moleong, lexy. 1994. metodologi penelitian kualitatif. bandung: remaja rosdakarya. 12 muhadjir, noeng h. 1996. metode penelitian kualitatif. edisi iii. yogyakarta: rake sarasin. pastika, i wayan. 1999. voice selection in balinese narratif discource (ph.d dissertation) canberra: the australian national university. radford, andrew. 1997. syntactik theory and the structure of english, a minimalist approach. cambridge: cambridge university press. radford, andrew. 2004. minimalist syntax: exploring the structure of english. cambridge: cambridge university press. sedeng, i nyoman. 2000. predikat kompleks dan relasi gramatikal bahasa sikka (tesis). denpasar: program pascasarjana universitas udayana. sedeng, i nyoman. 2007. morfosintaksis bahasa bali dialek sembiran. analisis tatabahasa peran dan acuan (disertasi) denpasar: program pascasarjana universitas udayana denpasar. senft, gunter. 2008. serial verb construction in austronesian and papuan languages. australia: pacific linguistics research school of pacific and asian studies. sudipa, i nengah. 2004. verba bahasa bali; sebuah kajian metabahasa semantik alami. denpasar: program pascasarjana universitas udayana. suryati, ni made. 1997. verba berkomplemen dalam bahasa bali (tesis) program pascasarjana universitas padjajaran bandung. talmy, leonard. 2000. toward a cognitive semantics. 2 volumes. cambridge: cambridge university press. van valin jr, robert d. dan randy j.la polla. 1999. syntax: structure, meaning, and function. cambridge: cambridge university press. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 1, january 2023, pages: 37--43 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i01.p05 37 procedures of translation applied in translating english adverbials of manner into indonesian in against all odds i gusti ayu agung sintha satwika udayana university, denpasar, indonesia, email: agungsintha24.unmas@gmail.com article info abstract received date: 5 april 2022 accepted date: 30 april 2022 published date: 31 january 2023 keywords:* translation, adverbials of manner, english, indonesian this study aimed to analyze the procedures involved in translating english adverbials of manner into indonesian. the data were taken from a bilingual biography entitled "against all odds." a qualitative methodology was employed in this study. additionally, the data were analyzed using the translation procedure theory proposed by vinay and dalbernet in venuti (2010). the results of the data analysis are presented using a narrative approach and descriptive sentences. according to the findings of this study’s analysis, the english adverbials of manner can be translated into indonesian by applying two methods, namely direct and oblique. direct methods can be divided into borrowing, calque, and literal procedures. meanwhile, oblique methods consist of equivalence and transposition procedures. 1. introduction the grammatical structure of languages can be considered an important factor in translation, for example, in translating a text from english into indonesian. both english and indonesian are different from each other in their phonological or grammatical aspects. concerning these linguistic facts, bell (1991) stated that languages are different from each other. they are different in the sense that they have distinct codes and rules regulating the construction of grammatical structures in language. the lexical meaning of the source language and target language will not be exactly the same. besides, both languages have different cultural backgrounds. therefore, it is very difficult to find the lexical equivalent of one language in another language in a translation. larson (1998:3) stated that translation is basically a change in form. translating then consists of studying the lexicon, grammatical structure, communication situation, and cultural context of the source language text, analyzing it in order to determine its meaning, and then reconstructing this same meaning using the lexicon and grammatical structures that are appropriate in the receptor language and its cultural context. in terms of the form of a language, it refers to actual words, phrases, clauses, sentences, paragraphs, etc., whether they are spoken or written. a sentence or clause may alternatively be seen as comprising five units called elements of sentence or clause structure: subject, verb, complement, object, and adverbial, here abbreviated to s, v, c, o, and a. according to him, an adverbial is normally an adverb phrase, prepositional phrase, or adverbial clause. adverbials may be single words or phrases that provide information about when, where, how, or why things happen. adverbials can have some variation in terms of forms, functions, or meanings. for example, time, place, and manner in a clause or sentence can be stated by an adverbial, and it can be in the form of a noun phrase, adverb phrase, prepositional 38 phrase, or clause, and in general, the adverbial is capable of occurring in more than one position in the clause (quirk:1985). adverbial can be divided into some categories; one of them is called "adverbial of manner." the way an action is performed is expressed by the adverbial of manner. for example, in english, some adverbials of manner are formed by an adjective and the suffix "ly," for example, quiet-quietly, carefully-carefully, etc. in indonesian, an adverb of manner can be in the form of a single word, such as secepatnya, sebaliknya, sepenuhnya, etc. besides, it can be in the form of phrases. in prepositional phrases, it consists of the preposition dengan, secara, or tanpa; an adjective in an adjective phrase; or a noun in a noun phrase (alwi et.al. 1998:370–371). from this explanation, it can be seen that words and phrases that function as adverbials can be in various forms and meanings. in translating the adverbial stating manner from english into indonesian, there will be some differences in terms of the grammatical structure and lexical items since each language has its own realization form of the adverbial. therefore, this research is necessary to be done, and it is very challenging and interesting to conduct research on the topic of the translation of adverbial of manner from english into indonesian, found in a biography book of a balinese prince entitled against all odds by pucci (2004) and its indonesian version, menepis segala rintangan by adidharma (2004). 2. research methods qualitative research is an umbrella term for various approaches and methods in social studies (saldana, 2011:3). the main purpose of qualitative research is to understand and explore the main phenomena in the object under study so as to obtain a deep understanding and something unique (sugiyono, 2018: 10). the datasets from this study were analyzed using vinay and dalbernet's in venuti (2000) theory of translation procedures. the results of this study are presented using cresswell’s (2019: 267) methods and techniques, specifically a narrative approach and descriptive sentences. 3. materials and discussions vinay and dalbernet in venuti (2000) stated that a translator can choose between two methods of translating, namely direct or literal translation and oblique translation. in terms of the direct translation method, it was found that there were two procedures, namely, borrowing and literal, applied in translating english adverbials of manner into indonesian. then, in the oblique translation method, two procedures were applied: equivalence and transposition. 3.1 direct translation method in direct translation, it may be possible to transpose the source language message element by element into the target language. the direct translation method consists of three procedures, namely, borrowing, calque, and literal. the application of borrowing and literal procedures can be seen in the discussion below. 3.1.1 borrowing procedure a. source language target language “i must inform you that one of our largest stones here is growing”, he announced formally (p.119) dengan formal ia mengumumkan, “anda harus tahu bahwa salah satu batu terbesar disini sedang tumbuh” (p.184) 39 from the data above, it can be seen that the predicate announced is modified by the adverbial of manner formally. how this predicate is performed is shown by this adverbial of manner. therefore, it can be considered an adverbial of manner. this english adverbial was translated into dengan formal in indonesian. the adjective "formal" is considered a borrowing word since it is not a pure indonesian word. hornby (2010:589) defines "formal" as following an agreed or official way of doing things, whereas alwi (2002:320) defines it as following regulations and applicable customs. from this explanation, it can be seen that the terms "formal" in english and indonesian share a similar concept. the adjective "formal," as the base word of the english adverbial of manner formally is translated into indonesian without any adjustment, whether in terms of spelling or pronunciation. as a result, it is clear that the english adverb formally is translated into dengan formal in indonesian using a pure borrowing technique. b. source language target language the gods of bali always intervene aggressively when “the culture” is out of balance (p.125) para dewa bali akan selalu campur tangan dengan agresif bila “budaya” kehilangan keseimbangan (p.187) aggressively can be considered an adverbial of manner in the source language sentence. how the predicate intervene is performed is shown by this adverbial. this english adverbial of manner is translated into dengan agresif in indonesian as the target language. in english, the adjective aggressive can be defined as being angry and behaving in a threatening way; ready to attack (hornby, 2010:28); while agresif in indonesian is defined as being eager to attack (alwi, 2002:13). from this explanation, it can be seen that the base adjective aggressive in the english adverbial of manner aggressively and adjective agresif in indonesian adverbial of manner dengan agresif share the same concept. the borrowing technique is applied in translating the english adverbial of manner into indonesian, where there is an adjustment in translating those adverbials in terms of spelling. the adjective "agresif" is considered a borrowed word for which the spelling has been adapted to the indonesian spelling rule. this technique is not considered a pure borrowing since adjustments are made in this translation. the translation is acceptable in the target language since the meaning of the adverbial is well preserved. 3.1.2 literal procedure a. source language target language he believed in preservation and protection, and wanted now to take care of this painting as if it were one of his patients (p.103) ia percaya penuh akan pentingnya melestarikan dan melindungi, dan kini ingin merawat lukisan ini seperti salah seorang pasiennya (p.177) the adverbial of manner in the target language sentence is occupied by the phrase "as if it were one of his patients." how the predicate "take care" is performed is shown by this adverbial. this english adverbial is translated into seperti salah seorang pasiennya in indonesian. from this explanation, it can be seen that the message of the source language is directly transferred to the target language. the literal translation technique is applied in translating the adverbial of manner from english into indonesian. there is no change in terms of meaning, and the translation is done literally, word per word. basically, the english adverbial, as if it were one of his patients, can be 40 considered an idiomatic expression. it can be translated into another alternative way, "dengan baik," in order to make the meaning explicit. it is translated into "seperti salah seorang pasiennya" in order to avoid the subjective interpretation of the translator. therefore, it is translated literally into the same form as in the source language. the literal translation technique is applied. specifically, the direct transfer from english into indonesia is made to be grammatically and idiomatically appropriate. 3.2 oblique translation method the oblique translation method is used if literal translation is not possible to be applied. it is applied when the structural or conceptual elements of the source language cannot be directly transferred without upsetting the syntactic order. in this study, the oblique translation method was applied. this method can be divided into equivalence and transposition procedures. 3.2.1 equivalence procedure a. source language target language here, in the ancient trading cross-roads between the roman empire, china, and india, the doctor settled with smile in his heart (p.115) disini, di persimpangan rute perdagangan masa lampau antara peradaban romawi, cina, dan india, sang dokter membuka lembaran baru hidupnya dengan lapang dada (p.182) in the data above, it can be seen that the function of the adverbial is occupied by the prepositional phrase "with a smile in his heart." how the verb settles is performed is shown by this prepositional phrase. this adverbial means "happy." then, it is translated into "dengan lapang dada" in indonesian, in which lapang dada is considered an idiom, meaning relieve; happy. from this explanation, it can be seen that the english and indonesian adverbials of manner reveal the same concepts. the equivalence technique is applied in translating the english adverbial of manner with smile in his heart into the indonesian adverbial of manner dengan lapang dada. it can be seen that the same situation is described using different stylistic or structural means in the source language and the target language. it is considered acceptable since the message can be well transferred. b. source language target language he treated everyone in need in the same way, and diligently followed his principles (p.92) ia memberikan pertolongan pada mereka yang memerlukan tanpa pandang bulu, dan dengan setia menuruti prinsip hidupnya (p.174) "in the same way," occupying the function of the adverbial. since the occurrence of the predicate treated is explained by this adverbial of manner, then it can be considered an adverbial of manner. in translating this adverbial of manner into indonesian, the equivalence technique is applied. in english, the adverbial in the same way means equality. in indonesian, tanpa pandang bulu shares the same concept in the same way. the adverbial of manner in indonesia, tanpa pandang bulu, is in the form of an idiomatic expression. in the same way, the english adverbial can be translated into a phrase that is considered an idiomatic expression, for example, dengan cara yang sama. the translation will be acceptable as long as it does not ruin the message. it can be done idiomatically or non-idiomatically. 41 c. source language target language “stop! come back!” the coachman shouted at the top of his lungs (p.84) “stop! kembali!” sang kusir berteriak sekeras tenaga (p.170) the predicate in the source language sentence is indicated by the verb "shouted". how this predicate is performed is explained by the prepositional phrase at the top of his lungs. therefore, this prepositional phrase can be considered an adverbial of manner. the english prepositional phrase is considered an idiom since it is a group of words whose meaning is different from the meaning of the individual words (hornby, 2010:744). this english idiom means "as loudly as someone possibly can". this idiom is translated into sekeras tenaga in indonesian as the target language. the adverbial of manner, "sekeras tenaga" in the target language, means as powerful as someone can do. the equivalence technique is applied to the translation of the adverbial of manner from english into indonesian since at the top of his lungs and sekeras tenaga describe the same situation using different stylistic or structural means. in terms of meaning, both the source and target languages are on the same page and accept each other as equivalent translations. even though the english adverbial at the top of his lung is not translated into an idiom in indonesian, the message is acceptable. 3.2.2 transposition procedure a. source language target language by chance, a biologist told him how rats migrate en masse (p.72) kebetulan, seorang biolog menceritakan bagaimana tikus bermigrasi beramai-ramai (p.166) the adverb "en masse" in the source language is considered an adverbial of manner since the predicate "migrate" is shown by this adverb. according to hornby (2010:487), it was defined as "altogether" and usually in large numbers. then, this adverbial is translated into "beramairamai" which can be categorized as a verb. in indonesian, the verb beramai-ramai can be defined as doing something together (alwi, 2002:924). from this explanation, it can be seen that the translation process does not change the meaning of the adverbial. in addition, the transposition technique is applied to the translation of adverbial manner from english into indonesian. in english, the adverbial of manner is stated by an adverb, while in indonesian it is translated into a verb. the transposition technique has proven since there is a change in terms of word class. b. source language target language of course, great care was taken in arranging offerings to placate the evil spirits which were believed to lurk and lay in wait during that trip (p.40) tentu saja, sesajen dengan hati-hati dirangkai untuk menenangkan roh-roh halus yang dipercaya bergentayangan sepanjang perjalanan (p.152) the adverbial of manner in the source language sentence is shown by the noun phrase "great care," whose base word "care" can be defined as attention or thought that you give to something that you are doing so that you will do it well and avoid mistakes or damage (hornby, 2010:212). then, this english adverbial of manner is translated into the adverb phrase "dengan 42 hati-hati" in indonesian, in which hati-hati can be defined as being careful (alwi, 2002:393). it can be seen that the transposition technique is applied to the translation of the english adverbial of manner into indonesian in the example above, since there is a change in word class from a noun phrase into an adverb phrase. even though there is a change in terms of word class in the translation of "great care" into "dengan hati-hati," the message can be acceptable. 5. conclusion the conclusion of this study can be described according to the result of the analysis in the discussion with regard to the procedures applied to the translation of the english adverbials of manner into indonesian. in translating english adverbials of manner into indonesian, there were two methods applied: direct and oblique translation. in this study, it was found that there are borrowing and literal procedures as the direct methods applied; and in terms of oblique methods, there are equivalence and transposition procedures. the direct method is applied to preserve the original message of the sentence by keeping the form as it is in the source language. the oblique method is applied due to the different linguistic systems and cultural background of the source and target languages. it was found that there are differences in terms of grammatical structures between english and indonesian, which can be a problem for the translator trying to transfer the closest message of the source language sentence into the target language. there are some changes in terms of forms since the adverbials of manner in indonesian are more complex. a translator must exercise caution when re-expressing a message from the source language into the target language.in addition, the translator should pay more attention to the terms of the culture and linguistic system of both the source and target language in order to obtain the closest translation equivalence. 6. acknowledgements on this occasion, the author would like to express her sincere gratitude and appreciation to prof. dr. ni luh sutjiati beratha, m.a, as a promoter who has given full attention to encouragement, enthusiasm, guidance, and advice during the author's doctoral program. the author conveys the same statement to prof. dr. i nengah sudipa, m.a. and prof. dr. made budiarsa, m.a., as co-promoter i and ii, who have provided guidance and advice to the author. references alwi, hasan.2002. kamus besar bahasa indonesia edisi ketiga.jakarta: balai pustaka alwi, hasan, dkk. 1998. tata bahasa baku indonesia.edisi ketiga. jakarta: balai pustaka. bell, roger t. 1991. translation and translating: theory and practice. new york: longman inc. creswell, j. w. (2019). research design pendekatan metode kualitatif, kuantitatif, dan campuran edisi 4. yogyakarta: pustaka pelajar hornby, a. s., & turnbull, j. (2010). oxford advanced learner’s dictionary of current english (8th edition.). oxford: oxford university press. larson, mildred. 1998.meaning-based translation: a guide to cross-language equivalence. oxford: university press of america. pucci, idanna. 2004. against all odds. bali:saritaksu. quirk, randolph, et.al. 1985. a comprehensive grammar of the english language. london: longman. saldana, j. (2011). fundamentals of qualitative research. new york: oxford university press. sugiyono, 2018. metode penelitian kualitatif. bandung: alfabeta. 43 venuti, l., & baker, m. (eds.). (2000). the translation studies reader (vol. 216). london: routledge. biography of author nama lengkap: i gusti ayu agung sintha satwika tempat/tanggal lahir: denpasar, 24 maret 1990 email: agungsinthaa24@gmail.com nomor telp/hp: +62 89618786622/ +6282145102233 instansi: universitas mahasaraswati denpasar mailto:agungsinthaa24@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 53-66 doi.10.24843/ejl.2018.v.12.i01.p.05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 53 ideology in nijo text on the speech community of lio flores: ecolinguistic perspective 1 veronika genua, faculty of teacher training and education flores university 2 i wayan simpen, wayan_simpen@yahoo.com, udayana university 3 aron meko mbete, aron_meko@yahoo.com, udayana university 4 ida bagus putra yadnya, putrayadnya@yahoo.com, udayana university *corresponding author: veronika_genua@yahoo.com received date: 20-11-2017 accepted date: 15-12-2017 published date: 04-01-2018 abstract –the study about ideology of nijo text in traditional medication is sociolinguistic study, in particular ecolinguistic field. ecolinguistics discusses the interaction, interrelation, and interdependence between humans and the natural environment. in addition, there are also three dimensions, namely ideological, sociological, and biological dimensions relating to the exploitation of the environment for health through traditional medication on lio flores speech community. the problems of this study include how are the ideology, and meanings in the content of nijo text on lio flores speech community. the objectives of this study are to describes the ideology and meanings embodied in lio flores speech community. the result of this study describe that there is an ideology of belief in nijo text. additionally, there are also meanings and values in the text, such as stylistic, affective, religious, reflective, and social meanings. in addition, the values imply pursuance, defenselessness, and harmony. an example of defenselessness seen in data is lele dala 'follow the stars' that means always defenseless and surrender to the power and the ancestors as the guardian of life. keywords: nijo, ideology, belief, and health 1. introduction ideology in its development is elaborated through "language reflection" as a "neutral" option. but more than that, "ideas" are in social world as speeches, expressions, words spoken or impressed (thompson, 2003:13-14). ideology as a choice of term "neutral" of science perspective, not present in emptiness or vacuum, but "content" full of meaning and value. ideology becomes the main power of the individual, cultural group, and speech community in building civilization for their viability. ideology in collective consciousness or social cognition is a collection of properties (linguistic knowledge) that mentally regulates the reception, sharing, and exchange of information. language is general abstract "marker", its concrete is the text. text is language functioning in context (halliday, 1978). language is realized as a text, expressing "mystery" of ideology, certain meanings and values in social life of a speech community and cultural https://ojs.unud.ac.id/index.php/eol/ mailto:aron_meko@yahoo.com mailto:putrayadnya@yahoo.com mailto:veronika_genua@yahoo.com e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 53-66 doi.10.24843/ejl.2018.v.12.i01.p.05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 54 community. language in this case can also be perceived as a socio-cultural phenomenon that can be observed, studied, and interpreted, (see volosinov, 1973; storey, 2004). the concept of ideology contains a constellation or combination of texts, ideas and actions. in terms of linguistic research, in particular the text of nijo ideology as a constellation among texts, ideas, and actions must be related to texts (linguistic, constructed notions because of meanings to texts, and actions as expressions of meaningful texts). ideology is something that makes beliefs generated by rulers to their citizens increasingly felt and reasonable (jones and wareing, 2014:50). ideology is beliefs felt logically and reasonably by adherents, in particularly lio flores speech community who utilize the natural environment as source of health preserved till at present. nijo text is a traditional medication prayer accompanied by bhisa mali 'indigenous medical practitioner'. in ecolinguistic perspective, lio flores speech community maintains interaction, interrelation and interdependence with environment, and it is said that language can influence/change ideology, something accepted (as reasonableness) so that it can affect the way people think (jones and wareing, 2014:57). fairclough (1995:73) claims that in the terms of 'discourse' the use of language has close relationship between social interaction and social processes to systematically determine the variations in its properties, including linguistic forms appeared in the text. one aspect relating to inherent societal circumstances in discourse sense, i.e. the ideological language, and the ideology covered by language. thus, language is a medium to build, survive, as well as alter and inherit ideology because it is a means of storing meanings belonging to all members of cultural community (zoltan, 2006:336). based on the background then the problems of the study are formulated as follows: what ideology is found in the text of nijo lio flores; and what meanings and values are found in the text of nijo lio flores traditional medication. the aims of the study are to describe the ideology implied in the text of nijo on lio flores speech community and to describe the meanings and values in the text of nijo on lio flores speech community. the theories used in this study are ecolinguistics and cultural linguistics. everything in diversity in particular environment always interacts, interrelates, and interdependence. ecolinguistic parameter, particularly the existence and presence of languages are indeed to be present among humans, always and also interdependent, interacting, and interrelated with everything in its environment to make https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 53-66 doi.10.24843/ejl.2018.v.12.i01.p.05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 55 ecolinguistics as life science, science of life. bang and door (1996:10) state that linguistic theory is a link between ecology that reflects human and problems in the phenomenon of language. linguistic theory is also ecological theory, namely ecological approach that investigates the object of research relating to the environment as a relational investigation (bang and door, 1996:3). bunsdgraard and steffensen explain that ecolinguistics is the study of the interrelation of biological, sociological, and language ideological dimensions (in linda and bundsgraad (ed), 2000:11. according to duranti (1997:27), a culture is similarly describing language. 2. research methods the research on the ideology of nijo text on lio-flores speech community is field research. the approach used is descriptive qualitative. data were collected through field research, all are verbal data in the form of words and not in the form of numbers (miles and huberman, 1992:15). qualitative research tends to refer to naturalistic, phenomenological, and ethnographic researches. qualitative research is exchanged with naturalistic inquiry and cognitive anthropology (mulyana in sotari and komarin, 2013:23). thus, it is not only as an effort to describe the data, but also the result of the collection of valid data required in qualitative, such as intensive interviews, document studies, by doing triangulation. the data obtained are encoded in the form of text. qualitative descriptive method was used to understand and describe the phenomenon of language that presents about natural environment, the ideology of society in utilizing traditional medication for health. qualitative research method is used to understand the texts of the environment and phenomenon of knowledge level of a speech community on things relating to perceptions (strauss and corbin, 2012). 3. results and discussion ideology as an order of ideas formed from particular point of view is a collaboration between perspectives and perceptions that are certainly built through a means of language. the language means used in the nijo text is specifically expressed by a certain person called bhisa mali 'indigenous medical practitioner'. nijo text spoken out implies ideology behind it. the complete descriptions of ideology are described below. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 53-66 doi.10.24843/ejl.2018.v.12.i01.p.05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 56 3.1 ideological belief in nijo text on lio-flores speech community lio-flores speech community believes that ata ro 'sick person', in addition to be healed with chemical medicines, either in health centers or hospitals, can also be cured by bhisa mali 'indigenous medical practitioner'. something done by bhisa mali is to heal sick persons through nijo completed by traditional herbal ingredients that cannot be done by everyone. it is only done with strength or energy of words delivered by bhisa mali 'indigenous medical practitioner', the sick person can be recovered from the illness suffered. for lio-flores speech community, every text spoken contains ideology behind it. based on the data obtained from lio-flores speech community, it is said that every prayer spoken, either by individual or bhisa mali is believed that ruu 'disease' would be cured. lio-flores speech community believes that every word spoken out by bhisa mali has energy or strength. this can be proven in nijo text seen in the following data. ro ji'e baja keku ill healthy sick healing 'to heal disease' demi doli miu soi if suffered 2 nd plr. lift 'suffering is released' demi take miu lake if impeded 2nd plr. recovered 'if it is impeded, release it' demi taka miu langa if sticky 2nd plr. take it away if it is attached, release it based on the data, it is said that in pronouncing nijo, bhisa mali 'indigenous medical practitioner' and sick people, can imagine all kinds of diseases and try to remove them from the body. it is done with full of belief and repeatedly tirelessly, then the diseases are slowly healed. data of the sentence demi take miu lake 'if it is attached' held up lift' has ideology, i.e. how serious the illness suffered, with full of belief, any disease suffered could be healed. with the belief ato ro 'sick person', nijo 'medication prayer and traditional herbal ingredient in the process of healing are very influential for gaining healthy. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 53-66 doi.10.24843/ejl.2018.v.12.i01.p.05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 57 3.1.1 meaning and value of nijo text on lio-flores speech community every text spoken by someone has meaning and value contained in it. in relation to the meaning of a text, according to leech (2003), the meaning of a language or nijo text can be analyzed including stylistic, affective, religious, social, and colloquial meanings. 3.1.2 stylistic meaning stylistic meaning is the meaning of a word that indicates social environment of its use. stylistic meaning is understood through the recognition of a dimension of its usage level in the language environment. this shows that a person knows and understands a word according to the geographic environment and the derivation of their social environment. the form of message delivery in relatively temporary style relates to the status aspects (politely, impolitely speeches). stylistic meaning relating to geographical location and derivation of social environment can be seen in the following data. keli wolo tana watu mountain hill land stone 'universe' to'o ghele ulu raka bata bewa conj. on the head until waves break 'from the top of the mountain to the coast' to'o sepi mesi raka sepu mesi conj. side sea until side sea 'from sea side to sea side' mai si doa let us pray 'pray' the text shows that the geographical environment of lio-flores speech community consists of mountains, hills, and long distance among villages with their typical activities. in the interaction, interrelation, and interdependence relationship with the natural source of traditional medication, one of the ways done is to serve offerings to get blessing of the guardian of the universe, in this case pitu (sociological dimension). lio-flores speech community believes that the guardians of the universe, of course always keep and protect the people who inhabit the region, always do everything well to each other and to surrounding natural environment. nijo is delivered, generally spoken with special words by a certain person. nijo text is spoken along with movements as distributing food for the ancestors, wagging the body of sick https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 53-66 doi.10.24843/ejl.2018.v.12.i01.p.05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 58 person with leaves, or watering the body of ata ro 'sick person' (sociological dimension). the temporary stylistic meanings in nijo generally use polite words of request, harsh words, collegial and assertive words. the use of polite words in the form of requests is spoken for treatment of nonmedical illnesses, whereas harsh, and colloquial words use are spoken to identify nonmedical diseases caused by greed which can cause a person suffered from an illness as described on the data below. redha ke lema ke pull part. tounge 2nd singular 'pull his/her tongue' kedhu ge ngi'i ke pull out part tooth 2nd singular 'pull his/her tooth out, pesa isi ge eat content 2nd singular 'eat the content' the data shows the anger of a bhisa mali 'indigenous medical practitioner' to something which disturbs, especially worldly disruption or hostility with supernatural beings. 3.1.3 affective meaning affective meaning is language meaning that is seen as a reflection of a speaker's personal feelings to a person who listens to what is spoken or prayed for. the reflection of these feelings according to kushartanti (2005:120) states that, the value of senses of the words or commonly called connotation, are determined by associative meaning and affective meaning of words spoken by a person. the affective meaning is a reflection of the feelings experienced by ata ro 'a sick person' and ata bhisa/bhisa mali'. the feelings refer to positive or negative ones, such as 'ji'e 'healthy' ngga 'fresh', keku 'recovery', and langa 'lift' make positive affective meanings, while ndate 'heavy/hard', talo 'unable', nala 'long time' denotes negative affective meaning. the illness suffered can be either natural or associated with errors, and disharmony relationship among du'a ngga'e 'lord' embamo mamo, ku kajo 'ancestors', or there has been unfulfilled communication among them. these include persantetan 'black magic', falling down from trees, accidents or other tragic events (mbete, 2006:82). nijo data related to reflection of feelings can be seen in the following data. miu pati sai wunu kaju to minu mogo 2nd plr. give already leaves tree for drink swallow https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 53-66 doi.10.24843/ejl.2018.v.12.i01.p.05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 59 'give traditional herbal ingredient to drink' pati sai wunu kaju to wija lali give part leaves conj virtuous 'how virtuous the leaves ingredient is' lai mbeja si ru'u leka teba kai lift all already disease conj body 2nd plr. 'recover all diseases from his/her body' baja kai mae nala hard 2nd plr. not long 'suffering illnesses do not stay long' the reflection of feelings on the data has positive affective meanings. this can lead to ata ro 'patient's' feelings more comfortably and hope that the illness can be cured. the phrase pati sai 'give', lai mbeja 'lift all' and mae nala 'not long' can be a hope that the sick person can be cured. the speech community believes that the words pronounced by bhisa mali have energy or strength. this is believed because at the time of pronouncing the nijo text, bhisa mali also requests the hand of du'a ngga'e 'god almighty' through the mediation of embu mamo 'ancestors', as well as tana watu 'the ruler of the universe' who controls the universe as supernatural power (cosmological dimension). in addition to positive affective meanings, there is also a negative affective meaning that is bhisa mali at the time of diagnosing a disease, he makes a patient feel uncomfortable. this is because the speech spoken disturbs the mood of ata ro 'sick person'. the quotation data of negative affective meanings as follows. ru'u ina nala do disease det long already 'the disease has been long' aku nijo talo, latu ina 1st singular prayer unable exist det 'there are other things disturbing' the data shows the uncomfortable mood in phrase nala do 'has been long'. ata ro 'sick person' hopes an illness he/she is suffered can be healed. in addition to nala do, there are also other phrases, namely nijo talo 'unable'. one thing expected by a sick person is to recover from the illness. in addition, the inner atmosphere feels uncomfortable, that means an illness suffered cannot be cured. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 53-66 doi.10.24843/ejl.2018.v.12.i01.p.05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 60 3.1.4 reflexive meaning reflexive meaning is a meaning that arises in term of double conceptual meaning, when the understanding forms partial words of our response to another interpretation. every text spoken also has expressions entertaining to request favor of holy spirit in a miracle for the healing of a sick person ata ro. the two points refer to the trinity in the form of a third person according to the belief of catholic community. the entertainer provides comfort although in religious context, it is to reinforce or support him/her, whereas the holy spirit contains a sense of distance with humans because of the presence of sacred word. the sense of comfort can be seen in the following data. ro ji'e baja keku sick recovery sick gentle 'recovery from illness' beta b h ewa disconnect release it 'recovery' pati ti petu keta give hot cool 'give health and freshness' the data indicate the recovery of ata ro 'sick person' from the illness suffered in the sentence of beta b tm wa that 'healing' is comfort. the spoken nijo also influences ata ro to relieve suffering being experienced. 3.1.5 religious meaning religious meaning is something abstract and an important element in a culture. this system governs human relationships with god and the unseen world, among people, and between humans and their environment (cosmological dimension). the whole systems are imbued in the atmosphere felt as families by people who believe it (koentjaraningrat et al., 2003:5). in relation to the context of nijo as religious action, it is a process of reflection or event recognition of human surrender and helplessness. it carries the spirit of high spirituality in human life, which is believed to provide health. the meaning of surrender and solicitation to always be protected as shown in the following data. du'a ngga'e gheta wawo ji'e lord god conj. on good/well 'god is almighty' ghele ulu raka eko conj. head till tail https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 53-66 doi.10.24843/ejl.2018.v.12.i01.p.05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 61 'ruler of the universe' ro ji'e baja keku ill recover illness recovery 'heal from the sickness and be healthy' the quotations of nijo text show solicitation to the great creator to protect the community from diseases. in the context of the world of traditional medication, the phrase of solicitation alwaysrevealed ro ji'e baja keku. the nijo text quotation means to heal illnesses suffered by people. 3.1.6 social meaning lio-flores speech community is social creature, like other speech communities, has sense of togetherness and humanist kinship. the nijo text expresses vertical relationship between humans and ancestors, and supernatural powers. this happens, because of harmonious relationship with natural environment in healing of illness experienced by a sick person. society as a social being exists in the parameters of interaction, interrelation, and also interdependence between one society and the other, and also related to environment in ecolinguistic perspective. the relationship revealed in the speech with the ancestors, and with living people becomes a pillar of social meaning having strength that helped empowering humanist and collegial perspective. nijo text quotation data can be viewed as follows. mai kita sa ate let 1st plr. one heart 'let's be one heart' boka ki bere ae purl grass watering 'lying down like grass flowing like water' the data shows social meaning mai kita sa ate 'let us be one heart'. the phrase sa ate denotes the unification of forces from the invisible power (cosmological dimension). in addition, there is the unification of forces with the ancestors and also fellows to establish sense of brotherhood in healing ata ro'. in addition to the meaning, the traditional medication nijo has value for lioflores speech community as proof of health care which becomes the main key in life. the values can be described as follows. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 53-66 doi.10.24843/ejl.2018.v.12.i01.p.05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 62 (a) the value of defensiveness value of defensiveness is to form dichotomous behavior, which is to thank for all have been given. the invisible and unattainable supernatural strength by human ability, is summed up in a belief. the value of defensiveness leads to build attitude and behavior to be tenacious and always praying and letting go to get miracles specifically in healing. defensiveness is always convinced that everything has been outlined. patience and submission do not yield to circumstances. patience is tenacity to trials occuring in life that is always hardy and keep trying to do what can be done as well as possible. it can be seen in the following nijo data. sua embu mamo ask for the ancestors begging for the ancestors tu leka ae send in water send to water lele dala listen to stars follow the star the data show that the value of defensiveness to ancestors and supreme ruler over a disease that abounds a patient. it can be seen in the phrase lele dala 'follow the stars' means always be defensiven on what is being done and fateful to the illness suffered and always surrendered to god and ancestors as the guardians of life. (b) value of harmony harmony is a hope of every creature on this earth, either humans, animals, plants, and natural surroundings. humans always maintain and care for natural environment, because from there, life is obtained, such as the needs of food, herbs and other freshness to give life. a disease suffered can be caused by lack of harmony with the ruler of the universe and natural environment. these values can be seen in the following data. du'a ngga'e great owner god almighty aku we mbana kau jaga aku i want to go, you agree safe me watch when i go we jaga ongga aku lita and watch mound i step on https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 53-66 doi.10.24843/ejl.2018.v.12.i01.p.05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 63 safe me from mound i step on leka watu mae jeri in stones do not be sleepy in stone, do not be sleepy between man and the universe, there must be harmony. the agreements we have made, such as not to step on big stones as places of prayer because they are homes of the rulers of the universe. it can be seen in the phrase leka watu mae jeri 'in stone, do not be sleepy'. the sentence shows that the ancestors and rulers of nature always maintain and protect other creatures, such as humans when crossing their residence so that no errors can cause illness or disease to be abundant. (c) value of obedience obedience is always to do what is commanded. in the context of nijo prayer and traditional medication are the points always associated with behavior and deeds done by ata ro 'sick person'. in an attempt to alleviate illness, the sick person is involved in a series of internal and external problems solving. values of obedience refer to be obedient to everything relating to the diseases (internally) and the rules instructed by the indigenous medical practitioner (externally). in addition, he/she must be obedient to maintain and care for themselves. some rules that must be abided by ata ro can be seen in the following data. kasa ma'e langga fence, do not pass do not break koba ndoli creeping around creeping and winding the data indicate that ata ro must obey the applied rules as in nijo sentence that means kase ma'e langga 'do not pass the fence'. the nijo text reminds in order that the sick person always obey what is ordered for the illness to be cured. this phenomenon cannot be underestimated because it has power and something of magical nuance (genua, 2017: 299). https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 53-66 doi.10.24843/ejl.2018.v.12.i01.p.05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 64 4. novelties the study of nijo text is closely related to ecolinguistics. ecolinguistics is a bridge of interaction among humans in every life. the application of three-dimension in ecolinguistic study, as described by lindo and bundsgaard (2000:11), namely ideological, biological, and sociological dimensions is closely related to people's life in lio-flores speech community. besides the three dimensions, there is also cosmological dimension. cosmological dimension in relation to the necessities of life of the local people is specifically concerned with the exploitation of the natural environment. it is concerned with the system of power of the universe through the power of divine. it also illustrates transcendental relationship between lio-flores speech community and embu mamo 'ancestors' nitu pai tana watu the ruler of the universe. thus, all life come from dua ngga'e 'great creatora' as the determinant of life in this world. every human being always hopes that all requests can be granted specifically related to nijo text. figure 1. shows four dimensions including cosmological dimension that embodies all human life activities. explanation: figure 1 for dimensions in ecolinguistic perspective (modification of lindo and bundsgaards) explanation: s1: text initiator s2: text consumer/user s3: text subject o: object referred : dialog : related https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 53-66 doi.10.24843/ejl.2018.v.12.i01.p.05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 65 research on nijo text contributes in order to enrich the study in ecolinguistic perspective. 5. conclusions and suggestions 5.1 conclusions every text spoken has ideology that the local people already believe. nijo text in traditional medication has a belief ideology to heal illnesses. each nijo is spoken with power, and energy, as well as belief that all diseases could be healed by bhisa mali through prayer. there are also meaning and value contained in nijo text, in particular the value of pursuance, value of obedience, and good harmony to du'a ngga'e 'the almighty', embu mamo 'ancestors', and tana watu 'the ruler of the universe. 5.2 suggestions this paper is expected to be useful in linguistic studies for the development of ecolinguistic field research. in addition, nijo text can be published to avoid extinction. in addition, it can also be made a simple glossary or dictionary so that everyone understands the meaning of being spoken. references bang, j. chr. dan door, j. 1996. language, ecology, and truth – dialogue and dialectics. [online] dapat diakses lewat situs: www.pdfio.com/k-22479.html. cassirer, ernst. 1990. manusia dan kebudayaan: sebuah esei tentang manusia. (alois a. nugroho, penj.) jakarta: pt gramedia. duranti, a. 1997. linguistic anthropology. cambridge: cambridge university press. genua, veronika. 2017. “ekoleksikon nijo pada guyub tutur lio flores”. (disertasi). fakultas ilmu budaya universitas udayana. gibbons, michael t.2002. tafsir politik telaah hermeneutis wacana sosial-politik kontemporer. yogyakarta: qalam. halliday,m.a.k . 1978. language as social semiotic : the social interpretation of language and meaning. london : edward arnold. jones,jason dan shan wareing.2014. “bahasa dan politik”, dalam linda thomas dan shan wareing. bahasa, masyarakat, dan kekuasaan (penj. sunoto,dkk).yogyakarta : pustaka pelajar. koentjaraningrat. 1990. manusia dan kebudayaan di indonesia.jakarta: djambatan. kushartanti. 2005. pesona bahasa: langkah awal memahami linguistik. jakarta: gramedia pustaka utama. kusumohamidjojo, budiono. 2010. filsafat kebudayaan proses realisasi manusia.yogyakarta : jalasutra. leech, g.2003. semantik. paina partana, penj.) yogyakarta : pustaka pelajar. https://ojs.unud.ac.id/index.php/eol/ http://www.pdfio.com/k-22479.html e-journal of linguistics doaj indexed (since 15 sep 2015) january 2018 vol. 12 no. 1 p: 53-66 doi.10.24843/ejl.2018.v.12.i01.p.05 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 66 lindø, anna vibeke & bundsgaard (ed.). 2000. dialectical ecolinguisticts tree essays for the symposium 30 year of languange and ecology in graz december 2000. austria: university of odence research group for ecology, language and ecology. mbete, aron meko. 2006. khazanah budaya lio ende. denpasar : pustaka larasan. miles, mattew b dan a.m.huberman. 2007. analisis data kualitatif. penerjemah: tjetep rehendi rohidi. jakarta: univerrsitas indonesia. satori, djam’an & komariah aan. 2013 metodologi penelitian kualitatif. bandung : alfabeta. strauss, anselm & jeliet corbin. 2003. dasar-dasar penelitian kualitatif. tatalangkah dan teknik-teknik teorisasi data. penerjemah. muhammad shodiq & imam motaqin. yogyakarta: pustaka pelajar. thompson, j.b. 2003. analisis ideologi : kritik wacana ideolgi-ideologi dunia.y ogyakarta: ircisod. volosinov, v.n. 1073. marxism and the philosophy of language. translated by ladislav matejka.and i.r. titunik. new york and london : seminar press 6. acknowledgments the author wishes to thank all those who have made valuable contributions to this research so that the results can be disseminated through publication, especially to examiners: prof. dr. made budiarsa, ma, prof. dr. i ketut darma laksana, m. hum, prof. dr. i wayan rasna, m.pd, dr. a a. putu putra, m. hum, and dr. i made netra, m.hum for their advices to deepen the analysis and presentation of appropriate research results. https://ojs.unud.ac.id/index.php/eol/ sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 14, no. 1, january 2020, pages: 20-32 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i01.p03 20 the verb “memukul’ in the balinese language dialect spoken at taro village: a natural semantic metalanguage study 1 i made dian saputra ihdn university, denpasar, indoenesia. email: dektonk85@yahoo.com 2 i nyoman suarka udayana university, denpasar, indonesia. email: nyoman_suarka@yahoo.com 3 i wayan cika udayana university, denpasar, indonesia. email: wayan_cika@yahoo.com article info abstract* received date: august 08, 2019 accepted date: august 12, 2019 published date: january 31, 2020 keywords:* the verb of “ngetok”, dialect, natural semantic metalanguage the people living at taro village speak the balinese language as their daily language. as the speakers of the balinese languge, they never neglect the speech order, as can be seen from the fact that they still use the balinese words, which in the modern era, have been neglected, resulting in the fact that many people are not familiar with a number of words, especially those which belong to the verb word class, one of which is the verb “ngetok” (hit). the balinese language has a great number of verbs; however, the current study only analyses the verb “ngetok’ (hit) using the theory of natural metalanguage semantics (nms). the verb “ngetok” (hit) has a great number of equivalents; they are ngebug, ngedig, nigtig, ngupek, megambel, mugpugin, mukpukin, ngukul, nungting, ngempug, nyakcak, noktok, ngeplokin, nebuk, ngaasin, nepung, ngintuk, ngalocok, namplak, nyemés, nempéléng, nyagur, nyepédin, nglamet, ngamplongin, ngamplengin, ngemplangin, nglentangin, ngaplekin, nyontok, nylimed and mentil. one verb is different from another, although they are all used to express the action of hitting something or someone, depending on what tool is used to hit and the subject and object which are hit. the verb “ngetok” (hit) in the balinese language has two different meanings; namely doing something and taking place, which can be explained using the explication technique in which it is described that “x does something on y, causing something either bad or good to occur to y”. such differences in meaning can be obtained through the analysis of the original meaning using the non-compositional polysemy 1. introduction the fact that the tri wangsa (caste system)-based social classification does not contribute to anything to the people living at taro village; the village can be classified as one of the old ones in bali. in general, the balinese language is still maintained and used as the daily language which 21 the villagers speak. they still maintain the speech etiquette and even still use the spoken and written balinese language varieties in any formal activity. in the current modern era many people in general and the young ones in particular do not perfectly understand and pay attention to the sense of value when they speak. attention needs to be paid to the sense of value in any speech event. in other words, what needs to be paid attention to includes who the addressee is, where and when the speech event takes place, and the theme and aim of the speech event. viewed from the linguistic aspect, every language has forms, functions and meanings which can be analyzed using the theory of the natural semantic metalanguage. it is expected that this theory can explain the existence of any language with its different forms in the same domain of meaning. the writer has reviewed some studies exploring several verbs in the balinese language such as the verb ngetep used to express the action of cutting something, and the verb masare majujuk used to express the action of sleeping in the standing position. however, none has investigated the verb memukul (hit) in the balinese language. realizing that the verb memukul has a great number of equivalents in the dialect of the balinese language spoken at taro village, it is necessary to conduct the research entitled “the verb memukul (hit) in the dialect of the balinese language spoken at taro village: a study of natural semantic metalanguage”. based on the background of the study above, the problems of the study can be formulated as follows: 1. what is the verb memukul (hit) like in the balinese language from the perspective of natural semantic metalanguage? 2. what is the meaning of the verb memukul (hit) from the perspective of natural semantic language? 2. research methods 2.1 type of the study and the approach used this current study is a qualitative one in which the phenomenological approach, which was adjusted to the condition of the people living at taro village, tegallalang district, gianyar regency, was used. 2.2 data type and source the data used in the current study are the qualitative data, meaning that the object of the study was in the form of words instead of numbers. in other words, the object of the study is described and pictured using words instead of numbers. the data sources are divided into two; they are the primary data source and the secondary data source. the main data were obtained through observation and interview in which the interviewees were a number of people determined using the sampling random technique. the secondary data were obtained from a number of books and other references related to the study. 2.3 method of collecting data the data were collected through direct observation of the object of the study in which the note taking and documentary techniques were used, and through interview in which the mixed technique was used. the informants were determined using the sampling random technique and the introspective reflective technique, in which the researcher played roles, namely as the subject as well as the object of the study. the introspective reflective technique allowed the researcher, as a native speaker of the language under study, to use his ideas, knowledge and logical reasoning 22 as the data source. the secondary data were obtained through the library and documentary research. 2.4 method of data analysis the method of data analysis in the current study includes data reduction, data presentation and conclusion drawing. according to muhammad (2011:233), “metode analisis data adalah cara menguraikan dan mengelompokkan satuan lingual sesuai dengan pola-pola, tema-tema, kategori-kategori, kaidah-kaidah dan masalah-masalah penelitian”. (method of data analysis refers to the way of describing and grouping lingual units based on the patterns, themes, categories, rules, and problems of the study). the results of the data analysis are descriptively and qualitatively explained. 3. discussions 3.1 form of the verb “memukul” (hit) in the balinese language from the perspective of natural semantic metalanguage at taro village, many forms of the verb ‘memukul’ (hit) in the balinese language were found, resulting from the fact that the balinese language is still used as the daily language by the local people. the forms of the verb ‘memukul’ (hit) in the balinese language were analyzed using the theory of natural semantic metalanguage (nsm). according to goddard (in sudipa, 2004:146), each form of a word has specific semantic features which can differentiate it from another word in the same domain of meaning. further, anna weirbicka (in sudipa, 2004:146) stated that the theory of nsm can picture the unique semantic features of every form of a word. it was found out that the verb “memukul” in the balinese language has 32 equivalents; they are “ngebug, ngedig, nigtig, ngupek, magambel, mugpugin, mukpukin, nungting, ngempug, ngempug, nyakcak, noktok, ngeplokin, nebuk, ngaasin, nepung, ngintuk, ngalocok, namplak, nyemés, nempéléng, nyagur, nyepédin, nglamet, ngamplongin, ngamplengin, ngemplangin, nglentangin, ngaplekin, nyontok, nylimed and mentil.” one equivalent of the verb “memukul” in the balinese language is different from another, depending on how the action of “memukul” (hit) is done, the tool used, the subject and object of the action, as can be explained as follows: the way of doing the action of “memukul” (hit) cannot be separated from the tool used for doing the action and who the subject and object of the action are. a. ngebug the verb ngebug is often connected with someone who is playing the music instrument referred to as the gambelan instrument; the action of playing the gamelan instrument is referred to as magambel (playing the gambelan instrument). how the verb ngebug is used can be seen in the following sentence: (01) gebugin malu gongé pang énggal tawang pelihné. (hit the gong in order to be able to find out quickly what is wrong) sentence (01) contains the verbal expression of ngebugin gong (hit the gong). the verb ngebug is often used if the object of the action is what is referred to as gong and kempur (a type of gong, which is smaller than the gong). when this musical instrument is hit, it produces the echoing sound. the tool used for hitting it is what is referred to as ‘panggul’. hitting it slowly from the side is the way of doing the action. b. ngedig the verb ‘ngedig’ is also often connected with the way of hitting gamelan musical instruments such as kendang (a small drum covered with leather at each end), gender 23 (metallopone with keys suspended on thongs or cords over sounding tubes) and gangsa (brass) as exemplified in sentence (02). the tool used for hitting such gamelan instruments is also referred to as panggul, which is used for hitting the gamelan instruments quickly and hard to produce a high-pitched voice. (02) kendangé lantas ngedigin, mara ngedig gender paling siduri pang nyak maadungan. (the kendang (drum) should be hit before the gender to make them match) apart from being uttered when hitting the gamelan instruments, the verb ngedig is also uttered when hitting what is called pentungan/kulkul (a drum made from either bamboo or wood), as exemplified in sentence (03). (03) krama sareng sami tunas titiang benjang idadané mangda ngayah mareresik ring pura taman beji, galah pitu semeng sampun ngedig kulkul. (everybody is kindly requested to clean the environment where taman beji temple is located; the kulkul (the wooden drum) will be hit at 7 in the morning). sentence (03) contains the expression ngedig kulkul (hitting the wooden drum). the tool used for hitting the kulkul is also referred to as panggul. however, it is different from the panggul used for hitting the gamelan instruments; the former is always made of wood. based on the two examples above, it can be concluded that the action of ‘ngedig’ is done using the tool referred to panggul; repeatedly hitting the object, which is usually rather wide and flat, is the way of doing the action of ngedig. c. nigtig nigtig is an action done by repeatedly hitting something or someone using a wooden tool, broom, duster, and broom of split coconut midribs ‘sapu lidi’, as illustrated in the following example: (04) sing buungan méméné nigtig panakné sawiréh bes kalu. (the child is too naughty for his/her mother not to hit him/her) sentence (04) contains the verbal phrase nigtig panak (hitting the child). the action of hitting the child cannot be separated from emotion. when someone who is angry hits another using a broom or wooden tool repeatedly on the waist, the action he/she does is referred to as nigtig. in sentence (04) what is hit is the human body. the verb nigtig is also used to express the action of hitting a mattress and a bucket, as illustrated in sentence (5) and sentence (6). (05) dé, tigtigan jep kasuré majemuh pang ilang bukné. (dé (term of address)), hit the mattress which is exposed to the sun in order not to be dusty any longer) (06) telanan nigtig ember, empeng kupingé medingehang. (you’re kindly requested to hit the bucket slowly, it’s too noisy) sentence (05) contains the verbal phrase tigtigan kasure (hit the mattress) and sentence (06) contains the verbal phrase nigtig ember (hit the bucket). in sentence (05) what is hit is a mattress and in sentence (06) what is hit is a bucket. the action of nigtig kasur (hit the mattress) is done to make the mattress clean from the dust using sapu lidi (a broom of split coconut midribs), the action of nigtig ember (hit the bucket) is usually done by a child as a game. based on the explanation above, the verb nigtig is used to express the action of hitting the object with a wide surface repeatedly using either a wooden tool or a broom. 24 d. ngupek ngupek refers to an action when someone plays a gamelan instrument referred to as kendang (a small drum covered with leather at each end). this action is done using the palms of hands instead of a tool. the way of doing it is that the left end is hit using the palm of the left hand and the right hand is hit using the palm of the right hand, and the object which is hit is kendang. someone who observes the kendang player will utter: (7) lemuh pesan liman tukang kendangé ngupek kendang. (the kendang player plays the kendang gracefully) e. megambel the verb megambel is used to express an action of playing a set of gamelan instruments such as kendang (a drum covered with leather at each end), gender (metallphone with keys suspended on thongs or cords over sounding tubes), cengceng (cymbals), gangsa (brass), kempur (gong) and so forth which are hit at the same time by a group of people, guided by what is referred to as ding-dong. the subjects are the group of people who do the action and the object is a set of gamelan instruments, as illustrated by the following sentence. (08) odalané suba paek, sekeha gong cerik-ceriké seleg pesan mauruk megambel. (the temple festival will be performed soon; the children who belong to the group of the gamelan players are busy learning to play the gamelan instruments). f. mugpugin the verb mugpugin is used to express an action of hitting someone and is often uttered when someone or a group of people fights against another or another group repeatedly. (09) anak cerik ento mugpugin méméné sawiréh tusing baanga meli plalianan. (the child hits his/her mother as he/she is not allowed to buy the toy he/she wants) (10) truna-trunané jani liu ané demen mugpugin timpal ngaé mamusuh. (now many young men like hitting others, causing them to have enemies) in sentence (09), the verbal phrase mugpugin méméne (hitting his/her mother) is used to express the action of hitting someone in which the object is the mother and the subject is the child. the action expressed using the verb mugpugin is done using the clenched fist from the back and is focused on the waist or the back part of the body. in the action done in sentence (10) ‘mugpugin timpal’ (hitting another), the subject, the object and the way of doing it are almost the same as the subject, the object and the way of doing the action expressed in sentence (09). it can be concluded, therefore, that the action expressed using the verbal phrase mugpugin shows that the action is repeatedly done using the clenched fist from the back especially when the subject is emotional. g. mukpukin the verb mukpukin is uttered only when someone hits a fruit such as a jackfruit or watermelon to know whether it is already mature or not. it is done using the palm of one hand on the fruit from the upper part to the lower part. h. ngukul 25 the action expressed using this verb cannot be separated from the society’s programs. it is the action of hitting what is locally referred to as kulkul (wooden drum). the sounds produced by hitting the wooden drum are used to call the society’s members to come to the village hall. the action of hitting the wooden drum ‘ngukul’ can be divided into four; depending on how many times the wooden drum is hit. one sound, which is produced by hitting the wooden drum one time, means that there is someone who is married; three sounds, which are produced by hitting the wooden drum three times, means that there is someone who is dead; more than three sounds, which are produced by regularly and repeatedly hitting the wooden drum, mean that the society’s members are supposed to gather at the village hall; more than three sounds, which are produced by irregularly and repeatedly hitting the wooden drum, mean that there is a danger or a disaster at the village. the action of ‘ngukul’ is only done by someone who has been appointed for that; in other words, not everybody can do it. the reason is that in bali the wooden drum ‘kulkul’ is sacred. the action is done using a wooden tool locally referred to as ‘panggul’. the object is a wooden drum which is repeatedly hit, depending on what it is hit for. how the verb ngukul is used is illustrated in the following sentences: (11) énggalin ka pura jero mangku ba tuni ngukul! go to the temple quickly; the priest hit the wooden drum a few minutes ago. (12) jero bendésa ba kel ka jeroan ngukul, énggalin dik manjus. (head of the traditional village will go to the inner yard of the temple to hit the wooden drum). (13) mai énggalin ka balé banajaré nak ba ngukul. (let’s go to the village hall, the wooden drum has been hit) i. nungting the verb nungting is often uttered by a traditional leader when a religious ceremony is performed at the temple to ask what is referred to as ‘saya’ (staff member of the traditional leader) to hit two wooden drums; one is hit after the other. the verb ‘nunting’ means causing a wooden drum to sound. however, the wooden drum which is hit is different from the one when the action of ‘ngukul’ is hit. the type of the wooden drum hit when the action of ‘nungting’ is done is referred to as kulkul pejenengan. the way of doing the action of ‘ngukul’ is similar to the way of doing the action of ‘nunting’; however, in the action of doing the action of ‘nungting’ there are two wooden drums which are hit; one is hit after the other. apart from that, the action of ‘nungting’ is usually done when the god who is believed to reside at the temple is descended from where he is usually worshipped. the event for which the action of nunting is done is usually more sacred that that for which the action of ngukul is done. sentence (14) exemplifies how the verb ‘nungting’ is used. (14) majeng jero saya mangda gelis nungting duaning ida bhatara jadi medal. (it is addressed to jero saya (a staff member of a traditional leader) that he should hit the two wooden drums quickly as the god who is believed to reside at the temple is about to be descended). j. ngempug the verb ‘ngempug’ means hitting something in such a way that its inner part is still intact. it is usually uttered when someone, as the subject, hits a big limber using a sharp tool locally referred to as ‘kapak’ (ax). the limber is laid down before it is cut in such a way that it will become firewood. how the verb ‘ngempug’ is used is illustrated in the following sentence: (15) binmani semengan tulungin jeb ngempug saang ditegalé daja. 26 (help me hit the log in the north unirrigated agricultural field tomorrow morning). k. nyakcak the action of nyakcak is done by repeatedly hitting an object such as ginger, betel vine and the other spices used for medicine. it is done using a tool made of stone. the object is repeatedly hit until it becomes soft and fine, as illustrated in the following sentences: (16) i dadong nyakcak jahé lakar boréh nganggoan batu boréhan. (grandmother hits the ginger to make ‘boreh’ (medicinal powder mixed with water used as ointment or liniment) using stone specifically designed for that) (17) suud nyakcak jahé umbah malu batu boréhé suud to mara nyakcak base. (after hitting the ginger, the stone used for making the boreh is cleaned before it is used for hitting the betel vine) 1. noktok the verb noktok is used to express what a carver does when creating a statue using wood. the action of noktok is done using two types of tools; one is referred to as ‘peet’ (chisel) and the other is referred to as ‘pengotok’ (wooden hammer). it is done by hitting repeatedly the chisel using the hammer. the subject, that is, the carver is in a sitting position before the wood which is carved, as exemplified by sentence 18). (18) kanti bungker tunduné pak wayan sabilang wai noktok kayu. (mr. wayan is hunchbacked as he hits wood every day). m. ngeplokin the action of ngeplokan is done by hitting something repeatedly using a hammer. the subject is human and the object is a coconut of which the peel is already removed. one hand is used for holding the coconut and the other is used for hitting it in such a way that it gets broken. the action is done quickly and strongly. when what is hit is either a dog or a thief, this is also referred to as’ngeplokin’; however, the difference is that the object is either an animal or human. the tool is the same, namely a hammer but what is hit is the back part of the object. n. nebuk, ngaasin, nepung, ngintuk and ngelocok the action of hitting expressed using these verbs are done by repeatedly hitting two tools, one is referred to as ‘lu’ (something which looks like a big and long stick) and the other is referred to as ‘lesung’ (mortar) with an up-down motion. the tools used are almost the same, but what is produced by the action of nebuk is different from what is produced by the actions of ngaasin, nepung, ngituk and ngelocok. in the action of nebuk the object is either the unhulled paddy before being separated from the stalks or dry coffee seeds which are pounded to make them hulled. the action of ngaasin is done using wooden ‘lu’(something which looks like a big and long stick) and mortar. the object is the newly-harvested paddy to make it separated from the stalks. in the action of ‘nepung’ the tools used are also ‘lu’ and stone mortar. the object is the wet rice which is pounded to make flour. in the action of ngintuk, the object is either meat or spices which are pounded until they become fine. in the action of ngalocok, the tools used are also ‘lu’ and mortar; however, the object is the newly-harvested coffee beans which are pounded to them unhulled before they are exposed to the sun. o. namplak and nyemes 27 the action of namplak is done using the palm of one hand. it is uttered when someone hits mosquitos, flies and him/herself. therefore, the expressions ‘namplak legu’ (hitting mosquitoes), ‘nampak lalat’ (hitting flies), and ‘namplak gidat’ (hitting one’s forehead) are common. it can be seen that the object is much smaller than the subject. in so far as the parts of the human body are concerned, the action of ‘namplak’ is not only uttered when someone hits his/her head, it is also uttered when someone hits his/her face, hands, feet, and shoulders. the action of ‘nyemes’ is only uttered in the volley ball game. it is a loan word from a foreign language which is often heard in the volley ball game. it is done using the palm of one hand and the volley ball is the object. look at the following example. (19) tusing dadi gigisan namplak pipin panakne kanti balan. (the child’s cheek is hit so hard that it becomes red) p. nempeleng the verb ‘nempeleng’ is used to express the action of hitting someone using one of the hands from the side, and the object is the temple. q. nyagur the action of nyagur is done using the clenched fist, usually when there is a fight, and the object is the face. r. nyepedin, nglamet and ngamplongin the ways of doing the actions expressed using these verbs are slightly the same; however, the size of the tool used for doing the action of nyepedin is different from that used for doing the action of nglamet and that used for doing the action of ngamplongin. the action of nyepedin is usually done using a tool like a whip, a palm leaf rib or a small wooden stick. it is done by hitting the object just one time. the action of ngelambet is done using a wooden stick or bamboo; however, it is bigger than that used for doing the action of nyepedin. the action of ngemplongin is done using a big wooden stick or bamboo, and the object is the head. s. ngamplengin, ngemplangin, nglentangin and nyontok these verbs are used to express the action of hitting someone on the head. however, the way of doing the action of ngamplengin is different from that of doing the action of ngemplangin, which is different from the way of doing the action of nglentangin, which is also different from the way of doing the action of nyontok. ngamplengan refers to the action of hitting someone from the side using the palm of one hand, ngemplangin refers to the action of hitting someone’s head using the palm of one hand in an up-down motion, nglentangin refers to the action of hitting someone’s head using one of the fingers which is folded in such a way that it can be used to hit the head hard, and nyontok is used to express the action of hitting the forehead; however, the position of the hands is the same as that when the action of nglentangin is done. the folded fingers used to do it are slightly attached to the forehead. t. ngaplekin and nylimed the action of ngaplekin is done using the hands from the back of the object, and the action of nylimed is done using cloth which is gentle and hit on the back of the object. u. mentil 28 the action of mentil is used using the index finger and thumb, which are united before they are released, and the object includes all parts of the body. 3.2 the meaning of the verb “memukul’ (hit) in the balinese language from the perspective of natural semantic metalanguage the meaning of every verb is obtained from the combination of the original meaning and non-compositional polysemy using the explication technique. the verb ‘memukul’ has two meanings; namely doing something and occurring. in the explanation below, the verbs are classified based on whether the actions expressed using the verbs employ tools or not. the meaning of the verb using tools 1. ngebug, ngedig, ngukul, nungting the components of these verbs can be mapped as follows: “x (the subject) does something on y (the object)” using a tool referred to as ‘panggul’ and hitting y repeatedly using it is the way of doing the action, causing y to sound”. this can be explicated as follows: at the same time, x does something on y as a result, something occurs to y, x does the action using a tool referred to as ‘panggul’; x does it repeatedly, causing x to be happy; y sounds; x wants this, and x does this. 2. nebuk, ngaasin, nepung, ngintuk, ngalocok the components of these verbs can be mapped as follows: “x (the subject) does something on y (the object)” using tools referred to as ‘lu’ (a wooden big and long stick) and ‘lesung’ (mortar). pounding something in the ‘lesung’ (mortar) using the ‘lu’ repeatedly is the way of doing the action, meaning that the action is done in an up-down motion. this can be explicated as follows: at the same time, x does something on y therefore, something occurs to y; x does the action using tools referred to as ‘lu’ and ‘lesung’; x does it repeatedly in an up-down motion; x feels happy; x wants this; x does something like this. 3. noktok the components of this verb can be mapped as follows: “x (the subject) does something on y (the object)” using two tools, one is locally referred to as ‘peet’ and the other is referred to as ‘pengotok’ (wooden small hammer). the action is done repeatedly in an up-down motion. this can be explicated as follows: at the same time, x does something on y therefore, something happens to y; x does the action using two tools; one is referred to as ‘peet’ and the other is referred to as ‘pengotok’ (small wooden hammer); x does the action repeatedly in an up-down motion; x wants this; x does something like this. 4. ngempug, ngeplokin the components of these verbs can be mapped as follows: “x (the subject) does something on y (the object)” using two tools, namely a hammer and an ax). the action is done repeatedly in an up-down motion. this can be explicated as follows: at the same time, x does something on y as a result, something happens to y; x does the action using a hammer and an ax; x does it repeatedly in an up-down motion; x wants this; x does something like this. 29 5. nigtig the components of this verb can be mapped as follows: “x (the subject) does something on y (the object) using a wooden tool; x does this by hitting the back of the object repeatedly using the wooden tool. this can be explicated as follows: at the same time, x does something on y as a consequence, something happens to y; x does the action using a wooden tool; x does the action repeatedly on the back of the object; x is emotional; x wants this; x does something like this. 6. nyepédin, nglamet, ngamplongin the components of these verbs can be mapped as follows: “x (the subject) does something on y (the object)” using a tool made of either bamboo or wood; x does the action one time on the back of the object. this can be explicated as follows: at the same time, x does something on y as a consequence, something happens to y; x does the action using a tool made of either wood or bamboo; x does the action one time on the back of the object; x is emotional; x wants this; x does something like this. 7. nylimed the components of the verb ‘nylimed’ can be mapped as follows: “x (the subject) does something on y (the object)” using cloth; the action is done by hitting the back of the object using cloth. this can be explicated as follows: at the same time, x does something on y as a result, something happens to y; x does the action using cloth; x does the action one time on the back of the object; x wants this; x does something like this. 8. magambel the components of the verb can be mapped as follows: “x (the subject) does something on y (the object)” using a tool referred to as ‘panggul’ (a tool used for hitting the gamelan instrument); x hits the object, namely gamelan instrument repeatedly using ‘panggul’. this can be explicated as follows: at the same time, x does something on y therefore, something happens to y; y is a gamelan instrument; x does the action using what is referred to as ‘panggul’; x does this repeatedly; x wants this; x does something like this. the meaning of the verbs used to express the actions without using tools 1. mukpukin the components of the verb ‘mukpukin’ can be mapped as follows: “x (the subject) does something on y (the object) using the palm of one hand; this action is done repeatedly on the object, namely a jackfruit. this can be explicated as follows: at the same time, x does something on y therefore, something happens to y; y is in the form of a jackfruit; x does the action using the palm of one hand; x does the action repeatedly; x wants this; x does something like this. 30 2. mugpugin the components of the verb ‘mugpugin’ can be mapped as follows: “x (the subject) does something on y (the object)” using a clenched fist which is used for hitting the human body as the object repeatedly. this action can be explicated as follows: at the same time, x does something on y as a result, something happens to y that is a human being; x does the action using a clenched fist repeatedly; x is emotional; x wants this; x does this action like this. 3. namplak, nyemés the components of the verbs namplak and nyemés can be mapped as follows: “x (the subject) does something on y (the object)” using the palm of one hand, which is used for hitting the object, namely a volley ball. this action can be explicated as follows: at the same time, x does something on y as a result, something happens to y, which is a volley ball; x does the action using the palm of one hand; x does the action one time; x wants this; x does something like this. 4. nyagur the components of the verb ‘nyagur’ can be mapped as follows: “x (the subject does something on y (the object) using a clenched hand which is used for hitting the face of y as the object repeatedly. this action can be explicated as follows: at the same time, x does something on y as a consequence, something happens to y; x does the action using a clinched hand which is used for hitting the y’s face; x does the action one time; x wants this; x does something like this. 5. nempéléng the components of the verb ‘nempeleng’ can be mapped as follows: “x (the subject does something on y (the object)” using the palm of one hand which is used for hitting the lower part of the y’s face one time. this action can be explicated as follows: at the same time, x does something on y therefore, something happens to the lower part of y’s face; x does the action using the palm of one hand; x does the action one time; x wants this; x does something like this. 6. ngampelin, ngemplangin, nglentangin, nyontok the components of the verbs ‘ngampeling’, ‘ngemplangin’, ‘nglentangin’, and ‘nyontok” can be mapped as follows: “x (the subject) does something on y (the object)” using the palm of one hand which is used for hitting the object’s head. this action can be explicated as follows: at the same time, x does something on y as a result, something happens to the lower part of the object’s face; x does the action using the palm of one hand; x does the action one time; x wants this; x does something like this. 7. ngaplekin the components of the verb ‘ngaplekin’ can be mapped as follows: “x (the subject does something on y (the object)” using the palm of one hand, which is used for hitting the object’s back, shoulder, and head. this can be explicated as follows: at the same time, x does something on y 31 as a result, something happens to the back, shoulder, and the upper part of the object’s head; x does the action using the palm of one hand; x does the action one time; x wants this; x does something like this. 8. mentil the components of the verb ‘mentil’ can be mapped as follows: “x (the subject) does something on y (the object)” using the index finger and thumb for hitting any part of the object’s body one time. the action can be mapped as follows: at the same time, x does something on y therefore, something can happen to any part of the object’s body; x does the action using the index finger and thumb; x does the action one time; x wants this; x does something like this. 9. ngupek the components of the verb ‘ngupek’ can be mapped as follows: “x (the subject) does something on y (the object)” using the two palms of hands for hitting repeatedly the object from the side. the action can be explicated as follows: at the same time, something happens to y, namely what is referred to as ‘kendang’ (the drum covered with leather at each end); x does the action using the palms of the two hands; x does the action repeatedly; x wants this; x does something like this. 4. novelties the approach used is the msa (natural semantic metabahasa). in the analysis it is reflected that the msa approach means completely every lexicon of the verb ‘hit’ with the technique of application even though each of the above lexicons has a very close relationship in one field of the same meaning which is ‘hit’. 5. conclusion 5.1the form of one verb used to express the action ‘memukul’ (hit) in the balinese language is different from that of another, depending on how the action is done, the tool used, and what the subject and object are. 5.2 the meanings of the verbs used to express the action ‘memukul’ (hit) can be differentiated into two; they are doing something and occurring. the subject does something on the undergoer (the object), causing something to happen to the object. 6. acknowledgements the writer would like to express her gratitude and appreciation to those people contributing to this study, especially her advisors: prof. dr. i nyoman suarka, m hum.; prof. dr. i wayan cika, m.s.; prof. dr. i nengah sudipa, m.a. for their criticism, comments and advices. her gratitude and appreciation is also extended to the editors, reviewers and administration staf of e-journal of lingustics for their helpful support.references references: cross linguistic syntax from semantic point of view (nsm approach) 1-5 australia. goddard, cliff. 1996. semantic theory and semantic universal (cliff goddard convensor) goddard, cliff. 2002. the search for theshared semantics core of all lan-guage. australia: university of new england kridalaksana, harimukti. 2008. kamus linguistik. edisi keempat: pt gramedia 32 mulyadi, 1998. “struktur semantis verba bahasa indonesia” tesis s2, linguistik denpasar. sudipa, i nengah. 2004. “verba bahasa bali, sebuah kajian metabahasa semantik alami” disertasi doktor linguistik-denpasar. sudipa, i nengah. 2011. semantik konsep dan aplikkasi natural, semantik metalanguage (nsm). denpasar: program pascasarjana universitas udayana. sudipa, i nengah. 2012. makna “mengikat” bahasa bali: pendekatan metabahasa semantik alami 49-68. denpasar: jurnal kajian bali sutjiati-beratha, ni, 1997. “basic concepts of a universal semantic metalanguage” linguistika 110-115. denpasar program magister linguistik unud. verhaar. j.w.m. 2008. asas-asas linguistikumum. yogyakarta: gaja mada university press. wierzbicka, anna. 1996. semantics: prime and universal. oxford: oxford university. biography of authors i made dian saputra, s.s.,m.si was born in klungkung 15 november 1985 and the second child of three brothers. he completed her undergraduate education at the balines language, in faculty of language and literature – udayana university and completed in 2007. then in 2007 she continued his studies on the culture studies magister program, udayana university completed in 2011. currently, he teaches in the institute hindu dharma negeri denpasar. emai: dektonk85@yahoo.com sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 2, july 2023, pages: 192--202 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i02.p08 192 the syntax analysis of averb of manner found in the novel “the wonderful wizard of oz” i gede nika wirawan program studi sistem informasi, itb stikom-bali, denpasar email: nika_wirawan@stikom-bali.ac.id article info abstract received date: 27 desemebr 2022 accepted date: 3 january 2023 published date: 31 july 2023 keywords: adverb of manner, syntax analysis, sentence structure this research paper entitled “the syntax analysis of adverb of manner found in the novel “the wonderful wizad of oz”. this research study aimed to analyze the form of adverb of manner and its positions of adverb of manner found in the data source. this research study used the theory proposed by brown and miller (1991) in analyzing the tree diagram of adverb of manner and it was supported by other theories in analyzing the form and the position in adverb of manner found in the structure. library research was the method used in collecting the data as the researcher read the data source before getting data in adverb of manner. the method that was used in analyzing data was qualitative method. the data were taken from the novel entitled “the wonderful wizad of oz” that was written by w.w denslow. the researcher of this study found that there was one form of adverb of manner found in the novel entitled “the wonderful wizad of oz”. adverb of manner found in the data source was an adjective followed by lysuffix. there was one adverb of manner placed in the initial position and eight adverbs of manner placed in final position. they were adverb of manner that could be filled in the sentence structure in the form of adverb of manner. 1. introduction the wonderful wizard of oz is known as an american children's novel that was written by famous author l. frank baum and it was illustrated by w. w. denslow. the novel told about the story of chronicles the adventures of a young kansas farm girl named dorothy in the magical land of oz after she and her pet dog toto were swept away from their home by a tornado. upon her arrival in oz, she realized that she could not return home until she had destroyed the wicked witch of the west. a sentence is stated as a grammatical unit in which there are one or more words. people usually express an idea, a question, subject and statements by using words and contain a subject and a verb. many sentences can be built by sentences which unite as one. phrases and sentences are built up of constituent series (syntactic units) and they serve grammatical function. the arrangement and the form of word were related in a sentence. many words made some sentences in english as one unit. in a sentence, we can see subject, verb, complement, object and adverbial (svcoa). https://en.wikipedia.org/wiki/children%27s_literature https://en.wikipedia.org/wiki/l._frank_baum https://en.wikipedia.org/wiki/w._w._denslow https://en.wikipedia.org/wiki/kansas https://en.wikipedia.org/wiki/dorothy_gale https://en.wikipedia.org/wiki/land_of_oz https://en.wikipedia.org/wiki/toto_(oz) https://en.wikipedia.org/wiki/tornado https://en.wikipedia.org/wiki/wicked_witch_of_the_west https://en.wikipedia.org/wiki/wicked_witch_of_the_west 193 an adverb is stated as a word used to modify several types of words including an adjective, a verb, a clause, another adverb, or any other type of word or phrase, with the exception of determiners and adjectives, modifying nouns. we can understand adverbs by thinking about them as the words providing context. adverbs give a description of how, where, when, in what manner and to what extent something is done. the examples of adverb of manner are hurriedly, quickly, slowly, and instantly. it functions to modify a verb or verb phrase. an adverb can give more information about the manner, time, place, and frequency. meanwhile, adverbials are stated as words groups which an adverbial phrase tells us something about the verb. one of classifications of adverbials is called as adverb of manner. the theory used to analyze the form and position of adverb of manner in this research study was proposed by brown and miller (1992). the theory stated that adverbial of manner indicates manner in which the event is described by the verb. an adverb of manner provided information about how the event could be described by the verb. adverbial of manner explained on how an action can be performed and explained. an adverb of manner can be formed by an adjective and then followed by -ly suffix. an adverb of manner is formed by adding suffix ‘ly’ to an adjective. an adverb of manner can be formed by an adjective followed by suffix –ly and prepositional phrase. an adverb of manner can be analyzed by using tree diagram in order to analyze the position of adverb of manner in constituent structure. the sentence structure can be known as syntactical identification by analyzing the constituent structure. adverb of manner can fill in some variations of its position in the clause. adverb of manner can be positioned in the initial, medial, and final position. there are three previous study to be discussed in this research study. the first is the research study from susnawati (2006). in her undergraduate thesis entitled “the analysis of manner adjunct in “the witness” by sandra brown” describing about the phrase form of manner adjuncts and manner adjunct in the form of clause found in the charlotte’s web novel. the forms of manner adjunct found in the charlotte’s web novel were analyzed by using their constituents structured. there were two problems of the study that was discussed in this research paper. the first was to analyze about form of manner adjunct that occurs in the novel entitled “the witness” by sandra brown and how their constituents structured. the second was to analyze about the position of manner adjunct that was found in the novel “the witness”. this study analyzed the phrase form of manner adjuncts. those are manner adjunct in the form of adverb phrase. the manner adjunct in the form of adverb phrase occured in the initial, medial and final position. manner adjunct in the form of prepositional phrase was analyzed in this study. they were in the initial position and end position while it occured in the medial position. the theory of quirk et al (1985), swan (1996), and leech (1975), deterding and gloria (2001) and hornby (2005) were used in this study. the second research study was from rathadi (2009) in his undergraduate thesis entitled “the analysis of adverb of degree in charlotte’s web novel” describing the position of adverb degree in sentence structure. actually, there were two problems to be discussed in his research study. the first was to analyze the position of adverb of degree found in sentence structure. the second was to analyze the form and function of adverb of degree found in sentence structure. relating two sentences to become a unit of sentence were used by some adverbs. the theory of eckersley (1965) describing about adverb of degree to what extent was used in this study. the theory of huddleston (1984), thomas and martinet (1986) were used in the writing. the third undergraduate thesis entitled “adverbs and its syntactic function with special reference to danielle steel’s daddy” written by nuryanti (2007). this study analyzed about the types of adverb found in the novel. this study found that there were three position of adverb which found in the novel. this study used the theory of huddleston (1984) in his book entitled https://www.gingersoftware.com/content/grammar-rules/adjectives/ https://www.gingersoftware.com/content/grammar-rules/verbs/ https://www.gingersoftware.com/content/grammar-rules/adverb/adverb-clauses/ https://www.gingersoftware.com/content/grammar-rules/adverb/ 194 introduction to the grammar of english. secondly, this study used the theory of quirk (1972) entitled a university grammar of english. this study applied the theory of swan (1996) entitled practical english usage. the weakness of this undergraduate thesis was that this study described about adverb in general and the relation between the problem and the theory used by the writer is inappropriate. the strength of this was on the application on the syntactic function to the data. the writer chose this undergraduate thesis as one of the review because it related to the topic of adverb of manner. 2. research methods the novel entitled “wonderful wizard of oz” was used as the data source as there were many data of adverb of manners which were found in the data source. the data were collected through reading the entire data in the novel entitled “wonderful wizard of oz” in order to get the data of adverb of manner. the parts of research method included data source, method and technique of collecting data and method and technique of analyzing data. the data sources and method and technique of collecting data were the procedures that were used to get certain objects. it also explained the data taken from the sources and how to analyze it. the research was done in the field of observation. the research was done by taking data source containing adverb of manner that were found in the data source. in analyzing data of adverb of manner, this research study applied qualitative method. first, the collected data were then analyzed descriptively. adverb of manner was classified and analyzed, based on the forms and positions. the form and position of adverb of manner were analyzed by using the theory proposed by brown and miller (1991). the forms of adverb of manner were analyzed by using the tree diagram. the position of adverb of manner were then explained based on the theory proposed by quirk and greenbaum (1973). brown and miller (1992:95) stated that adverbs of manner are the items that most readily spring to mind as examples of the class adverb, especially those formed by the –ly suffix to a corresponding adjective form: 1. happy happily (brown and miller, 1991:95) 2. vicious viciously (brown and miller, 1991:95) in the prepositional phrase, the form of adverb of manner is characterized by the preposition as the head of adverb of manner. adverb of manner is positioned in the initial position, medial position and final position. brown and miller (1992:94) stated that, adverbs of manner are typically a prepositional phrase as follows: 1. the man beat the dog in a vicious manner (brown and miller, 1991:94) 2. the man beat the dog with apparent enjoyment (brown and miller, 1991:94) 3. john stood on his head with difficulty (brown and miller, 1991:94) 195 3. discussions the forms and position of adverb of manner were analyzed by using the tree diagram. the form of adverb of manner is an adejctive followed by –ly suffix and it was analyzed by using tree diagram. it can be seen below, here are the data of adverb of manner and the analysis of them in tree diagram. datum 1 dorothy held toto tightly (106) s s advp np vp adv v np n dorothy held toto tightly a. form it can be seen from an adverb of manner in data 1 that tightly fills the position of adverb of manner in the final position. an adverb of manner tightly comes after a verb held that was used to emphasis on how dorothy held. tightly is an adverb of manner that is formed by an adjective tight and added by -ly suffix. in the process of the suffixation, adverb of manner is formed by: tight + (-ly) suffix becomes tightly. it can be seen from the analysis of the tree diagram in datum 1 that the sentence has three major constituents. those are np, vp, and advp. the form of adverb in the constituent is tightly. an adverb of manner tightly is an optional because it was not required by the verb of a sentence to form well sentence in the structure. it functions in the nucleus dorothy held toto. an adverb of manner tightly is vp modifier. the np dorothy and vp held are part of the constituent structure above. b. position it can be seen that an adverb of manner in datum 1 that fills the position of adverb of manner in the constituent structure above was placed in the final position. an adverb of manner tightly in the constituent structure above occurs after vp held. 196 datum 2 the big gate swung slowly (116) s s advp np vp adv art adj n v the big gate swung slowly a. form we can see from an adverb of manner in datum 2 that slowly fills the position of adverb of manner in the final position. an adverb of manner slowly comes after a verb swung that was used to emphasis on how the big gate swung. tightly is an adverb of manner that is that was formed by an adjective slow and followed by -ly suffix. in the process of the suffixation, adverb of manner is formed by an adjective: slow + (-ly) suffix becomes slowly. we can see from the analysis of the tree diagram in datum 2 that the sentence has three major constituents. those are np, vp, and advp. the form of adverb in the constituent is slowly. an adverb of manner slowly is an optional because it was not required by the verb of a sentence to form well sentence in the structure. it functions in the nucleus the big gate swung. an adverb of manner slowly is called as vp modifier. the np the big gate and vp swung are part of the constituent structure above. b. position we can see that an adverb of manner in datum 2 that fills the position of adverb of manner in the constituent structure above was positioned in the final position. an adverb of manner slowly in the constituent structure above occured after vp swung. datum 3 they looked at dorothy and her strangely (122) s s advp np vp pro v pp p np they looked at dorothy and her strangely 197 a. form it can be seen from an adverb of manner in datum 3 that strangely fills the position of adverb of manner in the final position. an adverb of manner strangely comes after a verb looked that was used to emphasis on how they looked at. strangely is an adverb of manner that is that was formed by an adjective strange and followed by -ly suffix. in the process of the suffixation, adverb of manner is formed by an adjective: strange + (-ly) suffix becomes strangely. it can be seen from the analysis of the tree diagram in datum 3 that the sentence has three major constituents. those are called as np, vp, and advp. the form of adverb in the constituent is strangely. an adverb of manner strangely is an optional because it was not required by the verb of a sentence to form well sentence in the structure. it functions in the nucleus they looked at. an adverb of manner strangely is called as vp modifier. the np they and vp looked are part of the constituent structure above. b. position it can be seen that an adverb of manner in datum 3 that filled the position of adverb of manner in the constituent structure above was in the final position. an adverb of manner strangely in the constituent structure above occured after vp looked. datum 4 he stood stupidly (125) s s advp np vp pro v he stood stupidly a. form we can see from an adverb of manner in datum 4 that stupidly fills the position of adverb of manner in the final position. an adverb of manner stupidly comes after a verb stood that was used to emphasis on how he stood. stupidly is an adverb of manner that is that was formed by an adjective stupid and followed by -ly suffix. in the process of the suffixation, adverb of manner is formed by an adjective: stupid + (-ly) suffix becomes stupidly. it can be seen from the analysis of the tree diagram in datum 4 that the sentence has three major constituents. the form of adverb in the constituent is stupidly. an adverb of manner stupidly is an optional because it was not required by the verb of a sentence to form well sentence in the structure. it functions in the nucleus he stood. an adverb of manner stupidly is called as vp modifier. the np he and vp stood are part of the constituent structure above. b. position it can be seen that an adverb of manner in datum 4 that filled the position of adverb of manner in the constituent structure above was in the final position. an adverb of manner stupidly in the constituent structure above occured after vp stood. 198 datum 5 they looked at her curiously (126) s s advp np vp pro v pp p np n they looked at her curiously a. form an adverb of manner curiously in datum 5 fills the position of adverb of manner in the final position. an adverb of manner curiously comes after a verb looked that was used to emphasis on how they looked. curiously is an adverb of manner that is that was formed by an adjective curious and followed by -ly suffix. in the process of the suffixation, adverb of manner is formed by an adjective: curious + (-ly) suffix becomes curiously. it can be seen from the analysis of the tree diagram in datum 5 that the sentence has three major constituents. the form of adverb in the constituent is curiously. an adverb of manner curiously is an optional because it was not required by the verb of a sentence to form well sentence in the structure. it functions in the nucleus they looked. an adverb of manner curiously is called as vp modifier. the np they and vp looked are part of the constituent structure above. b. position it can be seen that an adverb of manner in datum 5 that filled the position of adverb of manner in the constituent structure above was in the final position. an adverb of manner curiously in the constituent structure above occured after vp looked. datum 6 dorothy walked boldly (126) s s advp np vp v dorothy walked boldly 199 a. form an adverb of manner boldly in datum 6 fills the position of adverb of manner in the final position. an adverb of manner boldly comes after a verb walked that was used to emphasis on how dorothy walked. boldly is an adverb of manner that is that was formed by an adjective bold and followed by -ly suffix. in the process of the suffixation, adverb of manner is formed by an adjective: bold + (-ly) suffix becomes boldly. it can be seen from the analysis of the tree diagram in datum 6 that the sentence has three major constituents. the form of adverb in the constituent is boldly. it can be seen that an adverb of manner boldly is an optional because it was not required by the verb of a sentence to form well sentence in the structure. it functions in the nucleus dorothy walked. an adverb of manner boldly is called as vp modifier. the np dorothy and vp walked are part of the constituent structure above. b. position an adverb of manner boldly in datum 6 that filled the position of adverb of manner in the constituent structure above was in the final position. an adverb of manner boldly in the constituent structure above occured after vp walked. datum 7 sorrowfully dorothy left the throne room (129) s advp s adv np vp pro v np sorrowfully dorothy left the throne room a. form an adverb of manner sorrowfully in datum 7 filled the position of adverb of manner in the initial position. it can be seen that an adverb of manner sorrowfully was placed before a verb left that was used to emphasis on how dorothy left the throne room. sorrowfully is an adverb of manner that is that was formed by an adjective sorrowful and followed by -ly suffix. in the process of the suffixation, adverb of manner was formed by an adjective: sorrowful + (-ly) suffix becomes sorrowfully. it can be seen from the analysis of the tree diagram in datum 7 that the sentence has three major constituents. the form of adverb in the constituent is sorrowfully. an adverb of manner sorrowfully is an optional because it was not required by the verb of a sentence to form well sentence in the structure. it functions in the nucleus dorothy left the throne room. an adverb of manner sorrowfully is called as vp modifier. the np dorothy and vp left are part of the constituent structure above. b. position it can be seen that an adverb of manner in datum 7 filled the position of adverb of manner in the constituent structure above was in the final position. an adverb of manner sorrowfully in the constituent structure above occured before vp left. 200 datum 8 he answered her bravely. (130) s s advp np vp adv pro v np n she answered her bravely a. form it can be seen that an adverb of manner bravely in datum 8 fills the position of adverb of manner in the final position. an adverb of manner bravely comes after a noun her that was used to emphasis on how she answered her. bravely is an adverb of manner that was formed by an adjective brave and followed by -ly suffix. in the process of the suffixation, adverb of manner is formed by an adjective: brave + (-ly) suffix becomes bravely. it can be seen from the analysis of the tree diagram in datum 8 that the sentence has three major constituents. the form of adverb in the constituent is bravely. it can be seen that an adverb of manner bravely is an optional because it was not required by the verb of a sentence to form well sentence in the structure. it functions in the nucleus she answered her. an adverb of manner bravely is called as vp modifier. the np she and vp answered are part of the constituent structure above. b. position an adverb of manner bravely in datum 8 that filled the position of adverb of manner in the constituent structure above was in the final position. an adverb of manner bravely in the constituent structure above occured after vp answered. datum 9 the winkies lifted him tenderly (160) s s advp np vp adv art n v np n the winkies lifted him tenderly 201 a. form an adverb of manner tenderly in datum 9 fills the position of adverb of manner in the final position. an adverb of manner tenderly comes after a verb lifted that was used to emphasis on how the winkies lifted him. tenderly is an adverb of manner that is that was formed by an adjective tender and followed by -ly suffix. in the process of the suffixation, adverb of manner is formed by an adjective: tender+ (-ly) suffix becomes tenderly. it can be seen from the analysis of the tree diagram in datum 9 that the sentence has three major constituents. the form of adverb in the constituent is tenderly. it can be seen that an adverb of manner tenderly is an optional because it was not required by the verb of a sentence to form well sentence in the structure. it functions in the nucleus the winkies lifted him. an adverb of manner tenderly is called as vp modifier. the np the winkies and vp lifted are part of the constituent structure above. b. position an adverb of manner tenderly in datum 9 that filled the position of adverb of manner in the constituent structure above was in the final position. an adverb of manner tenderly in the constituent structure above occured after vp lifted. 4. conclusion this research study analyzed the form of adverb of manner and its positions of adverb of manner found in the data source. the researcher of this study found that there was one form of adverb of manner found in the data source. adverb of manner found in the data source was an adjective followed by lysuffix. there was one adverb of manner that was positioned in the initial and eight adverbs of manner were found in final position. they were adverb of manner that could be filled in the sentence structure in the form of adverb of manner. it can be seen from an adverb of manner tenderly in datum 9 which filled the position of adverb of manner in the final position. an adverb of manner tenderly was placed after a verb lifted used to emphasis on how the winkies lifted him. tenderly is called as an adverb of manner formed by an adjective tender and followed by -ly suffix. in the process of the suffixation, adverb of manner was formed by an adjective: tender+ (-ly) suffix becomes tenderly. it can be seen from the analysis of the tree diagram in datum 9 that the sentence has three major constituents. the form of adverb in the constituent is tenderly. it can be seen that an adverb of manner tenderly is an optional because it was not required by the verb of a sentence to form well sentence in the structure. it functions in the nucleus the winkies lifted him. an adverb of manner tenderly is called as vp modifier. the np the winkies and vp lifted are part of the constituent structure above. references bowler, j., lilley, t. j., pittam, j. d., & wakeling, a. e. (1989). novel steroidal pure antiestrogens. steroids, 54(1), 71-99. https://doi.org/10.1016/0039-128x(89)90076-7 broccias, c. (2011). motivating the flexibility of oriented–ly adverbs. motivation in grammar and the lexicon, 71-88. brown, k., miller, j., & miller, j. e. (1991). syntax: a linguistic introduction to sentence structure. psychology press. catford, j. c. (1965). a linguistic theory of translation: an essay in applied linguistics. oxford university press. doetjes, j. (2007). adverbs and quantification: degrees versus frequency. lingua, 117(4), 685 720. https://doi.org/10.1016/j.lingua.2006.04.003 ernst, t. (2007). on the role of semantics in a theory of adverb syntax. lingua, 117(6), 1008 1033. https://doi.org/10.1016/j.lingua.2005.03.015 https://doi.org/10.1016/j.lingua.2005.03.015 202 guo, z. y., li, d. y., & wang, b. x. (1998). a novel concept for convective heat transfer enhancement. international journal of heat and mass transfer, 41(14), 2221-2225. https://doi.org/10.1016/s0017-9310(97)00272-x haeberli, e., & ingham, r. (2007). the position of negation and adverbs in early middle english. lingua, 117(1), 1-25. https://doi.org/10.1016/j.lingua.2005.08.001 halliday, m. a. k. (1985). an introduction to functional grammar, edward arnold, london. google scholar. huddleston, r., & pullum, g. k. (2005). a student's introduction to english grammar. cambridge university press. ji, s. (2000). ‘face’and polite verbal behaviors in chinese culture. journal of pragmatics, 32(7), 1059-1062. https://doi.org/10.1016/s0378 biography of author i gede nika wirawan is an english lecture at itb stikombali. he completed his master study program in applied linguistics – translation studies from udayana university in 2014. he completed her undergraduate study program in english literature from english department, udaya university in 2010. his research interests in linguistics include translation studies, semiotics and cultural studies. he is also a member of indonesian translation association (hpi) email: nika_wirawan@stikom-bali.ac.id sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 1, january 2021, pages: 66-74 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i01.p08 66 type of bilingual acquisition of balinese and japanese mixed marriage in bali 1 lukia zuraida politeknik pariwisata bali, badung, indonesia, lukiazuraida@ppb.ac.id 2 iketut darma laksana udayana university, denpasar, indonesia, email 3 i wayan simpen udayana university, denpasar, indonesia, wyn.simpen8@gmail.com article info abstract* received date: 12 november 2020 accepted date: 25 november 2020 published date: 31 january 2021 keywords:* bilingual language acquisition, mixed marriage, types of language transmitting japanese and balinese mixed marriage children have become bilingual since the early years of the language acquisition period. they acquired the inheritance of the languages (indonesian, japanese, and balinese) from their parents. this research was conducted to find type of language inheritance from parents to their children. romaine’s six type of bilingual language acquisition in childhood used to determine how the parent transmitting language to their children. the data was gathered using questionnaires and interviews, ten balinese and japanese mixed married. the result showed that one person-one language (type 1) approach was chosen by all families. the difference is in the strategy of parents passing on language to their children. strategy 1 is the parents each speak their own language to the child, strategy 1a; the parents uses mixed code il/jl/bl, strategy 1b; the parent use il as father l1 which is dominant in community. 1. introduction family is part of the community members. the meaning of the family according to indonesian dictionary is the whole house consists of mother, father and their children or group of people consisting of father and mother with children (https://kbbi.web.id/family, accessed on july 15, 2019). mixed marriage family in this study consisting of indonesian balinese fathers and japanese mothers who have children aged six to twenty years old. this age range is based on language development theory (fry, 1977) and four stages of piaget's cognitive development theory (piaget, 2008). this balinese and japanese mixed married family (bjmmf) has more than two languages that will be inherit to their children. father and mother have different mother tongues (l1). preliminary data shows that each parent wants to pass on l1 to their children. from the beginning of their lives children have been introduced to different languages of their fathers and mothers. bjmmf’s children have become bilingual since the early years of language acquisition period. they gained the inheritance of languages from parents in indonesian, japanese, and balinese. at the first language acquisition in a bilingual situation will certainly lead to different linguistic phenomena. they are simultaneously getting bilingual acquisition (mclaughlin’s, cited in shin: 2005). https://ojs.unud.ac.id/index.php/eol/index 67 the fact of language acquisition is the process of ownership of language proficiency, both in the form of understanding and natural disclosure, without going through formal learning activities (escudera, mclaughlin etc). language acquisition is a process used by children to adjust a series of hypotheses with the greeting of parents to be able to choose the best and simplest grammar of the language in question. child language acquisition involves two skills, which is the ability to generate spontaneous speech and the ability to understand others ' speech. the acquisition process is a subconscious process. different from the learning process. language learning is a process that is intentionally or consciously performed by learners in mastering languages. there are two types of language acquisition of a bilingual child: simultaneous acquisition and a successive acquisition (mclaughlin’s, 1978). distinction between simultaneous and successive bilingual acquisition are a child who acquires two languages more or less from infancy is regarded as acquiring them simultaneously, whereas a child who is exposed to one language in infancy and the second language later in childhood (after the age of about three) is considered as acquiring the two languages successively. children who acquire two languages simultaneously may do so because the father and the mother each speak a different language to the children. a common terminology about bilingual acquisition is the simultaneous mastery of more than one language during the primary language development period (genesee, 1989:162). the term implies that both languages should be viewed as the first language. meisel (1989:20) states the acquisition of these two simultaneous languages is called bfla (bilingual from language acquisition). every family has their own habits and rules for passing on language to children. language attitude has an influence on the pattern of inheritance of language from parents to children. the initial assumption of this research is mixed parents can inherit or disconnect the inheritance of language to their children depending on their language attitudes. parents of bjmmf want to transmit their l1 which are il, jl, and also bl as their identity and root. the purpose of this article is to explain type of language acquisition of bjmmf. this family live in bali and have children who in the beginning of language acquisition have been introduced in two different culture and languages from both parents. the type of inheritance of language in the bjmmf in this study will be categorized according to six types of bilingual acquisition proposed by romaine (1995) and also motivated by the one parent one language (opol) approach. the term "one parent, one language" was first introduced by maurice grammont in 1902. he theorized that by separating language from the beginning, parents could prevent confusion and mixing codes in their bilingual children (barron-hauwaert, 2004). among the six types, the first type adapted the opol approach. six type of bilingual acquisition in childhood are presented below. 1) type 1: one person, one language. 2) type 2: home language is a language that is not dominant in society. 3) type 3: home language is not the same as environmental language. 4) type 4: two home languages without environmental language support 5) type 5: language that is not the same as the mother tongue of the parents. 6) type 6: mixed code. 2. research methods this research was conducted in bali. respondents are bjmmf who live in urban areas, namely badung and denpasar. like other urban areas, communities of badung and denpasar city are multiethnic with the balinese ethnic as the majority. the dominant language used in 68 society is il, although there is also bl as a regional language. to obtain the necessary data, questioner and observation carried out to 10 families of bjmmf. the family have children in accordance with the criteria as interviewees. data collection used questionnaire and interview methods. the research was conducted in the social environment of resource persons. questionnaire distributed to 10 mixed married families. interview also conducted to completing the data need. after the data is collected, the data will be reduced and arranged systematically. the sampling technique is non probability sampling, which is a sampling technique that does not provide equal opportunity for each element or member of the population to be selected as a sample (sugiyono, 2010). the sampling technique used was purposive sampling. data collected through a questionnaire includes bio data, language skills, how the parents transmitting their language to the children. descripting of respondents contains of education of the parent, age, l1, occupation, and how long they were married. language skills level of bjmmf categorized in 4 levels: poor, average, good, and fluent. this is to measure the language skills of each family member: skills of il, jl, and bl. the data about how parents transmitting their language to the children are divine based on 6 types of bilingual acquisition of romaine (1995). each variable in the questionnaire is identified to get an overview about how the children acquire language during the language acquisition period. bjmmf as an object of this study have children from 6 – 20 years old. regarding to stages of language development proposed by fry (1977), and according to the range of cognitive abilities expressed by piaget (2008). six years old child already have ability to speech like an adult. the child is raised by a japanese mother and balinese father since they were born. the child has gained language input since one week after birth and input from both languages is present daily (de houwer, 1990:3). ten bjmmf as a respondent henceforth each was given code as family (f1) to family 10 (f10. table 1 show the description of each bjmmf. 69 table 1 respondent description respondent years of marriage number of children period of stay in bali (wife) f1 14 2 20 f2 20 2 15 f3 25 2 16 f4 20 2 20 f5 24 3 25 f6 12 1 12 f7 13 1 21 f8 9 2 11 f9 17 2 16 f10 7 2 10 from table 1 showed that the family has lived in bali for more than 10 years. they have become a members of the community which is il commonly use and dominant. 3. discussions in transmitting language to children, each family has a different strategy. from six types of bilingual acquisition in childhood (romaine, 1995), type 1 is the most popular. one parent one language approach becomes the choice for bjmmf in passing down l1 of each parent to the children. type 1 of bilingual acquisition in childhood from romaine is one person one language. parents have different native language with each having some degree of competence in the other’s language. the language of one of the parents is the dominant language of community. the parents each speak their own language to the child from the birth. in this discussion data will be presented from each family and the strategies they use. 1) f1 language inheritance in f1, the dominant language in the community and neighborhood is il. when communicating with children, mothers use jl and il, so do fathers use il and jl. because the ability to understand the language of couples is limited, each partner uses their l1 to the child. father has the ability to speak japanese at level 3 which is able to understand speech and be able to speak a little. children can speak in il as well as in jl. besides il and jl, they are also able to use el in daily communication. the type used by f1 is similar to type 1 in romaine theory, but there is a slight difference in the strategy carried out by parents. indonesian-speaking fathers use il and jl when talking to children. mothers use jl more and also mixed codes jl/il when communicating with children with fewer frequencies. so it can be said that the strategy used in f1 is type one but different in strategy. they speak with mixed code between il/jl to the children. 2) f2 language inheritance mother uses jl when communicating with children, as well as when communicating with husband. but in certain topics and situations mothers also use il to their families. nevertheless jl is the dominant language in this family. fathers use il and jl when communicating with children. meanwhile children use mixed code of il/jl when communicating with both parent. however the children's li abilities are as good as their jl abilities. the whole family is also able to speak english. both parent willing to inherit their l1 to the children. when communicating with children and husband, mother use jl. the goal is that children can communicate with mother and family of the mother. to introduce jl to children, mothers think that most 70 appropriate way is to use jl daily to children. meanwhile, father uses mixed code il/jl to the children. the strategy they use is similar with f1 which is using mixed code. 3) f3 language inheritance mother use jl when communicate to with children, likewise, with her husband. father uses il to the children. and using mixed code, il and jl to the wife. the children use jl to the mother and mixed code jl/il to the father. the children can understand speech and speak well in il. mother started learning il and bl since she married with balinese. the father in f3 is able to speak jl well, both understanding and speaking. children speak il as well as jl. in addition they are also able to communicate in el. the type used in f3 is a one-person, one-language, which is each parent uses their l1 to their children. even so, fathers sometimes use mixed codes il and jl when to the children. it can be concluded that the strategy of inheritance from parent to child is use mixed code. 4) f4 language inheritance japanese mother can speak in el well. the wife starts studying il from her husband since he got married, as well as from balinese family community. il’s mastery is at the level of understanding speech and being able to speak a little. mother use jl mostly when talking to children. on official topic and give advice or lesson to children, mother uses il. on the other hand the father uses il to the child because the father cannot speak in japanese. children use jl to mothers and use il to fathers. even though the father is balinese, bl is not used much in family communication. the use of il and jl is equal since each parent uses their l1 to their children. the children know bl from the community, school and father's family. children’s bl competency is limited to understanding certain vocabulary words. from the previous explanation it can be concluded that the strategy of language inheritance in f4 is one person one language. parents use each language when communicating with children. mother uses jl and father uses il. 5) f5 language inheritance mother is jl native and father is native of bl and mastering il as the national language. in everyday life at home, mother has a tendency to use il instead of jl. likewise, the father uses il. il ability of the mother is good enough. she can understand speech and speak well. she is only understands speech of bl but unable to speak. father doesn't speak japanese well, understanding speech but only able to speak a little. while el ability is as good as his wife. children's language abilities are vary. the first child mastered il and jl as well as el, but unable to speak using bl. the second child in f5 has better bl skills than his 2 other siblings. the second child also can speak in il, jl, and el. while the third child bl ability is not as good as the second child. he also mastered il, jl, and el well. in everyday life at home, mother use il and jl to the children. on certain topics use bi such as serious or emotional moment. mother stated that it was more convenient to use il than jl at home or in community. mother does not force children to speak in jl. with husband as interlocutor, she also uses il. the father of k5 uses il to the children. all children understand il well. it can be concluded that f5 have a slightly different strategy from romaine theory. parents do not use each l1 to their children, but rather use one of the parent’s language, which is the dominant language in the community. in this strategy there are components that are similar to type 1 from romaine's theory but there are only differences in strategy. 6) f6 language inheritance this family lives in community which il is dominant in daily communication. father can't speak in japanese. initially communication with the wife is done in el. they married for 12 years, and over time, the mother can use il. communication with her husband is done more in il 71 than el. mother has quite adequate skill in language. she can speak and understand well il and el besides jl as her l1. even a little mother can speak spanish because she has studied specifically. she also understanding speech and being able to speak just a little in bl. mother use jl to the children, but on certain topics such as household and traditional topics sometimes use il. mother has strong-willed to make child can understand jl well. she wishes that the children can communicate with families in japan which are the roots of mother. father only uses il when talking to the children. the strategy used by f6 in transferring language to children is parents use their l1 to the children. one parent language is the dominant language in the community. 7) f7 language inheritance mother il’s ability is very good and is almost the same as her jl ability. other languages that are mastered are el and bl, although not very well. only limited to understanding speech but unable to speak. before getting married, mother knew il, jl, and el. and get to know bl after marrying a balinese. mother learned bl from her husband's family environment. mothers only use jl to children (100%). mother still considers it important to give her l1 learning to her child. family also send their children to school in hoshuko sanur. at the school children learn language and customs and take part in japanese cultural activities. from the mother's information it is obtained that the child often uses a mixed code of il and jl. at such times the mother will correct the language mistakes made by her child. the mother also plans for her child to master other foreign languages such as el. in order to later get a better job by mastering international languages. the father uses il to the children, because il can be understood by all family members. in all topics and settings, the choice of il is dominant. it can be concluded that the strategy used by f7 is type 1; each parent uses his language when talking to children. community language is the language used by the father. 8) f8 language inheritance mother had lived in bali for two years before marrying her husband, and had been able to speak il before knowing her husband. the use of il in f8 family is very good, all family members are able to speak indonesian well. father understand jl speech but not good in speaking. the father is balinese native, while mother and children can only understand but are unable to speak. communication between mother and child occurs in jl (100%). when the wife speaks with her husband the chosen language is il (100%). father is using il to the children (100%) and also with a wife. whereas the child using il to the father and jl when the interlocutor is a mother. it can be concluded that the type of inheritance of languages from the f8 family is a type of oneperson one language (type 1). each partner understands their partner's language at a certain level and each uses his language to the child. 9) f9 language inheritance the wife did not know il before marriage. she began to know and study il since marriage. bl is known from the community and husband's big family. the husband knew jl before meeting his wife. the language used at the first meeting was jl. the husband is able to understand speech and is able to speak well in jl. children in f9 can understand and speak well in jl. mothers always use jl to the children. the children speak il as well as jl. communication in the family domain involves two languages intensively. mother use jl more often than il. mothers use jl to the children and husband; while il is used by husband when communicate with children. the children learn il in their school. they use il in the school or in the neighbourhood. il is the dominant language in the neighbourhood. from this information it can be concluded that the strategy of language inheritance by f9 is type 1. 10) f10 language inheritance 72 at the beginning of the meeting, this couple uses el to communicate. english is not l1 of this couple, so at the beginning of the marriage there are communication constraints. mother also knew il before marriage. after marriage the mother uses more il to her husband. she getting to know bl from a husband and obtained from the husband's family environment. nevertheless the ability of bl is not good. when talking with children, mothers always use bjp. because only by asking to talk with children every day, then the children will know and can speak japanese. mother also send their children to hoshuko or special schools for children of japanese descent. the mother wants her child not to forget her roots as japanese. father use il when communicating with children. besides being used by father, il is also used by grandmother (husband’s mother) who living together with the family. children use bl when talking to grandma. children learn il and bl from the environment of neighbourhood. exposure to the previous section shows that each family has a different way of patterning inheritance to children. even so the strategies used there are similarities. from the theory presented by romaine (1995) added 2 strategies that cannot be accommodated by the theory. these two strategies are similar to type 1 in the romaine’s concept so they are called type 1a and type 1b. most respondents use type 1 strategies in passing down language to their children. when communicating with children, fathers and mothers use their mother tongue. husband and wife understand their partner's language to some degree. the dominant language in society is il. mothers use jl and fathers use il when communicating with children. parents have a reason that children must know l1 from both parents, so they pass down language and customs to children, one of which is through language transfer. three families choose type 1a, which is to use code mixing when communicating with children. each parent has some level of competence in their spouse’s language. the dominant language in the environment is il. parents using a mixed code or code switching of il, jl and el. children learn il from a father and in their school, as well as from community which is dominant environment using il. type 1b was chosen by one family. mother is japanese native and father is native of bl and il. the strategy adopted by this family is different from the strategy from romaine. however there are similarities with type 1 of the romaine approach. there is difference in the language inheritance strategies adopted by this family. a parent’ use one of the parents' native language in this case is the father and the language is the dominant language in community. this type is called type 1b with the condition that parents have two different languages, understanding each other's language at a certain level. the community uses one of the parents' languages (il). the strategies adopted by this family use more il when communicating with children. but that does not mean that the mother does not introduce her l1 to the child. parent sent them to a special elementary school for japanese people in bali. 4. novelties the results of the data in the field show that the six types of bilingual acquisition in childhood theories are not yet fully accommodating, so two sub-types are added to adjust the data conditions. the two types added have the same conditions as type 1 from romaine's theory, but differ in the parents' strategy in transmitting language to the children. furthermore, this type is coded as type 1a and type 1b. 1) type 1: one person one language parent: the parents have different native language which each having some degree of competence in the other’s language. community: the language of one of the parents is the dominant language of the community 73 strategy: the parents each speak their own language to the child from birth. 2) type 1a parent: the parents have different native language which each having some degree of competence in the other’s language. community: the language of one of the parents is the dominant language of the community strategy: the parents use mixed code to the child (il/jl/bl). 3) type 1b parent: the parents have different native language which each having some degree of competence in the other’s language. community: the language of one of the parents is the dominant language of the community strategy: the parents use one of l1 of parent, which is dominant in community (il). 5. conclusion in mixed marriage, parents want their children to know their culture and roots as balinese and japanese. the choice of type one person in one language is very popular among families of different nationalities. likewise in this study, all respondents chose the one person one language approach. each parent wants to inherit their language to the children. every family has different strategies to do it. the first strategy is that each parent uses their native language to the children. mother uses jl and father uses bi. the second strategy, parents use mixed code or code switching to children. code switching occurs in il / jl / el. third is parents use il as father l1, and is the dominant language in the community. there are different objectives of language learning by each family. that goal, among others: bjmmf parents want their children to be multilingual. the reasons given are they want their children to have a better chance of mastering more than one language, opening wider opportunities for their future. besides il and jl, parents also want the children to master foreign languages such as english or chinese. abbreviation jbmmf: japanese balinese mixed marriage family il: indonesian language jl: japanese language bl: balinese language el: english l1: mother tongue 6. acknowledgements the authors would like to thank to all respondents in this research and to bali tourism polytechnic for supporting the research. references barron-hauwaert, s. 2004. "the one-parent-one-language approach. what is it?", the oneparent-one-language approach, clevedon, uk: multilingual matters ltd. dehouwer, a. 1990. the acquisition of two languages from birth: a case study. cambridge: cambridge university press. escudera, p. 2007. “second language phonology; the role of perception”, in phonology in context. ed. pennington, m.c. new york: palgrave macmillan. fry, d. 1979. “how did we learned it”. in language development. eds. victor lee. london: croom helm in association with the open university press. genesee, f. 1989. “early bilingual development: one language or two?”. journal of child language 16, 161–179. https://books.google.com/books?id=ndtc9nraknmc&pg=pa1&lpg=pa1&dq=barron-hauwaert,+suzanne.+%22the+one-parent-one-language+approach.+what+is+it?%22+-wikipedia&source=bl&ots=paiihv3eo1&sig=oab1qfkcrozi-1-1yu6arc0scfg&hl=en&ei=nmi_tyrcgmvpgafp8vweaw&sa=x&oi=book_result&ct=result&resnum=2&ved=0cbkq6aewaq#v=onepage&q&f=false 74 mclaughlin, b. 1978. “the monitor model: some methodological considerations”. language learning, 28 (2): 309–332. meisel, jürgen m. 1989. “early differentiation of languages in bilingual children”. in k. hyltenstam & l.k. obler, ed., bilingualism accross the lifespan: aspects of acquisition, maturity and loss. cambridge: cambridge university press, 13–40. piaget, j., inhelder, b. 2008. the psychology of the child. new york: basic books. romaine, s. 1995. bilingualism. 2 nd ed. oxford: blackwell publishers. shin, js. 2005. developing in two languages: korean children in america. toronto: multilingual matters ltd. sugiyono. 2010. metode penelitian kuantitatif kualitatif dan r&d. bandung: alfabeta. biography of authors lukia zuraida, s.pd., m.hum. was born in bojonegoro november 10 th 1969. she is associate professor of bali tourism polytechnic. mastering japanese language in language center. she graduated his bachelor degree in the faculty of language education, surabaya state university in 1995. finished her master degree in the postgraduate program, magister program, linguistic studies, udayana university in 2009. she currently is completing his dissertation at udayana university. email: lukiazuraida@ppb.ac.id i ketut darma laksana is a senior professor in linguistics at udayana university, bali, indonesia. he accomplished his master's degree in 1994 and doctoral degree in 2003 at the linguistics program at indonesia university, jakarta, indonesia. his current interests are on issues related to cultural linguistics, morphology, and discourse analysis. he is also actively participating in national and international linguistics seminars. email: i wayan simpen is a professor in linguistics at udayana university, bali, indonesia. he accomplished his master's degree in 1995 at the linguistics program at indonesia university, jakarta, indonesia and doctoral degree at the linguistics program of udayana university, bali, indonesia in 2008. his current interests are on issues related to ecolinguistics, cultural linguistics, and pragmatics email: wyn.simpen8@gmail.com mailto:lukiazuraida@ppb.ac.id mailto:wyn.simpen8@gmail.com sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 14, no. 2, july 2020, pages: 199-210 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i02.p04 199 phrasal verbs in george orwell’s 1984 and its arabic translation eva meidi kulsum ma’soem university, indonesia, meydiqulsum@gmail.com article info abstract* received date: jun 27, 2020 accepted date: jun 29, 2020 published date: july 31, 2020 keywords:* phrasal verbs, translation shift, george orwell’s 1984 in english, phrasal verb comprises of a verb and a particle, so does in arabic. although both languages have phrasal verbs, it does not mean that each phrasal verb in english is translated in the same form as a phrasal verb into arabic. this research aimed to know the translation shift of phrasal verbs in george orwell’s novel entitled 1984 and its arabic translations. this research employed a qualitative descriptive method using a purposive sampling technique. the result showed that arabic is a rich vocabulary language. it was proven by more than 50% of the english phrasal verbs found in the novel is translated into arabic in the same category or grammatical class, not in the form of description. 1. introduction english and arabic have a big influence in this world especially in terms of language use. both are considered as the most spoken languages and are important in their portions. this is in line with the statement from samovar saying that english and arabic have their own characteristics which create their national identities; each of them dominating in its geographical region (samovar et al., 2009). however, it is always interesting to learn more about them. in learning a language, people have to know its structure including grammar. english and arabic have their structures as independent languages. one of them is existed in phrasal verbs, the important aspect of the sentence. as we know that language produced by human consists of words which are organized in sentences and sentences are made up of units (altenberg & vago, 2010) and (thomas, 1993). those are words that at least consist of a subject usually formed as nouns which are commonly defined as words referring to person, place, thing, or idea and predicate usually formed as verbs which commonly express an action. for example: she walked out. she is a noun and walked is a verb, but the verb here is not the common verb, it is followed by a particle, out. this verb is called a phrasal verb (swan, 2005). a phrasal verb is an avoidable phenomenon. in english, phrasal verb contains verb and particle and so does in arabic. to make sure, see these examples: table 1 example of english and arabic phrasal verbs english arabic we are looking for a house or an apartment to rent اننا نبحث عن منزل او شقّة لإليجار 200 it is identified that نبحث (nabhatṡu) is a verb and عن ('an)is a particle of the verb, this example is to show that arabic has a phrasal verb as same as english. the word looking for is a phrasal verb, it made of verb looking followed by particle for. despite both languages have phrasal verbs, it does not mean that each phrasal verb in english is always translated in the same form as a phrasal verb into arabic. to translate, the translator must find the equivalent meaning of both the source language (sl) and target language (tl). in line with that, catford supported that translation is the replacement of textual material in one language by equivalent textual material in another language (catford, 1965), so does newmark. he affirmed that translation is rendering the meaning of a text into another language in the way that the author intended in the text (newmark, 1988). besides, nida and taber introduced three steps of the translation process, they are analyzing, transferring, and restructuring; analyzing sl into grammatical and semantic structure of tl, transferring the meaning or the message of sl to tl which occurs in the translator mind and reconstructing the grammatical and semantic structure into the appropriate tl forms to create an equivalent tl (nida & taber, 1982). thus, it makes the forms of sl phrasal verbs sometimes are translated into different forms of tl, for example: table 2 example of english and arabic phrasal verbs english arabic i think i will ask for some newspapers and magazines. اعتقد انّي سأطلب بعض الصحف والمجلة the example above shows us that the english phrasal verbs will not be always translated in the same form into arabic; it will change to modulate the equivalent meaning of sl (english) in tl (arabic). this case is named by catford as a translation shift (catford, 1965). the translation shift exists in the word ask for which made of ask as a verb and for as a particle, both cannot be separated to each other to create meaning because they are a unit. the phrasal verb ask for is translated into arabic becomes أطلب (aṭlubu) it is a single verb. to make sure that translation shift occurred in translating english into arabic phrasal verb, see another following example which is taken from george orwell’s novel, 1984. table 3 example of english and arabic phrasal verbs english arabic big brother is watching you, the caption said, while the dark eyes looked up into winston’s own. األخ الكبير يراقبك, وكانت العينان السودأوان تنفدان إلى اعماق ونستون and so does the word looked up in the example above is phrasal verbs which consist of the looked verb and the up particle, it is translated into arabic becomes تنفدان إلى اعماق (tanfadāni ilā a’māqi. the phrase تنفدان إلى اعماق (tanfadāni ilā a’māqi) is a verb phrase. the different forms of english phrasal verb which have been translated into arabic are interesting to be discussed, supported by the existence of english and arabic phrasal verbs often found in many cases but sometimes the learners avoid using them. this is in line with mccarthy’s statement that the important one in understanding phrasal verbs is knowing the meaning of the whole phrasal 201 verbs as a unit means that many of phrasal verbs have the idiomatic meanings, it makes the learners difficult to guess the meaning automatically by combining the meaning of a verb and a particle as the components of the phrasal verb (mccarthy, 2002). such idiomatic meanings make learners feel that they are difficult to learn and to use, although learners of english recognize their importance (cheon, 2006). in addition, this research aims to analyze the translation shift of phrasal verbs in george orwell’s 1984 and its arabic translations. 2. research methods this research focuses on translation shifts in george orwell's novel entitled 1984 and its arabic translation. this novel is a literary political fiction which talks about the capitalist period in england which is dominated by big brother as a bourjois. this novel is chosen by the reason that it has been translated into arabic and published in arabic edition by markaz althaqifi al-arabi publisher in 2013 (orwell, 2013) and considered as george orwell's chilling prophecy about the future. a qualitative descriptive method is employed in this research using a purposive sampling technique. it is a technique of selecting the data because of some principled decisions; at which point to add additional samples and when to stop gathering more data (dörnyei, 2007). in other words, it is necessary to select the aspects of the case that we will focus on. the novel consists of 23 chapters, the first of 23 chapters is taken purposively. in the first chapter, there are 21 data found as the sample of study which is appropriate with the research problem. the data are classified into a transitive and intransitive phrasal verb by using theories of swan (swan, 2005) and mccharty & o’dell (mccharty & o’dell, 2004) and analyzed using catford’s theory (catford, 1965) to find out the translation shift in orwell’s 1984 and its arabic translation which is further subcategorized into level and category shift. the category shift is divided into structure shift, class shift, unit shift, and intra system shift. the data finally are concluded based on information in the data analysis. 3. discussions as it is known that phrasal verbs consist of a verb which is followed by particle(s) (altenberg & vago, 2010) which create a different meaning when they are translated as a whole phrase, not separately as a verb and particle (s). in line with that, one verb is possible to have a different meaning when it is followed by different particle, so does the particle (manik et al., 2013). however, particle and verb are important to each other, they cannot be separated to create meaning. there are 21 phrasal verbs found in the novel purposively which are analyzed using catford's theory of translation shift (catford, 1965). here are the english translation shifts occurred in the novel and its arabic translation: table 4 english and arabic phrasal verbs in george orwell’s 1984 no english arabic 1 that depends on several things. هذا يتوقف على عدة أمور 2 winston made for the stair. مشى ونستون باتجاه الساللم للصعود 3 i think i will ask for some newspapers and magazines. اعتقد انّي سأطلب بعض الصحف والمجلة 4 and at present the electric current was cut off during daylight hours. واما ال تنقتع التيار الكهربائي معظم ساعات النهار 5 big brother is watching you, the caption said, while the وكانت العينان , األخ الكبير يراقبك السودأوان تنفدان إلى اعماق ونستون 202 dark eyes looked up into winston’s own. 6 it was an enormous pyramidal structure glittering white concrete, soaring up, terrace after terrace, 300 meters into air. ألسمنت فهي بناء مرمي ضخم من األبيض الالمع, يرتفع علياّ يتاطح السحاب, طبقة فوق طبقة, ثالثمائة مترفي السماء ومن مكانه 7 he moved over the window. انتقل ونستون نحو النا فده 8 the black-moustachio’d face gazed down from every commanding corner. فمن كل زاوية كان ذلك الوجه ذوالشارباألسواد يطل محدقا في وجه 9 “big brother”, the caption said, while the dark eyes looked deep into winston’s own. وكانت عينان " األخ الكبير يراقبك" السوداوان تنقذان الى أعماق ونستون 10 how often, or on what system, the thought police plugged in on any individual wire was guesswork. أما كم مرة او كيف يمكن ان تحترف شرطة الفكرحياتك الحاصه فهذا أمر ال يمكن التبؤيه to make easier in analyzing the translation shift of english into arabic phrasal verbs, it is formulated in this table below: table 5 english and arabic phrasal verbs in george orwell’s 1984 no english arabic forms shift 1 depend on يتوقف على phrasal verb class shift 2 made for مشى .... ب phrasal verb class shift and structure shift 3 ask for أطلب single verb class shift 4 cut off ال تنقتع single verb class shift and structure shift 5 looked up into تنفدان إلى اعماق verb phrase level shift 6 soaring up يرتفع علياّ يتاطح السحاب verb phrase level shift 7 moved over انتقل ....نحو phrasal verb class shift and structure shift 8 gazed down from يطل محدقا verb phrase level shift 9 look into تنقذان الى أعماق verb phrase level shift 10 plug in on تحترف single verb class shift according to the theory from catford (catford, 1965), there are two kinds of translation shift, they are level shift and category shift. a level shift occurs when an sl item has a tl equivalent meaning at a different linguistics level. to be more clearly, see this example below: table 6 example of level shift 203 english arabic his small but childish handwriting struggled up. وكان خط يده الشبيه يخط األطفال يميل في تعرجات الى اعلى the word struggle up is a phrasal verb that consists of struggle verb and up particle. it is translated into arabic becomes ات الى اعلىيميل في تعرج (yamīlu fī ta’rijāti ilā a’lā) as a verb phrase. the next level of shift is a category shift that is a generic term referring to shift involving any of the four categories of class, structure, unit, and system. this shift is divided into four types, they are: first is a class shift, it occurs when an sl item is translated into a tl item at different grammatical classes. see the example below: table 7 example of category shift english arabic i think i will ask for some newspapers and magazines. اعتقد انّي سأطلب بعض الصحف والمجلة the example above shows us that the category shift exists in the word ask for which made of ask as a verb and for as particle, both cannot be separated to each other to create meaning because they are a unit that is a phrasal verb. the word ask for is translated into arabic to be it is single verb. english phrasal verb is translated into arabic becomes a single ,(aṭlubu) أطلب verb; it is translated at a different grammatical class. the second is structure shift which occurs in changing of the grammatical structure between sl and tl, example: قال زيد (qāla zaidun) becomes zaidun said the example above stands from قال (qāla) as a predicate and زيد (zaidun) as a subject translated into english becomes zaidun said which stands from zaidun as a subject and said as a predicate. it shows that arabic structure form is predicate-subject while english is subjectpredicate. the third is a unit shift. it changes in order, for example: in arabic, the way to mention the date is ح األّولالتّار (attārihu al awwal) in bahasa indonesia, it becomes tanggal satu. األّول (al awwal) is considered as ordinal number while satu is cardinal number. however, they change from ordinal to cardinal number. the last type of category shift is an intra-system shift, example: table 8 example of intra system shift indonesia arabic ulama adalah pewaris para nabi. العلماء ورسة األنبياء ulama is a singular form of noun in bahasa indonesia while, in arabic, العلماء (al 'ulamāu) is a plural form of noun. it means that it changes the number of noun from singular to plural. 204 the above theory is applied to the phrasal verbs found in the novel and its arabic translation. the data number 1, 2, and 7, the words depends on, made for and moved over are phrasal verbs. depends is the verb of phrasal verb and on is the particle of phrasal verb, it is translated into arabic becomes يتوقف على. the word يتوقف (yatawaqafu) is a verb and على(‘alā) is a particle, so do the words made for and moved over. made and moved are verbs and for and over are particles, they are translated into arabic become ب.... مشى and نحو....انتقل . the words ب are verbs and (intaqala) انتقل and (masyā) مشى (bi) and نحو (nahwu) are particles. through these data, the class shift occurs because the forms of english phrasal verbs are translated into arabic in the form of phrasal verbs; it means they change in the grammatical class. not only class shift but also the structure shift is occurred in the data above, particularly for the data number 2 and 7. the verbs مشى (masyā) and نتقلا (intaqala) are separated by the other words, different with the form of the source language. the phrasal verbs made for and moved over are not separated by the other words. in english, the phrasal verb made for is a part of the sentence winston made for the stair and moved over is part of the sentence he moved over the window. while in arabic the phrasal verb ب.... مشى (masyā… bi) is a part of the sentence is part of (intaqala nahwu) انتقل ....نحو and the phrasal verb مشى ونستون باتجاه الساللم للصعود the sentence انتقل ونستون نحو النا فده. both of phrasal verbs, مشى .... ب (masyā… bi) and انتقل نحو.... (intaqala nahwu), are separated by the word ونستون (winston) as the subject of the sentence. in conclusion, the english grammatical structure is different from arabic; english phrasal verb cannot be separated by the subject but arabic can. it shows that there is a change of the data number 2 and 7 in the grammatical structure, according to catford it is called a shift structure (catford, 1965). the next case, in data number 3, 4, and 10 the words ask for, cut off, and plug in on are phrasal verbs consisting of the verbs ask, cut and plug and the particles for, off, and in on. the phrasal verb ask for is translated into arabic to be أطلب (aṭlubu), the word أطلب (aṭlubu) is a single verb. this different form, a phrasal verb becomes a single verb, is determined that a shift occurred. such this kind of change is called a class shift; that is a shift when the sl item is translated into a tl item at a different grammatical class, so do the words cut off, and plug in on. they are translated into arabic to be ال تنقتع (lātanqoti’u) and تحترف (taḥtarifu), both are single verbs. the last case of this table occurs in the data number 5, 6, 8 and 9. the words looked up, soaring up, gazed down and look into are phrasal verbs which made of the verbs looked, soaring, gazed, and look and particles up into, up, down from and into. these forms of phrasal verbs are translated into arabic at a different level, they become phrasal verbs. it is occurred in the word looked up becomes تنفدان إلى اعماق (tanfadāni ilaa a’māq), so do the words soaring up, gazed down and look into. they are translated into arabic to be يتاطح السحاب ّ yartafi’u) يرتفع عليا ‘aliyyan yutāṭihu as sihāb), يطل محدقا (yaṭilu muhadiqā) and تنفدان إلى اعماق (tanfadāni ilaa a’māq). phrasal verb and verb phrase are different at level; it is categorized into level shift. from the ten data above, there are some shifts occurred. they are level shift, class shift, and structure shift. this is similar to the findings from sipayung that class shift and level shift were also considered as a dominant shift in the bilingual history textbook that was analyzed (sipayung, 2018). besides, there are other data in the table below that are analyzed. the table consists of ten data, but in the data number 17 there are two shifts found. therefore, it can be calculated that there are eleven analyzed data. table 9 english and arabic phrasal verbs in george orwell’s 1984 205 no indonesia arabic 11 he tried to squeeze out some childhood memory that should tell him whether london had always been quite like this. لقد حاول جاهدا ان يسترجع بعضا من ذكريات الطفولة محاوال ان يتبيّن ما اذا كانت هذه هي صورة لندن في كل اوقات؟ 12 were there always these vistas of rooting nineteenth century houses, their sides shored up with baulks of timber. تاسع أكانت على هذه الحال فى القرن ال عشر, حيث تظهر على جوانبها دعاثم منالخشب 13 and the places where the bombs had cleared a large patch and there had sprung up sordid colonies of wooden dwellings like chicken-houses. وتبدو للعين اوراق الصفصاف مختلطة بأكوام النفايات وقد ظهرت هنا ك ة من األكواخ الحشبيه بأ قفاص مجموع الدجاج 14 winston turned around abruptly. استندار ونستون بعد ان رسم عالمات التفاؤل التام على وجهه 15 he took down from the shelf a bottle of colourless liquid with a plain white label marked victory gin. تناول عن احد الرفوف رجاجه تحتوي على سائل اللون له وقد الصق على "جن النصر"الزجاجة ورقة كتب عليها 16 it gave off a sickly, oily smell, as of chinese rice spirit. وكانت تتبعث من هذا الشرب رائحة ممرضة أشبه برائحة الزيت كأنما هو كحول مستخرج من األرز الصيني 17 winston poured out nearly a teacupful nerved himself for a shock and gulped it down like a dose of medicine. ومع ذلك صبّ ونستون لنفسه بعضا منه في كوب شاي ثم استجمع قواه وتجّرعه كما لوكان يتحرع دواء 18 instantly his face turned scarlet and the water ran out of his eyes. وفى الحال انقلب وجهه في مزيا وسالت الدموع من عينية 19 the next moment, however, the burning in his belly die down. لكن بعد لحطة كانت حده األلم الذي شعربه في جوفه قد خفّت 20 and incautiously held it upright, where upon the tobacco fell out on to the floor. وما كاد يرفعها من العلبة حتى راح ما فيها من تبع يتنائر على األرض to make easier in analyzing the translation shift of english into arabic phrasal verbs, it is formulated in this table below: table 10 206 english and arabic phrasal verbs in george orwell’s 1984 no english arabic forms shift 11 squeeze out يسترجع single verb class shift 12 shored up with تظهر على phrasal verb class shift 13 sprung up ظهرت single verb class shift 14 turned around استندار single verb class shift 15 took down from تناول single verb class shift 16 gave off تتبعث من phrasal verb class shift 17 poured out ّصب single verb class shift 18 gulped down استجمع single verb class shift and structure shift 19 ran out of من..…سالت phrasal verb class shift and structure shift 20 die down خفّت single verb class shift 21 fell out on يتنائر single verb class shift from the table above, some shifts occur; they are class shift and structure shift. all the data available in the table are class shift but particularly for the data number 18 and 19 two shifts occur in the same time; class shift and structure shift. here is for further explanation. as what has been stated that all the data are categorized into a class shift, so do the data number 11, 13, 14, 17, and 20. the words squeeze out, sprung up, turned around, poured out, and die down are phrasal verbs consisting of the verb squeeze and the particle out, the verb sprung and the particle up, the verb turned and the particle around, the verb poured and the particle out, the verb die and the particle down. the equivalence of each english phrasal verb recently mentioned is a single verb. as a proof, the phrasal verb squeeze out is translated into arabic becomes يسترجع (yastarji’u); the word يسترجع (yastarji’u) is a single verb. when the phrasal verb changed to be a single verb it is meant that the class shift occurs. because as we know the class shift occurred when a source language item (english) is translated into a target language (arabic) item at a different grammatical class; phrasal verb and single verb are one level but different grammatical class. either do the words sprung up, turned around, poured out, and die down, they are translated into arabic become single verbs. the word sprung up means ظهرت (ẓaharat), turned around means استندار (istandāra), poured out means ّصب (ṣobb), and die down means خفّت (khoffat). the arabic translations of each english phrasal verb explained before are single verbs. there is no arabic phrasal verb equivalence of them, as they changed to be a single verb in arabic; in such that kind of situation, the class shift occurs. the next data are the data number 15 and 21 they are all categorized into class shift too because the english phrasal verbs changed to be single verbs when they are translated into arabic. the words took down and fell out are phrasal verb. they consist of the verb took and the particle down and the verb fell and the particle out. they are translated to be a single verb in arabic as same as the data number 11, 13, 14, 17, and 20. the phrasal verb took down is تناول (tanāwalu) in arabic and the phrasal verb fell out is يتنائر (yatanāaru) in arabic. the words تناول (tanāwalu) and يتنائر (yatanāaru) are single verbs. the recent explanations explained the class shift in which a phrasal verb is translated into a single verb. such kind of changing is categorized into a class shift. so that the next phrasal 207 verbs will be discussed, they are categorized into a class shift too. but the condition is not as same as the previous data; in this case, the phrasal verbs become phrasal verbs in arabic. in the data number 12 and 16, the words shored up and gave off are phrasal verbs consisting of the verb shored and the particle up and the verb gave and the particle off. both english phrasal verbs are translated into phrasal verbs in arabic. the phrasal verb shored up is translated into arabic becomes تظهر على (taẓaharu ‘ala) and the phrasal verb gave off becomes (tataba’a ṡu min) تتبعث من and (taẓaharu ‘ala) تظهر على the words .(tataba’a ṡu min) تتبعث من are phrasal verbs. they are made of the verb تظهر (taẓaharu) and تتبعث (tataba’a ṡu) and particles على (‘ala) and من (min). the last discussion of this table is about the two shifts which occurred in one data at the same time; they are class shift and structure shift. it means the source language item (english) is not only translated into a target language (arabic) item at a different grammatical class but also at a different grammatical structure. it occurs in the data number 18 and 19. the words gulped down and run out are phrasal verbs; the verb gulped is only followed by one particle down and the verb run is followed by one particle too that is the particle out. both are translated into arabic become single verbs. the phrasal verb gulped down is translated into arabic becomes استجمع (istajma’); the word استجمع (istajma’) is single verb. that change is categorized into a class shift where the phrasal verb and single verb are different at grammatical class. not only class shift but also structure shift occurs in this phrasal verb. the phrasal verb gulped down has an object it which is placed before the particle, it becomes gulped it down. but in arabic the object قواه (qawāhu) is placed after the verb, it becomes استجمع قواه (istajma’a qawāhu). so, the structure form of english and arabic is different; the english form is verbobject-particle and the arabic form is verb-object. so does the phrasal verb run out, the phrasal verb run out is translated into arabic becomes من the phrasal verb run out is categorized into a transitive .(sālat min) سالت .… phrasal verb which has the object after the verb. the object is of his eyes which is placed after the particle, it becomes run out of his eyes. it is different in arabic, the object is الدموع (dumū’) and placed before the particle, it becomes سالت الدموع من (sālat min dumū’). it can be inferred that the structure of english and arabic are different. the english form is verb-particle-object and the arabic form is verb-object-particle. according to catford (1965), the changing of the grammatical structure between source language (english) and target language (arabic) is called a structure shift. therefore, based on the findings, it is indicated that shift cannot be avoided in translation because it involves two different languages which are different in the terms of linguistic and culture (yuwandani et al., 2016). to help the readers easily understand the discussion of the translation shift occurred in the phrasal verb previously discussed, it is tabulated below: table 11 english and arabic phrasal verbs in george orwell’s 1984 no english arabic forms level shift category shift class struct unit syst 1 depend on يتوقف على √ 208 2 made for مشى .... ب √ √ 3 ask for أطلب √ 4 cut off ال تنقتع √ √ 5 looked up تنفدان إلى اعماق √ 6 soaring up يرتفع علياّ يتاطح السحاب √ 7 moved over انتقل ....نحو √ √ 8 gazed down يطل محدقا √ 9 look into تنقذان الى أعماق √ 10 plug in تحترف √ 11 squeeze out يسترجع √ 12 shored up تظهر على √ 13 sprung up ظهرت √ 14 turned around استندار √ 15 took down تناول √ 16 gave off تتبعث من √ 17 poured out ّصب √ 18 gulped down استجمع √ √ 19 ran out of سالت ….. من √ √ 20 die down خفّت √ 21 fell out on يتنائر √ from the table above, the form changing of phrasal verbs from english to arabic that has been analyzed in this research is clearly tabulated. finally, there is a significant difference between this research and other research. for example, a study from yuwandani entitled the translation shifts applied to the translated text i belog lost something (yuwandani et al., 2016). yuwandani’s study analyzed translation shift in a novel but did not specifically analyze the translation shift of phrasal verbs and the source-target language is also different, it is indonesiaenglish. while a study from santika entitled translation of phrasal verbs into indonesian analyzed phrasal verbs from english to indonesia but in the form of its classification and equivalent meaning, not translation shift (santika et al., 2017). 4. novelties based on the above explanation, this research has analyzed the translation shift of phrasal verbs in george orwell’s novel entitled 1984 from english to arabic. both english and arabic have phrasal verbs but it does not mean that each phrasal verb in english is always translated in the same form as a phrasal verb into arabic. it makes the forms of sl phrasal verbs sometimes are translated into different forms of tl; this case is called as translation shift (catford, 1965). to translate, the translator must find the equivalent meaning of both the source language (sl) and target language (tl). in line with that, catford supported that translation is the replacement of textual material in one language by equivalent textual material in another language (catford, 1965), so does newmark. he affirmed that translation is rendering the meaning of a text into another language in the way that the author intended in the text (newmark, 1988). this research hopefully can contribute to the future study on translation shift both in english and arabic text to broaden the readers’ knowledge about linguistics and literacy especially in the forms of english and arabic phrasal verbs including their changes to modulate the equivalent meaning of source language (english) to target language (arabic). 209 5. conclusion the result of data analysis shows that there are two kinds of translation shifts, namely: category shift and level shift. in the category shift, there are two shifts of a phrasal verb. they are phrasal verb into a phrasal verb and phrasal verb into a single verb. in the level shift, there is only one shift of phrasal verb. it is a phrasal verb into a verb phrase. as mentioned previously, 21 data are found in the novel by which 4 translation shifts belong to level shift and 17 translation shifts belong to the category shift. this result shows that arabic as an international language is a rich vocabulary language. it is proven by more than half of the english phrasal verbs found in the novel are translated into arabic in the same category or grammatical class, not in the description; as shown by the data categorized into level shift which need more explanation to describe the equivalence of the english phrasal verbs. references altenberg, e. p., & vago, r. m. (2010). english grammar understanding the basics. cambridge university press. catford, j. c. (1965). a linguistics theory of translation. oxpord university press. cheon, y. (2006). a pilot study in learning phrasal verb. university of pittsburgh. dörnyei, z. (2007). research methods in applied linguistics. oxpord university press. manik, l. p., sudarsono, & rosnija, e. (2013). an analysis of phrasal verbs in movie pride and prejudice. jurnal pendidikan dan pembelajaran untan, 2(12). mccarthy, a. c. (2002). an introduction to english morphology. edinburgh university press ltd. mccharty, m., & o’dell, f. (2004). english phrasal verb in use. uk: cambridge university press. cambridge university press. newmark, p. (1988). a text book of translation. prentice-hall international. nida, e. a., & taber, c. r. (1982). the theory and practice of translation. brill. orwell, g. (2013). 1984: arabic edition. markaz al-thaqifi al-arabi. samovar, l. a., porter, r. e., & mcdaniel, e. r. (2009). communication between cultures larry a. samovar, richard e. porter, edwin r. mcdaniel google books. in cengage learning. santika, i. d. a. d. m., putri, i. g. v. w., & suastini, n. w. (2017). translation of phrasal verbs into indonesian. lingual: journal of language and culture, 4(2). sipayung, k. t. (2018). the impact of translation shift and method on translation accuracy found at bilingual history textbook. humaniora, 30(1). swan, m. (2005). practical english usage. oxpord university press. thomas, l. (1993). beginning syntax. oxpord blackwell publisher. yuwandani, d., suastra, i. m., & brata, f. i. m. (2016). the translation shifts applied to the translated text i belog lost something. linguistika, 23(44). biography of authors 210 eva meidi kulsum, s.hum., m.pd. was born in cianjur on may 19th, 1993. she is a lecturer in ma’soem university, english education department, bandung, indonesia. ph. +6282217656359. she graduated her bachelor degree in english language and literature department, uin sunan gunung djati bandung in 2015. she finished her master degree in the postgraduate program, magister program, english education departement, universitas pendidikan indonesia in 2018. email: meydiqulsum@gmail.com / evameidi@masoemuniversity.ac.id https://scholar.google.com/citations?user=rxu2itiaaaaj&hl=id mailto:meydiqulsum@gmail.com%20/ mailto:evameidi@masoemuniversity.ac.id https://scholar.google.com/citations?user=rxu2itiaaaaj&hl=id sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 1 january 2022, pages: 38-45 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i01.p04 38 maintenance of the bali language in the permas oral tradition in mundeh traditional village nyambu village, kediri district, tabanan regency gek diah desi sentana universitas hindu negeri i gusti bagus sugriwa denpasar; universitas udayana e-mail: geksentana@uhnsugriwa.ac.id article info abstract* received date: 30 jun 2021 accepted date: 12 july 2021 published date: 31 january 2021 keywords:* maintenance, balinese language, oral tradition, permas. the permas oral tradition is the oral tradition of the mundeh village community, kediri sub-district, tabanan district, bali province. this tradition is very unique, which only takes place during piodalan jelih at pura pesamuan, the traditional village of mundeh. the permas tradition was present as a conflict resolution, when ratu gede disconnected returned to mundeh. the oral permas tradition has become a medium for maintaining balinese culture and language, for the mundeh traditional village community, especially for children who become jero permas. this study uses qualitative methods to find phenomena, circumstances and data about the permas oral tradition. the primary data source is the permas oral tradition, while the secondary data is a literature review related to the permas oral tradition. the theory used is the theory of discourse, according to van dijk, this is in line with the opinion that every unit of discourse, both large and small, has a form as a certain structure. discourse is created with a specific purpose, positive or negative as a function of maintaining a culture, especially the balinese language. the results of this study are the verbal form of the permas oral tradition and aspects of maintaining the balinese language in the permas oral tradition. 1. introduction the oral permas tradition is an old tradition in the traditional village of mundeh which has been passed down from generation to generation. permas in the balinese language dictionary means a lover in a temple, a servant in a temple or a temple servant (warna, 1990: 144). permas also comes from the word mas, which is glorified or 'geg mas', namely 'geg' which means 'jegeg' (a beautiful woman who is loved or beloved). permas is a tradition that is carried out every year as a series of piodalan ceremonies at the pesamuan temple, banjar kebayan, mundeh traditional village, nyambu village, kediri district, tabanan regency, which consists of children who have not yet entered their menstrual period and are the guardians of pesamuan temple. traditions that are born in an area must have a relationship with history related to the culture of the local community. likewise with the presence of oral traditions at the pesamuan temple, the traditional village of mundeh. this permas since ancient times at the peak of the piodalan at pesamuan temple, dancing a dance called the rejang lilit dance is a dance that is danced by 7 girls who are still holy or have not entered their period of menstruation. this permas stay or ngayah in the temple https://ojs.unud.ac.id/index.php/eol/index 39 for approximately 17 days. the rejang lilit dancers during ngayah at the temple are usually called jero permas. permas or jero permas were chosen from three banjars which are the founders of pura pesamuan. during the ngayah, jero permas is glorified, respected, or purified by the bearers of pura pesamuan even though in his real life he did not come from the soroh of brahmins. permas, which consists of 7 girls, in terms of positions, also have their respective names. permas in the first order is called pangarep, permas in the second to sixth order is called pamade, and permas in the last order is called pakitut. permas is also led by a special mangku called mekel. mekel, in this case, apart from being the leader at the beginning of permas performing the dance, but also as a special companion during the jero permas ngayah or stay at pesamuan temple.the choice of children who have not reached puberty or have not menstruated is not without reason. girls who have not yet reached puberty are believed to be still holy and because this permas activity does not take place in one or two days, but for 17 days to be exact, they must be in pesamuan temple which means in a sacred area, it is not allowed for girls who are menstruating girls who have not menstruated in order to maintain the sanctity of the temple concerned. during the ritual at pura pesamuan, jero permas was educated well by mekel permas. this continuous education is able to shape the character of permas' innards for the better. in accordance with the main purpose of education is to educate individuals in society. this is done to prepare children from an early age by instilling moral values through oral traditions that are useful in society. the formation of good individuals is what causes the permas oral tradition to be maintained by maintaining a sustainable inheritance. 2. research method this research is a qualitative research. this research uses a historical approach. thus, the modern approach is more holistic, meaning that when studying oral traditions, researchers will relate these oral traditions to the historical background or cultural context of the oral tradition so that the results of the study are emic. the theory used is the discourse theory proposed by van djik. van dijk (1985) said, "discourse is an abstract theoretical construct". according to van dijk, the discourse structure consists of 3 parts, consists of macro structure, super structure, and micro structure. the macro structure is the global/general meaning of a text that, can be observed by looking at the topics or themes that are put forward in a news story. super structure is a discourse structure related to the framework of a text, how the parts of the text are arranged into the news as a whole. micro structure is the meaning of discourse that can be observed from a small part of a text, namely: words, sentences, propositions, clauses, paraphrases, and pictures. each unit of discourse, both large and small, has a form as a certain structure. discourse is created with a specific purpose, positive or negative as a function. discourse displays meaning as a result that has been achieved by form and function. therefore, the narrative structure includes oral and written, literary and non-literary (ratna, 2010: 244). 3. results and discussion a. the mythology of ratu gede putus in the oral tradition of permas through an interview with jero mangku ribeng about the history of the emergence of the permas tradition, the permas tradition is a tradition that belongs to the category of sacred traditions. the story about the origin of the permas tradition is a hereditary story that is told to the descendants of the stakeholders concerned. the permas tradition is thought to have emerged in the 11th century. it is said that the ancestors at pesamuan temple (ratu gede putus) were asked for help by ratu gede nyoman who resided at jagatamu temple to go to mount agung to 40 find a daughter who would be the wife of tabeng wijan or mahapatih, the guardian of the mundeh traditional village. finally, ratu gede putus, who was in the pesamuan temple, went to look for the princess. when ratu gede arrive at giri tohlangkir, the princess named ratu dewa ayu said that she did not want to marry someone she did not know. if ratu gede nyoman wants to marry her, then she should come herself, hear the commitment made by the princess. ratu gede putus was afraid to return to mundeh village and conveyed this to ratu gede nyoman. finally, ratu gede broke up with the pesamuan temple and the princess liked each other. this incident made ratu gede nyoman disappointed and bhatara puseh temple was angry. afraid of the anger of bhatara puseh temple, then ratu gede putus pesamuan temple did not dare to go home, then he went to the south, namely to the northwest he settled in batu ngaus temple, in cemagi traditional village. this is evidenced by the presence of red shells found in the shrine of ratu gede putus at pesamuan temple. after a while, finally the anger of bhatara puseh's temple subsided and said, "ratu gede putus will not be killed as long as he is willing to return to mundeh". this is because ratu gede putus is the favorite of ratu betara puseh and he is also tabeng wijan or the guardian of the mundeh traditional village with ratu gede nyoman at bayuh temple. if one of them does not exist, then mundeh village will not be safe and there will be an imbalance in sharing things in the village. hearing the words of ratu bhatara puseh, ratu gede putus went home, which was finally greeted by ratu gede bayuh temple. they met at the crossroads which is now being built by the kangin crossing temple. feeling that it is not good for him to talk about important things on the streets, ratu gede pura bayuh invites ratu gede putus pesamuan temple to talk at the pamarajan called bayuh temple. the thing that strengthened his meeting was the presence of pelinggih facing each other in the exhibition area. in the meeting, ratu gede pura bayuh conveyed the results of the paroman or assembly at pura puseh and ida bhatara puseh temple would forgive him on the condition that ratu gede putus was ordered to remain in pesamuan temple to maintain the balance of mundeh village and carry out piodalan or wewangian abulan pitung dina (42 days) at the pesamuan temple. during those 42 days, dances performed by 7 girls who have not come of age (not menstruating yet) are presented. the dance is called the rejang lilit dance. after the rejang lilit dance is danced, as a closing dance, the leko dance is performed by arranging ceremony facilities in the form of suckling roasted pig. the mythology of ratu gede putus is conveyed implicitly. indirectly, the offerings of the rejang lilit dance and the leko dance danced by jero permas were a "conflict resolution" that occurred at that time in mundeh village. in the big indonesian dictionary, 'resolution' is a decision or unanimity of opinion in the form of a request or demand determined by a meeting (assembly), a written statement, usually containing a claim about something. b. maintaining balinese in the permas oral tradition orality in ancient times led to the formation of fairy tales, myths, and legends which became epics for the community, which formed the belief of the people of the mundeh traditional village about the existence of their rituals. it is through this permas oral tradition that they are able to maintain what is considered sacred. mythology ratu gede disconnecting the existence of ritual culture is the first important oral (primany orality) for the people of the mundeh traditional village. from these myths, the permas oral tradition was created which was able to serve as a forum for defending the balinese language as a real concept of preserving tradition. 41 walter j. ong in his book orality and literacy, the technologizing ward (1982, routledge) says that sound as the power of action is what causes the preservation of the balinese language through the permas oral tradition inherent in society which causes people to feel they have to do the rejang lilit dance and the leko dance which danced by jero permas and became an important part. in the piodalan ritual at the temple congregation, there are also spells that deliver each of each ritual procession. memory is the main key in the form of mythological writings that gave birth to the permas oral tradition. the readjusted thoughts are mnemonic. this form of balance of mind is able to build memory for the recipient of the message which is then forwarded to the recipient of the next message. the verbal form of maintaining the balinese language in the permas oral tradition is found in the entire series of activities carried out by jero permas. for example, the use of personal pronouns, names of rituals, facilities, places, communication while at pesamuan temple and during nguup. everything was said by the stakeholders and mekel permas in front of the most powerful ratu gede putus and ratu dewa ayu alit. the pronouns used in the permas oral tradition are divided into three, namely: first person pronouns, second person pronouns and third person pronouns. the first person pronoun commonly used is tiang, tititang (i). the second person pronouns used to refer to the person being spoken to are ida (for the deity worshiped at pesamuan temple), jero (pronoun for temple regent), gek mas (pronoun for children who become jero permas), mekel (pronoun for someone who becomes mekel permas). the third person pronouns are used, such as ida (he is a god who is worshiped at pesamuan temple), pangempon (people who have an obligation to guard the temple). the people of the mundeh traditional village still use balinese sor singgih basa well, including the personal pronouns used to refer to the balinese sor singgih basa. the use of good balinese language is also required in the rituals that must be followed by jero permas. this can be seen from the beginning of the ritual, namely ngewilang (looking for) jero permas. mekel permas had to go around the village going into every house to look for children who were willing to become jero permas. when communicating, mekel permas uses balinese to express the purpose of his arrival, until the last ritual, namely panyineban, still uses balinese as the language of instruction. the preservation of the balinese language in this scheme can be seen from the names of the rituals carried out such as ngewilang jero permas, sedurung piodalan, lunga ka beji, piodalan jelih, nguup, nutug solas, and panyineban. of the seven series of ritual plots, the sequence should not be exchanged considering the different functions and meanings. the plot must be structured in such a way that it forms a meaning that supports a particular topic. if analyzed based on the preservation of the balinese language, these plots form different meanings. the permas oral tradition has implicit details consisting of elements of culture, speech, time and place. a detailed example of cultural elements is the existence of sor singgih in balinese, namely the use of good and correct balinese according to the level of the language. while at pesamuan temple, apart from learning to dance, jero permas carried out other activities such as cleaning the temple area and making ceremonial facilities. this can be seen in the following quote. nini mangku : ‘suba telah neked kauh gek mas?’ jero permas : ‘sampun nika’. nini mangku : ‘dija buin timpale? kaongkon nyaup luune di pura’ jero permas : ‘kari dijaba’ translate: nini mangku: 'have you swept all the way to the west?' 42 jero permas: 'yes, it's done'. nini mangku : 'where are the rest of your friends? can i ask for help to pick up the garbage in the temple' jero permas : 'yes, my friends are still in front of the temple the conversation that took place between jero permas and the mangku pesamuan temple implied that cultural factors were implicitly spoken orally. this makes the younger generation still maintain the use of proud balinese language in communicating. the coherence in the permas oral tradition can be found in the conversations between jero permas and the community when carrying out the nguup tradition. jero permas : om swastyastu ibu putu : swastyastu, yeh wenten jero permas rauh, mriki! wenten napi nggih? jero permas : tiang jagi nguup ibu putu : niki jero titian medue beras kidik. jero permas : niki jinahe ibu putu : ten , baas niki jagi aturin tiang. jero permas : suksma nggih, tiang pamit. translate: jero permas : om swastyastu mrs. putu : swastyastu, jero permas has arrived! (welcome into the house) is there anything i can help you with? jero permas : i will sleep mrs. putu : this is jero, i have some rice (while pouring rice into the container that jero permas brought) jero permas: this is the money, ma'am mrs. putu : no need (refused the money given) i offer this rice jero permas : thank you, goodbye. the passages in the discourse above are related in a meaningful way. the dialogue above explains in detail how the process of jero permas learning to be independent by buying local people's crops to be used as traditional snacks, then the results are distributed fairly after the ceremony at pesamuan temple is over. photo 5.1 jero permas communicates using 43 balinese language during the nguup tradition source: gek diah desi sentana's personal document, 2018 the photo above shows a verbal form, namely the maintenance of the balinese language that is carried out by jero permas every time he communicates with residents. if there are people who do not understand the meaning of this nguup tradition, they will think that this is exploitation of minors, especially seeing them carrying heavy burdens around the village. so, cultural understanding is to see the existence of a discourse of coherence that must be prioritized. the next verbal form of maintaining the balinese language is the saa branded by mangku pesamuan temple and mekel permas, which essentially is asking for permission and protection so that the entire piodalan series runs smoothly. the following is the time spoken at the time of ngawilang jero permas, which is the day the piodalan series at pesamuan temple. 4. novelty permas oral tradition consists of: verbal forms, motion forms, and rituals, which are interrelated with one another. the verbal form of the permas oral tradition consists of the mythological form of ratu gede putus which became the forerunner to the creation of the permas oral tradition and the form of maintaining the balinese language which is carried out in every aspect of the permas oral tradition. 5. conclusion permas oral tradition is one of the language defense media. traditions carried out from generation to generation have gone through a process of cultural enculturation that causes children to become individuals with character. the preservation of the balinese language in the permas oral tradition has made the balinese language in the mundeh traditional village a mother tongue that has survived in the modern era. the existence of mekel permas during piodalan jelih activities in the traditional village of mundeh is very important, because it is he who teaches jero permas many things, especially about language and culture. so that when jero permas is able to communicate well with the community. 5. acknowledgements the researcher would like to thanks and appreciate those who have contributed to this current study, especially to promotor, co-promotor, for their praiseworthy guidance, suggestion, correction and information. for my beloved family to support the tuition fee and time to finish study in udayana university. references: h. otoluwa, m., tanipu, z., usu, n. r., & talib, r. (2016). the maintenance of gorontalo language through teaching the local content at elementary schools. ijlecr international journal of language education and culture review, 2(2), 1 8. https://doi.org/10.21009/ijlecr.022.01 macarthur, charles a., steve graham & jill fitzgerald. (2008). handbook of writing reseach. new york: the guidford press. ong, walter j. (2002). orality and literacy. new york: routledge. 44 ratna, i nyoman kutha. (2010). metodologi penelitian kajian budaya dan ilmu sosial sosial pada umumnya. jakarta: pt gramedia warna, i wayan. 1990. kamus bali-indonesia. denpasar: dinas pendidikan dasar prov. dati i bali. 45 biography of author gek diah desi sentana is a balinese language education lecturer in uhn i gusti bagus sugriwa denpasar. she graduated from old java language study program, faculty of humanities udayana university, denpasar bali in 2007. she obtained her master degree in linguistic study program, faculty of humanities udayana university, denpasar bali in 2012. she currently a doctorate degreein linguistic study program, faculty of humanities udayana university, denpasar bali in 2021, and her main research on literary discourse . email: geksentana@uhnsugriwa.ac.id e-journal of linguistics sketch of intertextuality of texts with islamic discourses in traditional balinese literature ida bagus jelantik sutanegara pidada e-mail: idabagusjelantik@yahoo.com study program of indonesian, faculty of letters, udayana university prof. dr. i nyoman weda kusuma, m.s. e-mail: weda_kusuma@yahoo.com study program of linguistics, concentration of literary discourse, udayana university prof. dr. i nyoman kutha ratna, s.u. e-mail: nyomankutha_ratna@yahoo.com study program of linguistics, concentration of literary discourse, udayana university prof. dr. i nyoman suarka, m.hum. e-mail: tuarik4@yahoo.com study program of postgraduate studies, concentration of literary discourse, udayana university abstract researchers have identified the existence of islamic discourses in the texts of the traditional bali literature since a long time ago; however, attention has not been properly paid to them. it has been identified that a number of oral texts (kesusastraan gantian) in the forms of poem and prose contain islamic discourses. likewise, a number of written texts in the form of manuscripts (kesusastraan sasuratan) have also been identified to contain the same literary genre. historically, the texts containing islamic discourses in the traditional balinese literature belong to the old balinese literature (kesusastraan bali purwa) rather than the modern balinese literature (kesusastraan bali anyar). the most striking phenomenon in the existence of the texts of islamic discourses in the traditional balinese literature is their relationship to other texts. explicitly, several texts in their manuscripts direct their readers in such a way that they will consider them related to other texts. in other words, the texts with islamic discourses in the traditional balinese literature are the transformed ones reflecting the fact of intertextuality. this present study was intended to give a general picture of the intertextual relationship of the texts with islamic discourses to other texts; their relationship to the texts within the discursive scope of the balinese culture and the other texts which belong to the treasures of the traditional javanese literature and the old malay literature. keywords: islamic discourse, transformational, intertextuality 1. introduction there are a great number of old indonesian manuscripts which have been inherited as one of the cultural artifacts containing the texts of traditional literature. such manuscripts are stored in numerous personal and public libraries in indonesian and other countries (cf. chambert loir, 1999: 203—243; sulastin sutrisno, 1983: 12), many of which came from bali island. it is generally stated that bali island is one of the islands where the manuscripts which have continued the tradition of the old javanese literary works developing in java from the 9th century to the 15th century are stored (pigeud, 1967: 14; robson, 1972: 316; zoetmulder, 1985: 28). such a statement is a consequence of the fact that the tradition of the old javanese literature is still tightly actualized in bali through the continued tradition of mabebasan and rewriting process. the tradition of mabebasan by reading the literary texts is still performed until now as part of daily activities. it is particularly performed during wedding ceremonies, when a baby is born and when someone is dead (rites de passage). in addition, particular stanzas of the old javanese texts are considered being importantly read orally in various ritual ceremonies. strophe x of kakawin arjunawiwaha, for example, is read when a ritual ceremony referred as dewayadnya is performed and strophe xii is read when another ritual ceremony referred to as pitrayadnya is performed. further, a number of stanzas are read when a ritual ceremony is performed to “worship god siwa” (on siwaratri day) (robinson, 1972: 316—318); kuntara wiryamartana, 1990: 1). similarly, the manuscripts are still rewritten until now for the following reasons: 1) there is a desire of having personal manuscripts; 2) the fact that, being too old, the original manuscripts are damaged; 3) there is an anxiety that something will happen to the original manuscripts such as missing, being burned, being spoiled with moisture, being eaten by tiny animals, being neglected, and so forth; 3) being inspired by any magical power from the manuscript being rewritten; 4) the possible buyers of the manuscripts economically benefit those who rewrite them (cf. baroroh baried, 1983: 91). the socio-religious practices performed by the balinese people based on such literary works caused hildred geertz (1985: 18—23 in vickers, 1987: 31) to state: “what is philosophy in java is theater in bali” (the javanese philosophy is theatrically performed in bali) to describe the social life in bali. far before that, a portuguese sailor stated that bali is the minor java (agung, 1989: 1). vickers, in the initial part of his article entitled “hinduism and islam in indonesia: bali and the pasisir world” (1987: 31), stated that bali is a hindu island which is located in the middle of moslem ocean to describe the harmony created by the hindu community (bali) in indonesia; it is this which has taken place in bali. the success in islamizing java indicated by the fall of majapahit kingdom around 1518 did not take place in bali. the disappearance of the influences of the hindu kingdoms in java in the beginning of the 16th century and the fact that the dutch government succeeded in conquering bali (1846 – 1908) caused the relationship between the balinese community and the moslem community (java) to be more open (hurgronje, 1989: 10). the islamic expedition which was intended to spread islam in bali was firstly made by the javanese people during the reign of dalem waturenggong at gelgel from 1460 – 1550 (mulyono, et. al, 1980: 33). since then the moslem community has continuously been developing in bali, although its development has not been as fast as that in java. the acknowledgement of the existence of the moslem community by the balinese community (hindu) was actualized by establishing a shrine referred to as pasimpangan batara di mekah at several temples in bali (denpasar, badung, mengwi, bangli, nusa penida, and so forth). the interaction between the moslem community and the balinese community in bali can be identified from several literary works containing islamic discourses in the traditional balinese literature. if observed, the texts kakawin, kidung, geguritan, tutur, and babad and the other manuscripts containing sciences which are stored in bali are related to hinduism. however, it has been found that several manuscripts contain non hindu discourses. they contain islamic discourses; some are in the form of oral poem (kesusastraan gantian) and the others are in the form of written texts (kesusastraan sasuratan). historically, the texts containing islamic discourses in the traditional balinese literature belong to the treasure of the old balinese literature (kesusastraan bali purwa) rather than to the modern balinese literature (kesusastraan bali anyar). some texts containing islamic discourses are written and the others are oral. therefore, to make the present study more specific, the islamic discourses explored were the ones which are written and belong to the traditional balinese literature. as the texts which were assumed to be “strange” in the traditional balinese literature, they are attached to the phenomenon of intertextuality. it is these which needed to be explored to map the sketch of intertextuality. 2. research method this present study was planned to be a qualitative one using the theory of intertextuality. the data were collected through library research, observation, and in-depth interview. those who were interviewed were the informants who were assumed to be knowledgeable of the existence of the manuscripts and texts containing islamic discourses in the traditional balinese literature. the research instruments included an interview guide, some writing equipment, a photograph camera, a scanner, and take recorder. the software in the form of a “data searching machine” through internet was also used. the data were analyzed descriptively in order to obtain the picture of the sketch of the interxtualilty of the texts containing islamic discourses. 3. the theory of intertextuality being a study of intertextuality, the present study did not only trace the influences which are already traditionally known, but also explored the antonymous discursive practices. in addition, it also encoded the missing elements to allow signification in the texts created later (culler, 1983: 103; teew, 1993: 69; junus, 1985: 88; valdes and miller, 1985: 23 – 24). in relation to this, barthes (1977: 160) stated that, based on the perspective of intertextuality, the quotations which contributed to texts were anonymous and not investigated, although they “were already read”. in other words, such quotations ‘are already read’. what was stated by barthes is in line with the explanation given by kristeva (culler, 1983: 104) that intertextuality is a collection of knowledge which allows texts to be meaningful. the meaning of a text depends on the other texts which are absorbed and transformed. intertextuality seems to be somewhere where intersubjectivity meets. therefore, a text will be fully meaningful in its relation or opposition to another text (riffaterre, 1978: 5). in the perspective of intertextualilty there is a center of multiple problems on which it focuses. on one hand, intertextuality makes the interpreting reader aware of the existence of other texts. one text is always dependent on another; it is influenced by another text (hawkes, 1978: 144). it is created from other texts and should be treated as part of a textual area (partini, 1986: 60). in other words, every literary work is part of the mosaic of the quotations and absorptions taken from and the transformation of other literary works (abdullah, 1991: 9). other texts enter another text in which they cross and neutralize one another (kristeva, 1980: 36). thus, the autonomy of a text is disturbed; a text is not meaningful based on what is only written; there are things which are not written and outside the texts which can help identify the meaning (culler, 1983: 103). on the other hand, there is an opinion that intertextuality directs a reader in such a way that any previous texts will be assumed to support the code leading to the effect of signification. this means that intertextual relationship is the relationship among works apart from signifying its participation in the cultural discursive scope. it is here any literary work becomes part of the culture and, in turn, space is prepared for the culture in the literary work (kristeva, 1980: 36). the shapes of intertextuality in a text is described by junus (1984: 109—117; 1985: 87—88) based on what is stated by kristeva as follows. a) it is possible that the text it enters is a concrete one, or an abstract one; the important thing is the presence of its nature. b) a particular text physically enters another text; there is something which indicates that, although it is only recognized by particular readers. c) the names of the same characters are used. d) the presence of one element of one text at another text; thus, more limited. e) the presence of a particular speech habit in a text; this cannot be avoided; it is possible that the tradition which underlies a genre is responsible for this. f) it is possible that the text which is present is in the form of words; it is also possible that it is not in the form of words; or in the form of the words of which the meanings depend on another text which is not in the form of words or in the form of words or at least in the form of the words whose meanings are ambiguous. based on what was described above, it seems that, basically, intertextuality is a phenomenon of how the writer receives the text which was already read before. then what was read before is intentionally or unintentionally made to be the material included in his work. therefore, in order to identify the meaning of a text, it is necessary to trace the texts absorbed and transformed. in other words, a study of intertextuality treats a text as part of the literary system by paying attention to its continuity with other texts both synchronically and diachronically (kuntara wiryamartana, 1990: 11). based on what is meant by intertextuality, the phenomenon of intertextuality in the texts of the traditional balinese literature containing islamic discourses can be mapped. 4. the sketch of intertextualilty of the texts containing islamic discourses in the traditional balinese literature the presumption that every text is influenced by another text is the paradigm of the perspective of intertextuality. this means that the existence of the texts containing islamic discourses in the traditional balinese literature should be related to the other texts in the treasurer of the javanese and malay literatures as part of the discursive scope of the archipelago’s culture. therefore, the phenomenon of intertextuality in the traditional balinese literature containing islamic discourses should be discovered by investigating the treasure of the javanese and malay literatures intensively. the paradigm of intertextuality of the texts of the traditional balinese literature containing islamic discourses includes the adaptation, influence, aspiration, or inspiration of the literary works already in existence. thus, the texts of the traditional balinese literature containing islamic discourses are not really original; they have continuously adopted the elements of the previous texts in line with the development of the balinese culture. the texts of the traditional balinese literature containing islamic discourses have become literary works as they have observed, listened to, or imitated the works already in existence before. as stated by roland barthes in his book entitled “image-music-text” that “a text is a multidimensional space in which a variety of writings, none of them original, blend and clash. the text is a tissue of quotations. the writer can only imitate a gesture that is always anterior, never original. his only power is to mix writings and counter one with others in such a way as never to rest on any one of them” (1997: 146). julia kriteva further states that “no text can ever be completely free of other texts” (hawkes, 1978: 144). the number of the texts which are included in the treasurer of the traditional balinese literature containing islamic discourses has not been exactly identified yet (exsilenco). however, based on what was observed, they spread in every existing genre. it was found that the texts containing islamic discourses in the traditional balinese literature were in the forms of gancaran (prose), gaguritan, and usada. the oldest text containing islamic discourses was written in the 17th century by sang guru kutur likupnya who stayed at banjar bakung, gelgel, klungkung on tuesday paing tolu of 1615 caka year or on tuesday,, the 12th of june 1693. the fragment written in the text babad dalem implicitly gave information on this writer. it was told that when dalem waturenggong governed bali from his palace located at gelgel, there was a princess who was a relative of the king in mekah asked for his permission to spread islam with a teacher. then, dalem waturenggong asked the princess and the teacher to explain what to fulfill to be muslims. if the requirements could be accepted, then the king guaranteed that everybody in bali would be asked to be a muslim. then teacher explained that the rukun islam should be fulfilled to be muslims. however, when the last requirement, namely, “sunat” was told, the king asked to firstly cut the fur of his feet with scissors. when the fur was cut, the scissors were broken. then the king laughed at the princess and the teacher and stated “mencukur bulu kaki saja gunting itu tidak bisa, apalagi menggunting kulit saya” [the scissors could not cut the fur of my feet; how could they be used to cut my skin]. as a result, dalem waturenggong did not allow the princess and the teacher to spread islam in bali. however, they were allowed to stay at gelgel. when the prince was listening to what was stated by the king, she felt extremely embarrassed; she finally asked the king’s permission to go and committed suicide. however, the teacher still stayed at gelgel with his followers. it is possible that this fragment is related to sang guru kutur likupnya. further research needs conducting to prove this. the text used as a guide to teaching islam by sang guru kutur likupnya was then commonly referred to as krama selam. it was presented in the form of gancaran (prose). in accordance with the information available, a number of the manuscripts containing that the text spread in various places. the first information stated that the text krama selam was available at the library of the leiden university, the netherlands. pigeud (1967: 102) in his book entitled “literature of java: catalogue raisonne of javanese manuscripts in the library of the university of leiden and other public collections in the netherlands (volume 1)” stated that the manuscript referred to as krama selam was classified under group e and was called the java-bali prose in the 17th century. the manuscript was stated to contain theological proceedings and the magical belief of islam. according to vickers (1987: 45—46), krama selam which was recorded in the pigeud’s book was also referred to as witaning selam. initially, the manuscript number lor 63 was owned by c.c. berg which was the copy of that owned by i gusti poetoe djelantik. after being traced, it turned out that the manuscript was missing. it was predicted that it had been damaged; as a result, it was disposed or missing around 1988. gedong kirya singaraja did not store it; the center of documentation of the balinese culture and other libraries did not either. however, it was good that dr. soegianto sastrodiwiryo from singaraja had the opportunity to copy the i gusti poetoe djelantik’s manuscript, meaning that the identity and content of the manuscript krama selam mentioned by pigeud and vickers could be identified. after being traced, the text krama selamn was related to the types of the same types discovered in east java. the presentation of the text which was initiated with the descriptions of the essences of kabaryakin, inulyakin, hakulyakin, and atmalulyakin showed the characteristics which were similar to those of the suluk books. the names sunan bonang and sunan kudus (susuhunan ing kudus) (two of the nine walis referred to wali sanga) which were mentioned to be always related to various javanese magical texts and the spread of islam in east java around the 17th century strengthened the assumption that such texts belonged to the suluk tradition (drewes, 1969: 8—9). the next text to which attention should be paid is the text sebun bangkung. it was identified by the balinese community to be the literary work created by dang hyang dwijendra. he was a priest who played an important role in spreading hinduism in bali. it was also stated in the text dwijendra tatwa that ki dauh bale agung, one of the important followers of dang hyang dwijendra, was the writer of the text sebun bangkung. however, after the text sebun bangkung was read, it seemed that it was compilation of several texts. until here, who was actually the writer of the text was not definitely identified. based on the philology of the text, it was less possible that it was written by dang hyang dwijendra or ki dauh bale agung. in the text sebun bangkung the name pan liwating dusun was mentioned twice as the writer. it is clear that this was a pseudonym. one informant stated that he was an adventurer as well as a priest in the hindu priesthood system. therefore, what was referred to as the priest was dang hyang dwijendra himself. it was believed, therefore, it was he who wrote sebun bangkung. however, in the text using the kapara balinese language the word “pancasila” was mentioned, meaning that the text was not written by dang hyang dwijendra and ki dauh bale agung; it was written by someone referred to himself as pan liwating dusun; that expression was popular soon after indonesia obtained its independence. apart from containing the text of the same type as krama selam gancaran, sebun bangkung also contained the other texts written after that. in the text sebun bangkung, pieces of the texts which are in bali referred to as ana kidung, kidung aji pangukiran, geguritan bagendali, and the other suluk texts. then, the texts kebo mundar, jejaka nulya gama selam ing mekah, seh umbul brahim (the balinese tasaup kitap) and tattwa berawa also showed that they were related to the suluk texts which belonged to the treasure of the east javanese literature. such texts did not immediately show that they were related to the treasure of the suluk texts in the east javanese tradition. however, the presence of the suluk texts could be felt through retroactive reading, namely, the first stage of semiotic reading. after being traced, the text ana kidung which was in the form of gaguritan was related to the text in java well known as the text kidungan purwa jadi. by modifying particular parts, the text kidungan purwa jati was written in the form of gaguritan. the transformation which took place in the text ana kidung also took place in the text sejarah jawa lan sejarah arab. after being read, this text showed that it was related to the text sejarah ingsun (ipun) para ratu ing surakarta. the next text to which attention should be paid are gaguritan amad muhammad raden saputra, gaguritan amad, gaguritan nabi husup, gaguritan amir amsyah, geguritan bagendali, kidung tuwan sumeru, and geguritan siti badariah. it seemed that gaguritan amad muhammad raden suputra and gaguritan amad were the transformations of the texts which belonged to the treasure of the classic malay literature referred to as hikayat srengga bayu. likewise, gaguritan nabi husup was the transformation of the malay text referred to as hikayat nabi yusuf. gaguritan amir hamsyah was the transformation of the text referred to as hikayat amir hamzah, and the text gaguritan siti badariah was the transformation of the text hikayat harap binasa. in the genre of usada islamic discourses pieces of concrete texts were present in the form of the sentence bhasmallah (bismilalah irahmanirahim) and the kursi verse reading as follows; alahu la ilala ila huwal hayul kayumu. ia takudsuhu sinatau wa la nauma. lahu ma pisamawati wa ma pilardhi. manjal ladji yaspau indahu ila bidi nihi. yalamu mabina adihim wa ma kalpahum. wala yuhituna bi syain minil mihi ila bi masya. wesya kursi uhusama wati walarda. wa layadu hipuhuma wahuwal aliul ajim). the original translation is as follows: ‘allah, tidak ada tuhan (yang hendak disembah) melainkan dia yang hidup kekal lagi terus menerus mengurus (mahkluk-nya); tidak mengantuk dan tidak tidur. kepunyaan-nya apa yang di langit dan di bumi. tiada yang dapat memberi syafa’at di sisi allah tanpa izin-nya? allah mengetahui apa-apa yang dihadapan mereka dan di belakang mereka, dan mereka tidak mengetahui apa-apa dari ilmu allah melainkan apa yang dikehendaki-nya. kursi allah meliputi langit dan bumi. dan allah tidak merasa berat memelihara keduanya, dan allah maha tinggi lagi maha besar’ (qs: al-baqarah: 255) [‘allah, there is no god (that should be worshipped) other than he who lives permanently and keeps looking after (his creatures); he is not sleepy and does not sleep either. what is in the sky and what is in the earth are his belongings. nobody can give syafa’at beside him without his permit? allah knows what is in front of them and what is behind them, and they do not know anything about his science but what is intended by him. the allah’s chair includes the sky and the earth. and allah does not feel that he objects to looking after the two, and allah is the highest and the greatest’ (qs: al-baqarah: 225)]. in usada manak or usada beling, the sentence bhasmillah was quoted as “mantra pengunci manic”. this magic word was used after having sexual intercourse. it was written in the text that when a couple, after getting married for a long time, did not have any child, they were suggested to use the “mantra pangunci manic” as soon as they finished having sexual intercourse. when such magic words were recited, the husband’s right hand covered the wife’s vagina. similarly, in the text referred to as panyarang containing the ways of avoiding the rain from falling down, the ayat kursi was quoted as the magic words. 5. conclusions based on what was described above, the sketch of the intertextuality of the texts containing islamic discourses in the traditional balinese literature can be mapped as follows: (a) the texts which were classified as the ones containing islamic discourses in the traditional balinese literature were both the concrete and abstract ones. they were intentionally made to be present at the discursive scope of the balinese culture in order to produce a “new” teaching (islam) as an alternative one to enjoy, and as an elementary reference to compare and convert. (b) the other texts which came from the old javanese and old malay literary environments were made to be present physically; there was something indicating that, although only particular readers were aware of that. the fact that the characters sunan bonang and susuhunan ing kudus mentioned in the texts could not be separated from islam. (c) the characters which were used in the old javanese and old malaya literary environments were also used in the texts containing islamic discourses, as exemplified by ki amad and ki muhammad, amir hamzah, nabi husup, siti badariah, and so forth. (d) particular elements of a text which were transformed into the old javanese and old malay literatures were made to be present at the texts containing islamic discourses in the balinese traditional literature. in several texts, the elements of the other texts were introduced to explain the materials of the texts presented. the elements of the text witaning selam were adopted in gaguritan krama selam to construct the text. this phenomenon also took place in the other texts. (e) the texts containing islamic discourses in the traditional balinese literature adopted the speech habits in the texts which were transformed. the texts which were presented using dialogic catechism, the egalitarian speech habit used between the “teacher” and the “learner” were adopted in the texts which were transformed. similarly, the text gaguritan siti badariah, also adopted the speech habit used in the old malay tradition. this phenomenon also showed the primary influence of the tradition of the underlying literary genre. (f) the texts which were directly parts of the ones containing islamic discourses in the traditional balinese literature were in the forms of both words and non words. this phenomenon caused what was understood depended on the texts which were transformed. the meaning became ambiguous and, therefore, the texts could be reconstructed through retroactive reading. 6. suggestions there were a sufficient number of the manuscripts containing islamic discourses in the traditional balinese literature; it is essential to identify what they contain. therefore, it is suggested that : 1) the government should pay attention to the existence of such manuscripts intensively and give opportunities to both the community and researchers to participate in finding and investigating what they contain; 2) the researchers should pay attention to and explore those texts in order to reveal what great values they contain; 3) the community should be aware that the manuscripts and texts containing islamic discourses are invaluable parts of the cultural heritage. 7. acknowledgements this present study could not have been completed without supervision, input, suggestion and direction provided by numerous parties. therefore, in this opportunity, the writer would like to thank prof. dr. i nyoman weda kusuma, m.s., as the main supervisor; prof. dr. i nyoman kutha ratna, s.u., as co-supervisor 1, and prof. dr. i nyoman suarka, m.hum. as co-supervisor 2. thanks are also extended to the board of examiners for their critical input, suggestion and criticism provided to the writer when the dissertation was examined; they were prof. dr. i wayan pastika, m.s., prof. dr. i wayan cika, m.s., prof. dr. i made suastika, s.u., prof. dr. ida bagus gunadha, m.si., and dr. ida bagus rai putra, m.hum. it is hoped that god reward them for what they kindly did. bibliography abdullah, imran teuku. 1991. hikayat meukuta alam: suntingan teks dan terjemahan beserta telaah struktur resepsi. jakarta: intermasa. 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sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 1, january 2021, pages: 88-95 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i01.p11 88 modality in satua erucuk kuning: systemic functional linguistics perspective ni nyoman supadmi doctoral student of universitas udayana denpasar, indonesia nyomansupadmi5@gmail.com i ketut darma laksana denpasar, indonesia darmalaksana27@yahoo.com article info abstract* received date: 25 november 2020 accepted date: 4 december 2020 published date:31 january 2021 keywords:* i bawang, i kasuna, proposal, proposition, and clause. text of i crucuk kuning is a balinese narrative text which contains very important moral value for our lives. the text involves two main figures, namely; i bawang and i kasuna. i bawang serves antagonist while i kasuna serves protagonist. the text presents dialog as social interaction medium in which employ modalities expressed within speech functions. this paper analyzes the application of modality express by the participants. the theory used to analyze the text is the theory of modality as part of interpersonal meaning from systemic functional linguistics proposed by halliday. the data were obtained from satua bali i crucuk kuning written by tinggen (2011). the data were analyzed from both syntactic and semantic aspects and then described descriptively. the result of the research suggests that i kasuna is has good character and never complain to do any given job. meanwhile, i bawang has bad character by slandering and underestimating i kasuna. the text persuade us to do good behavior by filling promise which is made to others. 1. introduction satua “narrative text’ crucuk kuning is one of narrative stories held by balinese people. this story was given by school teachers for the students in schools. the story was presented in balinese literature lesson. however, the story was comprehended until in the semantic discourse in which focused on how the clauses were employed within the text. the social context including the ideology could not be comprehended since the school students did not have ability to understand the hidden message of the text. the message is brought through the abstraction of the text (danesi, 2004:142). https://ojs.unud.ac.id/index.php/eol/index mailto:darmalaksana27@yahoo.com 89 in present time, the school students are not given many narrative stories especially balinese narrative story in the school lesson. this is caused by certain reason hence many students do not know about balinese stories in which employ certain moral value. in big city like denpasar, school students tend to speak indonesian language instead of balinese. the reason is that denpasar is occupied by persons from various regions who bring own culture including own languages. this phenomenon causes the student find difficulty speaking balinese. in addition, bali is known as tourism destination, many tourists come to bali and stay in bali for certain length of time. that phenomenon is viewed that bali serves as the center of job vacancy which needs english speaking persons. the phenomenon contributes that school students tend to study english since the parents prefer giving english to giving balinese for their children. school curriculum changes play an important role to decrease school students’ interest of learning balinese. school curriculum must give additional balinese literature lesson which present balinese narrative story. the existence of balinese story is needed too much since the texts provide very important moral value which can guide the students to do good behavior since the early age. as mentioned above, the text of crucuk kuning was very popular in the school age since the text was presented in balinese literature lesson. now, not many students know the text. because of that phenomenon, this research attends to raise the text up in academic writing in order the readers know that the text has been a live since years ago. the text embeds message how to perform good behavior without underestimating, insulting other. the text involves two main figures, namely i bawang and i kesuna.i bawang serves bad behavior, but she pretends doing good behavior in her mother by slandering i kasuna serving as her older sister. meanwhile, i kasuna does all of jobs given by their mother well without any complain. the text involves social interaction between i bawang, i kasuna, and the mother in the form of dialog. in the process of the dialog, modalities are employed by the participants. every participant uses certain modalities in their utterance. therefore, the paper investigates the application of modality spoken by the participant. the theory used to analyze the modalities is the theory of modality as part of interpersonal meaning from systemic functional linguistic (sfl) proposed by halliday (2014). the text has not been researched yet by other researcher from systemic functional linguistics hence this research is categorized as a new research. 2. research methods the theory used to analyze the data was the theory of modality from systemic functional linguistics. the theory was chosen because the theory does not only analyze about class of the modality, but it also concerns to semantics. the semantics analysis indicates the characteristic of participant in the text. the data were obtained from satwa crucuk kuning (tinggen, 2011). the data were obtained from clauses using modalities, such as modality itself, modality adjunct, and verbs containing modality meaning. in addition, clauses containing modality meaning were analyzed based on the congruent modality. each of the data was classified both syntactic and semantic then every datum was analyzed with the theory. the clauses used as samples of analysis are written in two languages, balinese language is used as source language, while the english clauses are used as the translation. the translation is made by free translation. 90 literature review clause of exchange as known as a clause of interpersonal meaning is a clause which is used to do social interaction between the speaker and the listener. the aims of social interaction through this meaning are (i) to state information (ii) to question information, (iii) to offer goods and service, and (iv) to command goods or service. the ways to utter the social interaction is released with clauses such as mayor minor clause with the polarities. however, the social interaction focuses on syntagmatic and paradigmatic. it means that the form of the clause does not become the main focus of analysis, but context of situation becomes main concerns. context of situation plays an important role in the social interaction since the context brings text meaning. a clause will have different meaning from the semantic or original meaning, but the meaning of text is resulted from social interaction. the process of exchange between the speaker and the listener is released with verbal and nonverbal languages. spoken text needs both verbal and nonverbal language, they work together to create the meaning of the text. meanwhile, context in written text is brought through set of clauses in introduction. clauses used in spoken and written text have structures which contain two elements, mood and residue. mood is occupied by subject and finite, while residue is occupied by others components of clause. modality as a part of units constructing clause becomes center of meaning of text. modality functions as identification of participant in a text since modality in language represent the characteristic of participant whether the participant is bossy, selfish, arrogant, or others. such characteristics are released with the modality usage within clauses. halliday (2014) states that modality is categorized into two meanings, namely proposal and proposition. proposal in modality is related to obligation and offer. this modality involves the polarity with the scale. the two meaning of the modality is called modulisation. obligations are released with modality itself, for example, must, have to, and ought to. those modalities will be very clear if they are used in clauses, for examples, she must study well, she has to pay her debt as soon as possible, she ought to buy that book. in addition, the obligations are released with causative verbs such as; make, order, order, ask, tell, require, obligate, and others. those verbs are related to verbal process (halliday, 2014:302). some clauses are interpreted as variant of obligation, such as; it important, it is urgent, it is obligation, and many others. those variants are called grammatical metaphor in modality. offer in modality is related to willing of the speaker to listeners. it means that the speaker offer something to the listener. there are three ways which are used to express offer such as (i) modality itself, for example, can (opportunity) and may (allow), (ii) released with verbs such as; existential process (provide), verbal process (promise, offer, threat), (iii) released with clauses like, it is good chance, it is good time, we have opportunity, it is the time, an others. proposition is either of modality, proposition is related to two semantic aspects, namely (i) degree of probability and (ii) degree of usality. degree of probability starts from the lowest until the highest scale. the probability can be used in modality like must (certainty), can (opportunity), may (possible), and will (possible). those modalities can be released with clauses such as i think, i view, i state, and others. those clauses are interpreted as probability from subjective concern. in addition, probability in subjective concerns is released with circumstance of projections like, according to me, in my opinion, based on my knowledge, and others. the probability can be released with verbs such as; make sure, enable, confirm, state, declare, and others. this kind of modality is often used in clause complex especially in hypotactic enhancement in if clause, for example, if it rains tomorrow, i will not come. the clause is interpreted as probability clause 91 since the clause indicates future reality which the reality indicates “uncertainty” whether or not it will rain tomorrow. degree of usuality is concerned to the degree from the lowest until the highest scale with the polarity. the degree of usuality is circumstance of time frequency, such as, never, seldom, sometime, often, usually, still, and others. semantically, the modality is associated with clauses which suggest ability since ability indicates that something is done in high frequency, for example, she does her work professionally. the clause suggested the actor does the work frequently hence the work is done professional. in contrast, clause he cannot manage the problem well indicates that the actor has never solve kind of such problem hence the problem cannot be solved well. 3. discussions based on the research, there are some kinds of modality applied in the text. the modalities found based on the structure of the text are described as below. introduction of text in introduction of the text, there are three participants doing social interaction in the conversation, namely; i bawang, i kasuna, and the mother. the mother has two daughters, i kasuna is the first child, and i bawang is the second child. the daughters are asked to do the mother order while the mother is going to the market for some family necessary. the command is released with clause as below, cening-ceninjg bawang kasuna, meme lakar meme lakar ka peken. nyanan tu unang mên padinê, tebuk mên ajak dadua, lantas lesung, kênê sing ngelah baas lakar jakan jani. ‘both of you, bawang and kasuna. take the rice from the storage then peel it ready, today, we do not have some rice for food’. the way to order the daughters is by imperative clauses, the mother needs the rice ready for cooking. the mother uses cening-cening bawang kesuna as minor clause function as “call” (halliday, 2014). the minor clause is used to catch the daughter’ attention in order the mother needs them to run the request. the clauses do not use modality implicitly, but explicitly, the clauses contain proposal meaning in which the mother needs “service’ in order the daughters prepare the rice ready for cooking. the meaning of proposal will be more obvious if the clauses are uttered with tone. complication the conflict stars from the realization of what the mother order. the social interaction involves two persons, namely i bawang and i kasuna. the clauses applied by the participants in the text use modality. i kasuna i kasuna uses minor clause “called” released with bawang-bawang. the clause functions to remind i bawang in order the work which she promises to do must be done. i kasuna uses modal adjunct released with dong mai ‘let do’, for example, bawang-bawang, nê suba di betên padinê. dong mai ja getepin padinê. the adjunct used in that clause indicates that i kasuna remind i bawang to do her promise. i kasuna reminds i bawang in with minor clause in many times in the different tasks since i bawang always often promises to do the following job. every job which she promises to do is never done by i bawang. so that is the reason why i kasuna uses adjunct dong mai. the adjunct serves as proposal because i bawang is hoped to fill the obligation which she promises. 92 i kasuna always does the job given by i bawang well. after doing the job addressed to him, i kasuna states that the given job is done well. one of the clauses is bawang-bawang nê suba telah dekdek padinê dong mai taoinin ‘bawang-banwang, the rice has been peeled, let separate the skin and put the rice into jar’. the statement indicates that i kasuna talks about fact that i kasuna always give in with i bawang and never complains with what is commanded to her. based on the fact, i kasuna uses clauses containing proposition related to fact (halliday, 2014:177). i bawang. i bawang uses proposal modality in many time or when i kasuna reminds her to do her promise. . clause getepin-getepin ja malu, nyanan okê ja nyemuh ‘cut it first, after that i dry it’ is a clause function to refuse what she already promise to do before. getepin-getepin is verb categorized as material process in which get reduplication in whole (katamba, 1993). the reduplication functions to give authority to i kasuna to do some work which must be done by i bawang. adjunct ja malu ‘first’ means that i bawang changes her job with i kasuna’s job. the adjunct indicates that i bawang will be ready to do next job. the clause nyanan okê ja nyemuh is categorized as promise. i bawang promises to i kasuna that the following job will be done. because of that promise, i kasuna accepts the offer well. however, what i bawang promises is never filled. she always avoids filling the promise by changing job. it indicates that i bawang does not belong to faithful woman of what she already decides. the modality used in that clause belongs to proposal but the reality never comes true. after all of the jobs are done well, i kasuna goes to take a bath outside. in that time, i bawang polishes herself with the dust which is resulted from the work. she looks to be diligent woman with the appearance. that is nonverbal language used by i bawang. the language indicates what i bawang does or behaves does not match reality. she uses proposition related to subjectivity (portner, 2009). climax seeing i bawang appearance makes the mother get angry to i kasuna. the gets angrier when she is told that i kasuna never helps i bawang to do the job. here are the clauses used in social interaction. i bawang : mêmê-mêmê i kasuna aêng ja lengitnê. tusing pesan ia nyak ajak icang magarapan, paragat busan-busan mandus gegaênê. kekênê icang moot-oot pedidian nebuk ngelesung, ia begbeg ngresekin iba dogên maborêh, mapupur, batak tunden icang ngabaang caratan pesuan ia tusing nyak. ‘mother-mother, i kasuna is very lazy, she does not want to involve in this work. she takes a bath for herself in many times. i am full of dust because of doing this work. she keeps washing herself, using beauty lotion, i asked her to take cattle of water for me, and she did not want to do’. mêmê-mêmê ‘mother-mother’ is minor clause functioning as ‘call’ (halliday, 2014). the clause is used to get the mother’s attention since there is important information will be told to the mother. the meaning of the clause will be augmented by the tone. the existence of the clause triggers the mother to believe the information. the clauses uttered by i bawang above indicate that clauses contain modality proposition because the clauses state justification from i bawang. the justification is supported by the clause released with tusing pesan ia nyak ajak icang magarapan, paragat busan-busan mandus gegaênê ‘she does not want to involve in this work. she takes a bath for herself in many times’. 93 those clauses suggest that what i bawang speaks does not match with what she behaves. she uses proposition modality clauses to influence her mother by making appearance. the essence of those clauses above is i kasuna aêng ja lengitnê ‘i kasuna is very lazy’. that clause gets expansions such as elaboration and extension. the two type of expansion make the justification made by i bawang successful to influence the mother. the phenomenon makes the mother angry to i kasuna. the mother : dija jani i kasuna? ‘where is i kasuna now’? the clause spoken by the mother above indicates that the mother has been influenced by i bawang. the clause contains proposition because she wants to get information about the existence of i kasuna. the clause has meaning proposition locution since the information which will be obtained will be actualized with certain actions. i bawang : jani ia mandus, mara busan suud mandus, jani buin mandus. yên ia teka tigtig tendasnê nah apanga ia kapok. now, she is taking a bath, she has just taken a bath, now she takes a bath again. if she comes, strike her please in order she does not do the same thing anymore. the clause jani ia mandus ‘now she is taking a bath’ is factual clause since the clause states the activity is being done by i kasuna. the adjunct used in that clause is jani stating the reality done by i kasuna. however, the clause mara busan suud mandus, jani buin mandus ‘she has just taken a bath, now she takes a bath again’ does not match with what i kasuna did before. the clauses contain modality proposition which the clauses state frequency of taking bath which is done more than once. in fact, she takes a bath only once happening when the mother asks. to prove the justification, i bawang requires realization by giving punishment. she proposes her mother to strike i kasuna. syntactically, the clause yên ia teka tigtig tendasnê nah ‘if she comes, strike her please’ is hypotactic clause, if clause. the clause complex is in imperative clause with adjunct nah ‘please’. the adjunct functions to command to the mother to punish i kasuna. therefore, semantically, it is categorized as proposal clause since the clause contains expectation to give punishment for i kasuna. the mother : dong nyai kasuna, kênê dogen pangatian siganê pragat ngresikin iba dogên gegaênê. tusing pisan siga medalam adi. apa siga ngelah sutanê ah cicing. pawakan dogên siga jelma, pangantian siganê aêngan tekên ubuan. kema gediang ibane sigan ubuhan. da siga mulih-mulih. ‘you, kasuna, dam, here is your deed so far. you never care your younger sister what happens to her, you just wash yourself, you do not have mind, your thought is less than animal thought. you just have human body but the way of thought is like animal thought. now, you go away from home, don’t come again’. the peak of complication happens when the mother gives respond to i kasuna after getting complaint from i bawang. the clauses employed by the mother to dam i kasuna involve modality such as modal adjunct, tone adjunct. modal adjunct released with kênê dogên pengantian siganê ‘ here is your deed so far’ is congruent with proposition of usuality since the adjunct has meaning “often’. i kasuna is interpreted that he always does the same thing in each day. the clause tusing pisan siga medalam adi ‘you never care your younger sister what happens to her’ uses modal adjunct 94 released with tusing posan ‘never’. the adjunct indicates that i kasuna does not involve what i bawang does at all. the clause pangantian siganê aêngan tekên ubuan is comparative clause. i kasuna is compared with animal. semantically, i kasuna is worse than animal, it is related to quality that proposed by the mother. it is only assumption hence the clause is categorized as proposition modality. the interpretation rises from the mother point of view hence it is subjective justification (portner, 2009). kema gediang ibane sigan ubuhan. da siga mulih-mulih ‘you go away from home, don’t come again’ is a clause complex which contains proposal meaning since the clause states that the mother commands i kasuna to leave this house. the second clause functions to elaborate the first clause. the second clause simplifies what the mother commands to i kasuna. semantically, the clause has proposal modality. resolution after being expelled by the mother, i kasuna leaves the house then find crucuk kuning ‘a bird with full of yellow color’. the crucuk kuning and i kasuna converse about the i kasuna’s intention. i kasuna gets frustration in her life because of being expelled by the mother. she needs the crucuk kuning to end her life. in the talk, i kasuna uses proposal meaning clauses. she asks the crucuk kuning to peck her neck. when the neck is pecked by the crucuk kuning, in that time, gold necklace is released from the mouth of the crucuk kuning. her ears are pecked, gold earings come. the fingers are pecked, gold ring comes, and others. the more a apart of body are pecked the more gold are obtained. i bawang imitates what i kasuna experience because i bawang wants to get gold as what i kasuna gets. however, what i bawang hopes does not come. every part of body whis is pecked the crucuk kuning becomes wound. the more part of body is pecked, the more part of body gets wound. 4. novelties i kasuna is a person who never complain to whatever i bawang asks to do. he accepts the work given by i bawang. the job is considered as his obligation hence he does it well. i bawang always try to be right person in front of the mother by showing the appearance as if she were diligent person. she uses proposition clause to slander i kasuna. the use of modality for the text leads moral value, namely: (i) we are not allowed to be a person who gives promise without realization since such person will have difficulty in the life. in other word, a person who always avoid getting job cannot do job well hence it will bring bad impact for the her/his life (ii) person, who is underestimated or slandered because of certain reason, will get some advantages in the life. 5. conclusion based on the modality applied in the text, modality can be used to identify the characteristics of the participants. i bawang has bad character because she always give promises to do the following job, but the promise is never actualized with fact. in addition, i bawang lies her mother to get attention from the mother by doing bad behavior such as slandering and underestimating i kasuna in front of the mother. i kasuna has good character, he never complain what he is given to do. i kasuna is slandered by i bawang by giving subjective proposition clauses. both of the participants have different fortune in the life. i kasuna gets some advantages, 95 whereas i bawang gets difficulty in the life. ideologically, the text suggests doing good behavior in community to achieve advantages in the life. references: danesi, marcel. 2004. message, signs, and meanings: a book textbook in semiotics and communication theory third edition. toronto: canadian scholar press. inc. halliday, m.a.k 2014. halliday’s introduction to functional grammar. london: rothledge. katamba, francis. 1993. modern linguistics morphology. new york: st martin’s press. portner, paul. 2009. modality. new york: oxford university press. suardana, i ketut. 2020. expansion clause in pan balang tamak. e-journal of linguistics, [s.l.], v. 14, n. 1, p. 151-163, feb. 2020. issn 2442-7586. available at: https://ojs.unud.ac.id/index.php/eol/article/view/57210>. date accessed: 14 nov. 2020. doi: https://doi.org/10.24843/e-jl.2020.v14.i01.p15. tinggen, i nengah. 2011. satua-satua bali. denpasar: departement pendidikan nasional. biography of authors ni nyoman supadmi,s.s.,m.pd. was born in pesedahan karangasem on april 14 th, 1972. she is a teacher in smks widya wisata graha amlapura. she graduated with her bachelor’s degree in faculty of letter english department warmadewa university in 2006. she finished her master’s degree in the postgraduate program, magister program ganesha university in 2011. she continued her study in doctoral degree in 2017. currently, she is completing her dissertation at udayana university. email: nyomansupadmi5@gmail.com prof. dr. i ketut darma laksana, m.hum. is profesor in udayana university, faculty of art, denpasar, indonesia. email: darmalaksana27@yahoo.com https://ojs.unud.ac.id/index.php/eol/article/view/57210 https://doi.org/10.24843/e-jl.2020.v14.i01.p15 96 sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 1 january 2022, pages: 65-72 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i01.p07 65 the translational technique (literal translation) in conceptual meaning from short movie (ldr) by dpr production 1 dina yemima alicia hutabarat stiba invada cirebon (dinayemima11@gmial.com) 2 eva utami durahman stiba invada cirebon article info abstract* received date: 30 jun 2021 accepted date: 12 july 2021 published date: 31 january 2021 keywords:* translation technique, literal translation, conceptual meaning this research aims to find, record, and analyze one of the translation techniques, namely literal translation from indonesian to english which contains conceptual meaning in a short film entitled ldr by dpr production (2019). this research uses descriptive qualitative research method. the method of collecting data for this research is by watching the short film and writing the film script along with the english translation that already exists in the film. the form of the data collected is in the form of sentences containing the literal translation technique which also has an understandable conceptual meaning. there are 36 data obtained from 41 sentences in the film. based on the results of this study, a short film entitled ldr by dpr production (2019) has a translation technique, namely literal translation along with the similarity of meaning in every sentence in the film. 1. introduction for students who are studying in the field of language or who are studying in the field of language, especially english literature, it is very important for us to know more meanings from words to sentences in english. this has the aim of making it easier for us to communicate orally and in writing, of course using english. but for those of us who are not foreign nationals, this is an extra job that we have to do. why? because as we often know, one word in any language has many different meanings. therefore, one of the sciences that can help us is translation. translation is very helpful and can make it easier for us to translate a word in another language into the language we use. we can see from one linguist's quote, 'mildred l. larson (1984: 3) translation is the transfer of meaning from the source language to the target language.' this makes it clear that we can understand a language or a meaning of words or sentences in different languages. but what if there is a word or sentence whose meaning does not match the understanding we know? in translation, there are several techniques that we can learn so that we can more easily understand why such problems can arise. actually there are many translation techniques according to some experts. here, let us discuss the translation technique according to molina and albir (2002). according to molina and albir (2002) translation techniques have 5 characteristics, the first is that the translation technique affects a translation result, the second is a technique classified by comparison to the sl text, the third is a technique at the micro level, the fourth is a technique that does not interrelated but based on a particular 66 context, and finally a technique is functional. each expert has his own term which is certainly different in determining a translation technique, therefore sometimes there is often an overlap between translation techniques from one expert to another. the translation technique according to molina and albir (2002) itself consists of 18 translation techniques. there are adaptation, amplification, borrowing, calque, compensation, description, discursive creation, establish equivalence, generalization, linguistic amplification, linguistic compression, literal translation, modulation, particularization, reduction, substitution, transposition, and variation. each technique has different meanings and examples. in this study, we only take one translation technique, namely literal translation to see how the meaning of the source language and the target language are similar in which some sentences may look inappropriate. literal translation itself has the understanding that 'this technique is done by translating word for word and the translation does not relate it to the context.' in addition to seeing the literal translation techniques available based on molina and albir (2002), this study also combines translation techniques with the conceptual meaning of all research data. conceptual meaning itself has a meaning which is 'a dictionary that shows concepts.' so in reading we can find many different words but have the same conceptual meaning. through translation techniques according to molina and albir (2002), i made this study to analyze a word, a question, a statement to a sentence in a film where there is often an inaccuracy in the placement of a word in a sentence so that there is a mismatch between meanings. in the source language to the target language and vice versa. with that in mind we'll research it using one of the techniques we discussed earlier. 2. research methods in this study using a qualitative descriptive method. the data collection method used is by watching a short film entitled ldr by dpr production (2019) and after that the research continues by writing a script from both languages, namely indonesian and english which then will be seen the meaning and similarity of meaning. by using one of the translation techniques from one of the translation experts, namely according to molina and albir (2002) literal translation is a technique that is carried out by translating word for word and the translator does not relate it to the context. 3. result and discussion in this short film there are 36 data consisting of 3 words, 8 statements, 14 sentences, and 11 questions. table 1 shows the words that as a whole have a literal translation technique by looking at the conceptual meaning based on molina and albir (2002) in the short film ldr by dpr production. table 1. data analysis of literal translation techniques on conceptual meaning in short films (ldr) by dpr production. data code source language (bahasa) target language (inggris) (description) 1. hai, sekarang aku di bandung nih. hi! now i’m in bandung. in this sentence there are similarities in meaning between sl and tl, this shows that this sentence contains literal translation techniques. 2. disini enak loh, dingin. it’s comfortable here, it’s cold. this sentence contains a literal translation technique, where sl and tl have the same meaning. 67 3. halo hello this word is included in the literal translation technique which has the same meaning. 4. iya nay? yes nay? this question is included in the literal translation technique, which is where translation translates word for word. 5. kamu ingetkan besok aku pulang? you remind me i’m going home tomorrow? the sentence here uses a literal translation technique, but in this sentence the word 'remind' refers more to the meaning of 'mengingat' so that in the sentence it looks not so suitable but has a similar meaning. 6. iya, inget kok. yes, i remember. in this statement using literal translation technique where between sl and tl have the same meaning and meaning. 7. kamu jadi kan jemput aku? you so pick me up? this interrogative sentence uses a literal translation technique which has the same meaning between sl and tl, but in this interrogative sentence the translator still interprets word by word. so that there is a disconnect in translating into the target language. 8. jadi, nay. so, nay. in this statement using literal translation techniques, but in the statement here there are words that are not quite right where the word 'so' can be changed to 'yes', there are words that are not right because the translator is still translating word by word. 9. kemungkinan sih aku sampai sana sore. i might arrive there in the afternoon. this sentence contains a literal translation technique which has the same meaning. 10. iya, gapapa. yes, it’s fine. the statement here contains a literal translation technique and the statement here also has the appropriate meaning. 11. yaudah, aku cuma pengen bilang itu aja. see you. alright, i just want to say that. see you. in this sentence there are similarities in meaning between sl and tl, this shows that this sentence contains literal translation techniques. 68 12. halo. kenapa sih telefon terus? hello. why do you keep calling? this question contains a literal translation technique which has the same meaning. 13. iya, ni aku baru sampai kok.. iya bawel. yes, i just arrived. yes nag. this sentence contains a literal translation technique where the meaning is almost appropriate because the translator is still translating according to the word. 14. sorry, kamu udah nunggu lama ya? sorry, have you been waiting long? this question contains a literal translation technique which has the same meaning. 15. hmm, baru juga setahun aku disini. hmm, it’s only been a year i’m here. this sentence contains a literal translation technique which has the same meaning. 16. tuh kan, kamu ihh. you are kidding. the statement here has a literal translation technique which in its translation looks inappropriate but has the same meaning and can still be understood. 17. gapapa kok. yaudah kamu cape ga? it’s okay. are you tired? this question contains a literal translation technique which has the same meaning between source language and target language. 18. banget really this word is included in the literal translation technique which has the same meaning between source language and target language. 19. laper ga? are you hungry? this question contains a literal translation technique which has the same meaning in sl and tl. 20. laper sih.. hungry this word is included in the literal translation technique which has the same meaning. 21. yaudah yuk. okay, let’s go the statement here contains a literal translation technique and the statement here also has the appropriate meaning. 22. nay, kamu gimana disana? how are you there? this question contains a literal translation technique and has the same meaning. 69 23. disanaa ternyata enak kok. it turns out there is comfortable. this sentence shows that it contains literal translation techniques and from the source language to the target language has the same meaning even though it looks a little different in the way the sentence is translated. 24. yang pertama makanannya. makanan disana tuh enak-enak. the first one is the food. the food there is delicious. in this sentence there are similarities in meaning between sl and tl, this shows that this sentence contains literal translation techniques. 25. terus orang-orang disana gimana? then, what about the people there? this question contains a literal translation technique and has the same meaning. 26. orang-orang disana baik-baik kok. ada rina, ada gio, ada bayu, apa lagi rendi. the people there are good. there’s rina, gio, bayu, moreover there is rendi. in this sentence there are similarities in meaning between sl and tl, this shows that this sentence contains literal translation techniques. 27. kenapa? kenapa ka? why? why aska? this question is included in the literal translation technique, but in this case the translator is still translating using word by word. 28. gapapa, udah ngerasa jauh aja. it’s okay, just feel far. the statement here shows that the translation from the source language to the target language is slightly different and less appropriate in the way of translating it because the translator translates word for word. this sentence also contains literal translation techniques and from the source language to the target language has the appropriate meaning even though it looks a little less fitting. 29. maksudnya? what do you mean? this question is included in the literal translation technique, but in this case the translator is still translating using word by word. 70 30. aku ga ngerti lagi maksud kamu! i already don’t understand what you mean! the statement here shows that the translation from the source language to the target language is slightly different and less appropriate in the way of translating it because the translator translates word for word. this sentence also contains literal translation techniques and from the source language to the target language has the appropriate meaning even though it looks a little less fitting. 31. iya ren? yes rendi? this question is included in the literal translation technique, but in this case the translator is still translating using word by word. 32. ini loh kamu makan dulu. you eat the food first. the statement here shows that the translation from the source language to the target language is slightly different and less appropriate in the way of translating it because the translator translates word for word. this sentence also contains literal translation techniques and from the source language to the target language has the appropriate meaning even though it looks a little less fitting. 33. oh iya aku lupa. oh yes i forgot. the statement here contains a literal translation technique and the statement here also has the appropriate meaning. 34. mba.. mba.. hey miss. miss. this word is included in the literal translation technique which has the same meaning. 35. tadi dompetnya ketinggalan. this was your wallet you left there. in this sentence there are similarities in meaning between sl and tl, this shows that this sentence contains literal translation techniques. 36. oh iya, makasih. oh iya, thanks. the statement here contains a literal translation technique and the statement here also has the appropriate meaning. 71 4. conclusion based on the research of a short film and analyzing 36 data as well as a little discussion of the similarity of meaning from the source language to the target language, until analyzing the mismatch of one or two words in the film, it can be concluded that all data have literal translation techniques with almost all data having conceptual meaning. of the many translation techniques, there is one focus of the translation technique applied in this study, namely literal translation. so it can be concluded that this research is purely a literal translation technique with the similarity of conceptual meaning in each data from the target language and to the target language. 72 references (reading source) https://youtu.be/rl1jpvoeqvs geoffrey leech (1974) about conceptual meaning. by awinlanguage.blogspot.com (2013). mildred l. larson (larson 1984: 3). meaning of tranlation, by trigonalmedia.com (2016). understanding techniques techniques in translation, by linguistikid.com (2016) molina dan albir (2002) about translation techniques, by linguitik-penerjemahan.blogspot.com (2011). linguistik-penerjemahan.blogspot.com (2011). translation techniques presentation by dina yemima alicia, nur fadilah kurnia, ardini reswari (2020). https://youtu.be/rl1jpvoeqvs 1 e-journal serat hardamudha in javanese literature: a study of structure, function and meaning kamidjan department of education of indonesian language and literature, faculty of languages and arts, state university of surabaya email: kamidjan@yahoo.com postgraduate program, udayana university i nyoman weda kusuma department of linguistics, faculty of letters, udayana university setya yuwana department of education of indonesian language and literature, post graduate program, state university of surabaya i nyoman suarka department of linguistics, faculty of letters, udayana university abstract in this study serat hardamudha written by kyai secanitis is chosen as the object of the study. it is part of a collection at the sonobudoyo museum, yogyakarta, with no. pb a 244 as its collection number. it contains symbols and signs which attracts the researcher’s attention. such signs can be interpreted as social, moral, religious, and cultural teachings which are so great that they may be utilized as a learning medium in our lives. the problems in this study are formulated as follows: (1) what is the structure of serta hardamudha like; (2) what are its functions for our lives; and (3) what meanings it contains? this study aims at analyzing (1) the structure of serat hardamudha; (2) its functions for our lives; (3) its meanings. this study is classified as a qualitative one using qualitative data in the forms of words, sentences or concepts taken from the data sources. the data were obtained from the primary and secondary sources. the primary data source in this study is a literary work entitled serat hardamudha. the secondary data sources include references related to research. the data were collected using note taking technique completed with data cards and note books. the data were descriptively and interpretatively analyzed using hermeneutic approach. the novelties of the study are that (1) serat hardamudha deviated from conventions but contained innovations. from the form point of view, it, especially tembang dhandhanggula, gatra 3, deviated from conventions. (2) the massage was symbolically and implicitly presented. (3) serat hardamudha presented the life of the javanese people during colonial era. (4) serat hardamudha was written to give enlightenment to the community that ma lima should be eliminated. keywords: serat hardamudha – a study of structure, function and meaning 2 1. introduction in this study serat hardamudha written by kyai secanitis is chosen as the object of the study. it is part of a collection at the sonobudoyo museum, yogyakarta, with no. pb a 244 as its collection number. it contains symbols and signs which attract the researcher’s attention. such signs can be interpreted as social, moral, religious, and cultural teachings. such teachings may be utilized as a learning medium. in the katalog induk naskah-naskah nusantara jilid i museum sonobudoyo, the code number given by behrend (1990: 431) for the manuscript is l 397, and the code number given for its microfilm is 63 no. 5. the code number given by the library of the sonobudoyo museum, yogyakarta, is different from the code number mentioned above. however, the difference in code number does not influence its existence. serat hardamudha is a socio-cultural document belonging to the yorgyakarta community and its surrounding areas. according to the researcher, the social, moral, religious and cultural teachings it contains needs to be accurately excavated and socialized in such a way that it will useful to our lives. religious teachings are related to our devotion to god; moral teachings are related to our behaviors. both lead us to how to live a societal life. the problems in this study are formulated as follows: (1) what is the structure of serta hardamudha like; (2) what are its functions for our lives; (3) what meanings it contains? this study aims at analyzing (1) the structure of serat hardamudha; (2) its functions for our lives; (3) its meanings. in theory, it is hoped that the results of the study may (1) give contribution to the development of literature in general and the theory of javanese literature in particular; (2) add to and complete the studies of old literature, in which only a few people are interested; (3) give contribution to the way of analyzing a text in the form of what is called tembang macapat (javanese poem). in practice, it is hoped that the results of the study may (1) give contribution to those teaching javanese literature; (2) give contribution to the government when making policies regarding conservation of manuscripts; (3) socialize what the manuscript contains to the community. the values it contains may be used for building the teachers’ characteristics formally. in addition (4), its transliteration may be utilized by the art group of “macapatan”; as well, its translation may also be used as the material for “wacan” and for discussion in the “macapatan’ program. apart from that (5), it is also hoped that the results of the study may be used to motivate those who explore manuscripts, as there are still many which have not been explored. finally (6), it is hoped that the results of the study may broaden the researcher’s insights into, experience in and knowledge of the studies of javanese manuscripts in general and serat hardamudha in particular. 2. research method the method used in this study is qualitative method, in which the data used are described and analyzed from the data sources. the data needed in this study were obtained from the serat hardamudha manuscript. there are two types of data; they are primary and secondary data sources. the primary data in this study were obtained from a literary work entitled serat hardamudha, part of a collection at the state museum library of sonobudoyo, yogyakarta with its registered code number l 397, pb a. 224. it is used as the data source in this study. as the data source was still in the form of a manuscript, it needed transliterating from old characters into latin characters, which was then translated from javanese into indonesian. the secondary data were obtained from other related sources and references. 3 according to supratno (1991: 101), library research should be used in the studies of literary works. the primary data were obtained from the data source, that is, serat hardamudha. the data obtained from books and articles were inventoried as the supporting (secondary data). the data were collected using note taking technique supported by data cards and note books. the data cards were used to record the data in accordance with the problems formulated above. the note books were used to record, classify, sort, select and compare the data to make the analysis easy. the data already selected and classified in accordance with the problems of the study were ready to be analyzed. the data already classified were ready to be analyzed using analyses of descriptions, contents and text interpretation. bungin (2008: 85) explains that the analysis of contents should be done in three stages; they are finding the symbols or signs, classifying the data based on the symbols, and analyzing the data. this is relevant to the theory of semiotics used. the data which were in the forms of symbols were the data which were in the forms of words, phrases and sentences taken from serat hardamudha. the data in the forms of symbols were classified in the forms of matrixes, models, and hypograms. the analysis of the data in the forms of symbols was in the form interpretation of such symbols to find out the function and meaning of serat hardamudha. the symbols were interpreted using hermeneutic approach (sumaryono, 2000). furthermore, surakhmad (1980: 139) states that the analysis of descriptive research explains and interprets the data in accordance with the problems proposed in the study. 3. discussion and results the discussion in this current study is made by analyzing the data used based on the structure, function, and meaning of serat hardamudha. the analysis of structure is classified into two: the narrative structure and the formal structure of tembang macapat. 3.1 the structure of serat hardamudha the analysis of narrative structure includes (1) narrative units of serat hardamudha which are made up of nine episodes; they are manggala which contains the explanation of the text, gambling, sexual abuse, those whose responsibility is making payment for the factory, trading, makelaran (broker), those who can see and feel what is physically not seen and felt (paranormals), difficult times, and learning islam. (2) the serat hardamudha has moral teachings as its theme. such a theme appears in the first strophe dhandhanggula (p.i.l), in which the writer says angganggit piwulang kaot and beber wasita luhung to the reader. (3) the characters in serat hardamudha are jaka sudra mudha, nyi darmasarasa, ki darmasarasa, mbok talang menyak, raden warsita, and raden murka, as someone who can see and feel what is not physically seen and felt), li tyong bin (the heirloom owner), sukartak, dipakarya, and asim. they are the main characters. the analysis of the formal structure of tembang macapat includes (1) the conventions used in tembang macapat, the serat hardamudha writer’s loyalty to the standard rules of the poem recited (tembang); in other words, the rules of the song are not broken; as far as the ‘tembang dhandhanggula’ is concerned, the guru lagu (one of the rules) falls on line three, that is, on vowel /e/. however, the writer uses two versions; in one version /e/ is used and in the other version /o/ (taling-tarung) is used. (2) most of the sasmita tembang in serat hardamudha falls on the end of the pupuh (strophe) in order to mention the name or type of the tembang in the next strophe; which, in the previous strophe fall on the beginning in order to initiate the composition 4 (p.i.l). (3) the use of watak tembang; as the royal man of letters, the writer was so careful that the watak tembang (characteristics of the strophe) used is in accordance with what is narrated. the usage is as follows: (a) dhandhanggula ; characterized as being flexible enough to express pleasant atmosphere; (b) asmaradana; characterized as having affection and being anxious expressing the story telling about loving someone with the same and different sexes, and god. (c) pangkur and mijil characterized as having serious affection, being rather hard, and being anxious due to love. (e) pucung; characterized as behaving carelessly and as a humorous puzzle. (f) maskumambang; characterized as being sad, anxious and poor. (g) megatruh/dudukwuluh; characterized as being hard and sad. (h) durma; characterized as being angry, cruel, and strict. (i) kinanthi; characterized as having affection and hope. (j) sinom; characterized as being simple and sad. (k) gambuh; characterized as stating something seriously in order to obtain truth. 3.2 the function of serat hardamudha serat hardamudha functions as (1) an educational medium giving emphasis on morality in our families and community; (2) as an islam proselytizing medium which includes (a) fiqih teaching, (b) qalam teaching, and (c) tasawuf teaching. 3.3 the meaning of serat hardamudha viewed from the semiotic point of view, serat hardamudha contains meaningful signs. in addition, in a sign there are three elements; they are matrix, model and hypogram. the matrix in serat hardamudha is “dualistic complementary” or a symbolic classification which is made up of two opposing components; however, they complete one another. being bad versus being good, being up versus being down, being on the left versus being on the right, and so forth exemplify this. model in serat hardamudha refers to (1) the change in human nature as reflected by the character jaka sudra mudha. (2) religious teachings influence human behavior towards god; life experience and getting older can influence and change human nature. hypogram in serat hardamudha can be divided into two. they are (1) potential hypogram which constitutes the elements of words or phrases which are made up of the phenomenon in the community, which are still productively used such as “wangsalan, tembung entar, tembung seroja and so forth. they all have connotative or figurative meanings. (2) actual hypogram refers to the influence of other javanese literary works in serat hardamudha such as serat jaka slewah, serat ma lima, serat wulang dalem, serat suluk penganten, serat darmawasita, and serat pitutur mring estri. serat hardmudha has (1) social meaning, (2) local genius meaning, and (3) the meaning of great morality. the social meaning includes (a) mutually helping each other, and (b) philosophy of sexual abuse. the meaning of local genius includes (a) the people’s beliefs such as believing in supernatural creatures and heirlooms which have supernatural power. there are three heirlooms which are believed to have supernatural power; they are the akik ring belonging to haji asrar, the keris (the wavy double bladed dagger) belonging to abu kasan from poncol gunung kidul, and nayi jimat (a cart belonging to the mataram ngayogyakarta hadiningrat palace). believing in the paranormal (those who can see and feel something which cannot be physically seen and felt) such as kyai secadarma from paadepokan gunung karangnangka, kyai sasmita from girisonya atas girisampurna, ki irientrih from kediri, and seh suhu from mount grugena pare. (b) religious ritual in the form of a series of activities such as sesaji (offering). (c) selamatan and tirakatan; the rituals undertaken to ask 5 god for safety. (d) tirakat; fasting in order to be close to god. (e) ziarah kubur (making a devotional visit to the cemetery) to pray to the spirit which controls the cemetery. (3) great morality includes (a) getting far from “ma lima”; avoiding from doing madad, madon, mangan, maling, main. (b) moral excellence of women; meaning the women who were born from noble families, families of priests or highly moral women. (c) gambling destroys everything such as families, kinship, brotherhood, and the children’s future. (d) a child’s devotion to his/her parents; he/she is supposed to respect his/her parents. in the old javanese literature, there is such a teaching termed as suputra sadhu gunawan. in islam, a pious child brightens his/her family. 4. research novelties the novelties of the study, based on the analysis above, can be described as follows. (1) in serat hardamudha, the form is broken. the standard convention is that the guru lagu is on vowel /e/. however, in gatra 3 of the tembang dhandhanggula there are two versions; one is on vowel /e/ and the other is on /o/. such a deviation is not mistake but deliberateness. the reason is that there are many such deviations which are also found in the other manuscripts. from the aspect of content, serat hardamudha shows innovation. the royal manuscripts usually present noble figures but serat hardamudha presents common people. (2) in serat hardamudha, messages or advices are symbolically presented; in other words, the messages or advices are implied or sinandi. the reader should be able to comprehend the meaning; otherwise, the messages cannot be understood. (3) serat hardamudha presents the life of the javanese community during the colonial era, as can be concluded from the journey made by jaka sudra and the fact that the text was written in 1928. life was getting difficult and many people gambled as the solution. (4) serat hardamudha was created to give enlightenment to the community that gambling should be eliminated. the writer intended to make the people avoid what is called ma lima. 5. conclusions and suggestions 5.1 conclusions the results of the analysis of the structure of serat hardamudha can be distinguished into two; they are the analysis of narrative structure and the analysis of the formal structure of tembang macapat. the theme of serat hardamudha is moral teaching. the main character is jaka sudra mudha supported by the other fourteen characters. the analysis shows that the formal structure of tembang macapat includes tembang conventions, sasmita tembang, and watak tembang. serat hardamudha functions as (1) a medium of moral education presenting moral teachings to be referred to in our lives; (2) a medium of religious proselytizing of islam including fiqih teaching, galam teaching, and tasawuf teaching. from the semiotic point of view, serat hardamudha constitutes signs containing matrix, model and hypogram. the matrix in serat hardamuda is dualistic complementary in nature. the model can be distinguished into two; they are (1) change in human nature and (2) the fact that mental development influences human attitudes. the hypogram can be distinguished into two; they are (1) the potential hypogram which is in the form of figurative words such as wangasalan and (2) the actual hypogram which includes the elements adopted from the other literary works 6 such as serat jaka slewah. the meanings which serat hardamudha has includes (1) social meaning, (2) the meaning of local genius, and (3) the moral meaning. 5.2 suggestions serat hardamudha is a moral and didactic literary work. it will be better if the values it contains can be spread to the community as it can be used to develop character building for the young generation. it can be spread by transliterating, translating, discussing, and publishing it. the old archipelago literary works in general and the old javanese literary works in particular should be seriously explored to excavate the values they have which then can be used as references in our lives. it will be better if such values are conserved, maintained and utilized. it will be better if the results of the studies of old literary works, from which the reader can obtain oral information which is still relevant to the current condition, are published. it is necessary to activate the research in the old archipelago literary works including the old javanese literary works. however, such research needs much energy, time and money, as most of them are still in the form of manuscripts written in javanese, arabic, pegon, and old javanese characters, and so forth. on one hand, many foreign researchers are interested in the old archipelago literature, languages and cultures; on the other hand, the young generation is more interested in foreign cultures. therefore, the national cultural values the old literary works contain need to be introduced to the young generation. 6. acknowledgements this dissertation could not have been completed without any assistance and motivation from various parties. in this opportunity, the writer would like to thank prof. dr. i nyoman weda kusuma, m.s. as the main supervisor; prof. dr. setya yuwana, m.a. as co-supervisor i, and prof. dr. i nyoman suarka, m.s. as co-supervisor ii, for their attention, thoroughness, patience and motivation from when the proposal was prepared to the completion of this dissertation. a word of appreciation should also go to the board of examiners such as prof. dr. i nyoman weda kusuma, m.s., prof. dr. setya yuwana, m.a., prof. dr. i nyoman suarka, m.s., prof. dr. i nyoman kutha ratna, s.u., prof. dr. i made suastika, s.u., prof. dr. i wayan cika, m.s., prof. dr. drs. ida bagus putra yadnya, m.a., prof. dr. i nyoman darma putra, m.litt., for their ideas and input provided for the betterment of this dissertation. finally, thanks are also expressed to those who have also supported the writer to finish his doctorate program at the post graduate program of udayana university. it is not possible for the writer to mention them one by one. 7 7. bibliography arp, bernard, 1992. tembang in two tradition: performance and interpretation of javanese literature. leiden: departement school of oriental and african studies. behrend,te (editor). 1990. katalog induk naskah-naskah nusantara jilid i: museum sonobudoyo yogyakarta. jakarta: djambatan. bogdan, robert and sam knopp biklen. 1982. qualitative research for education an introduction to theory and methods. boston: alyyn and bacon inc. bungin, burhan. 2008. analisis data penelitian kualitatif: pemahaman filosofis dan metodologis ke arah penguasaan model aplikasi. jakarta: raja grafindo persada. culler, jonathan. 1981. the persuit of sign. chapter 5 “presupposition intertexstuality”. london: routlege & kegan paul ltd. djamaris, edward. 1987. “filologi dan cara kerja penelitian filologi” jurnal bahasa dan sastra iii. jakarta: pusat pembinaan dan pengembangan bahasa. eco, umberto, 1996. semiotcs and the philosophy of language. bloomington: indiana university press. faruk, 1996. ”aku dalam semiotika riffatere: semiotika riffatere dalam aku” dalam humaniora nomor iii/ 1996. hardjowirogo, r. 1980. pathokaning nyekaraken. jakarta balai pustaka kaplan, david. dan albert .a. mners. 1999. teori budaya, terjemahan dari the theory of culture oleh landung s. jakarta: pustaka jaya. klein, ted 1996. teori penafsiran wacana dan makna tambah. diterjemahkan oleh hani’ah, judul asli interpretation theory: dicourse and surplus meaning. jakarta: pusat pembinaan bahasa. nurgiyantoro, burhan. 1998: teori pengkajian fiksi. yogyakarta: gadjah mada university press. padmosoekotjo 1955. ngengrengan kasusastran djawa jld i. yogyakarta: hien hoo sing. piliang, yasrat amir. 2003. hiper semiotika: tafsir cultural studies atas matinya makna. yogyakarta: jalasutra. ratna, i nyoman kutha, 2005. teori, metode dan teknik penelitian sastra. yogyakarta: pustaka pelajar. riffaterre, michael. 1978. semiotics of poetry. blomington & london: indiana university press. secanitis, kyai. 1928. serat hardamudha. manuskrip. yogyakarta. segers, rien t. 2001. evaluasi teks sastra. terjemahan suminto a. sayuti dari the evaluation to literary texts. yogyakarta; adi citra. selltiz, claire.1976. research methods in social relation. new york: holt renehart and winstone. sudjiman, panuti dan aart van zoest. 1992 semiotika. jakarta: gramedia pustaka utama sumaryono, e. 2000. hermeneutik. yogyakarta: kanisius. teeuw, a. 1980. ”estetik, semiotik, dan sejarah sastra” dalam basis no. 301. bulan oktober. zoest, aart van. 1993. semiotika: tentang tanda, cara kerjanya dan apa yang kita lakukan dengannya. diterjemahkan oleh ani soekowati. jakarta: yayasan sumber agung. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 1 january 2022, pages: 01-10 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i01.p01 1 the non-verbal resources of linguistic landscape in dali ancient city tourist attraction, china 1 lu xing center for language education and cooperation, beijing, china email: 124360898@qq.com 2 i made suastra department of linguistic, faculty of humanities, udayana university, indonesia, email: made_suastra@unud.ac.id article info abstract* received date: 5 july 2021 accepted date: 19 july 2021 published date: 31 january 2022 keywords:* linguistic landscape; non-verbal resources; dali ancient city the aim of this study is to call for more attention to the non-verbal resources of linguistic landscape research and also provide a certain reference for implement of various countries in the other scenic area of the world. the data collection technique is the comprehensive photographing of signs in various shops, hotels, restaurants at the streets of survey areas. the equipment used is a digital camera. the sampling technique is carried out by random sampling. in order to get the diversity, a wide range of signs is selected. through analyze, the non-verbal resources of the linguistic landscape of dali ancient city tourist attraction is that official signs appropriately use the non-text marks to better promote local culture. the use of colors highlights text messages and makes people visually comfortable, in line with chinese aesthetic habits. most of the signs have radically abandoned traditional shapes and used non-traditional shapes that are more distinctive and can convey cultural information, which are worthy of promotion. since the combined sign is formulated in accordance with the official sign standard, the shape and color are more in line with the official standard. the non-text marks on the signs are customized privately, which is more diverse than the unified official watch signs. the nonverbal resources of private signs pay more attention to the transmission of information, and more use of phone numbers combined with brand logos makes the linguistic landscape an advertising effect and maximizes the mass communication of private brands. in addition, in order to comply with the official requirements, the color and shape of the signage do not differ much from store to store. it is worth mentioning that the official signage has a more long-term development perspective, by using the qr code which is very popular nowadays, but the scope of the implement is limited. 1. introduction linguistic landscape is the product of the development and progress of human society, and it carries the crystallization of human civilization and wisdom. the linguistic landscape of a region can not only reflect the aesthetic characteristics of the locals, but also reflect the deeper cultural connotations behind it, thus showing the language status and national characteristics of a region. https://ojs.unud.ac.id/index.php/eol/index mailto:made_suastra@unud.ac.id 2 it is considered that there are two important functions of linguistic landscape: information function and symbolic function. (rodrigue landry, richard y. bourhis. 1997:24) information function mainly refers to the language characteristics of a region, the social status of language, the use and the diversity of language. information such as status, its symbolic function is mainly because it can reflect the value and status of language, whether it is dominant or subordinate, and it symbolizes the strength or weakness of the use of a certain national language. linguistic landscape includes language resources and non-verbal resources. language resources mainly convey code information. non-verbal resources are supplementary explanations of code information, and have additional functions such as decoration, beautification of the linguistic landscape, and attracting more attention. the language resources on the public signs is mainly showing the literal information while the non-verbal resources been used can reflect more symbolic meaning of a region and leave the image of a place to readers. it not only reflects the aesthetic of the locals, but also shows the cultural identity, as well as the language and ecological environment of a region. therefore, the exploration and research of the non-verbal resources of linguistic landscape is very necessary and valuable. at present, many scholars treat the linguistic landscape as a whole for research, or conduct multilingual research, translation research, and grammar research on language of linguistic landscape, but few people pay attention to non-verbal resources which is a part of linguistic landscape and play an important role in symbolic function. dali is located in the west of yunnan province, china. it is where the state government of dali bai autonomous prefecture is located. it was also the capital of the ancient nanzhao kingdom (ad 738-902) and the dali kingdom (ad 937-1094) (ad 1096-1253). the city has positioned the tourism industry as a permanent basic industry, and strives to build an international cultural tourism city. this study selects the non-verbal resources of linguistic landscape in the most representative historical and cultural districts of dali as the research object, and analyzes the important role of non-verbal resources. 2. research method this research mainly adopts quantitative as basic research methods. use a digital camera to photograph all the public signs on the streets within the scope of investigation. the photos were downloaded to the database and sorted. analysis is then carried out to clarify the non-verbal situation at the time of data collection. photo 1 below shows the survey area in this study. the eight streets are located in the core part of the tourist attraction in the dali ancient city, with the largest population flow and the most representative. the data collecting of this study is not confined to any particular type of sign. in order to get the diversity of linguistic landscape, a wide range of signs has been selected rather than a specific sign, which could enhance the reliability. the method of data collecting is the comprehensive photographing of signs in various shops hotels restaurants governments at the streets of survey areas. in order to understand the characteristics of non-verbal resources, the data analysis is carried out under the framework of linguistic landscape. 3 photo 1 research area 3. discussion according to the classification methods commonly used in linguistic landscape research, the collected samples can be divided into official signs and private signs. in this research, a special type of sign was added as a combination of official and private signs, private signs set up on official signs. this kind of sign belongs to the government, but the theme is private, so it is classified into the third category. after delineating the scope of language resource collection, a digital camera was used to photograph and record all public signs in the area, and a total of 1722 linguistic landscapes were counted. a total of 235 official signs are counted, which refer to signs of an official nature established by the government, such as street signs, street names, building names, etc., which are also often called top-down signs. a total of 1185 private signs are counted. they are signs set up by private individuals or companies for commercial or information introduction, such as store names, billboards, posters, etc., which are usually called bottom-up signs or unofficial signs, etc. there are a total of 302 official and private combination signs which are special signs. the official selects the location and presentation method of the sign, and private individuals apply for the use of the official signage form to set up the sign and provide language services. the trademarks, pictures, photos, paintings, and even some complex reliefs on the linguistic landscape are all belong to the research range of non-verbal resources. this study mainly analyzes non-verbal resources involving three aspects: non-text marks on signs, the color of the signs, and the style of the signs. 3.1 non-text marks on signs the non-text marks on the signs refer to all the non-verbal texts that appear on the public signs, but also have the function of transmitting information and expressing the meaning of symbols, such as patterns, trademarks, and signs. chinese characters are hieroglyphs, and hieroglyphs are derived from pictures. with the development of society, the nature of pictures has weakened and the symbolic nature has increased. based on hieroglyphs, chinese characters have gradually developed into ideograms, and many new chinese character-making methods are still 4 based on the original on the pictographs, the pictographs are used as the basis to combine, subtract, or add or delete symbolic symbols. since ancient times, china has said that "calligraphy and calligraphy have the same origin". this is because the earliest source of text is pictures, and calligraphy and painting are like brothers. growing from the same root, there are many internal connections. the origin of chinese characters is primitive pictures. the "picture" form used by primitive people to express them in life has gradually changed from primitive pictures into a kind of "ideographic symbols". nowadays, people are accustomed to putting some symbols or signs and words together on the signs. these non-text signs can convey information intuitively and vividly, and can enhance the effect of text expression. non-text marks signs logo telephone number photo or picture other marks two and more combined official signs — — 76 127 32 private signs 136 98 15 405 531 combined signs — 24 165 — 113 table 1 non-text mark statistics the non-text marks used by official signs are relatively uniform. the essential pictures used on the official signs are cartoons of male and female bai (one of 55 ethnic minorities) costumes with the most dali characteristics, because dali is the main settlement of the bai people in china. this design also reflects the awareness of the publicity and protection of ethnic minority culture by the official signs in the area, and also highlights the important characteristics of this scenic spot that distinguish it from other scenic spots. there are also the national flag, peace dove and some tourist attractions with dali style hung on the signs. it can be found that the diversity of private signs, which stems from the diversity of service purposes and the diversity of means used by different shop owner to achieve service purposes. the most commonly used non-text forms of are trademarks and phone numbers. the pairwise combination method displays as much information as possible on the limited exhibition board to achieve the greatest possible attraction to the utmost extent. as non-text marks, phone numbers are the most displayed form of private signs. whether it is a pure phone number or combined with other signs, phone numbers seem to be an indispensable choice for private signs. the important way of displaying non-text marks of combined signs is photos. models in ethnic costumes in the photo show the theme of the advertisement and also the combination of trademark and phone number or the combination of picture and phone number, etc., a combination of two or more forms. it is worth mentioning here that the qr code that is rarely seen on both official and private signs appears in the combined signs. qr code is a popular encoding method on mobile devices in recent years, which can store more information and represent more data types. photo 2 qr code and details after scanning (introduction of the area) 5 3.2 the background color of the sign the background color of the sign is also an important part of the non-verbal resources. as a symbol, color is related to people's customs and traditions, historical precipitation, appreciation habits and other factors. appropriate background color and text color matching make language and readers get closer. this close emotion is complex, rational and sensual, and cold text gives people a sense of life temperature through color. in the same way, improper color matching not only fails to stimulate people's interest in browsing, but also greatly affects the quality of language services and fails to achieve the expected service goals of the linguistic landscape. background colors signs red yellow black white green blue other colors two colors and more official sign 127 — — — — — — 108 private sign 337 288 392 15 6 21 — 126 combined sign 213 16 — — — 27 — 46 table 2 statistical of background color of each signs it can be seen that the background colors of official signs are relatively uniform and those of private signs are relatively rich. the colors of combined signs are used based on the standards and requirements of official signs. private signs use black background the most, followed by red and yellow. it should be noted that the focus of this research is not on professional art or color research, so there is no further subdivision of background colors, such as shades, etc. as long as they are of the same color, they are all classified into one category, and gold is also classified as yellow. in fact, many red backgrounds use crimson, not bright red, and are classified as red here. photo 3 different effects with different background color the most sensitive thing in human vision is the perception of color. the color of red is warm, strong and outgoing, and it is a very stimulating color. red is easy to attract people's attention, it is also easy to make people excited, excited, nervous, impulsive, and it is also a color that can easily cause people's visual fatigue. because red is easy to attract attention, it is also widely used in various media. in addition to having a better visual effect, it is also used to convey the corporate image and meaning of vitality, positivity, enthusiasm, warmth, and progress. in addition, red is often used as the color of warning, danger, prohibition, fire prevention, etc. when people see the red label on some occasions or objects, they can understand the meaning of warning danger without having to read the content carefully. big red is generally used for eyecatching, such as red flags and a little red in the green bush; light red is generally gentle and tender, such as: new house decoration, children's clothing, etc.; dark red can generally be used as a foil, and there are relatively deep and warm feel. red and light yellow are the best match, big red repels green, orange, and blue (especially the darker blue), and it is a neutral match with cream and gray. black is noble and stable. black also has a solemn image. it is also commonly 6 used in space design for some special occasions. most daily necessities and clothing designs use black to create a noble image. it is also a main color that will always be popular. it is suitable for many colors. match. black and white is extremely opposite colors, and they always show their power through the presence of each other. (zhao meng, 2009) 3.3 the style of the sign the shape and style of signs are also an important part of non-verbal resources. in the traditional sense, the shapes of public signs are simple geometric edge shapes, such as squares, circles, trapezoids, and so on. they mainly rely on the words, patterns and colors in the signs for publicity, and their outer edges do not have the function of transmitting information and attracting attention. as the sole carrier of language and non-verbal resources in the linguistic landscape, it remains to be questioned whether it can fully play its due role if the shape is the same. to be sure, the style of billboards must be more than a few simple geometric shapes. personalized sign styles are related to language service content. the shape of the sign and the service goal of the sign are complementary to each other. this study divides the shape of signs into traditional and non-traditional shapes. traditional shapes include linguistic landscape signs composed of various geometric figures, such as rectangles, squares, circles, and trapezoids. non-traditional modeling is summarized as all geometric figures mentioned in non-traditional modeling, such as irregular shapes or cartoon modeling. photo 5 the proportions of official signs the non-traditional shapes of official signs accounted for 66% of the total, mainly because of the irregular shapes of road name signs and the shapes of some public service advertisement signs. the road nameplates of the tourist attractions in the ancient city of dali uniformly use a butterfly shape. on the one hand, it breaks the square style of the traditional road nameplates and is more beautiful and lively. on the other hand, this shape also shows another important cultural symbol besides the bai people in the ancient city of dali. in addition, there are also some signs shaped like flying flags. most of these signs are hung on street lights and are equipped with the chinese national flag. the use of such signs can display public service advertisements more vividly and show the authority and charity of the text. official signage traditional style non-traditional style 7 photo 6 non-traditional shape of official signs in sharp contrast with official signs, the traditional shapes of private signs possess absoluteness. ninety-eight percent of private signs are traditional geometric shapes, rectangular or square, and even a few irregular shapes are fine-tuned on the basis of traditional shapes. the unification of private signage is not only affected by the size of the store door, but the most important reason is that it is restricted by the use of signs in tourist attractions. photo 7 the proportions of private signs the traditional shape of combined signs accounts for 85% of the total. multifunctional billboards and most signs are traditional square or rectangular shapes. only a small part of the signs are non-traditional, but they are actually the same as the non-traditional shapes of official signs. this further illustrates that the combined signage is based on the requirements of official signs and the language service content of private signs as the core. private signage traditional style non-traditional style 8 photo 8 proportions of combined signs 4. conclusion in general, non-verbal resources as a part of linguistic landscape are indispensable. language is the core of linguistic landscapes while non-verbal resources are the presenting method and important symbolic of linguistic landscape used in a region. the sign designers transmit certain information, promote a certain product, and provide certain services through linguistic landscape and the viewer receive information through both language and non-verbal resources to find products that meet their own needs. this study uses quantitative analysis to study the current situation of non-verbal resources of 1722 linguistic landscape in the 8 core blocks of dali ancient city. through observation, it is found that the official signs of dali ancient city scenic area appropriately use the non-text marks to better promote local culture. at the same time, the use of colors highlights text messages and makes people visually comfortable, in line with chinese aesthetic habits. most of the signs have radically abandoned traditional shapes and used non-traditional shapes that are more distinctive and can convey cultural information, which are worthy of promotion. since the combined sign is formulated in accordance with the official sign standard, the shape and color are more in line with the official standard. the non-text marks on the signs are customized privately, which is more diverse than the unified official watch signs. the non-verbal resources of private signs pay more attention to the transmission of information, and more use of phone numbers combined with brand logos makes the linguistic landscape an advertising effect and maximizes the mass communication of private brands. in addition, in order to comply with the official requirements, the color and shape of the signage do not differ much from store to store. it is worth mentioning that the official signage has a more long-term development perspective, by using the qr code which is very popular nowadays, but the scope of the implement is limited. due to the limited time and scope of the investigation, this research also has certain limitations, but the results can provide a reference for future language landscape research. it is hoped that in future research, scholars will not only pay attention to language, but also the importance of non-verbal resources. combination signage traditional style non-traditional style 9 references: landry, r. & r.y. bourhis (1997). ‘linguistic landscape and ethnolinguistic vitality: an empirical study’ journal of language and social psychology, 16, 23-49. zhao meng. (2014) the use and matching of colors in advertising design, intelligence, 249-250. husband, charles & verity saifullah kahn. (1982) the viability of ethnolinguistic vitality: some creative doubts. journal of multilingual and multicultural development 3(3). 193-205. antonio bruyel-olmedo, maria juan-garau. (2015) minority languages in the linguistic landscape of tourism: the case of catalan in mallorca. journal of multilingual and multicultural development, 598-619. backhaus, peter. (2009) rules and regulations in linguistic landscaping: a comparative perspective. in elana shohamy & durk gorter (eds.), linguistic landscape: expanding the scenery, 157-172. new york, ny & london: routledge. collins, j. & s. slembrouck (2007). ‘reading shop windows in globalized neighborhoods: multilingual literacy practices and indexicality’ journal of literacy research, 39:3, 335-356. shan zhiqiang. (2017) language code in geographical investigation, language strategy research, (2) 22-25. feng xiaohui. (2014) the translation and translation of shijiazhuang language, language and landscape guided by the promotion of city image, science and technology vision, (18)28-31. fang jia. (2015) investigation and research on the english translation of public signs of road names from the perspective of language landscape: taking urban roads in changzhou as an example, journal of jiangsu university of technology, (1) 55-59. 10 biography of authors lu xing is a doctor candidate of linguistics in udayana university, denpasar, indonesia. he was born in henan, china, in 1989. by 2012, he finished his bachelor degree from tianjin foreign study university, major in enalish language and culture. in 2016 he got his master degree from beihua university, major in education: chinese teaching. after that, he continued to doctoral study program of linguistics in udayana university, denpasar, indonesia. as visiting scholar he went to many different countries and universities to teach chinese language. email: 124360898@qq.com prof. drs. i made suastra is senior lecturer at faculty of humanities, undergraduate udayana university from 1993 until now. email: made_suastra@unud.ac.id mailto:%20124360898@qq.com mailto:made_suastra@unud.ac.id 1 e-journal ideology behind politeness i gusti ayu gde sosiowati faculty of letters, university of udayana e-mail: sosiowati@yahoo.com made budiarsa e-mail: made_budiarsa.yahoo.com doctorate program in linguistics, faculty of letters, udayana university i made suastra e-mail: imadesuastra@yahoo.com doctorate program in linguistics, faculty of letters, udayana university i wayan simpen e-mail: doctorate program in linguistics, faculty of letters, udayana university abstrak politisi adalah kelompok elit yang diragukan kejujurannya dan kesantunannya oleh sebagian besar masyarakat yang dibuktikan dengan banyaknya persepsi negatif tentang mereka. sebagian besar masyarakat juga mengetahui bahwa ideologi mereka adalah kekuasaan. dalam perbincangan di media mereka seringkali melanggar atau mengaplikasikan kesantunan berbahasa dengan tujuan memperoleh kekuasaan sebesar-besarnya. seberapa santun mereka menggunakan bahasa untuk merealisasikan ideologi mereka akan diukur dengan menggabungkan prinsip kerja sama (grice, 1975) dan prinsip kesantunan leech (1983) melalui maksim-maksim mereka. melalui analisis bahasa yang digunakan oleh para politisi dalam talk show today’s dialogue akan dijumpai adanya pelanggaran atau aplikasi kesantunan dalam usaha mereka merealisasikan ideologi mereka, yaitu kekuasaan. abstract politicians are considered to be the ones whose honesty is doubtful. this is proven by the fact that there are a lot of negative perception about them. most of the people know that their ideology is power. in public discussion they often violate or apply politeness with the purpose to get as much power as possible. how polite they are in using the language will be measured by the combination of grice’s maxims of cooperative principles (1975) and leech’s mxims of politeness principle. through analysing the language used by politicians in the talk show today;s dialogue, it was found that there were violation and application of politeness in their effort to realize their ideology, which is power. 2 1 introduction politicians are defined as the people who work in politics or the ones who are interested in politics (hornby, 1973) however webster’s (1956) states that politicians are those who are good at government affairs or the ones who are active in parties. in relation to this article, the definition given to the politician is the combination of both definition above, that is, politicians are those who work in politics or those who are active in politics. for this article, the definition of politicians in indonesia are those who work in politics, who are active in any political parties. as active people in political parties, they tend to be known by people and therefore they have access to any media. these politicians will often be invited to be participants in various kinds of talk shows to introduce what their parties have done and what they will do for the society with the hope that they can win the next election. they are marketing themselves as well as their parties. behind the good things that they say about their parties is their ideology that they have to achieve. according to thompson (1984) ideology is the system of thought, the system of beliefs, symbolic practices that have relationships to politics and social actions. he also says that ideology is the thought that basically has relationship to asymmetrical power, and the approval of domination. since there is an ideology behind whatever is said by the politicians, it is important to understand what is meant by political ideologi. political ideology is a certain ethical set of ideals, principles, doctrines, myths, or symbols of a social movement, institution, class or large group that explains how society should work, and offers some political and cultural blueprint for a certain social order. a political ideology largely concerns itself with how to allocate power and to what ends it should be used. political ideology has two dimension: a. goals : how society should be organised. b. methods: the most appropriate way to achieve this goal. list of political ideologies.(www.en.wikipedia.org/wiki/list_political_ideologies) the quotation above shows that ideology concerns with power and using the power the ruling power will decide about what kind of society they would like to form. this is quite true in 3 the indonesian politics. formally indonesia has its own ideology namely “pancasila” consisting of (1) believe in one supreme god, (2) humanitarianism, (3) nationalism expressed in the unity of indonesia, (4) consultative democracy, and (5) social justice. if the ideology is well practised, indonesia must be able to become prosperous country. however practically all the parties do something to gain power and after gaining the power it is not quite sure what they would like to do for the society except they are busy doing things to make themselves richer or to make their position stronger. it is true that they promise that they will increase the people’s welfare but in practice, it is power that they decide as their goal to dominate others. in achieving their goal, they should use certain methods and the methods that are considered to be used are lying and violating politeness. this is in accordance with what people say. they say that policians 1. should have strong ambition, an ability to compromise (including with one’s own porinciples), being able to think on your feet, a quick handshake and smile, a good memory, good grooming, public speaking skills, and an ability to ask for campaign donations without being shy about it. 2. a polician must have the characteristics of a fox and a lion. s/he should be smart and cunning like a fox and brave and strong like a lion. a fixed character limits your operation. a politician should change according to the circumstances. switch between different characters and move ahead. 3. should have greed, narcissism, lack of ethics, morals and values. the ability to keep a straight face while lying through your teeth. the ability to pander to people to get their vote. 4. are not humans, but a collection of traits formed by society that they’ve chosen and organized to help further their career in the name of six figure paychecks and vanity. 5. are dirty, rotten, scoundrels. 6. are greedy, liars. the ideas above were taken from the answers given by people upon the question “what are the characteristics of politicians?” on the website “characteristics of politicians” (www.answers.yahoo.com/question/index?qid...-united states) cited on 12 october 2012. those answers show that none of them tells the good thing about politician. most people know that when politicians say something, they may mean something else. 4 since in achieving the goal the politicians use language, this article will look at how the language is used by the politicians to achieve their goal namely power. 2. theoretical framework as it has been mentioned in the introduction, the politicians tend to lie to the people to achieve their goal. however, whether or not someone is lying it cannot be seen straight away. people have to wait for sometimes before they find out that the politicians they have elected are true liars. actually lying is not the only method they use because besides lying, there is another way that can be used by the politicians to try to win the heart of the people and the way is called politeness. through the violation of politeness, they want to show that their opponents are not worth being elected and it is through the application of politeness as well, they want to gain more votes. when politicians say something, actually they are communicating something and they do the communication to achieve the goal. in this communication, politeness is kept or violated depending on their purposes. through this article, the use of polite/impolite language used by the politicians will be looked at. to decide whether or not the utterances are polite, grice”s maxims (1975) and leech’s maxims (1983) will be used. grice’s maxims which deal with cooperative principle consist of: 1. maxim of quality: the speaker must be honest. 2. maxim of quantity : the speaker must be as informative as possible; do not be too long nor too short 3. maxim of relevance: what is said must be relevant to the goal of communication. 5 4. maxim of manner: what is said must be clear, understandable and must avoid ambiguity. leech’s maxims (1983) which deal with politeness principle consist of 1. tact maxim : maximize benefit to others; minimize cost to others. 2. generosity maxim: minimize benefit to oneself; maximize benefit to oneself. 3. approbation maxim: minimize disrespect to others; maximize respect to others. 4. modesty maxim: minimize respect to oneself; maximize disrespect to oneself. 5. agreement maxim: minimize disagreement to others; maximize agreement to others. 6. sympathy maxim: minimize antipathy to others; maximize sympathy to others. the reason for combining the two maxims is the idea that conversation can only take place where the felicity condition occurs and the face threatening act does not take place. grice’s maxims (1975) lead to felicity condition carried by being honest, simple and relevant. turn taking can also take place in this condition and it can create good atmosphere when in a communication, everybody involved has the opportunity to be listened to. leech’s maxims (1983) lead to avoidance of face threatening act, both positive and negative. brown & levinson (1978) state that positive face is the want to be liked, acknowledged and appreciated by others, while negative face is the want to have freedom in doing whatever wanted. maximising cost, disrespect, disagreement and antipathy are the acts that can threaten someone else’s face. to avoid face threatening act, some must choose the language used and according to holmes (2001) the language choice must depend on: 1. social distance : how well the participants know each other. 2. status: the relationship between speaker – hearer. 6 3. formality: situation and partisipants. 4. function : the goal of communication. 3 methodology the data that is used in this article is the oral data which has been transcribed to be the written one. it was taken from one session of a weekly talk show called today’s dialogue in metro tv in indonesia. it uses indonesian language and in this session there are a lady host whose name is kania and four politicians from four biggest political parties in indonesia of which one of them is now the ruling party. those four politicians will be labelled as p1, p2, p3 and p4. p1 is the politician from the ruling party which is also the party of sby, the president of the republic of indonesia, p2 dan p3 are from two biggest parties that are the coalition of the ruling party, and p4 is from the opposition party. the topic of the talk show is about the unhappiness of the president towards the coalition. since the data is in indonesian language, to show whether or not their utterances are polite, as well as to show what they do to express their ideology, the procedures taken are as follow. 1) the utterances under discussion are quoted. 2) the quoted data will be translated (the translated version is between brackets) 3) discuss whether or not the statement polite. 4) discuss why those utterances are considered polite/impolite. 5) discuss the ideology behind those utterance 4 analysis in this talk show, the host and the four politicians are talking about the president’s idea to evaluate the work of the coalition since he thinks that the coalition parties do not support the government, instead they have done something that caused disadvantage on the government 7 side. the evaluation will lead to the situation of excluding the parties that are considered to have betrayed the coalition or disloyal to it. politisi 1 (politician 1) pembawa acara (host) dan partai mana yang dimaksud oleh presiden begitu ya. pak p1 bagaimana? mengapa tadi tidak secara eksplisit kemudian tadi dinyatakan oleh presiden siapa sebenarnya partai-partai yang dianggap telah melanggar? ( which party was meant by the president? mr p1 what do you think? why didn’t the president say explicitly which parties have been considered to violate the agreement?) politisi 1 (politician 1) data 1 aa..masalah yang disampaikan pak sby. masalah...evaluasi itu menurut saya itu hal yang wajar-wajar saja. ya..disampaikan oleh seorang pimpinan kepada...koalisi. karena apa? menejemen apapun baik di perusahaan,diorganiasi, apalagi menejemen koalisi yang menentukan baik buruknya nasib bangsa ini. ya harus ada evaluasi. itu hal yang wajar. siapa yang kena, lah kan itu urusan pak sby. kami dari fraksi partai demokrat kalau diminta masukan, insyaallah..kita buat masukan yang terukur. karena apa? tadi seperti kata pak p2 itu kok seolah-olah ada apa ini?, masalah angket?...tidak ada kaitannya dengan masalah angket...century dan masalah.... angket yang kemaren. karena sudah ... (aa..the case conveyed by mr. sby. the case...the evaluation to me is a usual thing. yes, conveyed by a leader to...the coalition. why? any management, either in a company, moreover the management of coalition that decides the good or bad fate of this country must have that evaluation. that is a usual thing. who will be evaluated, that’s mr. sby’s business. if we are from democrate party, are asked to provide input, we will provide input that can be measured. why? just like has been said by p1, it seems that there is something happening. the case of the right of inquiry,...it has nothing to do with it...the case of century and the case......last time of inquiry. because they have ..... ) politisi 2 (menyela) – politician 2 (interrupts) bener nih??..bener??..(tertawa) (is that right?? right?? (laughing)) politisi 1 (politician 1) – data 2 8 tunggu dulu...tunggu dulu..ini saya sampaikan angket kemarin kan rata-rata... semua sudah dikatakan. siapa yang mendukung angket, yang mema...memakai instrumen angket, kalau menurut saya itu bom. (wait a minute...wait a minute..i say this the last inquiry the average ...all have been said. who support the inquiry, those who use the instrument of inquiry, to me that is a bomb.) in data 1, p1 says that evaluation on the work of the coalition is a usual thing to do just as usual as the evaluation conducted on other kinds of organization. the phrase “usual thing” is mentioned twice to stress that what has been done by the president (sby) is nothing wrong. he, as the leader of the coalition” has the right to do it. he also said that it is up to sby as who will be evaluated and who will be excluded is sby’s responsibility. in the utterances said by p1 in data 1 he actually wants to say that sby who is the president of indonesia is the leader of the coalition; as the leader of coalition sby has all the right to do evaluation on a party/parties he considers deviating from the agreement they have set before. in saying it he maximizes the praise to sby which means that he is violating the approbation maxim because he maximizes praise to sby who is a person on his side. when he said that he would let sby decide who will be evaluated and who will be excluded from coalition, he has done two things. first he has been impolite by putting all the burden to decide on sby’s shoulders so that if anything goes wrong it will be sby’s fault. in this case he is violating the tact maxim. however at the same time, he maximizes the praises to sby for saying that sby is a capable person who can make his own decision. p1 is the politician of sby’s side, therefore he will do anything to make sby still hold the power which make him able to keep his position as well. his desire to keep the power is done through violating tact maxim and approbation maxim. in data 2, p1 says that who supports the inquiry is a bomb. this utterance is said in relation to the fact that sby does not agree with the inquiry of tax mafia while some members of coalition support the inquiry. in saying the statement, p1 is violating the maxim 9 of manner for not clearly mentioning who supports the inquiry. he cannot be said to have applied the negative politeness to save the negative face of the ones supporting the inquiry since it is already known by the people from the electronic media or newspaper. p1 wants to tell people that those supporting the inquiry are not the loyal parties, so they are not worth elected. in this case p1 is violating tact maxim because his statement saying that those supporting the inquiry of tax mavia is a bom minimizes the benefit for the hearer and those on the same side as the hearer. politisi 2 (politician 2) pembawa acara (host) (pembawa acara bertanya apa yang sebenarnya menyebabkan kegaduhan di dpr) (the host asks what is the cause of the chaos in the parliament) politisi 2 (politician 2) – data 1 jadi sebetulnya gini, kegaduhan ini karena ketidakmampuan demokrat sebagai partai yang berkuasa mengelola perbedaan pendapat di dpr dan kesalahan itu ditimpakan kepada partai-partai yang menolak diajak untuk berkongsi untuk diajak melakukan suatu yang tidak benar misalnya menutup-nutupi kejahatan pajak. (look, this chaos is caused by the incapability of the democrate party as the ruling party to manage the differences in parliament and the parties that refuse to join to do wrong things like covering tax crime are blamed) pembawa acara (host) gimana pak p2? kalau kemudian dari partai golkar sendiri memutuskan untuk keluar dari koalisi atau dikeluarkan begitu ya dikedepannya. kan dalam tradisinya kan partai golkar ini selalu dalam lingkar kekuasaan. apakah siap untuk beroposisi? (what do you think mr p2, if golkar party makes its own decision to quit from coalition or being excluded in the future? isn’t it in tradition, golkar is usually inside the government. are you ready to be the opposition?) politisi 2 (politician 2) – data 2 ya. enggak juga. bagi partai golkar, ada atau tidaknya menteri di kabinet ini atau bersama atau tidaknya di dalam koalisi tidak terlalu penting karena bagi kami adalah ketika kita mengambil jargon ”suara golkar, suara rakyat” kita lebih mengedepankan apa yang diinginkan dalam masyarakat. makanya ketika kita harus berhadapan dengan kawan-kawan yang tidak sejalan, ketika kita memperjuangkan kepentingan masyarakat ya... sorry saja kan begitu? nah, bagi kita adalah kepentingan...kan 10 pemerintahan kita tidak lama lagi 3,5 tahun. yang kita harus perjuangkan bagaimana kita memperjuangkan hati rakyat agar 2014 bisa menang kembali. (not really. for golkar party, whether or not there is a minister in the cabinet or whether or not we can still work together in coalition, is not that important for us because when we say “golkar’s voice is people’s voice” we think that what people want is more important. that is why when we are facing friends who are not on the same path, when we are struggling for people’s needs well... sorry, isn’t it? for us is the need...isn’t it? . our government wll last in a short time, in the next 3,5 years. we have to fight how to win people’s hearts so that in 2014 we can win again) in data 1, p2 is being impolite by saying that the democrate party is not capable of managing the differences in the parliament and blaming the parties who actually refuse to do a wrong thing. by saying those sentences, p2 wants to say that the democrate party is not capable of becoming the ruling party. this violates the tact maxim. p2 also wants to say that his party is a good party that stands on the people’s side, unlike the democrate party who wants to do wrong thing, that is covering tax mafia. he maximizes his own benefit, thus he violates generosity maxim. he does all this impoliteness to be able to win the next election so that his party can be the ruling party as before. the impoliteness or the degree of the face threatening act can actually be reduced if p2 says his statement in different way. for instance he might say “i think if the democrate party was a bit wiser in managing the coalition in the parliament, this chaos wouldn’t happen.”. by using the word “think” p1 puts more pressure on himself for being not sure about the weakness of others, thus he can be said to have applied the modesty maxim. by using the word “wiser” he wants to imply that democrate party has been wise but the wisdom must be increased to deal with the coalition. this lexical choice reduces the threat on the positive face of the democrate party. in data 2, p2, in his effort to gain power, maximizes the praise for the people by saying that the important thing for his party is what the people want without mentioning what they want. in this case p2 is applying the approbation maxim. however this also violates the maxim of manner because it is clearly stated what the peoplke want. this statement is expected to be able to make people elect his party to be the winner in the next election thus it 11 becomes the ruling party. thus, based on the analysis, it can be said that p2 tries to obtain power by being polite as well as impolite. there is also a bit lying when he says that “golkar’s voice is people’s voice” since it is known that since his party joins the ruling party in the government, the welfare of people is not increasing, instead, to some extent its geting worse. corruption, crimes of any kinds, unfinished cases are increasing in numbers and cannot be completely taken care of. politisi 3 (politician 3) pembawa acara (host) hahaha..oke. pak p3, bagaimana posisinya? sekjen pks pak andismata sudah menyatakan siap untuk menjadi partai oposisi. kenapa tidak keluar saja bahwa memang sudah tidak...tidak sama aspirasi dan pendapatnya? (hahaha...okay. p3, what is the position? the secretary general of pks mr. andismata has stated that pks is ready to be the opposition. why don’t you just quit, if there in no more similarity in aspiration and ideas) politisi 3 (politician 3) – data 1 jadi begini. pks sudah menjelaskan apa argumentasinya ya....ketika mendukung usul angket mafia pajak dan itu sudah clear. nah, kalau sekarang pks dengan sikap politiknya dinilai telah melanggar code of conduct berkoalisi dan presiden akan segera mengambil keputusan politik terkait dengan hal ini, ya, kita tunggu saja apa keputusan yang akan diambil oleh presiden sby. bagi pks secara politik, kami diluar atau didalam pemerintahan, diresuffle atau tidak, itu bukan masalah yang besar karena masalah yang besar bagi kami ini adalah bagaimana terus menjaga konsistensi perjuangan untuk kepentingan masyarakat dan bangsa ini. satu catatan lain, kenapa kok...saya ditanya beberapa orang ; lalu kok pks tidak mengambil inisiatif saja ya....mundur saja dari koalisi. saya katakan begini: masuknya pks dalam koalisi itu karena diminta oleh pak sby. bahkan 1 tahun sebelum pemilu 2009, pak sby meminta kepada kami melalui ketua majelis syuro kami agar pks melanjutkan koalisi dengan partai demokrat. nah, bahasa gampangnya begini. ada satu judul lagu ”kau yang mulai, kau yang mengakhiri” (pks has explained their argumentation when supporting the idea of tax mafia and it has been clear. if now, the polical action of pks has been considered to have violated the code of conduct of the coalition and president sby will take the political decision related to the case, well, we just wait for what decision will be taken by president sby. for pks, politically, we are inside our outside the government, reshuffled or not, is not a big deal for us because what the big deal is how to keep the consistency of our fight for the sake of the welfare of the people and the nation. another note is, some people ask me why pks doesn’t just take the initiative to quit from coalition. i said:”the entrance of pks into coalition was on sby’s request. even a year before 12 2009 election, sby asked us through our majelis syuro to sustain the coalition with democrate party. the easy way to say it is there is a song lyric “you start, you end it”) pembawa acara (host) pak p3 bagaimana? artinya ketika kemudian koalisi ini tetap dipertahankan, ada konsekuensi, ada sanksi jatah menterinya dikurangi. itu bagaimana pks? (mr. p3, what do you think. if later the coalition is kept, there is a consequence that the number of minister from pks is reduced. what will pks do?) politisi 3 (polician 3) – data 2 tadi saya sudah sampaikan ya. bagi pks mau resuffle 1,2,4,9 menteri itu bukan persoalan yang prinsipil kok..ya...dan opsi-opsi yang yang disampaikan...[ehem] apa namanya narasumber tadi, apakah opsi 1, opsi 2, opsi 3, kalau itu diambil oleh presiden, apakah besok lusa atau kapan begitu ya..mudah-mudahan gak sampai tahun depan [narasumber lain tertawa] tetapi kalau akar masalah kisruh beda pendapat koalisi ini tidak bisa diidentifikasi dan dicarikan solusi yang tepat, ini akan selalu muncul..akan selalu muncul dan kalau kita ingat munculnya ini dimana? munculnya ini bukan di eksekutif lo...munculnya ini bukan di kabinet. tapi munculnya itu di dpr, di parlemen. nah, sekarang siapa koordinator koalisi di parlemen, di dpr? partai demokrat. nah, apakah tidak pantas kita bertanya apakah tidak pantas pak sby mengevaluasi, ada yang salah apa sih demokrat ini dalam mengelola koalisi di parlemen. ini kan pertanyaan yang tidak pernah diangkat karena sudah digiring pada area, ini ada kode etik yang dilanggar, ini ada kesetiaan yang dilanggar, tapi substansi masalahnya tidak pernah diangkat. 2004-2009 relatif tidak ada gejolak yang sangat tajam dalam koalisi di dpr karena dipimpin pak p1 waktu itu. sekarang tidak dipimpin pak p1 gitu. nah, mungkin pak p1 bisa menjawab tapi ini pura-pura gak tau aja pak p1 ini. (i have just said that for pks, 1,2,4,9 ministers want to be reshuffeled, is not a principle matter and the options that have just mentioned, whether option 1, option2, option 3, that will be taken by the president, whether today, tomorrow or whenever...expectedly it won’t up to next year, but if the cause of this chaos cannot be identified and given a proper solution, this problem will keep on appearing and do you remember where it occurs?. it occurs not in executive nor in the cabinet. it occurs in the parliament. well, who is the coordinator of the coalition in the parliament? it’s democrate party. so, is it improper to ask whether it is improper for sby to evaluate, what is wrong with the democrate party in managing the coalition in the parliament? this question has never been raised because we are driven to the area, there is violation in ethical conduct, there violation in loyalty but the substatial problem has never been raised. in 2004 – 2009, relatively there was no sharp problem in the coalition in parliament because at that time coalition was led by p1. now it is chaotic since it not led by p1 anymore. maybe p1 can answer the question but pi is pretending to know nothing.) p3 says that it does not matter if pks is inside or outside the government, whether or not there will be reshuffel, pks does not think much about it because the more important thing is that the party will struggle for the welfare of the people and the nation. when the host suggest 13 that pks should make its own initiative to quit from the colition if there is no more compatibility in terms of aspiration and ideas, p3 says that let sby decides because he was the one who invites pks to join coalition. by saying this, p3 seems to say that putting its member as the ministers in the cabinet is not that important compared to the welfare of people and the nation. this statement violate approbation maxim since there is a sense of challenging sby to do what he wants, without causing too much trouble for pks. he speaks as if the decision of sby is not that important for his party. however, the fact that pks does not want to take the initiative shows that the party is actually reluctant to give up the power it gets of being the member of coalition that makes it have the portion of the minister positions in the cabinet. there is a kind of hypocracy here. thus, based on the discussion that is conducted over p3’s statements it can be sai that in keeping the power and in trying to gain more power, p3 has violating approbation maxim which is threatening the negative face of sby and also violating the maxim of quality by being hypocrite. politisi 4 (politician 4) pembawa acara (host) kalau di pdi-p seperti apa? (pembawa acara bertanya kepada p4 bagaimana menafsirkan perkembangan koalisi sekarang setelah sby membetuk sekretariat gabungan) (what about pdi-p?) (the host is asking p4 about what to say about the development of the coalition after sby creates the joint secretariat (setgab)– the institution that manages the coalition) politisi 4 (polician 4) – data 1 ya, kalau kami melihat memang...setgab ya....ini ..tidak ada gunanya bagi negara. dan juga keliatan sekali temen-temen ini juga tanpa berkoordinasi dengan baik, dan terlalu banyak.....habis waktu mengurusi soal kekuasaan. 14 (well, if we see, this setgab is useless for the country. and it can be clearly seen that our friends do not make good coordination, and they waste too much time on dealing with power.) pembawa acara (host) mmm..tapi yang anda katakan tidak ada gunanya itu apa pak? (mmm...what did you say to be useless?) politisi 4 (polician 4 )– data 2 ya saya gak pernah denger...mungkin itu banyak masalah bangsa. apakah setgab pernah.....berbicara dan memperjuangkan supaya aa..harga gabah itu bisa ditingkatkan dan dibeli oleh pemerintah, oleh bulog? gak pernah saya dengar apakah pernah bagaimana caranya supaya impor beras itu dilawan dengan cara yang lebih konkret gitu kan? bagaimana memperbaiki petani-petani kita? gak pernah. jadi ini saya lihat bahwa ini lebih kepada bagi-bagi kekuasaan. jadi...menurut kami rakyat sudah...selesailah kegaduhan ini. masing-masing partai ini sikapnya.... (yes, i have never heard...maybe there are too many national problems. has setgab ever talked about increasing the price of rice grain, bought by the government by bulog (the governmental institution dealing with logistic)?. i haven’t heard how to fight against the importing rice in a more concrete way. how to improve the life of our faremers. i haven’t heard about it. i see that this is more about sharing power. so for us..end this chaos. the attitude of each of the parties...) when p4 says that the setgab is useless for the country, he is violating approbation maxim which threatens the positive face of those who join the coalition since what they have done is not appreciated. he also accused that the members of coalition are busy sharing power and this violates approbation maxim because he does not appreciate what the coalition has done thus violating the negative face of the coalition. he also violates the sympathy maxim since his statement makes people antipathy to the coalition which has been said to be busy with power sharing instead of improving the people’s life. when he says that the government has done nothing for the farmers, he actually violate the tact maxim that is causing disadvatage to the coalition. he says this with the purpose to win the heart of the people so that his party can win in the next election which make him share the power to be the member of the winning party. 15 5 conclusion based on the discussion above, it can be conluded that to express their ideology there are some things that the politician can use. they can attack their oponents through the violation of maxims, and based on the data used here, the maxims that have been violated are maxim of manner, tact maxim, modesty maxim, generosity maxim and approbation maxim; the ideology can be expressed by being hypocrite; and it can be expressed by applying maksims such approbation maxim. of course there will be some disagreement with the result of this research, especially in terms of politeness since the language of politicians is commonly known as impolite. it is important to be put forward that face threatening act cannot be completely eliminated but it can be reduced by using better lexical choice. the politicians should know better about it. 6 bibliography brown, penelope and stephen c. levinson. 1978. politeness: some universals in language usage. cambridge: cambridge university press. holmes, janet. 2001. an introduction to sociolinguistics. essex: pearson education limited. hornby, s, et al (1973) advanced learner’s dictionary of current english. oxford : oxford university press. webster’s new collegiate dictionary. 1956. springfield, mass, usa: g&c merriam co. publishers. to understand what is meant by political ideologi. characteristics of politicians (www.answers.yahoo.com/question/index?qid...-united states) 12 october 2012 “list of political ideologies”. (www.en.wikipedia.org/wiki/list_political_ideologies) cited 15 october 2012 16 sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 1, january 2023, pages: 26--36 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i01.p04 26 the syntax analysis in relative clause found in the novel “the wonderful wizard of oz” i gede nika wirawan program studi sistem informasi, itb stikom-bali, denpasar email: nika_wirawan@stikom-bali.ac.id article info abstract received date: 11 may 2022 accepted date: 18 july 2022 published date: 31january 2023 keywords: relative clause, syntax analysis, and linguistics the paper analyses syntax analysis in relative clause found in the novel “the wonderful wizard of oz”. “the wonderful wizard of oz” is a literary work of kid story by lyman frank baum and the illustration was made by w.w. denslow. dorothy lived with her aunt em, uncle henry and her dog, toto. theory of relative clauses that was proposed by quirk (1985), sneddon (1996) and was supported by other theories. the theory used to analyze the syntax structure was the theory proposed by brown and miller. the method that was used to get the data was qualitative, library research. the data were taken from the novel entitled “the wonderful wizard of oz”. this research study aims to: (i) analyze the syntax structure in the relative clause found in the novel entitled “the wonderful wizard of oz”, (ii) analyze the types of relative clauses in the relative clauses found in the novel entitled “the wonderful wizard of oz”. 1. introduction a literary work is in non-dramatic textual works with or without illustration. computer programs and databases can also be considered as literary works. one of literary work is the novel entitled the wonderful wizard of oz. it is a kid story telling about dorothy and her aunt em. in the novel entitled the wonderful wizard of oz the researcher found that there are many data in relative clauses. the data of relative clauses are interested to be analyzed using the tree diagram in order to know about the syntax analysis. an idea, a question, and statements are expressed by words and as we know that there is a subject and verb in the sentence. phrases and sentences are usually built up of constituent series and it can serve as as grammatical function. this can be seen that the arrangement and the form of word are related in a sentence. some words that can build some sentences in english are as one unit. in a sentence, there are subject, verb, complement, object and adverbial (svcoa). a clause is in independent and dependent clause. independent clause can be a clause standing alone as a simple sentence. meanwhile, a dependent clause cannot stand alone as a sentence although there is a subject and a verb in it. the types of dependent clauses are categorized into adverbial clauses, noun clauses and adjective clauses. noun clause is in a subordinate clause used as a noun in the sentence. there are three main structural types of clauses which are analyzed. finite clause, nonfinite clause and verbless clause are parts of it which are analyzed. the verb element in finite is called as finite clause. nonfinite clause can be a clause in which verb element is in non-finite. for example, it can be seen in to-infinitive, bare infinitive, 27 ing participle, and –ed participle. verbless clause can be a clause in which there is no verb element, but it is nevertheless capable of being analysed into clause of elements. the dependent clauses can fill grammatical functions in a sentence. based on their functions, there are some types of dependent clauses that can be classified into some types. for example, noun clause, adverb clause, adjective clause. a dependent clause that can function as a noun in the sentence is stated as noun clause. relative clause is as a subordinate clause that is also used in order to modify a noun or pronoun found in the main clause. relative clause is also used in the level of phrase. this can be found in a relative pronoun, especially in that, who, which or whose. in english, relative clause is also classified into two categories. those are restrictive/defining and non-restrictive/non-defining. in relative clause, relative pronoun occurs in clause initially. in restrictive relative clause, the sentence gives the hearer in sufficient information. but in non-restrictive relative clause, an additional information is provided. based on the phenomena above, the researcher has the purposes in analyzing the text. the first is to analyze about the types of relative clauses found in the novel entitled “the wonderful wizard of oz”. the second is to analyze about the syntax structure in relative clauses found in the novel. the syntax structure is analyze by using the tree diagram and using the theory proposed by brown and miller. in analyzing the types of relative clause, the researcher uses the theory proposed by quirk. the theory used to analyze the types of relative clause is theory proposed by comrie. those are restrictive/defining and non-restrictive/non-defining. in relative clause, relative pronoun can be found initially. the theories are chosen because the theories can analyze the types of relative clauses found in the data source. this research uses qualitative method as the results of data analysis are described descriptively. the theories used to analyze syntax analysis in the tree diagram is the theory proposed by brown and miller. the tree diagrams are analyzed in order to know about the syntax structure found in the relative clauses. relative clauses is usually placed after a noun phrase. it can givessome information related to the person or thing indicated by noun phrase. the connection that is located between the noun phrase in the main clause is in the main clause. it is known as the antecedent and the relative pronoun in the relative clause. restrictive relative clauses are connected to the head and it denotes a limitation on the reference of the antecedent. here is the example of it: a. this is something that will disturb me anyway. quirk (1985) nonrestrictive clauses provides additional information and do not further define, the antecedent. relative pronouns introduce relative clause, here is the example: a. the clothes which i ordered last week have arrived quirk (1985) the relative pronoun which in the example above introduces the relative clause which i ordered last week. the relative pronoun is different from personal pronoun. the sentence that contains relative pronoun is placed at the beginning of the clause. it can be subject, complement, adverbial, postmodifier, prepositional complement, or object (quirk et al, 1985: 365). in general, relative pronouns can be categorized into two categories: a. whpronoun: who, whom, whose, which b. that and zero (o) clause provides information needed to make the antecedent definite. the head of a relative clause functions in two different clauses in the relative clause construction. the term head is restricted to the noun phrase in question because it occurs in the main clause. however, it plays role in the restricting clause, for example relative clause in the sense of the embedded (subordinate) clause comrie (1981). the head noun can be seen in the embedded sentence in the normal position or with the normal case marking for a noun phrase. in pronoun-retention type, the head noun remains in the embedded sentence in pronominal form. the head noun appears in a modified or reduced form, in one of the two clauses. in non 28 reduction, the head appears in full in the embedded sentence, in the normal position. in the pronoun-retention type, the head noun is in the embedded sentence in pronominal form. 2. research methods library research is the strategy that is used in collecting data. the technique of collecting data were done by doing note taking, reading and observing. the process of collecting data were done by reading the entire novel in order to understand the story of the novel and to observe the possibility of the data that could be taken from the novel entitled “the wonderful wizard of oz”. firstly, the entire novel were read in order to get complex sentence containing relative clauses. after it, it is continued to select the data that is based on the problems discussed in this research study. finally, the types of relative clauses were classified and continued to analyze the syntax structure in the tree diagram. library research was the strategy that was used in collecting the data. the technique of collecting data were done by doing note taking, reading and observing. the process of collecting the data were done by reading the entire novel entitled “the wonderful wizard of oz” in order to understand the story of the novel and to observe the possibility of the data which could be taken from this book. firstly, the entire novel were read to find out the sentences containing relative clauses. after it, it is important to select the data that is based on the problems discussed in this research study. finally, the types of relative clauses were classified and continue to analyze the syntax structure of relative clauses. 29 3. discussions the data of relative clauses are analyzed based on their types and continue to analyze syntax in tree diagram. here are the data presented below including the tree diagram analysis. case 1 a little girl who had lived so long (24). relative clause c: who had lived so long s v c sl: rc rp vp perfect v advp who had lived so long the example in case 1 above is a kind of restrictive relative clause with relative pronoun who as the antecedent. in restrictive relative clause, the relative pronoun has the function as a subject. the relative clause in case 1 has the constituent structure of subject (who), verb phrase (had lived), and adverb phrase (so long). verb phrase (had lived) consists of perfect (had) followed by verb (lived). relative clauses who had lived so long is found after a noun phrase a little girl. it usually provides some information related to the person or thing indicated by that noun phrase. relative pronoun who introduces relative clause who had lived so long. relative pronoun who in case 1 differs from personal pronoun in which the sentence which contains relative pronoun is placed at the beginning of the clause. relative pronoun who functions as the subject. relative clauses who had lived so long is stated as restrictive relative clause comrie (1981). an english relative clause who had lived so long is stated as relative pronoun type. comrie (1981) stated that as with the pronoun-retention type, there is a pronoun in the relative clause indicating the head. case 2 the scarecrow, who had been trying to think. (24) relative clause c: who had been trying to think. (24) s v c 30 sl: rc rp vp perfect aux v pp p vp v who had been trying to think the example in case 2 above is called as restrictive relative clause with relative pronoun who as the antecedent. in restrictive relative clause in case 2 above, the relative pronoun functions as a subject. the relative clause in case 2 has the constituent structure of subject (who), verb phrase (had ben trying), and prepositional phrase (to think). verb phrase (had been trying) consists of perfect (had) followed by auxiliary (been) and verb (trying). relative clauses who had been trying to think is found after a noun phrase the scarecrow. it provides some information related to the person or thing indicated by that noun phrase. relative pronoun who introduces relative clause who had been trying to think. relative pronoun who in case 2 differs from personal pronoun in which the sentence which contains relative pronoun is placed at the beginning of the clause. relative pronoun who functions as the subject. relative clauses who had been trying to think is stated as restrictive relative clause comrie (1981). an english relative clause who had been trying to think is stated as relative pronoun type. comrie (1981) stated that as with the pronoun-retention type, there is a pronoun in the relative clause indicating the head. case 3 i know of any living person who has seen him. (26) relative clause c.: who has seen him. s v c sl: rc rp vp perfect v np n who has seen him 31 the example in case 3 above is categorized as restrictive relative clause with relative pronoun who as the antecedent. in restrictive relative clause in case 3 above, the relative pronoun functions as a subject. the relative clause in case 3 has the constituent structure of subject (who), verb phrase (has seen him), and noun phrase (him). verb phrase (has seen) consists of perfect (has) followed by verb (seen). relative clauses who has seen him is found after a noun phrase any living person. it indicates some information related to the person or thing indicated by that noun phrase. relative pronoun who introduces relative clause who has seen him. relative pronoun who in case 3 differs from personal pronoun in which the sentence containing relative pronoun is at the beginning of the clause. relative pronoun who functions as the subject. relative clauses who has seen him is stated as restrictive relative clause, comrie (1981). an english relative clause who has seen him is stated as relative pronoun type. comrie (1981) stated that as with the pronoun-retention type, there is a pronoun in the relative clause indicating the head. case 4 there is but one wicked witch in all the land of oz the one who lives in the west."(29) relative clause c: who lives in the west s v c sl: rc rp vp v pp p np det n who lives in the west relative clause who lives in the west in case 4 above is categorized as restrictive relative clause with relative pronoun who as the antecedent. in restrictive relative clause in case 4 above, the relative pronoun functions as a subject. the relative clause in case 4 has the constituent structure of subject (who), verb (lives), preposition (in) and noun phrase (the west). verb phrase consists of a verb (lives). relative clauses who lives in the west is found after a noun phrase the one. it indicates some information related to the person or thing indicated by that noun phrase. relative pronoun who introduces relative clause who has seen him. relative pronoun who in case 4 differs from personal pronoun in which the sentence containing relative pronoun is at the beginning of the clause. relative pronoun who functions as the subject. relative clauses who lives in the west is stated as restrictive relative clause, comrie (1981). an english relative clause who lives in the west is stated as relative pronoun type. comrie (1981) stated that as with the pronoun-retention type, there is a pronoun in the relative clause indicating the head. case 5 those who dwelt in the east and the west were, indeed, wicked witches (29) 32 relative clause c: who dwelt in the east s v c sl: rc rp vp v pp p np det n who dwelt in the east relative clause who dwelt in the east in case 5 above is categorized as restrictive relative clause with relative pronoun who as the antecedent. in restrictive relative clause in case 5 above, the relative pronoun functions as a subject. the relative clause in case 5 has the constituent structure of subject (who), verb (dwelt), preposition (in) and noun phrase (the west). verb phrase consists of a verb (dwelt). relative clauses who dwelt in the east is found after a pronoun those. it can indicate some information related to the person or thing indicated by that noun phrase. relative pronoun who introduces relative clause who dwelt in the east. relative pronoun who in case 5 differs from personal pronoun in which the sentence containing relative pronoun is at the beginning of the clause. relative pronoun who functions as the subject. relative clauses who dwelt in the east is stated as restrictive relative clause, comrie (1981). an english relative clause who dwelt in the east is stated as relative pronoun type. comrie (1981) stated that as with the pronoun-retention type, there is a pronoun in the relative clause indicating the head. case 6 "she is my aunt who lives in kansas, where i came from." (30) relative clause c: who lives in kansas s v c sl: rc rp vp v pp who lives in kansas relative clause who lives in kansas in case 6 above is categorized as restrictive relative clause with relative pronoun who as the antecedent. in restrictive relative clause in case 6 above, the relative pronoun functions as a subject. the relative clause in case 6 has the constituent 33 structure of subject (who), verb (lives), preposition (in) and noun phrase (kansas). verb phrase consists of a verb (lives). relative clauses who lives in kansas is found after a noun phrase my aunt. it can indicate some information related to the person or thing indicated by that noun phrase. relative pronoun who introduces relative clause who lives in kansas. relative pronoun who in case 6 differs from personal pronoun in which the sentence containing relative pronoun is at the beginning of the clause. relative pronoun who functions as the subject. relative clauses who lives in kansas is stated as restrictive relative clause, comrie (1981). an english relative clause who lives in kansas is stated as relative pronoun type. comrie (1981) stated that as with the pronoun-retention type, there is a pronoun in the relative clause indicating the head. case 7 dorothy was going to ask another question, but just then the munchkins, who had been standing silently by, gave a loud shout and pointed to the corner of the house where the wicked witch had been lying. (30) relative clause c: who had been standing silently s v adv sl: rc rp vp perfect aux v advp adv who had been standing silently relative clause who had been standing silently in case 7 above is categorized as restrictive relative clause with relative pronoun who as the antecedent. in restrictive relative clause in case 7 above, the relative pronoun functions as a subject. the relative clause in case 7 has the constituent structure of subject (who), verb phrase (had been standing), and adverb (silently). verb phrase consists of perfect (had), auxiliary (been), and a verb (standing). relative clauses who had been standing silently is found after a noun phrase the munchkins. it can indicate some information related to the person or thing indicated by that noun phrase. relative pronoun who introduces relative clause who had been standing silently. relative pronoun who in case 7 differs from personal pronoun in which the sentence containing relative pronoun is at the beginning of the clause. relative pronoun who functions as the subject. relative clauses who had been standing silently is stated as restrictive relative clause, comrie (1981). an english relative clause who had been standing silently is stated as relative pronoun type. comrie (1981) stated that as with the pronoun-retention type, there is a pronoun in the relative clause indicating the head. case 8 "no, i cannot do that," she replied; "but i will give you my kiss, and no one will dare injure a person who has been kissed by the witch of the north." (33) 34 relative clause c: who has been kissed by the witch of the north s v c sl: rc rp vp perfect aux v pp p np who has been kissed by the witch of the north relative clause who has been kissed by the witch of the north in case 8 above is categorized as restrictive relative clause with relative pronoun who as the antecedent. in restrictive relative clause in case 8 above, the relative pronoun functions as a subject. the relative clause in case 8 has the constituent structure of subject (who), verb phrase (has been kissed), and prepositional phrase (by the witch of the north). verb phrase consists of perfect (has), auxiliary (been), and a verb (kissed). relative clauses who has been kissed by the witch of the north is found after a noun phrase a person. it can indicate some information related to the person or thing indicated by that noun phrase. relative pronoun who introduces relative clause who has been kissed by the witch of the north. relative pronoun who in case 8 differs from personal pronoun in which the sentence containing relative pronoun is at the beginning of the clause. relative pronoun who functions as the subject. relative clauses who has been kissed by the witch of the north is stated as restrictive relative clause, comrie (1981). an english relative clause who has been kissed by the witch of the north is stated as relative pronoun type. comrie (1981) stated that as with the pronounretention type, there is a pronoun in the relative clause indicating the head. case 9 "oh, he will see you," said the soldier who had taken her message to the wizard, "although he does not like to have people ask to see him. (150) sl: rc rp vp perfect v np det n pp p np 35 who had taken her message to the wizard relative clause who had taken her message to the wizard in case 9 above is categorized as restrictive relative clause with relative pronoun who as the antecedent. in restrictive relative clause in case 9 above, the relative pronoun functions as a subject. the relative clause in case 9 has the constituent structure of subject (who), verb phrase (had taken), noun phrase (her message) and prepositional phrase (to the wizard). verb phrase consists of perfect (had), and a verb (taken). relative clauses who had taken her message to the wizard is found after a noun phrase the soldier. it can indicate some information related to the person or thing indicated by that noun phrase. relative pronoun who introduces relative clause who had taken her message to the wizard. relative pronoun who in case 9 differs from personal pronoun in which the sentence containing relative pronoun is at the beginning of the clause. relative pronoun who functions as the subject. relative clauses who had taken her message to the wizard is stated as restrictive relative clause, comrie (1981). an english relative clause who had taken her message to the wizard is stated as relative pronoun type. comrie (1981) stated that as with the pronoun-retention type, there is a pronoun in the relative clause indicating the head. 4. conclusion the types of relative clauses found in the data source is restrictive relative clause with relative pronoun who. for example, it can be seen from the relative clause who had taken her message to the wizard that has the constituent structure of subject (who), verb phrase (had taken), noun phrase (her message) and prepositional phrase (to the wizard). the data source is analyzed using the tree diagram. it has the purpose to analyze the syntax analysis by using the tree diagram. in analyzing the types of relative clause, the researcher uses the theory proposed by comrie (1981). he stated that as with the pronoun-retention type, there is a pronoun in the relative clause indicating the head. the head of a relative clause functions in two different clauses in the relative clause construction. the term head is restricted to the noun phrase in question because it occurs in the main clause. references bowler, j., lilley, t. j., pittam, j. d., & wakeling, a. e. (1989). novel steroidal pure antiestrogens. steroids, 54(1), 71-99. https://doi.org/10.1016/0039-128x(89)90076-7 broccias, c. (2011). motivating the flexibility of oriented–ly adverbs. motivation in grammar and the lexicon, 71-88. brown, k., miller, j., & miller, j. e. (1991). syntax: a linguistic introduction to sentence structure. psychology press. catford, j. c. (1965). a linguistic theory of translation: an essay in applied linguistics. oxford university press. doetjes, j. (2007). adverbs and quantification: degrees versus frequency. lingua, 117(4), 685 720. https://doi.org/10.1016/j.lingua.2006.04.003 ernst, t. (2007). on the role of semantics in a theory of adverb syntax. lingua, 117(6), 1008 1033. https://doi.org/10.1016/j.lingua.2005.03.015 guo, z. y., li, d. y., & wang, b. x. (1998). a novel concept for convective heat transfer enhancement. international journal of heat and mass transfer, 41(14), 2221-2225. https://doi.org/10.1016/s0017-9310(97)00272-x haeberli, e., & ingham, r. (2007). the position of negation and adverbs in early middle https://doi.org/10.1016/j.lingua.2005.03.015 36 english. lingua, 117(1), 1-25. https://doi.org/10.1016/j.lingua.2005.08.001 halliday, m. a. k. (1985). an introduction to functional grammar, edward arnold, london. google scholar. huddleston, r., & pullum, g. k. (2005). a student's introduction to english grammar. cambridge university press. ji, s. (2000). ‘face’and polite verbal behaviors in chinese culture. journal of pragmatics, 32(7), 1059-1062. https://doi.org/10.1016/s0378 biography of author i gede nika wirawan is an english lecture at itb stikombali. he completed his master study program in applied linguistics – translation studies from udayana university in 2014. he completed her undergraduate study program in english literature from english department, udayana university in 2010. his research interests in linguistics include translation studies, semiotics and cultural studies. he is also a member of indonesian translation association (hpi) email: nika_wirawan@stikom-bali.ac.id e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/ vol. 14, no. 1, january 2020, pages: 137-150 print issn: 2442-7586 online issn: 2442-7586 https://doi.org/10.24843/e-jl.20120.v14.i01.p014 137 rhetorical moves in research article introductions of students of linguistics master program jevi mahardika 1 universitas brawijaya, malang, indonesia jvmahardika@gmail.com sri e. tabiati 2 universitas brawijaya, malang, indonesia s.tabiati@gmail.com hamamah 3 universitas brawijaya, malang, indonesia hamamah08@gmail.com article info abstract* received date: 26 dec 2019 accepted date: 27 dec 2019 published date: 31 dec 2020 keywords:* rhetorical moves, research article introductions, graduate students this research investigated the rhetorical moves in the introduction part to the research article written by graduate students in linguistics master's study programs. the primary purpose of this research is to describe the pattern of rhetorical moves in the research article introductions in the field of linguistics. the data collection technique was in the form of scientific article documentation consisting of seven research article introductions in english in the field of linguistics. researchers collected data in the form of text with document analysis and note-taking techniques. these research articles were taken from four different journal publishers in indonesia, namely alphabet, kelasa, batra, and suar betang. the rhetorical analysis in this study involves the concept of the project justifying model (pjm) proposed by safnil (2010), which consists of four communicative moves that can describe the rhetorical moves of indonesian writers. the validity of the data in this rhetorical pattern study used the triangulation of sources or data. the results of this study indicate that the seven introductions have different rhetorical moves. the four research article introductions taken from the alphabet produced fewer rhetorical steps compared to the other three research articles. the most dominant signal found in the seven research article introductions is (move 4, step a) represents a statement in explaining the purpose of the study. the seven research article introductions found no statements that represented the five steps contained in each move. 138 move 1 establishing shared schemata by: step a: defining key terms; and/or step b: referring to the government policy; and/or step c: giving a short history of the research field; and/or step d: describing the geographical setting of the research; and/or step e: making a general claim. move 2 establishing the research field by: step a: introducing the actual research topic; and/or step b: identifying the research problem or phenomena; and step c: reviewing the current knowledge and practice. move 3 justifying the present research project by: step a: indicating inconsistency in previous study results; or step b: claiming that the topic has never been explored; or step c: claiming that the topic is necessary to investigate; or step d: claiming interest in investigating a particular topic. move 4 announcing the present research by: step a: announcing the research purposes; and/or step b: stating the research questions; and/or step c: describing the specific features of the research; and/or step d: stating the expected benefits of the research; and/or step e: announcing the principal findings; and/or step f: proposing the research hypothesis; and/or step g: suggesting a solution to the research problem. 1. introduction a research article must have an exciting introduction because this section has an appeal to the reader when starting to read a research article. in writing an introduction, it needs to be organized well, which is an essential part of introducing a research article. moreover, the fact is in line with swales & najjar (1987), safnil (2013), and muhtadin (2017), who stated that interesting research article should appeal to the reader to read the entire research article. so, the primary motivation in writing the research article introduction is to provide enough clues for the reader to convey the argument of the writer. if the introductory of the research article is not well organized, the research article would be difficult to recognize by the readers or hard to be published internationally. to minimize failure in organizing the introductory part of a research article, knowledge of systematic writing in the research article introduction is one of the relevant supporting factors. safnil (2010 p.22) states that textual analysis makes it possible to examine text to see the linguistic form and intention of the author through understanding some aspects of the text structure. to know the extent of the author's knowledge in organizing a research article introduction, we can analyze the writing. hence the investigation of discourse analysis in the rhetorical moves of indonesian academics needs to be done. rhetorical analysis model specifically devoted to capturing communicative purposes in asian research article introductions (rais) has been developed by ahmad (1997). this model analysis is formed by adapting cars produced by swales (1990), which is named project justifying model (pjm). the pjm model analysis differs from cars, which is distinguished by four moves as a sign of communicative purposes in indonesian rais based on safnil (2013). moreover, pjm contains four communicative moves that describe goals of indonesian rais, which are broken down into sub-moves called steps that refer to textual or rhetorical forms. the four stages of the pjm analysis model are establishing shared schema, establishing the research field or scope, justifying the present research project, and announcing the research specification. pjm also has a step on each move that can be used by indonesian rais writers to achieve primary communicative purposes. moreover, safnil (2013) explained that the rais writer should 139 use at least one move among the four moves as a form of communicative purposes. an investigation conducted by alkarima (2019) produced evidence of the phenomenon previously described. she took six ras as data and selected from six different research articles publisher sites in indonesia, which are nationally accredited. alkarima (2019) investigated rais in the fields of language and literature and found only 50% of these ras contained rhetorical moves. in the same case, the population of this previous research involved is not too specific, and the result needs to be empirically verified. thus, it can be pointed out; this previous study has two gaps, which include population gap and empirical gap. sepni (2016) investigates the abstract and introduction in the rhetorical move. she looked into the analysis of text rhetoric and analysis of linguistic features. sepni (2016) involved the research introductory as a material to be analyzed. the study described the rhetorical structure of 50 research articles that were taken from the field of medical science and health. the finding of the investigation stated that the research articles are taken from the field of medicine most often use move two as a statement to justify the research topic. the fact has found before proved by the findings of move two, which frequently appears in the results. furthermore, the finding of the previous study showed that the concept of pjm was not yet fully realized by the writers in the medical field. thus, these results require further research to obtain a complete study and can provide valid references. sepni (2016) also suggested adding literature to the concept of rhetorical structure to minimize problems in writing research articles to be published. the statement shows that there is a knowledge gap that makes the research less than optimal. the detailed sample description of the rhetorical structure of the results of the study cannot be found in this study either. moreover, this study examines what can also conclude this has a practical-knowledge gap. it can be seen many academics in indonesia still have not reached the standard in good introduction writing. pjm applied in indonesian rais analysis can describe communicative goals and important rhetorical characteristics that refer to the features of indonesian rais (safnil, 2010). by using the convention in rhetoric, research articles produced by the writer can have possibilities to be recognized and accepted by international discourse communities. agrawall (2015) shows that to be part of international research publications, non-native writers are not only focused on writing in english, but they should take part in the ra convention in english. consequently, the writers’ ra can be accepted for international publication. it must be considered that the research article published internationally requires a complicated process. based on the previous illustrations, the present study examined research articles that have been published, especially in indonesia. the present study used an analysis model called project justifying model (pjm), which is applied to the english rais written by indonesian that has done before. the data of this research were ras that written by graduate students’ of the linguistic master program in that the researchers' claimed had not been examined before. moreover, this research is desirable to conduct because the analysis model involves the point of view of pedagogy, especially for language teaching, which is supported by a statement from safnil (2010). the researcher wants to see the informative purposes that organized by the graduate students’ of the linguistic master program in their rais through the project justifying model. the aim of this research is to describe the rhetorical moves organized by the graduate students of the linguistic master program in rais through the project justifying model analysis. the finding of this study can be a comparison for research in the field of scientific writing and also provide better knowledge of the rhetorical features specifically written by indonesian. 140 2. research methods this present research used the descriptive qualitative approach as the research design. the qualitative data presented tend to use word formations rather than using numbers that can apply to social anthropology, history, and political science states research (miles and huberman, 1994). seven research article introductions were examined in this research analyzed through project justifying model purposed by safnil (2010). four of the research articles are taken from alphabet journal site and the last three are taken from kelasa, batra and suar betang journal site. in this research, the researcher is concerned with investigating the behavior of the students of linguistics master programs that related to the writing flow of their research articles. according to holliday (2007), the primary aim of qualitative research is to get to the bottom of what is going on in all aspects of social behavior. the previous statement supported the setting of this research that involved the particular society that taken as the data. table 1 selected research articles from the alphabet title code apology strategies used by chad griffin addressed to the lesbian, gay, bisexual and transgender community 1.1 social media and its impact on the use of english borrowings in indonesian 1.2 positive-self and negative-other representation in the online news behind indonesia’s anti-chinese riots and indonesia turns its chinese into scapegoats 1.3 the concept of kami on japanese web 2011 corpus 1.4 note. number 1 is a research article taken from the alphabet journal. number 2 is the order of research article introductions. table 2 the list of the three research articles title code the effectivity of reog dance in learning bahasa indonesia for bipa students in universitas brawijaya. 2.1 course evaluation of customs english club (cec) in customs excise office blitar. 3.1 code-switching used by sacha stevenson in talk shows. . 4.1 note. number 2 is a research article taken from the kelasa journal. number 3 is a research article taken from the batra journal. number 4 is a research article taken from the suar betang journal. data collection in this study was carried out by reading, and writing sentences contained rhetorical moves. as mentioned by sarwono (2006), the analysis of documents is a technique of collecting data by reading the contents of the research article. the collected data from the data source have analyzed based on indicators from pjm purposed by safnil (2010) intended to reveal 141 patterns of rhetorical moves of research article introduction written by graduate students of linguistics master programs. after that, the rhetoric pattern in the rais will be described on each move and in each step. the results are presented in the form of descriptions formulated in a table containing the moves and steps included in each of these research articles. this analysis has done to facilitate the categorization of moves contained in these research articles. the findings in the form of tables provide codes from the move and step signals that exist in each research article. the validity of the data in this rhetorical pattern study used the triangulation of sources or data. the instrument used in this study was the researchers and presented in the table that contained sentences indicated rhetorical moves that collected from the analysis through pjm model analysis. additionally, the researcher has been the instrument of this research that determines the overall research scenario. results the data displayed in the table is part of the sentence fragments in the introductory article that enter the move and step signals in pjm analysis. this investigation has done to maintain a holistic element in qualitative data that refers to the structure of the text that viewed from parts so that it can be formed certain types of texts. table 3 move and step in research article introduction (rai) in article 1.1 research article alphabet volume 01 no.02. paragraph move/step sentence signals 1 1/a (s1) ‘apology strategies are only a part of linguistics aspects that that is called speech act’ 1 1/e (s2) ‘language learners are not familiar with apology strategies because it is rarely discussed in class while learning speech act’. 4 6 2/a 2/b (s27) (s36) ‘in this research, we investigate griffin’s 2014 apology addressed to the lgbt people. he apologized for his failure to represent and serve the lgbt people over the years and because many issues are surrounding the equality for lgbt people (merevick, 2014)’. ‘…why there are many people dislike the apology but still accept it. at the end of griffin’s speech, it seems that lgbt and transgender community accepted his apology as can be seen from the video posted on youtube’. 2 2/c (s12) ‘conducting a study on apology means dealing with something natural that is found on a daily basis by using language. according to olshtain and cohen (1983), when social norms are violated, normally an apology should follow to reestablish the social relationship between the doer and the complainer’. 6 4/a (s36) ‘the present study aims to investigate the apology strategies used by a certain person to find out the meaning and the purpose of the apology and also to figure out why there are many people who dislike the apology but still accept it.’ note: 1/a refers to sentence indicates move 1 step a in figure 2.2. (s1) refers to the order of the sentence 142 table 4 move and step in research article introduction (rai) in article 1.2 research article alphabet volume 01 no.02. paragraph move/step sentence signals 3 1/a (s10) ‘…social media addiction is a mental health problem…’ 2 1/e (s7) ‘not surprisingly, social media has become one of the main needs of society’. 9 3/b (37) ‘…social media access intensity and the use of english borrowing in indonesian which has not been discussed in the…’ 9 4/a (s38) ‘this research is conducted to know the range of social media access intensity in indonesia.’ note: 1/a refers to sentence indicates move 1 step a in figure 2.2. (s10) refers to the order of the sentence. table 5 move and step in research article introduction (rai) in article 1.3 research article alphabet volume 01 no.01. paragraph move/step sentence signals 4 1 2/a 2/b (s16) (s3) ‘i employ critical discourse analysis using van dijk’s analytical framework’. ‘however, as time goes by, the problem dealing with stereotyping and social gap provoke conflicts between chinese-indonesians and nativeindonesians’. 4 2/c (s17) ‘van dijk formulated a socio-cognitive discourse analysis which studies discourses critically in three levels: discourse, cognition, and society (wodak & meyer, 2001)’. 4 4 4 4/a 4/a 4/e (s15) (s18) (s28) ‘the present study aims to examine the ways how lexical choices in both articles constitute positiveself and negative-other representations.’ ‘in the semantic field, conducting a lexical choice analysis is important. lexical choices are word choices or selections. they are the most important element of disco….’. ‘continuing upon van dijk analytical framework, to analyze the cognition, socialism, and liberalism were examined, whereas to analyze the society, the history of chinese indonesians in indonesia was explored’. note: 2/a refers to sentence indicates move 2 step a in figure 2.2. (s16) refers to the order of the sentence. 143 table 6 move and step in research article introduction (rai) in article 1.4 research article alphabet volume 01 no.02. paragraph move/step sentence signals 1 1 1 1/a 1/e 2/b (s1) (s1) (s3) ‘kami concept in japanese's view is quite questionable, notably in japanese's religious life that is somewhat unique’. kami concept in japanese's view is quite questionable, notably in japanese's religious life that is somewhat unique’. ‘in the light of religion, japan is identical with a two-sided coin that has opposite faces. the first face is japan, which is very religious…..’. 2 2 2 2 4/a 4/c 4/d 4/f (s10) (s11) (s14) (s13) ‘this study aims at answering the concept of kami held by japanese through collocation analysis’. ‘the collocations of word kami in japanese web 2011 corpus are collected based on their syntactical str…’. ‘…the conduct of kami will show how the behavior of kami is. likewise, the deeds toward kami will denote the way japanese treat kami. ultimately,…. ‘we assume that by analyzing the attributes, the characteristics of kami can be revealed’. note: 1/a refers to sentence indicates move 1 step a in figure 2.2. (s1) refers to the order of the sentence. table 7 move and step in research article introduction in research article 2.1. paragraph move/step sentence signals 1 4 1 1/a 1/a 1/e (s1) (s22) (s5) ‘cultural-based bipa (bahasa indonesia untuk penutur asing) learning is one of the methods that can be applied to foreigners. such learning will equip bipa learners about indonesian language skills and knowledge about indonesian culture’. ‘reog dance is one of the cultural arts originating from east java’. ‘…it is expected to help the process of internationalization of indonesian language and its culture, especially at asean level’. 1 4 2/b 4/a (s6) (s32) ‘bipa learners can recognize indonesian language and culture so that will be a provision for them to settle in indonesia….. ‘this paper was conducted with the aims to find out does reog dance effective in acquiring vocabularies through reog dance practice’. 144 note. 1/a refers to sentence indicates move 1 step a in figure 2.2. (s1) refers to the order of the sentence. table 8 move and step in research article introduction in research article 3.1. paragraph move/step sentence signals 1 2 1 1/c 1/d 1/e (s1) (s10) (s2) ‘customs english club or cec was first held in jakarta (2017) because of the vision of the general directorate of customs and excise, namely "becoming the world's leading customs and excise institution" (beacukai.go.id, 2018)’. ‘with the geographical location of blitar which does not have a large port and the absence of flight services, the use of english to communicate with foreigners is also likely to be smaller than the use of english in other city offices that have airports or ports’. ‘…, it is expected that the employees of the customs and excise can improve their ability to speak english to be applied in carrying out tasks both in the field and in the office’. 1 2 2 2/a 3/d 4/a (s12) (s11) (s14) ‘this research wants to investigate the effectiveness of cec if it is applied in blitar and wants to know how well this program covers their learners’ needs’. ‘this research sees that phenomenon is interesting to be discussed’. ‘this research is worth-conducting to find out the perspective of employees towards the cec, because as explained earlier that the possibility of using english in this office is relatively small’. note. 1/c refers to sentence indicates move 1 step c in figure 2.2. (s1) refers to the order of the sentence. table 9 move and step in research article introduction in research article 4.1. paragraph move/step sentnce signals 1 1 1 1/e 2/a 2/b (s3) (s1) (s2) ‘romaine (1992:110) argued that code-switching is an important topic in the field of sociolinguistics. it is a phenomenon which is used to happen in daily conversation.’. ‘this research investigates code-switching used by sacha stevenson on two talk shows in indonesian tv programs uploaded in youtube, those are: tonight, show on net tv and sarah sechan on net tv’. ‘the main purpose of this research is to identify the types and functions of code-switching on sacha stevenson’s speech which is uttered on those talk 145 shows’. 5 5 6 3/a 4/b 4/d (s19) (s23) (s32) ‘…., those all previous studies analyzed codeswitching produced by indonesian people. however, my study analyzes code-switching used by a native english speaker, that is sacha stevenson’. ‘the research problems are what type and function of code-switching are used by sasha stevenson in tonight show and sarah sechan’. ‘the result of this research can make some people know more about the type and the function of codeswitching and even if the user of code-switching is an english native speaker who can speak english fluently’. note: 1/e refers to sentence indicates move 1 step e in figure 2.2. (s1) refers to the order of the sentence. 3. discussions the section rhetorical moves have been described in the research articles, which are simplified into table 10. table 10 the rhetorical moves of research article introductions no. research article introductions pattern number of move units alphabet 1. 1.1 1/a, 1/e, 2/a, 2/b, 2/c, 4/a 3 2. 1.2 1/a, 1/e, 3/b, 4/a 3 3. 1.3 2/a, 2/b, 2/c, 4/a, 4/e 2 4. 1.4 1/a, 2/b, 4/a, 4/c, 4/d, 4/f 3 kelasa 5. 2.1 1/a, 1/e, 2b, 4a 3 batra 6. 3.1 1/c, 1/d, 1/e, 2/a, 3d, 4a 4 suar betang 7. 4.1 1/e, 2/a, 2/b, 3/a, 4/b, 4/d 4 note. 1/a, 1/e, 2/a, 2/b, 2/c, 4/a refer to the sentences that indicate the rhetorical moves. the result of the analysis by using pjm is exposed to the move pattern of those research article introductions. it can be seen in table 4.10, the seven research articles that organized are not similar. the most dominant signals found in the rais are in move 4 step a with a total of six 146 signals found, which shows the statements of describing research purposes. signals that are not found are five, which are move 1 (step b, step c, step d), move 3 (step c), move 4 (step g). in the result of move 2 presents the completeness of the segment, which provides a rais interpretation containing a statement about the description in establishing the research field. meanwhile, it is unfortunate that all the observed rais do not complete the move 1, which should be the basis for information in writing an introduction. the evidence is mentioned, of the seven ras, only four have step one, which is useful for explaining important terms of the research. five rais were identified containing step e, which stated a general claim in the research. this fact is related to the assumption statement of the writer to direct the reader to the focus of the research conducted. a total of three steps in move 1 missing in all rais analyzed are step b, step c and step d. all three have similar functions, namely explanations that support the research term that has been introduced. according to pjm theory, statements regarding government policy, a brief history, and geographical explanation must be included in the introduction. the students chose not to give a sentence that stated the thing to their rais. therefore, it can be concluded that move 1 there are no rais that have complete steps. the move 2 findings in all rais provide a good result because the description stated in all the steps. however, the facts found are that not all rais have these steps, which are segments that explain the establishing the research field. out of the seven rais, more than half of them includes a statement stating each step in move 2. in the analysis, four rais revealed statements that stated the introduction of the actual research. the other thing can also be seen that as many as four rais write statements expressing the identification of a research problem called step b in move 2. the lowest signal of this move is proven in step c that is only found in two rais. step c states that the results of the review carried out relate to knowledge of the research. not many signals are found in move 3, which is indicated by the few signals revealed. based on figure 4.1, these four steps are found in one rais. moreover, no signals have been found that lead to the step c statement in all of the rais. in fact, it is only one rais has been identified to express a statement that refers to the step a signal. step a in the introduction serves to declare a signal that is inconsistent in previous studies. in other words, this step represents a review of gaps from previous studies which in fact were not noticed by the other six writers. the same thing has found in step b, which is only found in one rais. this step aims to express statements that form claims from researchers on a research topic that has not been done before. the statement should be considered to provide consistent support for a research, but the fact happens in findings, the writer tends to ignore this part. in move 3 is not found at all is step c, which identifies the statement containing a claim or sentence about the topic of the research being carried out is essential to be investigated. this step is beneficial for giving justifying and convincing the reader that relevant research is necessary to conduct. the final findings in move 3 show that only one rai contains statements referring to step d. this step expresses a statement on rai that refers to the researcher's interest in conducting research. then it can be concluded that the findings in this segment get the least rank compared to the signals found in other moves. the final finding is the analysis of the rhetorical moves of move 4, which has the most signals of all steps owned by step a. figure 4.1 shows step a in move four is the step that most often appears on the rais of linguistics students. the statement regarding the introduction of research purpose appears almost at the end of the introductions section. this section provides clear research objectives to readers who previously discussed the justification of research. a total of six rais have been identified, which makes step a is one of the crucial aspects of writing the introduction section. the next signal is step b, which only appears on one rais. this step 147 provides a clue about the research problem. next, step c was also found in the same rais in the case of steps e and f. step d was found twice in the rais, which are the opposite of step g which was not found at all. the concept of rhetorical analysis called pjm is used in this research because it is better able to capture rhetorical signals that exist in indonesian rais. safnil (2010) formulated pjm in four communicative moves contained in indonesian rais. the finding that has been explained previously, in the rhetorical move theory called pjm purposed by safnil (2010) supports the results of research on seven research article introductions. in figure 4.1, it has been proven that all pjm indicators can be found in the seven rais except for the five steps in each move. additionally, pjm can describe the rhetorical move completely. the current research is carried out to reveal the quality of writing rais that can become potentially understandable at the international level. the completeness of each indicator makes an indonesian rai contain an explanation that can be conveyed effectively. nevertheless, the facts found by the current research provide a different description of each introduction. the theory of safnil (2013) rhetoric analysis used as an analysis of rais proves that some of these research articles have not contained complete moves. on the other hand, the length of the introduction section written by student linguistic programs does not guarantee a complete move. the moves contained in rais are mostly arranged in a sequence that insists they have sufficiently organized moves. from the previous research, alkarima (2019) conducted research using the concept of pjm involved rai written by indonesians. the results of the research stated that the rhetorical moves identified were in accordance with pjm indicators. however, not all of the four moves were found in the analyzed rais, which made the research show the same results. the similarity of the results of the research is incomplete moves and steps. in the alkarima findings, no step signals are found, but only analysis based on moves. the other results from alkarimas' findings also state that the majority found four or three moves in the rais. moves and steps on indonesian rais have also been investigated by sepni (2016) involving research articles in the medical field. the results of sepni's research show a similarity between the current research and her research. sepni (2016) research explains indonesian academics who write health research articles have a different percentage of pjm signals. the lowest percentage is move 3, which is 28%, which means these academics tend to miss the part of justifying the research being carried out. this fact is in line with the results of the current research, which showed three articles also unidentified move 3. the other research also showed different results that were conducted by muhtadin (2017). research by muhtadin (2017) involves indonesian rais written by academics in the field of law. in discussing the results of the research, muhtadin (2017) stated that the smallest percentage of his analysis was 48%, which stated move 1. the result is different from the results of the current research were academics in the field of law tend to pay less attention to establishing shared schemata. by considering the facts found in previous research, it can be concluded that graduate students in the linguistic master program have different patterns in rhetorical moves. additionally, the current research has a limited number of rais are examined. the limited access to all research articles cannot cover the majority of graduate students in the linguistic master's progra. this consideration needs to be done to get comprehensive coverage in order to get maximum data results. additionally, the discourse analysis in rhetorical moves requires an extended analysis time because the data must be read intensively and also intensive checkups to get the objective findings. 148 4. novelties the finding of this study can be a comparison for research in the field of scientific writing and also provide better knowledge of the rhetorical moves features specifically written by indonesian. this research can inspire future researchers to conduct this kind of research relatively used in discourse analysis. project justifying model (referred to pjm) has been established firstly by ahmad (1997) to identify non-native speaker rais. ahmad introduced the pjm analysis model on his dissertation that was used to analyze malaysian rais and his claims for the better rhetorical description of malaysian academics when writing ra introductions through pjm. 5. conclusion the introduction section written by seven students in the linguistic master program does not show the complete structure of the project justifying model. five steps do not appear at all in the research article introductions, and there are: moves 1 step a, step b, step c, step d; move 3 step c, and move 4 step g. research articles that have been published nationally do not guarantee to have excellent rhetorical skills. moreover, the length or the short writing of the introduction also does not guarantee the completeness of the rhetorical pattern. 6. acknowledgements with mercies and blessings, in the name of god, the writers would like to express the deepest gratitude for the blessing, so the writer could finish this thesis entitled “rhetorical moves in research article introduction of students of linguistics master program”. this work would not have been possible without the support of the supervisors dr. sri e. tabiati, m.ed, and mrs. hamamah, ph.d who have been guide, help, support, enthusiastic encouragement, and work of my research. indeed, also to writers’ lecturers at linguistics study program who taught more than the writer could ever give them credit here. references: agrawall, j. (2015). the analysis of rhetorical structures of research article introductions written by native and non-native english authors in the field of finance. george washington university. published by researchgate.com. journal article. ahmad, u. khair. (1997). scientific research articles in malay: a situated discourseanalysis, a ph.d. dissertation in the university of michigan, michigan: umi publication. alkarima, o. (2019). analisis retorika pendahuluan artikel jurnal indonesia bidang bahasa, sastra, dan pengajarannya. published in researchgate.com. journal article. holliday, a. (2007). doing and writing qualitative research, 2nd, sage, london. milles, matthew b., & a. michael huberman. (1994). qualitative data analysis second edition. sage publications. thousand oaks, california. 149 muhtadin. (2017). struktur retorika dan fitur linguistik bagian pendahuluan artikel jurnal penelitian berbahasa indonesia bidang ilmu hukum. kembara, 3(2), hlm 234-242. journal article. safnil. (2010). pengantar analisis retorika teks. bengkulu. fkip unib press, october 2006. safnil. (2013). a genre-based analysis on the introductions of research articles written by indonesian academic. teflin journal, volume 24, number 2, july 2013. journal article. sarwono. (2006). metode penelitian kuantitatif dan kualitatif. yogyakarta: graha ilmu. sepni, l. (2016). analisis struktur retorika dan fitur linguistik bagian pendahuluan artikel jurnal penelitian berbahasa indonesia dalam bidang ilmu kedokteran dan kesehatan. diksa, vol 2, no. 1. journal article. swales, j. m., & najjar, h. (1987). the writing of the research article introduction. written communication. 4(2), 145-171. journal article. swales, j. (2004). research genres: explorations and applications. cambridge: cambridge university press. swales, j. m. (1990). genre analysis: english in academic and research setting. new york. cambridge university press, 1990. journal article. biography of authors jevi mahardika, s.pd. was born in blitar on august 12th, 1992. he graduated his bachelor degree in the faculty of english language education, universitas brawijaya in 2016. he currently is completing his master degree in the linguistics master program in universitas brawijaya. email: jvmahardika@gmail.com dr. sri e. tabiati, m.ed, is a lecturer in brawijaya university, faculty of cultural studies, malang, indonesia, nip 19540129 198010 2 001 email: s.etabiati@gmail.com mailto:jvmahardika@gmail.com 150 hamamah, m.pd. ph.d. is a lecturer in brawijaya university, faculty of cultural studies, malang, indonesia, nip 19730103 200501 2 001 email: hamamah08@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 314—332 https://doi.org/10.24843/e-jl.2019.v13.i02.p10 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 314 speaking for academic purposes course: an analysis of language functions 1 sebastianus menggo, universitas katolik indonesia santu paulus ruteng 2 i made suastra, madesuastra@yahoo.co.id, universitas udayana 3 made budiarsa, made_budiarsa@yahoo.com, universitas udayana 4 ni nyoman padmadewi, nym.padmadewi@undiksha.ac.id, universitas pendidikan ganesha *corresponding author: sebastian.pradana@gmail.com received date: 10-02-2019 accepted date: 28-03-2019 published date: 31.-07-2019 abstract— speaking as the most demanding skill to be mastered in the esl/efl teaching context. this is caused by the prime priority of students who want to study english in order to be able to use english for communicative purposes. knowledge of language functions has a vital role in supporting a speaker to be more involved in the real interaction. the aims of this study are to identify and analyze the kinds of language functions and how their use in the speaking for academic purposes course. this study was conducted at universitas katolik indonesia santu paulus ruteng, flores. the data were taken from 33 english department students who were doing the english speaking exercises at the speaking for academic purposes course. the data were collected through observation, field note and recording during eight meetings on octobernovember 2018 and only language functions utterances of those respondents were analyzed. the recorded utterances are expected to be representative of the whole the language functions. utterances produced by respondents were recorded precisely by the researchers. the result showed that there are five types of language functions found, namely interactive function, informative function, manipulative function, motivative function and directive functions. those functions are reciprocal. speaking practitioners are suggested to provide the knowledge of language functions in the speaking learning process. keywords: academic-english speaking, language function, teaching 1. introduction become a competent english speaker is the prime orientation for many english as a foreign/second language (efl/esl) learners. english learners sometimes evaluate their success in the english learning based on how well they have improved in their spoken ability (leong & ahmadi, 2017). consequently, english teachers are expected to design the speaking activities which enable learners working together to share their thoughts, questions, ideas and solutions in a number of speaking tasks and exercises. those help the learners to develop and achieve their english communication skills (menggo, suastra, budiarsa & padmadewi, 2019). mailto:madesuastra@yahoo.co.id mailto:nym.padmadewi@undiksha.ac.id mailto:sebastian.pradana@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 314—332 https://doi.org/10.24843/e-jl.2019.v13.i02.p10 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 315 strong english speaking ability supports communication skill achievement (menggo, 2018). accordingly, speaking is viewed as a skill in conveying information, ideas or concepts to the interlocutor. menggo further claimed that strong speaking ability is not only determined by mastery of grammar but also how accurate and clear an english speaker produces the words, phrases, or sentence by sentence in the speech of information. in line with menggo’s finding, (imaniah & dewi, 2017) claimed that the achievement of speaking ability is indicated by how a speaker is able to convey information or message both verbally and non-verbally to the interlocutor clearly and acceptably. they further describe that in terms of linguistic competence, a speaker is strongly advised to possess the lexicon production, morphology, syntax, semantics, the phonetics, phonology insights, and a sundry of language functions such as emotive, informative, referential, phatic, conative, and so forth in supporting the acceptableness of the utterances produced in the real communication. knowledge of language functions enables an english speaker to be actively involved in the real communication. it helps a speaker to describe the certain concepts or ideas present in the speaker’s mind and express name of things and describe processes in the outer world (parpalea, 2011). on the contrary, parpalea affirmed that communication could hardly be successful unless the utterance was accompanied by certain concepts of language functions. previous researches about language functions have been integrated in daily life, including in the speaking courses (lestari, suastra, pastika & sedeng, 2017; tribus, 2017). they claimed that knowledge of language functions can help the english learners to enhance their english speaking competence and become more participative in a number of language activities. knowledge of language functions affects the english communicative competence. although previous researches present convincing evidence that knowledge of language functions must be provided by speaking practitioners in order to cope better toward learners’ communicative competence, promote learners’ learning outcomes, stimulate learners’ interest and to raise their attention on the application of language functions in producing the utterances (azizifard & jalali, 2012), the concept of language functions in the speaking for academic purposes course has not been strongly supported by recent language functions in the speaking courses research findings. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 314—332 https://doi.org/10.24843/e-jl.2019.v13.i02.p10 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 316 while the assumption that concept of language functions in the speaking for academic purposes is an essential factor for learners’ success in the communication achievement, including metaphorical expressions, such as informational function, expressive function, directive function, pathetic function and aesthetic function ( sarwadi, yadnya, beratha & puspani, 2019). in this paper, the concept of language functions in supporting learner’s communication achievement is highly supported. two studies have provided evidence that concept of language functions in the speaking courses is vitally important for success in the communication skill demand (lestari, 2017). she found out that there are six types of the language functions in promoting learner’s communication ability, namely permissive function (to soften utterances, to avoid repetition, and to adjust intonation); interactive function (to greet, to have small talks, and farewell); informative function (to introduce, to show, to state, to explain, to ask, to agree, to reject, and to confirm); persuasive function (to offer, to promise, to suggest, and to persuade); directive function (to tell, to order, and to request) and indicative function (to praise, to complain, to thank, and to apologize). this aligns with research finding conducted by dickinson (2013) who claimed that four major functions of language in terms of oral communication, they are, to manipulate situations, to assert individual identity, to assert group identity and to connect the meaning and structure of the discourse. those functions play important role in the achievement of oral communication ability. research problem reference to the aforementioned, the researchers formulated the research question as follows: what are the types of language function used in the speaking for academic purposes course? research objective based on the research problem above, the researchers attempted to identify and analyze the types of language functions and how their use in the speaking for academic purposes course. 2. theoretical framework 2.1 speaking for academic purposes course the ministry of research, technology and higher education of the republic indonesia has legalized indonesian qualification frameworks which aim to manage indonesian qualification standards for higher education throughout indonesia. an indonesian qualification framework has e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 314—332 https://doi.org/10.24843/e-jl.2019.v13.i02.p10 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 317 categorized three types of speaking subjects include informal speaking, formal speaking and speaking for academic purposes (kemenristekdikti, 2012). the learning outcome of informal speaking is students are able to speak english at the pre-intermediate level in informal interaction settings, formal speaking encourages students to be able to speak english in the formal interaction settings. then, speaking for academic purposes students are boosted to speak english at the advanced level fluently, accurately, and acceptably by using a several of language functions in formal activities. this research merely focused on the speaking for academic purposes. the understanding of language functions can motivate, involve and help students to think and learn based on this advance outcome. learners unaware of the importance of talk for learning may think of talk as just usual chat – and learning falls away as they slip into social talk. this notion engages speaking skill is significantly to be mastered by esl/efl learners (harmer, 2007: 123). further harmer said that speaking is a skill to convey thought, idea or opinion precisely toward interlocutor. similarly, kayi (2006: 1) defines speaking as the process of building and sharing meaning through the use of verbal and non-verbal symbols in a variety of contexts. moreover, celce-murcia (2001: 112) states that speaking is a mean of communication in which there are two ways relationship between speakers and listeners, which has certain purposes either in social life interaction or pedagogy of the classroom interaction. tarigan (2015:16) defines speaking skill as an ability to verbalize articulation sounds or words to express, convey thought, notion and feeling. a speaker is sued to convey the thought effectively; therefore she/he must understand what will be communicated. a speaker must be able to evaluate his/her communication effect toward interlocutor and know the basic principles in the communication either generally or personally. then, atkinson (1985) said that speaking is a skill in conveying information, ideas or concepts to the listener. a speaker is strongly suggested to understand some important components to make the message ca be easily understood by interlocutor, such as (1) the utterance or pronunciation of speaker should be clear and accurate; (2) conveying the ideas must be in the complete sentences. it must be clear the position of main idea and supporting ideas in the utterance; (3) a speaker must be able to develop main idea by providing the examples; (4) the utterances delivered are in line with interlocutor’s e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 314—332 https://doi.org/10.24843/e-jl.2019.v13.i02.p10 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 318 cognition rank; and (5) a speaker may use verbal and non-verbal communications in assisting interlocutor’s comprehension. in achieving the learning outcome of speaking for academic purposes course, a speaker should understand micro and macro skills of speaking itself (brown, 2004:142-143). brown further described about micro skills in speaking are (1) speaker is able to produce chunks of language of different lengths, orally producing differences among english phoneme and allophonic variants; (2) be able to produce english stress pattern, words in stressed and unstressed position, rhythmic structure, and intonation contours; (3) be able to produce reduced forms of words and phrases, using and adequate number of lexical units (words) in order to accomplish pragmatic purposes, producing fluent speech at different rates of delivery; (4) be able to monitor one’s own oral production and use various strategies devices-pauses, filler, self correction, backtracking to enhance the clarity of the message; (5) be able to use grammatical words lasses (noun, verb, etc), system (e.g. tense, agreement, pluralization, word order, pattern, rules, and elliptical forms; (6) be able to produce speech in natural constituents in appropriate phrases, phrases, pauses group, and sentences, expressing a particular meaning in different grammatical forms; (7) be able to use cohesive devices in spoken discourse. moreover, the macro skills in speaking are (1) speaker is able use appropriate styles, registers, implicature, redundancies, pragmatic conventions, and conventions rules, floor keeping and yielding, interrupting, and other sociolinguistics features in face to face conversations; (2) be able to convey the links and connections between events communicate such relations as focal and peripheral ideas, events and feeling, supporting ideas of new information and given information, generalization and exemplification; (3) be able to use facial features, kinesics, body language, and other nonverbal cues along with the verbal language to convey meanings; and (4) be able to develop and use a battery of speaking strategies, such as emphasizing key words, rephrasing, providing a context for interpreting the meaning of words, appealing for help, and finding how well one’s interlocutor is understanding other. 2.2 language functions the achievement of speaking skill ability as stated is needed to be propped by the understanding of language function. knowledge of language function is believed as strong basis for a speaker to achieve his/her speaking ability. brown (2007: 223) said that prime function of e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 314—332 https://doi.org/10.24843/e-jl.2019.v13.i02.p10 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 319 language function is to know the goal which wants to be achieved with that language, for example expressing, asking, responding, greetings, saying farewell, and so forth. linguist jakobson (1987: 65-72) classified six types of language functions, namely emotive, conative, referential, poetic, phatic and metalingual. these language functions refer to addresser, addressee, context, message, contact and code. jakobson further affirmed that there is inter-dependency among functions in producing the utterances. nevertheless, there is an opportunity to appear a certain function in the real interaction. language functions in this research refer to language functions proposed by leech (1974), namely (1) informational function which is used for conveying information; (2) expressive function which is used for expressing feelings of a speaker; (3) directive function which is used for getting interlocutor does something for a speaker; (4) aesthetic function which is used for describing the language itself, example in the poems; and (5) phatic function which is used for maintaining the interaction between participants. these five types of language functions always used in daily life which refer to (1) subject matter; (2) speaker; (3) interlocutor, (4) media used and (5) message delivered. 3. research method the design of this study was descriptive-qualitative. the population of the research was 66 students from two classes who enrolled in speaking for academic purposes course at the english department of universitas katolik indonesia santu paulus ruteng, flores. a total of 33 students at this college were selected as sample by using purposive technique. the data were collected through observation, field note and recording. the recording was done during respondents practicing the english speaking exercises at the speaking for academic purposes course. this data collection was taken during eight meetings from october december 2018 and only language functions utterances of those respondents were analyzed. researchers observed, noted and recorded precisely the variety of utterances produced by respondents. the data obtained categorized according to the language function. 4.result and discussion students’ oral conversations during eight meetings from october – december 2018 in the speaking academic purposes course were used as source of data used by the researchers in analyzing the language functions. speaking exercises data were described inductively, where a e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 314—332 https://doi.org/10.24843/e-jl.2019.v13.i02.p10 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 320 sundry of the language functions analyzed based on participants’ utterances. there were five types of language functions found in the speaking for academic purposes manuscript, namely interactive function, informative function, manipulative function, motivative function and directive function. there was found the inter-dependency of those language functions in the real interaction. each of those can be described as follows. 3.1 interactive function the aim of this function is the inter-relation between participants. the data below were taken from the first and second speaking exercises about religion tolerance and teenager’s life style topics which uttered by five participants. data 1 maria : hello yuven, good morning. yuven : good morning maria. how are you this morning? maria : yah… fine. what about you? yuven : everything is running well for me. maria : oh…. i am pleased to hear that. yuven, do you mind discussing about global awareness on the religion tolerance? yuven : oh…that is a great idea. i like it. the conversation at first exercise above contained interactive language function between maria and yuven which has been attained in the greetings function form. “hello” and “good morning” uttered by maria to begin her conversation to yuven. this greeting form as an example of interactive function. data 2 matilda : hello good morning, yovita and patrisia. how are you? yovita : good morning matilda, i’m fine. patrisia : good morning matilda, i’m okay. what about you? matilda : i’m fine too. matilda : alright. do you agree if we discuss the teenager’s life style topic? yovita : yes, i do. patrisia : wow…that is very nice topic to be discussed, matilda. the conversation at second speaking exercise contained interactive function between participants which has been attained in the greetings function form. this is also strengthened by data at the third and fourth speaking exercises as follows. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 314—332 https://doi.org/10.24843/e-jl.2019.v13.i02.p10 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 321 data 3 natalia : hello mario, good morning. how are you? mario : good morning natalia. i am good. and you? mario : not so bad. well, natalia would you like to tell me your financial management strategy? i mean how you manage your money in your daily life. natalia : oh…it is quite difficult telling you the way how i did. mario : please sister, i want to know and follow the way you manage it. natalia : i can’t tell it to you. i have limited budgeting in my life, what can i share it to you? mario : i understand it but you never complaining the money in your daily life. please sister, share it! data 4 rikardus : hello imelda, good morning. imelda : morning rikardus. how are you this morning? rikardus : yah… i am fine. what about you? lmelda : i am fine too. rikardus : that’s good. imelda, would you mind telling me your planning after the graduation from this college? imelda : alright. let me tell you. the third and fourth data above are direct conversations of four participants in practicing personal financial management strategy and entrepreneurship. participants used “hello” and “good morning” to begin the conversation and create formal situation, flexible and intimate atmosphere. interrogative sentence “how are you this morning?” indicates the hospitality between participants in asking their colleagues’ information in that morning. indeed, the use interrogative sentence is courteous talk and introductory before focusing on their prime conversation. the interlocutor is not sued for responding by using the complete sentence, such as “i am fine this morning”. it may be answered by saying “fine” or “good” and their interlocutor may also re-ask by saying “how about you?” or “and you?”. greetings functions which categorized into interactive function are also found in the fifth and sixth speaking exercises below. the participants used those utterances in beginning their conversation. data 5 ivon : hello onis, good morning. you okay this morning? onis : morning. yah..as you see, ivon. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 314—332 https://doi.org/10.24843/e-jl.2019.v13.i02.p10 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 322 ivon : alright. onis, we discuss about civic literacy. okay? onis : yah… data 6 thomas : hey delfiani, good morning. delfiani : morning thomas. how are you? thomas : yah… fine. you? delfiani : fine too. thomas : delfiani, do you agree discuss civic literacy on a good citizenship topic? delfiani : wow…that’s good. i like it. thomas : thank you very much delfiani. so, what are your thoughts on how to be a good citizen in indonesia? the data from the first up to the sixth as stated were obtained from the learning process of english for academic purposes course. those processes occurred on october and november 2018 at 9.30 until 11.10 a.m. in the chomsky 1 room. the participants used the interlocutor’s first name indicates their hospitality and they have known each other. all of the above data contained greetings function and courteous function which can be categorized into interactive function. interactive function is used as a tool for the interaction. this function can be run effectively if a speaker and interlocutor understand the circumstance that allow them to interact (halliday, 1973: 22-45). similarly, ambrosio, binalet, ferrer and yang (2015) claimed that circumstance affects to the interaction between participants. they further described that interactive function enable speakers can interact with their interlocutors in sharing their ideas, collaborate on how they will accomplish their task and use language to maintain conversation. language variation, such as formal (good morning), informal (yah...fine) at the first exercise, politeness (well, natalia would you like to tell me your financial management strategy?) at the third exercise and other variations can be used in running the interaction. 4.2 informative function informative function aims to share information which implemented in explaining function and expressing function forms. expressing function refers to conveying the intention or speaker’s wish which generally implemented in the declarative form. the data below as e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 314—332 https://doi.org/10.24843/e-jl.2019.v13.i02.p10 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 323 examples of expressing function which was done by participants at speaking exercise of speaking for academic purposes course. data 7 ronal : hello nur, good morning. nur : good morning ronal. how are you? ronal : i am fine. what about you? nur : i’m fine too. ronal : i’m pleased to hear that. nur, you look younger than your age. do you have special treatment to keep your health that younger than your age? nur : are you serious? ronal : yes of course nur, i’m serious. can you share it? nur : definitely i share it. ronal : that’s good. nur : i really love my body. that’s why i have physical sport and yoga schedule. for my physique health, thirty minutes in every morning i have jogging habit and i run this consistently and regularly. besides i finish homework routineness in helping my parents’ activities and consuming a lot of freshwater which to have within alkaline. meanwhile, twice a week i run yoga at my own house. i spend 2 hours for each yoga activity. finally, i’m able to keep my physique and mental health care equally. thank you very much. ronal : wow…proud of you nur. nur : yeah, that’s mine. what about you? ronal : what do you mean freshwater within alkaline, nur? nur : alkaline means water tester. it is better for measuring water’s potential hydrogen (ph) before you consume it. more than 7,6 ph means your freshwater good for your metabolism processing in your body. nur : is it clear for you? ronal : yes nur. thank you. nur : your turn, please! ronal : sorry nur, i can’t do it. nur : hei, brother? you can speak whatever you have. ronal : alright. let me speak. the above data indicates speaker’s wish toward interlocutor’s strategy in keeping her health. the sentence use in the interrogative form, that is “do you have special treatment to keep your health that younger than your age?”. this sentence indicates to the interrogative function and conveying the speaker’s wish. nur then responds with short interrogative sentence, that is “are you serious?” then answered by ronal with declarative sentence “yes of course nur, i’m serious”. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 314—332 https://doi.org/10.24843/e-jl.2019.v13.i02.p10 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 324 it also indicates to the implementation of ensuring function with the sentence uttered by nur “definitely i share it” or to confirm toward ronal’s wish over health strategy run possessed by nur. nur then explains her strategy by using the sentence “for my physique health, thirty minutes in every morning i have jogging habit and i run this consistently and regularly.” nur further explains to ronal about the strategy in keeping her physique health by using the sentence “besides i finish homework routineness in helping my parents’ activities and consuming a lot of freshwater which to have within alkaline. meanwhile, twice a week i run yoga at my own house.” by listening well-explanation given by nur, ronal responds nur by using the sentence “wow…proud of you nur.” then ronal further gives interrogative sentence due to want to know in detail about nur’s strategy by using the sentence “what do you mean freshwater within alkaline, nur?”. nur re-explains to ronal “alkaline means water tester. it is better for measuring water’s potential hydrogen (ph) before you consume it. more than 7,6 ph means your freshwater good for your metabolism processing in your body.” at the end of their conversation, the ensuring function uttered by nur by using an interrogative sentence “is it clear for you?” informative function facilitates information transfer to what kinds of information are transmitted. this is equal with explaining function, that is to share what types of information should be delivered. the understanding of these two functions strongly indicated that language functions are inter-depended with other types, such as persuasive, indicative, manipulative and motivative (redhead & dunbar, 2013; lee, choi & marqués-pascual, 2016; lestari, 2017 ). 4.3 manipulative function this function refers to the explaining function that a speaker is asked to be able to manipulate his/her language inadequacy. the following data below indicates the implementation of manipulative function. data 8 ivon : can you start to present your idea? onis : well, i think…a…a…good governance contribute to people life. the consequence, we need to have the strong and what i mean is…a…a…eligible leader (local, province, national).eligible leader...a…how you call it… covers the ideology of transparency, accountability, equality, controlling, and knowledgeable of government administrative systems. ivon : oh…amazing notion onis. thank you very much. onis : thank you but i have the limitation of vocabulary and topical knowledge. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 314—332 https://doi.org/10.24843/e-jl.2019.v13.i02.p10 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 325 ivon : oh…don’t mention it, you have done it well. onis : your time ivon, telling me your opinion on good governance. ivon : okay…let me tell it to you. as stated, onis uses the sentence “well, i think…a…a…” which indicates a diplomacy related to his lacking of fluency, idea and vocabulary. indeed, the function of this sentence only to maintain positive image of his fluency and topical knowledge. in his further narration, onis re-uses the sentence “what i mean is…a…a…” which indicates toward diplomacy function on his vocabulary limitation. then, at the end of his narration, he re-appears manipulative sentence “…a…how you call it” which orientated to the same thing. the implementation of manipulative function as stated is re-strengthened by conversation data at the continuing of the sixth speaking exercise below. thomas : delfiani your time. would you like presenting yours? delfiani : yeah…, how to be a good citizen is top issue to be discussed. to my mind, a good citizen is..a…what we say…indicated by awareness of the rights and obligations for each a citizen. rights and obligations cannot be separated. each citizen is suggested to realize his/her obligations toward the state. i.e. income tax, sales, property, real estate tax, obligation toward state and local norms, etc. tax given engages the government to finance all the infrastructures demanded. meanwhile norms provided for engaging citizen’s social life. another is right or…a…that’s mean…a…privilege. it is state’s responsibility to guarantee citizen’s safety life such as education access, excellence healthy care, retirement, and so forth. thomas : wow…excellent delfiani! delfiani : any comment? thomas : no. thank you. delfiani : great. thank very much. your turn, please!. you would be better than mine thomas : alright. let me try it. in presenting the topic discussed, delfiani uses manipulative utterance “is…a…what we say…” which indicates her vocabulary limitation to continue her conversation. this sentence is used only for getting the impression as if delfiani is fluent and having sufficient vocabulary. manipulative utterance is re-produced at the end of her presentation by using the sentence “another is right or…a…that’s mean…a…privilege.” delfiani does not know to express the appropriate synonym of “right” term but she does not stop by assistance the manipulative utterance “a…that’s mean…a” for covering her limitation of vocabulary knowledge. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 314—332 https://doi.org/10.24843/e-jl.2019.v13.i02.p10 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 326 based on the above data and continuation of the sixth speaking exercise, it may be concluded that the aim of manipulative function is to seek the compensation on the limitation of fluency aspect in the oral communication. manipulative function is also related to the other language functions, such as permissive, informative and indicative. manipulative function refers to the forming impression on fluency that as if a speaker still has an idea in continuing the communication (akwanya, 2015). a speaker is being diplomatic toward the limitation of idea at his/her mind and attempts to negotiate the pragmatic meaning for the utterances produced. 4.4 motivative function motivative function is frequently used by participants in a number of speaking exercises at the speaking for academic purposes course. the following data indicates the implementation of motivation function as described below. data 9 ivon : can you start to present your idea? onis : well, i think…a…a…a good governance contribute to people life. the consequence, we need to have the strong and what i mean is…a..a…eligible leader (local, province, national). eligible leader...a…how you call it… covers the ideology of transparency, accountability, equality, controlling, and knowledgeable of government administrative systems. ivon : oh…amazing notion onis. thank you very much. onis : thank you but i have the limitation of vocabulary and topical knowledge. ivon : oh…don’t mention it, you have done it well. onis : your time ivon, telling me your opinion on good governance. ivon : okay…let me tell it to you. ivon used the proper interrogative sentence “can you start to present your idea?” although there is inappropriate diction (start). the word ‘start’ might be replaced by the word ‘begin’. however, onis still responds that sentence to begin his idea in the conversation. there was limitation found when he presented his idea as given in the sentence “well, i think…a…a…good governance contribute to people life” which must be “well, i think a good governance contributes to people’s life”. the lacking of fluency is also found in onis’ further sentence “the consequence, we need to have the strong and what i mean is…a…a…eligible leader (local, province, national). eligible leader...a…how you call it…” which must be “the consequence, we need to have the strong and eligible leader (local, province, national). eligible leader covers the e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 314—332 https://doi.org/10.24843/e-jl.2019.v13.i02.p10 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 327 ideology of transparency, accountability, equality, controlling, and knowledgeable of government administrative systems” the limitation of the oral communication components performed by onis was still getting motivative utterance from ivon by producing this sentence “oh…amazing notion onis. thank you very much”. then he refuses that utterance by using the sentence “thank you but i have the limitation of vocabulary and topical knowledge” but ivon does not stop encouraging onis to practice english continuously by re-producing motivative utterance “oh…don’t mention it, you have done it well”. data on the continuation of the sixth speaking exercise also re-strengthens the implementation of motivative function as produced by thomas toward delfiani’s presentation through this sentence “wow…excellent delfiani!”. there was limitation of difficulty when delfiani delivered her idea. delfiani asked to thomas by using sentence “any comment?” and thomas answered “no. thank you” then delfiani gave chance to thomas to deliver his notion about the same topic by using motivative utterance “great. thank very much. your turn, please!. you would be better than mine” motivative utterances were also found in the following data as described below. data 10 agnes : hello yakobus, elisabeth, good morning. yakobus : good morning agnes. elisabeth : good morning agnes. agnes : well. yakobus and elisabeth, i would like asking your idea on health service you ever experienced. yakobus : that’s good. elisabeth : alright. i like discussing it. agnes : oh….that’s great friends. so, who is a first speaker? yakobus or elisabeth? yakobus : elisabeth first. agnes : hello, elisabeth? your turn to present, please! let us listen to elisabeth’s point of view. elisabeth : okay. health service is a...a…serious a..problem in our place. government built health service stages in almost places in indonesia from remote areas to the cities, such as a health clinic, public health center, and hospital. but…a… human resources,such as a…a…doctor, midwife, nurse, lab.analyst are not there. yakobus : well done, elisabeth. agnes : excellent presentation, elisabeth. elisabeth : thank you very much. your time please! e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 314—332 https://doi.org/10.24843/e-jl.2019.v13.i02.p10 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 328 the above data indicates the implementation of motivative function, as produced by yakobus and agnes. yakobus praises elisabeth by using a sentence “well done elisabeth”. likewise agnes encourages elisabeth’s presentation by using the sentence “excellent presentation, elisabeth” although there was still found the limitation of fluency when elisabeth delivered her idea. elisabeth produced a lot of pauses as given in the data described. based on the data given at the continuation of the fifth exercise, sixth and eighth exercise, it may be concluded that motivative functions aims at how to encourage participants to practice english continuously although they have the limitation toward the aspects of oral communication. motivative function refers to the tolerance toward the limitation of semantic, grammar, vocabulary and fluency toward utterances produced by a speaker. indeed, a speaker is sued to fulfill some important aspects in the oral communication, namely grammar, vocabulary, comprehension, fluency and pronunciation (brown, 2004: 171-172; mckay, 2007). 4.5 directive function directive function is frequently used by participants in their english speaking exercises. this function is not only implemented in the imperative form or affirmative but also frequently refined in the interrogative form as given in the following data. data 11 maria : could you give me your opinion on the religion tolerance? yuven : yes of course. personally speaking, i believe that religious belief is mankind’s choice and we must respect the diversity of religion celebration. what do you think? maria : well, it seems to me that intolerance of religion endangers our democracy and society disarrangement in our country. yuven : that’s not the way i see it. religion tolerance as source of the unity.you see, how christian respect moslem’s celebration and vice versa. maria : oh… awesome! maria : ok, so what are your thoughts on religion intolerance occur in certain places in the world? yuven : well, i think that happens less of tolerance values. we need to promote respect the diversity on the religion celebration. you with me? maria : yes, i do but how do we promote it? yuven : welcoming all people who come to our place and let them celebrate their own religion’s celebration maria : only that one? yuven : i don’t think so. if you are a moslem fellow, you may give christmas card for christian maria : thank you very much yuven. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 314—332 https://doi.org/10.24843/e-jl.2019.v13.i02.p10 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 329 yuven : you’re welcome. the above data shows that, maria is asking yuven’s opinion on the topic they are discussing by using modals ‘would’ in the sentence “would you give me your opinion on the religion tolerance?” which the usage of modals ‘could/would’ is more polite than ‘can/will’. although there is no social status difference that maria is higher than yuven. then, yuven affirms that sentence by producing a certain utterance “yes of course”. yuven re-asks maria to give her opinion by using interrogative sentence “what do you think?” and maria responds by producing the sentence “well, it seems to me that intolerance of religion endangers our democracy and society disarrangement in our country.” asking function is re-strengthened when maria uses interrogative sentence “ok, so what are your thoughts on religion intolerance occur in certain places in the world?” yuven responds by using the sentence “well, i think that happens less of tolerance values. we need to promote respect the diversity on the religion celebration. you with me?” as data stated, it may be concluded that directive function aims to make the interlocutor does something wished by a speaker. speaker affects the hearer’s comportment (leech, 1974: 4749). 4. novelties after analyzing the conversations done by participants, the researchers found the new two types of language functions, namely manipulative and motivative. these functions have a vital role in the achievement of participant’s functional communication. manipulative and motivative function can be identified as a great tactic for a speaker in covering his/her lacking of vocabulary, grammar, fluency, comprehension in making paraphrasing and topical knowledge. these two functions are also cannot be separated from other types of language functions, such as interactive, informative, directive and so forth. the understanding of language functions enables speakers to have the functional communication and cope better with the communication problems they encounter in their interaction. 5. conclusion the prime function of language in everyday contexts is concerned broadly with the social life. there is inter-dependency between function of language and human’s life. human is enabled to convey the information to each other or request services of some kind in a variety of e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 314—332 https://doi.org/10.24843/e-jl.2019.v13.i02.p10 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 330 situations. there are five types of language functions used in a sundry of exercises at the speaking for academic courses, such as interactive function, informative, manipulative, motivative and directive function. those functions are inter-depended in supporting functional communication based on the situation needed. speaking instructors are suggested to provide concept of language functions in their english speaking process. references: akwanya, a. n. 2015. literature and the possibilities of language function. journal of studies in social sciences, 11 (2), 233-254. ambrosio, y. m., 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(serial online), november., [cited 2017 october 29]. available from: http://iteslj.org. kemenristekdikti. 2012. kerangka kualifikasi nasional indonesia. jakarta: kementerian, riset, teknologi dan pendidikan tinggi. mckay, p. 2007. assessing young language learners. cambridge: cambridge university press. menggo, s. 2018. english learning motivation and speaking ability. journal of psychology and instructions, 2( 2), 70-76. menggo, s., suastra, i. m., budiarsa, m., and padmadewi, n. n. 2019. needs analysis of academic-english speaking material in promoting 21st century skills. international journal of instruction, 12(2), 739-754. https://doi.org/10.29333/iji.2019.12247a parpalea, m. 2011. the functional approach in german linguistics: philology and cultural studies. journal transilvania univeristy of braşov, 4 (2), 115-122. redhead, g. and dunbar, r. i. m. 2013. the functions of language: an experimental study. evolutionary psychology journal, 11(4), 845-854. sarwadi, s., yadnya, i. b. p., beratha, n. l. s., and puspani, i. a. m. 2019. function and meaning of metaphors in the palm-leaf manuscript of cilinaya written in sasak language and its translation. e-journal of linguistics, 13 (1), 43-55. https://doi.org/10.24843/ejl.2019.v13.i01.p05 tarigan, h. g. 2015. berbicara sebagai suatu keterampilan berbahasa. edisi revisi. bandung: angkasa. tribus, a. c. 2017. “the communicative functions of language: an exploration of roman jakobson’s theory in tesol” (thesis). brattleboro, vt: sit graduate institute. 6. acknowledgements the researchers would like to gratefully acknowledge the indonesia endowment fund for education (lpdp) and rector of universitas katolik indonesia santu paulus ruteng, flores for their support and grant given in finishing this research. sebastianus menggo was born in urang, 02 october 1980 and received his undergraduate degree of english education at kanjuruhan malang university in 2015, post graduate of english education at universitas pendidikan ganesha singaraja in 2013 and doctorate of linguistics at udayana university denpasar in 2019. sebastianus menggo is an english lecturer at department of english education, universitas katolik indonesia santu paulus ruteng, flores since 2005. he has participated in a number of national and international conferences, academic workshops and published many proceeding articles and journal articles either national, national reputation or international and international reputation. recently, sebastianus has blessed two children, benedicto chrisetia pradana (15 http://iteslj.org/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 314—332 https://doi.org/10.24843/e-jl.2019.v13.i02.p10 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 332 years old) and clementine dwisunia novembry (12 years old) from the marriage with beloved wife dr. sabina ndiung, m.pd. e-mail: sebastian.pradana@gmail.com i made suastra is a professor in sociolinguistics at universitas udayana, denpasar, indonesia. he received his postgraduate diploma in tefl, master in applied linguistics from sidney university in 1988 and his doctorate in linguistics from la trobe university in 1996. his research interests include a wide range of topics related to linguistics and applied linguistics. he has supervised many theses and doctorate dissertations. he has participated in numerous national and international conferences and has written a lot of articles. e-mil: madesuastra@yahoo.co.id made budiarsa is a professor in sociolinguistics at universitas udayana, denpasar, indonesia. he received his master in linguistics from sidney university in 1988 and his doctorate in sociolinguistics from universitas gaja mada, yogyakarta, indonesia in 2006. his research interests include a wide range of topics related to linguistics. he has supervised many theses and doctorate dissertations. he has participated in a number of national and international conferences and has written a lot of articles. e-mail: made_budiarsa@yahoo.com ni nyoman padmadewi is a professor in sociolinguistics at universitas pendidikan ganesha, singaraja, indonesia. she received her master in english education from macquarie university in 1993 and her doctorate in sociolinguistics from udayana university in 2005. her research interests include a wide range of topics related to linguistics. she has supervised many theses and doctorate dissertations. she has published many articles and books and actively participated in national and international conferences and academic workshops. e-mail: nym.padmadewi@undiksha.ac.id mailto:sebastian.pradana@gmail.com mailto:madesuastra@yahoo.co.id mailto:made_budiarsa@yahoo.com mailto:nym.padmadewi@undiksha.ac.id sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 1, january 2023, pages: 108--113 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i01.p13 108 forming of word in justin bieber’s song titled “baby” 1 m. haddad al qusyoi ar, 2 emeliya sukma dara damanik, 3 rafadila asty, 4 t zunita miha sy 1234 uinsu, indonesia, email: 1 haddadqusyoi@gmail.com, 2 emeliya@uinsu.ac.id, 3 tanjungdila05@gmail.com, 4 mihatengkuzunitamiha@gmail.com article info abstract received date: 5 april 2022 accepted date:11 april 2022 published date: 31 january 2023 keywords: lyric, song, justin bieber, word formation this study aims to analyze the word formation that researchers have found in the lyrics of justin bieber's song entitled baby. the method used by the researcher is a qualitative research method, where the researcher investigates the formation of words in the lyrics of justin bieber's song entitled baby. the data is taken from data sources, namely from justin bieber song lyrics in the browser. the results of this study are the researchers found five types of forming of words, namely three words from clipping, six words from compounding, one word from blending, one word from coinage, and one word from inflection in the lyric of justin bieber’s song entitled baby. 1. introduction this article discusses language along with its assumptions for conducting analysis language later to be featured in this article. language is usually related to (syntax), (phonetics) and (pragmatics). language is often associated with words, phrases, vocabulary, in order to communicate with people to convey messages and something to be said. without language, humans may not be able to communicate, they may only use signs as a sign that they are communicating or interacting with others. that way, humans need language for communication in everyday life. language is a communication tool for human survival to create an interaction that is familiar, easy to understand, with the production of sounds, such as morphemes, words, or sentences conveyed. with language, humans can express themselves to express what they want to say. (smyth, jacobs, & rogers, 2003). according to (giles, coupland, & coupland, 1991) when someone communicates, it means that someone is show willingness to interact using language; can also use slang, where they understand each other the meaning of the language. communication is the way a person conveys messages, meanings, or rules that he wants to convey through sound, signs, and other kinds. in human life, that communication cannot be kept away even for 1 second, there must be communication going on. there are also some people who communicate using slang. as if they understand each other what is being communicated. the slang is often used as material or material or language that is exhibited to someone when they are communicating. usually teenagers, they use a lot of slang in their interactions. there are even "mothers" who often use slang as their language when they are together. 109 2. research methods in this study, we as researchers used a qualitative method. qualitative method also examines something in depth to get a new conclusion. qualitative research is an investigation process using the opinions of individuals about social reality in the form of meaning or interpretation of each individual itself, which opinion is only temporary and depends on the situation. the dominant methodology to find a clear meaning or interpretation is by studying many cases or facts in the field or looking for a fact that can be seen clearly. (awasthy, 2019). qualitative method is more suitable to be used in this study because researchers are looking for the forming of words in justin bieber's song. the data in this study is the forming of words in justin bieber's song entitled baby. researchers chose singer justin bieber because he is one of the most famous musicians with his songs that are very pleasant to listen to and his songs are relatable to the love life of teenagers. in justin bieber's song lyrics, there are several forming of words. researchers collected data based on the lyrics in justin bieber's song taken from the browser. after that the researcher wrote, then the researcher analyzed the justin bieber song that we had chosen, namely baby, after that categorizing the words that have forming of word according to the types of forming of word, then the researcher explained the words in the song lyrics related to the forming of the word. based on the explanation above, the researcher found the problem of the study, it is "what types of forming of words are in justin bieber's song titled baby? 3. discussions word forming is something that studies words in which it deals with the rules in the formation of words in each particular language. word forming also has a relationship with affixation which is a problem in morphology. (asbah & nurhayati, 2019). in this study, researchers found and observed the forming of words in justin bieber's song "baby". in this song describes the story of a teenager who broke up from his first love and he tried to return to repair their love relationship. the song was released on january 18, 2010, and is one of the most watched music videos on the youtube platform as well as one of justin bieber's most popular songs throughout his career. in justin bieber's song baby, the researcher found five types of forming words, namely three words from clipping, six words from compounding, one word from blending, one word from coinage, and one word from inflection. clipping clipping is a word formation process which is done by cutting or removing from the words but does not change the meaning of the word. for the example, the word eatin' is eating, the word syst' is system. the following are some of the word formation processes of justin bieber's song ‘baby’. 1. losin': the word losin' is a slang word, which comes from losing. the word losing is included in clipping because it has shortened the original word, but this word is cut from the spelling 'g'. this process takes the form: losing losin + (') = losin'. 2. 'til: the word 'til is a slang word, which comes from until. the word until is included in clipping because it has shortened from the original word, but this word is cut from the spelling 'un'. this process takes the form: until (') + til = 'til. 3. 'cause: the word 'cause is a slang word, which comes from because. the word because is included in clipping because it has shortened from the original word, but this word is cut from the spelling 'be'. this process takes the form: because (') + cause = 'cause. 110 after the researchers found the example of the word clipping above, it can be seen that all the words have quotes at the beginning and at the end of the word, because in the letter there are letters that are cut off. blending blending is the process of combining two words into the word. for example is eurasia, which is a combination of two words, namely europe and asia. in the following, the researchers found the word blending in justin bieber's song, entitled ‘baby’. the word "ain't", consists of two basic words, first "ain" namely am, are, is, second "not". then it can be 'am' and 'not', 'is' and 'not', or 'are' and 'not'. inflection inflection is the process of forming words by adding the suffix 's' at the end of the word. example: she loves to read the book; she cooks fried chicken in the kitchen. the following researchers found the word inflection contained in justin bieber's song entitled 'baby'. the researcher makes these examples in sentences; she knows she got me dazing. the word “knows” includes an inflection whose initial sentence is 'know' -knows '. coinage coinage is the process of word formation which is done by creating existing words to make new word formations, usually the word coinage is used in the mention of product names. example: lifebuoy, sunlight, downie, etc. here the researchers found the word coinage contained in justin bieber's song entitled 'baby'. example; she woke me up daily, don't need no starbucks. in the sentence there is the word 'starbuck' which is one of the names of beverage products, from the example of coinage. compounding compounding is the process of word formation which is done by combining two words into one new word formation, but compounding is different from blending. because, compounding does not cut the letters of two words like blending. example: part time, whiteboard, background, sound track. in the following, the researchers found the compounding words found in justin bieber's song 'baby'. 1. whenever: are two words combined into one word formation. this word is called compounding because two words have been combined into one word. the process can be seen as follows; whenever + ever = whenever. 2. whatever: are two words that are combined into one word formation. this word is called compounding because two words have been combined into one word. the process can be seen as follows; whatever + ever = whatever. 3. anything: are two words combined into one word formation. this word is called compounding because two words have been combined into one word. the process can be seen as follows; any + thing = anything. 4. nobody: are two words that are combined into one word formation. this word is called compounding because two words have been combined into one word. the process can be seen as follows; no+ body = nobody. 111 5. star struck: two words combined into one word formation. this word is called compounding because two words have been combined into one word. the process can be seen as follows; stars + struck = stars truck. 6. playground: is two words combined into one word formation. this word is called compounding because two words have been combined into one word. the process can be seen as follows; play + ground = playground. 5. novelties in this research, we as the researchers found that there are five types of word formation, which is consist of three words from clipping, six words from compounding, one word from blending, one word from coinage, and one word from inflection in the lyric of justin bieber's song entitled "baby". we as the researchers found the dominant types of word formation in the lyric justin bieber's entitled " baby" is compounding, it has six words from that lyric. 6. conclusion after the researchers collected and analyzed several types of word formations in justin bieber's song entitled 'baby'. the researcher found 12 data from word formation found in the song 'baby', of which there are five types of word formation, namely clipping, blending, compounding, inflection and coinage. the most common type of word formation in this song is compounding with six words. 6. acknowledgements the researchers would like to express their gratitude and highest appreciation to those who have contributed positively during the process of writing this research and for uinsu (universitas islam negeri sumatera utara), fakultas ilmu tarbiyah dan keguruan, jurusan tadris bahasa inggris, so this article can be useful as a reference for the students. references awasthy, r. 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(2018). word formation process on aviation terms in english for aviation book. english language and literature, 7(2). roig-marín, a. (2021). blending and compounding in english coroneologisms. handayani, r. (2019). an analysis of word formation used in political articles of the jakarta post newspaper. linguists: journal of linguistics and language teaching, 4(1), 23-30. magria, v., asridayani, a., & sari, r. w. (2021). word formation process of slang word used by gamers in the game online “mobile legend”. jurnal ilmiah langue and parole, 5(1), 38-53. prastikawati, e. f., pratama, f. g., & wiyaka, w. (2021). word formation analysis found in english slangs used by justin bieber on instagram. eltall: english language teaching, applied linguistic and literature, 2(2), 71. lestari, l. f. (2019). compounding words; words formation in republika newspapers. jee (journal of english education), 5(1), 43-48. biography of authors 113 emeliya sukma dara damanik adalah seorang wanita, kelahiran rantau perapat. beliau lahir tepatnya pada tanggal 26 september 1981. email: emeliya@uinsu.ac.id t zunita miha sy adalah seorang perempuan yang lahir di kota binjai pada tanggal 02 november 2001. perempuan ini banyak menyukai bermacam genre music, film, novel, atau cerita pendek. perempuan ini sedang menjalankan pendidikan s-1 nya di salah satu perguruan tinggi islam negeri di sumatera utara, yaitu uinsu (universitas islam negeri sumatera utara), fakultas ilmu tarbiyah dan keguruan, jurusan tadris bahasa inggris, semester 6. perempuan ini sangat menyukai aksen bahasa inggris yang berbeda-beda. email: mihatengkuzunitamiha@gmail.com rafadila asty adalah seorang anak perempuan pertama yang terlahir dari keluarga sederhana. ia lahir di medan, 05 agustus 2000. saat ini, wanita yang sangat menyukai drama korea dan juga boy group bts ini sedang menjalankan pendidikan s-1 nya di salah satu perguruan tinggi islam negeri di sumatera utara, yaitu uinsu (universitas islam negeri sumatera utara), di fakultas ilmu tarbiyah dan keguruan, jurusan tadris bahasa inggris, semester 6. menyukai dan berinteraksi dengan anak-anak menggunakan bahasa inggris membuatnya memilih jurusan pendidikan bahasa inggris. email: tanjungdila05@gmail.com m. haddad alqusyoi ar seorang anak pertama dari keluarga bapak abdul rahman dan ibu habsah. beliau dibesarkan oleh orangtua yang bekerja sebagai seorang satpam di salah satu perusahaan di pt belawan, dan seorang guru ngaji ibtidaiyah. sekarang ini beliau sedang melanjutkan pendidikan perguruan tinggi di universitas islam negeri sumatera utara, semester 6. beliau lahir tanggal 12 agustus 2001. beliau pernah menamatkan pendidikan tk, sd di sdn 060948, smp di smpn 39 medan, juga pernah sma di sman 16 medan. beliau menghabiskan waktunya setiap sore untuk mengajar les dan juga ngaji di tempat tinggal beliau. email: haddadqusyoi@gmail.com mailto:emeliya@uinsu.ac.id mailto:mihatengkuzunitamiha@gmail.com mailto:tanjungdila05@gmail.com mailto:haddadqusyoi@gmail.com e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 2, july 2022, pages: 264--272 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i02.p12 265 the non-observance of maxims that trigger implicature in cruella movie (2021) zakia rachmah 1 , widya 2 , evi jovita putri 3 universitas nasional, jakarta selatan, indonesia 1,2,3, 1 zakia.rchmh@gmail.com, 2 widya.center@gmail.com 3 evijovitaputri@gmail.com article info abstract* received date: 4 februari 2022 accepted date: 11 februari 2022 published date: 31 july 2022 keywords: * non-observance of maxim, conversational implicature, particularized implicature, generalized implicature, flouting, violating, opting out, suspending. this research determines types of non-observance of maxim in influencing the implicatures arose and analyze the implicatures in characters' utterances. this is library research in which the data are collected from a movie script and presented in a qualitative descriptive approach. the subject of this study is the cruella movie that was released in 2021. the data are obtained by watching, screenshotting the scenes, reading the script and highlighting the utterances. in executing the data, firstly is identifying the data, secondly explaining the context, thirdly examining the non-adherence to the maxim in those utterances, finally analyzing the implicatures based on the context. the main theory used is from grice in (yule, 1996) and (thomas, 2013). based on the theories used, it was found 4 types of non-observance of maxim: flouting (26), violating (7), suspending (4) and opting out (1). flouting is the way frequently used by the speaker because the characters had other meanings and or additional meaning to be conveyed in delivering the message indirectly. the maxim frequently not adhered is maxim of quality. hence, it is found conversational implicature: generalized (8) and particularized (30). according to the implicature, there are some negative values that related to issue of the movie, they are theft, lying, rude sarcasm, killing and sabotage. 1. introduction a conversation occurs when the speaker and the hearer work together to deliver and receive information. as someone that gathers information, the hearer expects that the information she/he seeks is provided in a straightforward and informative manner. cooperation has a principle for obtaining the required information which is known as the cooperative principle, which is divided into four maxims. as cited in (yule, 1996), offered by grice that the maxims are; quantity; give the amount of information as is required, not less or more. quality; the given information which is true and has evidence. relation; be relevant, the given information is relevant. manner; be perspicuous, brief, order and avoid obscurity of mailto:zakia.rchmh@gmail.com mailto:widya.center@gmail.com mailto:evijovitaputri@gmail.com 266 expression and ambiguity. these maxims, however, are frequently disobeyed, whether purposefully or unintentionally. failure to adhere to or follow the maxim does not imply that the speaker's intended message is not conveyed. it, on the other hand, is communicated and capable of responding to the essential information. the intended message communicated despite not observing the maxims is usually called as implicature. (yule, 1996) states that an additional transmitted meaning, implicature, is something more than what the words mean. this happens unconsciously all the time in our daily conversation. at some point, misleading in receiving the reference of implicature also occurs when the listener has no previous or special knowledge to infer the intended meaning, eventually misunderstanding appears as a language phenomenon. as cited in (levinson, 1983) grice states that the kind of inferences that are called implicatures are always of this special intended kind. (yule, 1996) states that implicature is something more than what the words mean as additional conveyed meaning. (levinson, 1983) also states that a second important contribution made by the notion of implicature is to provide some explicit account of how it is possible to mean more than what is actually 'said'. some scholars have looked at this problem using the same theory as grice, namely the cooperative principle and the flouting maxim. in the movie the interview, (butar & natsir, 2016) identified and classified conversational implicature. then (igwedibia, 2017) found violations of maxims in audre lorde's poems and interpreted the implicature. she discovered a violation of the maxim in the form of figurative language. a thesis by (firoos, 2020) found out flouting maxim and implicature in whatsapp as a social media platform. in contrast with other studies before, firoos did larger classification of implicature. similar with this topic, (samosir & ambalegin, 2022) analyzed cooperative principles only that they found four types of maxim in character’ utterances in paper towns movie. in contrast to the work of the previous researchers, this study would like to go deeper into the various methods for failing to observe the maxims. because it can be used to explain why or why not the speaker follows the maxim, both purposefully and unintentionally. grice classifies non-observance of maxims into five as (thomas, 2013) elaborates ;1) flouting a maxim; speaker blatantly fails to observe a maxim, not with any intention of deceiving or misleading, but because the speaker wishes to prompt the hearer to look for a meaning, 2) violating a maxim; is very specifically as the ostentatious non observance of a maxim. 3) infringing a maxim; the speaker has an imperfect command of the language (a young child or a foreign learner). 4) opting out of a maxim; is an unwillingness to cooperate in the way the maxim requires. 5) suspending a maxim; the speaker reduces information because of certain events in which there is no expectation on the part of any participants that they will be fulfilled. the implicatures that arise are influenced by the non-observance of maxim. according to grice in (yule, 1996) implicature divided into 2; conventional and conversational. in this study the writer would like to find out the conversational implicature that is used in the cruella movie (2021) by using grice as the main theory. he classifies conversational implicature into generalized and particularized. the movie script of cruella (2021) is the source of data in this research. the data are in the form of sentences, phrases and words. this movie was chosen because of the controversy in which people said that the pg-13 rating for this movie is not appropriate, as gabriel ponniah said "the dalmatians are, admittedly, quite fearsome in this sequence, a disturbing visual for kids who loved the spotted canines of the original film. the story is mostly crime-oriented, and emma stone gives an at-times intense performance as the titular madwoman. there are a few direct references to alcohol throughout. these all contribute to the film's darker tone as a more mature prequel that expands the fanciful universe of the original ip." (ponniah, 2021). this has been discussed in other articles as well. therefore, the 267 writer would like to investigate if the intended message as implicature in actors/ess' dialogue in cruella movie (2021) reflects the bad values that can set a bad example for children as viewers or it is possibly lead the children in wrong interpreted, in other words, children cannot afford to digest the meaning of the bad values in implicature. so, the research problem in this study is "what types of non-observance of maxim in influencing the implicatures arose and how the implicatures are used?". 2. research methods in conducting this study, the writer uses a qualitative approach as locke, spirduso, & silverman in (creswell, 2009) state that "the intent of qualitative research is to understand a particular social situation, event, role, group or interaction". this approach is in accordance with the purpose of this study to investigate the non-observance of maxims and implicatures that arise in interaction, specifically the conversations in cruella movie script from scraps from the loft, which is analyzed and presented in a descriptive form. the data form are sentences, phrases and words. in order to analyze the research problem, the non-observance of maxims and implicatures theory proposed by grice in (yule, 1996) and (thomas, 2013) are applied to this study. the data were gathered by watching the movie then screen capturing the scenes failing to adhere to a maxim and reading the script then highlighting the data. then the collected data were sorted for the specific one which contains implicature which need specific context to interpret. in analyzing the collected data, firstly the writer identifies the utterances containing non-observance of maxim using grice classification in (thomas, 2013) which are flouting, violating, infringing, opting out, suspending. then explain the context of the utterances. so, it helps in examining the non-adherence to the maxim in those utterances. last, analyze the implicatures based on the context. 3. discussions according to the data collected, it was found that speakers were failing to observe the maxim in various ways. in this movie, the types covered flouting, violating, opting out, and suspending, while the types of maxims were quality, quantity, relation and manner. by these things occurred, the implicature arose and some of them consisted of negative values. each classification is presented below. table 1 flouting no datum utterance types of implicature frequency 1 mother: hey. what do you say to cruella when she tries to get the better of you? estella: thank you for coming, but you may go now. mother: good. now say goodbye to her. estella: goodbye, cruella particularized 1 2 baroness: i think you’re… something. estella: ( silent and smiling ) particularized 2 3 baroness: cruella… cruella.. what sort of a name is that anyway? okay. a proper competitor. i’ll just have to destroy her as we have so many before. particularized 1 4 estella: can i get you some cucumber? thinly sliced. baroness: go. and get your dried-up, desiccated little brain working. generalized 7 268 5 baroness: well, i seem to have found my new signature piece… how do you like it? estella: (silent ) particularized 7 6 cruella: darling, if i’m going to need to repeat myself a lot, this isn’t going to work out. jasper: why you still talking like that? grift’s over. cruella: the necklace went in one end, yes? it’s going to come out the other. that’s how it works. particularized 1 7 estella: ah, excuse me, sir. i had a thought about the front window… boss: i gave you your job description. don’t go outside the boundaries of your engagement. please. generalized 7 table 1 shows how speakers fail to observe maxims by flouting, since they were not giving required information directly but in this case the hearers had acknowledged what speakers message delivered either by the context or common ground they had. according to grice (thomas, 2013) explained "a speaker blatantly fails to observe a maxim, not with any intention of deceiving or misleading, but because the speaker wishes to prompt the hearer to look for a meaning which is different from, or in addition to, the expressed meaning". as in datum 1 contextually, before started the first day of school, estella said goodbye to cruella who actually did not exist in other entity but it was estella’s different character who rebel and stubborn, then it is classified as flouting a maxim of manner that could be raise ambiguity. so, it was reasonable why her mom asked to leave that character for her school and estella understood what she meant. similar with datum 2 which baroness’ utterance was unclear but estella was able to infer and interpreted as a compliment after she showed her design and estella knew that baroness was arrogant personality that was why she was not saying “you are talented” but “something”, if she did know baroness character it raises an ambiguity so it classified as flouting maxim of manner. differ from datum 2 which was a compliment form, in datum 3 to 5 consisted a negative value which were killing, insulting and stealing. in datum 3, baroness face looked quite angry because corella’s name was written as the headline of all newspapers as new designer also as her competitor, then she said to her servant ‘destroy her’ that he already knew what it meant implied the bad value in competing in their work as fashion designer which is probably to kill, cheat or sabotage cruella. and in datum 4, estella knew baroness who liked resting time with cucumber sliced in her eyes, so after she exploded her emotion to her employee, she offered that and accepted by ‘go’ but she also insulted her as stupid by ‘get your dried-up, desiccated little brain working. however, answering ‘yes’ either for offer or question frequently found in other 6 data that implied willingness and acceptance. while in datum 5, contextually baroness and estella were in office after estella was caught sketching a design at baroness alley then she took it. hence baroness was lying about her utterance ‘i seem to have found my new signature piece’ then estella responded by silently and staring with sharp eyes implied she was angry and did not like what baroness did while stealing her own design. based on datum 7, estella was trying to share her opinion about the front window where she worked for an apparel store. but her boss flouted a maxim of relation since he responded to the irrelevant topic, he deliberately doesn't want to cooperate because he already knows for sure that estella already understands her job description and limitations of her duties. his response implied that he did not care about what estella thought by abruptly 269 changing the subject which was her responsibility in that job. the writer found 7 similar data had intention for rejecting and ignoring by using flouting a maxim. table 2 violating no datum utterance types of implicature frequency 8 estella: your necklace baroness: family heirloom. funny story, actually. an employee once stole it. estella: no, she did not. (hesitates) sorry. slight tone delivery problem. i meant… “no. she did not.” did she work for you? baroness: mmm. once. years before particularized 2 9 baroness: thank you all for coming… what a great tribute to our dear friend who shall never return particularized 4 10 baroness: (push estella on the cliff) … everyone: (shocked voice) baroness: (turn around) did you see? she jumped. she tried to drag me with her! particularized 1 table 2 illustrates how speakers fail to adhere to a maxim by violating. in datum 8, contextually baroness was telling her necklace story that estella thought it was hers that was lost when she was child then it reminded her of baroness' face. she knew the story that baroness told was her mother who was accused of stealing it. estella's response of "no, she did not" raised ambiguity because baroness did not know for what reason she said that. but then she acts as if she was just misspeaking by saying “i meant… no. she did not. did she work for you?” to manipulate baroness that she had nothing to do with her. the writer found another that is similar to datum 8. while in datum 9 baroness uttered condolences for cruella’s death to the guests that she knew cruella did not die but the guests did not. all the guests wearing cruella's looks that black and white hair as her characteristic that was not her dress code so cruellla was sabotaging her gathering. this is a sign that cruella returned since baroness tried to burn her. in baroness' previous events cruella always comes without any invitation and makes trouble for her with cruella's distraction of her gowns and looks and as center of attention for the media so baroness already acknowledged that. in datum 10 baroness stated ‘she jumped. she tried to drag me with her!’ after she pushed estella on the cliff that was watched by all her guests. hence she violated a maxim to defend herself in that she tried to convince everyone as witnesses to believe that estella jumped and was not pushed by her. however, datum 8 to 10 were violating a maxim of quality since what the speakers uttered were untrue information and they had intention to violate the maxim. table 3 opting out 270 no datum utterance types of implicature frequency 11 baroness: who are you? you look vaguely familiar. cruella: i look stunning. i don’t know about familiar, darling. particularized 1 according to datum 11 in table 3, contextually it was classified as opting out since cruella was uncooperative and irrelevant in giving information required while in another role of her actual self. in other words, she was disguising as cruella dressing absolutely in contrast with estella herself and estella worked for baroness that is why baroness recognized her but she deliberately did not corporate to tell baroness who she was since it would thwart his disguise. hence it is classified as opting out of the maxim of manners. it created an implicature that cruella did not want to answer baroness' question to keep her identity. to understand the implicature by opting out of a maxim of relation the speaker had personal knowledge why she did not tell who she is. table 4 suspending no datum utterance types of implicature frequency 12 estella: this is the nicest birthday in… in a while. horace: not for judy. estella: who’s judy? jasper: it doesn’t matter. horace: it is no big deal. she just… estella: oh, judy. horace: …might be hungry particularized 1 13 estella: it’s mine. so i’m taking it back. jasper: taking it, as in… estella: stealing it. jasper: yeah. horace: ladies and gentlemen, i give you… the angle. particularized 2 14 cruella: jasper! we’re in a kill-or-be-killed situation here. jasper: yeah, and she’s a homicidal maniac, and you’re not. cruella: (scoffs) well, we don’t know that yet. i’m still young. jasper : it’s funny. particularized 1 table 4 shows how speakers suspend a maxim, according to (i wayan et al., 2020) suspending a maxim occurs when speakers deliberately do not utter the required information because it is such a taboo thing. as in datum 12 estella, jasper and horace are a thief gang and when estella birthdays both of them give a birthday cake says “happy birthday judy” estella knows what they did to judy’s cake that steals it, they just don't tell her. then it is classified as suspending maxim of quality since the information required is not fulfilled 271 clearly. similar with datum 13 that horace suspends a maxim manner since he uses “the angle” which refers to a necklace that estella wants to steal it. in other words “angle” is good or a target to steal. while in datum 14 jasper and cruella are referring to someone (baroness) who was trying to kill her by burning their place and she with jasper are talking about revenge plans for tomorrow. jasper calls baroness as “homicidal maniac” which means murder, hence it classifies as suspending because he uses rarely used word for taboo thing or bad things. 4. novelties this study is not only to find out and classify the non-observance of maxim and implicature but also to use these as tools to analyze negative values delivered in the language since the movie as subject of this study was controversially released, with some audiences claiming that pg-13 is inappropriate for this movie. according to (motion picture association of america & national association of theatre owners, 2020), a movie is categorized as pg-13 if it does not contain strong language, extreme violence and sexual content. indeed, it was not, but the writer found implicatures interpreted the negative values such insulting, stealing and murder attempt as in table 4’s suspending classification. according to (thomas, 2013) suspending occurs when the speaker deliberately does not utter the required information because it is such a taboo thing. 5. conclusion based on the discussion above, the types of non-observance of maxim are: flouting (26), violating (7), suspending (4) and opting out (1). flouting is the most frequent type in failing to follow the maxim because the characters as speakers had other meaning and or additional meaning to be conveyed without any intention to manipulate or deceive the hearer. in other words, delivering the message indirectly. the most maxim flouted was maxim of quality since the datum showed how the speaker gave untrue the information required, and this was used for rejecting and avoiding the required information. by those non observance of maxims, it was found conversational implicatures which are generalized (8) and particularized implicatures (30). the number of particularized conversational implicatures arose as a result of the characters' personal knowledge of each other and the situational context required to interpret the speaker's meaning. in addition to the research findings presented above, this study uncovers one possible explanation why this cruella film has been criticized as improper for underage audiences. many phrases and situations depict negative principles such as theft, lying, rude sarcasm, killing, and sabotage, which are unsuitable for underage audiences. the existence of conversational implicatures that lead to these negative values is revealed by data 3, 4, 5, 6, 8, 10, 12, 13, 14. however we have to acknowledge pg-13 rating rules for a movie. as (motion picture association of america & national association of theatre owners, 2020), it is said that if a movie does not show strong language, extreme violence, and sexual content it would be fine for children but under parental supervision. in summary, this study proves that some utterances contain negative values but are not conveyed explicitly. 272 references butar, i. s. p. u. b., & natsir, m. (2016). an analysis of conversational implicature in * ines seri pinta uli butar butar ** muhammad natsir. linguistica, 5, 1–13. https://doi.org/https://doi.org/10.24114/jalu.v5i2.6429 creswell, j. w. (2009). research design qualitative, quantitative, and mixed methods approaches. in s. connelly (ed.), sage (3rd ed.). sage publications. https://doi.org/10.2307/1523157 firoos, m. r. (2020). the usage of implicature on conversation through social media “whatsapp.” universitas nasional. i wayan, b., nengah nita, l., & nengah, r. (2020). prinsip kerjasama maksim dan implikatur pada seri filem “eiffel i’m in love.” kulturistik: jurnal bahasa dan budaya, 4(2), 44–50. https://doi.org/10.22225/kulturistik.4.2.1888 igwedibia, a. (2017). grice’s conversational implicature: a pragmatics analysis of selected poems of audre lorde. international journal of applied linguistics and english literature, 7(1), 120. https://doi.org/10.7575/aiac.ijalel.v.7n.1p.120 levinson, s. c. (1983). pragmatic (1st ed.). press syndicate of the university of cambrige. https://uogbooks.files.wordpress.com motion picture association of america, i., & national association of theatre owners, i. (2020). classification and rating rules. national association of theatre owners, inc. http://filmratings.com/downloads/rating_rules.pdf ponniah, g. (2021). is cruella suitable for children_ _ screen rant. screenrant.com. https://screenrant.com/cruella-movie-suitable-children-age-rating/ thomas, j. (2013). meaning in interaction, an introduction to pragmatics (1st ed.). routledge. https://www.pdfdrive.com/meaning-in-interaction-anintroduction-to-pragmatics-e186528721.html yule, g. (1996). pragmatics (1st ed.). oxford university press. https://drive.google.com/file/d/1ocszhnyo7vkwmowfx7garnmktnca337f/view? usp=drivesdk samosir, g., & ambalegin. (2022). the cooperative principle from character utterance in paper towns movie (2015). 16(1), 145–155. https://doi.org/https://doi.org/10.24843/ejl.2022.v16.i01.p15 https://doi.org/https:/doi.org/10.24114/jalu.v5i2.6429 https://doi.org/10.2307/1523157 https://doi.org/10.22225/kulturistik.4.2.1888 https://doi.org/10.7575/aiac.ijalel.v.7n.1p.120 https://uogbooks.files.wordpress.com/ http://filmratings.com/downloads/rating_rules.pdf https://screenrant.com/cruella-movie-suitable-children-age-rating/ https://www.pdfdrive.com/meaning-in-interaction-an-introduction-to-pragmatics-e186528721.html https://www.pdfdrive.com/meaning-in-interaction-an-introduction-to-pragmatics-e186528721.html https://drive.google.com/file/d/1ocszhnyo7vkwmowfx7garnmktnca337f/view?usp=drivesdk https://drive.google.com/file/d/1ocszhnyo7vkwmowfx7garnmktnca337f/view?usp=drivesdk 273 biography of authors zakia rachmah was born in bogor on september 27th, 2000. she is an undergraduate student in universitas nasional in the faculty of letter majoring english language and literature. +628979838577 email: zakia.rchmh@gmail.com widya was born in bukit tinggi on may 31th 1983. she graduated from universitas indonesia for postgraduate of linguistics. she is a lecturer in english department of universitas nasional, she focuses in linguistics courses. +6281363420038 email: widya.center@gmail.com evi jovita putri was born in padang on july 27th 1990. she graduated from universitas gadjah mada for master’s linguistics of faculty of humanities in 2015. she is a lecturer in english department of universitas nasional, she focuses in linguistics courses. +6285274042432 email: evijovitaputri@gmail.com mailto:zakia.rchmh@gmail.com sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 2, july 2022, pages: 283--290 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i02.p09. 283 flouting of maxims in finding dory movie 1 ni made ayu dwiantari mahasaraswati university, denpasar, indonesia, dwiantariayu@gmail.com 2 putu desak eka pratiwi mahasaraswati university, denpasar, indonesia, eka.pratiwi@gmail.com 3 made perdana skolastika mahasaraswati university, denpasar, indonesia, perdana.skolastika@unmas.ac.id article info abstract* received date:7 maret 2022 accepted date: 15 april 2022 published date:31 july 2022 keywords:* flouting maxims, motivation, illocutionary, cooperative principle this research aims to describe the types of maxims that are flouted in finding dory, to reveal and explain the strategies used by the main characters to flout maxims in finding dory, and to describe the functions of maxim flouting done by the main characters in finding dory. the study concerns with the flouting maxims that occur in main characters utterances in reaching their goal in finding dory movie, a movie which uses under sea universe as the main theme of the story. the study aims at analyzing the types of flouting maxims, and motivation of flouted maxim which frequently used in a conversation between main characters other characters in finding dory movie and the reason of applying that particular type of flouting maxims, and motivation to giving information the interlocutor in the utterances. this study uses qualitative method to conduct a clear and well organized description about the problems which is identified. descriptive study in textual analysis is applied to elaborate the flouting maxims which occur in finding dory movie. the data were taken from the script and analyzed by applying cooperative principle theory proposed by grice (1975). the study concludes that the flouting maxim of relation and quantity is mostly applied by the main characters to giving the information the interlocutor but the information is irrelevant. 284 1. introduction language is a media for communication. language is a system that is used by human to say something through communication. language is the first thing that we need to doing communication, without language we will be difficult to communication and convey the meaning. in life, people communicate to connect with others with a clear understanding in which the participants give and receive information to and from one another. to express about their ideas and to inform about something when they have a conversation. conversation must have both the speaker and the hearer who need to cooperate and contribute that can be understood so the communication will be successful. according to grice (1975: 45), the cooperative principle makes your conversational contribution such as is required. it means that do not give any information less or more to the listeners. in a communication misunderstanding can happened when the speaker fails to delivering the message the hearer fails to catching the meaning. we need cooperative principle to make the conversation become informative, truthfulness, relevance and clear. cooperative principle has four maxims that can help the conversation become more effective. he also stated that there are four types of maxim to make the communication be effectively, they are: maxim of quantity, maxim of quality, maxim of relevance and maxim of manner. maxim of quantity is the speaker gives enough information as is required. maxim of quality is the speaker gives fact or truth information. maxim of relevance is the speaker gives relevant information based on the topic of conversation and maxim of manner is the speaker give clearly, orderly, briefly information to avoid ambiguity. there are several related studies that deal with flouting maxim analysis that has been used to support this research, they are from purwanto (2008) his study aims to describe the kinds of maxims flouted by the main characters and showed by the main characters in titanic movie. dwi (2016) the aims of her study are to analyze the types of flouting maxim in efl classroom interaction. based on some related studies, most of them focused on analyze the main character in the movie. therefore, this research aims to analyze all of the characters in the movie. although the previous studies and present study analyzed a similar topic and the difference is from data source. from several studies above which are used as a reference. researchers also searched study journals from international studies, one of them was a study by niclas andresen from the faculty of arts and social sciences department of language, literature and intercultural studies at karlstads university. the title of the study conducted by andresen is “an analysis of flouting in the comedy series community”. the problem discussed in this study is almost the same as the study conducted by the researcher, namely, the maxim most often used by the main character. here is an example of the problem discussed by andresen: what conversational maxims do the main characters in the series flout, and how often. the results that andersen found in his research is, he found that main character in series community flouted a maxim ten times each, but they differed in which maxims they flouted. when britta flouted the maxims, it was the maxim of quantity that was flouted the most, and when pierce flouted the maxims it was the maxim of quality. the other three characters were found to flout the maxims much less than the others. troy, annie and abed flouted the maxim of quantity the most, whereas for shirley, the maxim that was flouted the most was the maxim of quality. 285 2. research methods this study would focus on analyzing the conversation between the characters in finding dory movie. since the object relates to the background of the study which focuses on how the characters use flouting maxims in manipulating the information for their own benefit. further, all categories of maxims in cooperative principle theory proposed by grice (1975). in conducting this study, the method of collecting the data is with observation method and the method of analyzing the data is with descriptive method. the data collected from finding dory movie, the steps was taken the process of analyzed. first step, watching the movie it repeatedly to understand the plot. second step, the movie script will be examined to distinguish the flouting maxims of the characters in finding dory movie. third step, the data will be noted to figure out how often each type of flouting maxims occur in the movie. the data were analyzed based on theory types of flouting maxim proposed by grice (1975). the finding presented in two methods, the formal method and informal method. table 1 the types of flouted maxim in finding dory movie no types of flouted maxims frequency persent 1 flouted maxim of quality 3 17% 2 flouted maxim of quantity 6 33% 3 flouted maxim of relation 6 33% 4 flouted maxim of manner 3 17% total 18 100% the four types of maxim are flouted in the movie. they are maxim of quantity, maxim of quality, maxim of relation, and maxim of manner. in table two above presents how many times the flouted maxims happen in the finding dory movie. the first is flouted maxim of quality. in the maxim of quality, the participants of the conversation have to be as truthful as it required. the speakers are expected to say what they believe to be true with the evidence related to the information they bring. in the movie, the maxim of quality is flouted three times. the second is flouted maxim of quantity. flouted maxim of quantity is giving the information as it is required neither less nor more than it should be. in normal circumstances, maxim of quantity provides no less information and no more than is necessary. in this movie, dory did in almost every dialogue because dory has a cheerful character which makes her love and too much talk. in this movie flouted maxim of quantity occurs in six times. the third is flouted maxim of relation. the speakers who flout the maxim of relation seems to be irrelevant. being relevant is the key to observe this type of maxim. in this case, the speakers flout the maxim because they avoid continuing the conversation or they implied intended meaning. the flouted maxim of relation much happens in this movie, there are six times. the fourth is flouted maxim of manner. in maxim of manner requires the participants to give information orderly and avoid ambiguity. in this movie the flouted maxim of manner happens two times. 286 3. discussions in this section, the findings of flouting maxims in finding dory movie were discussed more comprehensively. some examples of flouting maxim that occurred in the movie were provided to give a more in-depth explanation of the phenomena. the aim of the discussion was to answer the hypothesis and objectives of this research clearly 1. flouting maxim of quality based on grice (1975: 170) a speaker flouts the maxim of quality when the speaker simply says something that does not represent what he or she actually thinks. the speaker fails to fulfill the maxim of quality a maxim that requires the speaker to make a contribution that is true, that is not saying what is believed to be false and not saying that for which the speaker lacks of adequate evidence. based on the table above the flouted maxim of quality happens three times. the following example indicate the flouted maxim of quality data 1 marlin : back to bed! that’s it, very simple! dory : ah! got it. marlin : back to bed! back to bed! dory : hey, marlin, i marlin : and we’re up. that’s it, ready to start the day. (finding dory, 00:07:48) the example above happens when marlin couldn’t sleep and asked dory to be quiet, but because dory kept waking him up, marlin said “and we’re up. that’s it, ready to start the day”. he chose to be a liar by giving an untruthful statement in responding the situation. according to grice’s (1975) statement, flouting maxim is non-observing the maxims of cooperative principle by intentionally breaking the maxims to convey hidden meanings. flouting maxim of quality is when the speaker simply says something that does not represent what he or she actually thinks. his response showed he flouted the maxim of quality. 2. flouting maxim of quantity the flouted maxim of amount happens while the speakers appear to be uninformative through giving lots or much less records. in this example, the speakers want to give element facts about what they are speaking approximately. moreover, the speakers need to offer much less facts about something in sure functions. the example under show the flouted maxim of amount. 287 data 2 destiny : who is that? is that blue blob talking? dory : can you help me? i lost my family. and... destiny : you lost your family? dory : well, it's a long story, and truth be told, i don't remember most of it. (finding dory 31:18) the dialogue above happens in the whale aquarium. in that situation, destiny was shocked because there was a blue blob in her place looking for help. the whale named destiny asked her then dory answer it. in this conversation, character flouted the maxim. based on the dialogue above dory flouts the maxim of quantity because she is not informative as is required. maxim of quantity concerned with giving the information as it is required neither less nor more than it should be. speakers become less informative or more informative when they flout maxim of quantity. actually, dory answers it but in too much utterance. it is shown in well, it's a long story before she answers the question and truth be told. 3. flouting maxim of relation the flouted maxim of relation happens when the participants being irrelevant. sometimes speakers being irrelevant because some purposes such as being unfocused of some things. the thing maxim of relation requires is where one tries to be relevant and says things that are pertinent to the discussion. to fulfill this maxim, the speakers are expected to say something relevant to what is said before. this type of maxim can be found in conversation when the speakers try to say something like “oh, by the way”, “anyway”, or “well, anyway” grice (1975: 127) in this case, the flouted maxim of relation happens sixteen times which mostly done by dory. the way of flouting maxim of relation can be seen as follows. data 3 destiny : of course! we talked through the pipes when we were little. we were pipe pals! dory : we were? destiny : aw, you're so pretty. dory : so you know where i'm from? (finding dory 32:00) the dialogue happens when dory had conversation with destiny in her place. in that time destiny praised dory after long time they never communicate but her answer was irrelevant. according to leech (1983), irrelevant communicate is flouting maxim of relation, this mean when speaker flouts the maxim of relation when the speakers of a conversation fail to be relevant 288 in communicating. from the dialogue above can be seen dory flouted another maxim of relation. dory’s answer so you know where i'm from? is not relevant with destiny’s question. 4. flouting maxim of manner the maxim of manner is flouted when the speakers are being obscure. he/she wants to convey something by giving unclear statements that are difficult to be understood by the hearer. in this case, the flouted maxim of manner occurred because the speaker was forgetful that makes her a bit difficult to convey the message. the flouted maxim of manner is shown in the following example. data 4 dory : mommy? daddy? help. no. no. no. help. help. help me. help. help me. please. somebody help me! hey, can... help me? can you help me? i've lost them! female fish : oh. lost who? dory : i-i-i-i... female fish : ah, sorry, honey. i can't help you if you don't remember (finding dory 1:04:50) the dialogue above describes when dory is separated from her friends and dory is trapped in separate places. because she panicked, she could not explain her purpose clearly to other fish. then she could not convey well what she just said. in the dialogue above dory’s utterance is flouting maxim of manner because what she said just obscure. as grice (1975) stated, to be clear in saying things is what all speakers try to do. however, in some occasion, ambiguity indeed happens whether the speaker intends to make it or not. then, maxim of manner is not fulfilled as the result she conveyed something with “i-i-i-i...” which is obscure to be understood. 4. novelties the flouting of maxim not only can be seen in real life but also in the movies. so, the researcher decided to analyze the flouting of maxim from a movie because it represents the reality which people flout the maxim almost every day. finding dory movie is the film focuses on the amnesiac fish dory, who journey to reunited with her parents. the film was released in the us on june, 17th 2016 produced by pixar animation studios. finding dory is all about dory finding her family. she has a flashback of her family, which she'd long forgotten until something triggers a series of memories. along with nemo and marlin, dory ventures across the ocean to find her family. in true dory fashion, she gets lost and confused along the way. the one thing that she doesn't forget is her family. the message of finding dory is that you should never give up. whether you're chasing your dreams or chasing your forgetful, crazy blue friend – don't give up. a little determination can go a long way. the journey is not always an easy one, but it's the trials and tribulations that make the journey one to be proud of. dory get confused a lot, forget where she is, repeat things over and over again, but she never gives up hope. dory may be silly and maybe a little annoying, but she is a heck of a friend and has an incredible support system in her friends. it just goes to show you how a positive attitude can attract people fish of all kinds. we can appreciate the loyalty of the friendships that were made in finding dory. 289 5. conclusion related to the first objective of the study that is to describe the flouted maxim used by the main characters in finding doty movie, the researcher found that there are four types of flouted maxim, namely flouted maxim of quality, quantity, relation and manner. as the main character, dory flouts all the maxims. the main characters are kind of unfocus fish and excited fish. it is done by giving irrelevant responses. these dominant types are related to each other. motivation carried out by the main character is explain how the process of fulfilling the goals in a speech carried out by the main character can persuade the interlocutor to help find information and fulfill the main character's goals. for the readers, the researcher expects that this research can make the readers to be more aware about maxim flouting phenomenon. to be aware of flouting maxim can make the readers easily to understand about implied meaning in daily life conversation. this research also can enrich their knowledges in linguistic especially maxim flouting in pragmatics. in addition, the movie chosen by the researcher can also interests the readers to watch it bacause the movie teach us to be more aware and care to people who suffers short term remembory loss. for the english learners, the researcher expects that this research will make the english learners more interested to learn about pragmatics especially maxim flouting because it occurs in the daily life conversation which is can make the students think critically to find out and to identify the maxim flouting are. it also motivate them to conduct a similiar research with different objectives because it has another aspects beside the strategy used that can be investigated. 6. acknowledgements the researcher would like to express her gratitude to ida sang hyang widhi wasa, for his blessing so that this thesis can be completed on time. in completing this thesis many people have given motivations, advices, and supports for the researcher. the researcher also would like to express her gratitude and appreciation to the following people. in finishing this study, the writer really wants to give her regards and thanks for people who have given their guidance and support during the process of conducting the article. all lectures and staff of faculty of foreign languages, mahasaraswati denpasar university for their assistance. the researcher’s beloved parents and family members who had given support, prayer, and encouragement to finish this study. the researcher realized that this thesis is far from perfection. therefore, comments, suggestions, and new ideas are needed for the improvement of this paper. hopefully this article will be useful for those who want to develop their study on english especially in directive illocutionary acts. references adawiyah, robiatul .(2016). flouting maxim used by the main characters in focus movie. thesis. malang: language and letters department faculty of humanities maulana malik ibrahim state islamic university of malang. andersen, niclas. (2019). an analysis of flouting in the comedy series community. faculty of arts and social sciences department of language, literature and intercultural studies. karlstads university dwi, asri. (2015). an analysis of flouting maxim in efl classroom interaction. journal. jawa tengah: maria kudus university english subtitle finding dory movie : finding dory movie transcript. retrieved june 05, 2021 from https://findingdory.fandom.com/wiki/finding_dory/transcript https://findingdory.fandom.com/wiki/finding_dory/transcript 290 graham, g. (2005). philosophy of the art. 3 rd ed. new york: routledge. h.p. grice. (1975). reprinted version from syntax and semantic 3: speech acts, cole et al. logic and conversation. university college london for the pragmatic theory online course. leech, g. n. (1983). principles in pragmatics. new york: routledge. levinson, s. c. (1983). pragmatics. cambridge: cambridge university press. purwanto, agus. (2008). the flouting of conversational maxims by the main characters in titanic movie. thesis. surabaya: english department faculty of letters the state institute for islamic studies. thomas, j. (1995). the meaning of interaction: an introduction to pragmatics. new york: longman. yule, george. (2000). pragmatics. 1 st ed. oxford: oxford university press. biography of authors ni made ayu dwiantari was born in denpasar on july 20th, 1999. she is a graduate student from the faculty of foreign language, mahasaraswati denpasar university. she graduated from mahasaraswati university in 2021 with a bachelor degree in english literature. she is interested in pragmatic, … email: dwiantariayu@gmail.com dr. desak putu eka pratiwi, s.s., m.hum. is a lecturer of english study program, faculty of foreign languages, mahasaraswati denpasar university. she graduated from udayana university in 2007 with bachelor degree in english literature. she got her master degree in 2009 and doctoral degree in 2015 from linguistics department, udayana university. in 2013, she got sandwhich scholarship from ministry of research, technology and higher education of the republic indonesia and attended a short study in the linguistics department of sydney university, australia. she actively attends national and international conference and presents her articles which generally discusses about the language of advertisements. she also published her articles in national and international journals. she is interested in semantics, semiotics, pragmatics and linguistic anthropology. i made perdana skolastika, s.s.,m.pd is lecturer in faculty of foreign languages, mahasaraswati denpasar university. he pursued his three years diploma in gadjah mada university, yogyakarta. he then finished his bachelor’s degree from faculty of cultural sciences at udayana university on 2008. he had years of experience in working for national and international ngos specialized in education. he then earned his master in education on 2015 from universitas pendidikan ganesha, singaraja. currently, he is a part of passionate instructors in the ministry of education for its journey to strengthen indonesian educators through guru penggerak programs. he is interested in education and educational psychology. mailto:dwiantariayu@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:119—135 doi. 10.24843/ejl.2018.v12.i02.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 119 the variation of sentence structure in the dyslexic children’s speech 1 mulyono, state university of surabaya 2 ketut artawa, ketut_artawa@unud.ac.id, udayana university 3 i wayan pastika, wayanpastika@unud.ac.id, udayana university 4 agus subiyanto, subaling@gmail.com, diponegoro university *corresponding mulyono@unesa.ac.id received date: 13-12-2017 accepted date: 07-02-20182018 published date: 11-07-2018 abstract— this study aims to describe the variation of sentence structure generated in the speech of dyslexic children. the design of this research is descriptive-qualitative with pospositivisme approach of interpretive phenomenology of naturalistic model. the research subjects were nine dyslexic children who used indonesian as the first language and aged 8 to 10 years. the method used is listening and speaking method. in practice, the distributional method used by researcher are the ic technique. as an aid, the ic technique is supported by special techniques as an advanced techniques: deletion, substitution, paraphrase, perversion, and expansion. from the research, it concluded that the indonesian sentences produced by dyslexic children are dominated by incomplete sentences (59.61%), while complete sentences (40.39%) are the rest. most complete sentences are basic sentences, while some are derivative sentences. from the basic sentence that appears, 38.66% basic sentence predicated verbs with the pattern of np + vp, predicated noun patterned np1 + np2 with percentage 26.66%, predicated adjective with np + ap pattern of 23.55%, predicate the preposition patterned np + pp of 5.78%, and the last predicate numeral with np + nump pattern of 4.88%. the derivation sentence is dominated by single sentence with percentage value 97,62%, compound sentence equal to 0,44%, and multi-story sentence equal to 1,94%. the incomplete sentences conveyed by dc consist of the subj only structure pattern, pred only, obj only, adj only, or combined functions of subj-obj, subj-adj, pred-obj, pred-adj, and pred-obj-adj. keywords: dyslexic children, indonesian, sentence structure, complete sentence, incomplete sentence 1. introduction from a neurological point of view, dyslexic child (dc) is a child with a brain disorder in the primary cortex section of a language processor. this case can be caused by genetic factors or because of injury to the brain that control how to read and write (fisher and deb fries, 2002: 10). similarly, dyslexia is a disorder of reading and writing skills derived from neurological factors (morkena, 2017). it is characterized by difficulty in accuracy and fluency to recognize written words, as well as describing and spelling out those words (the dyslexia association international, 2002). despite having sufficient intelligence, education, and socioeconomic background to learn to read, dc have difficulty with regard to accuracy and fluidity (apa, 2014; shaywitz, 1998; morris, & shaywitz, 2008; snowling & hulme, 2012). https://ojs.unud.ac.id/index.php/eol/ mailto:ketut_artawa@unud.ac.id mailto:subaling@gmail.com mailto:mulyono@unesa.ac.id e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:119—135 doi. 10.24843/ejl.2018.v12.i02.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 120 dyslexic children (dc) are children with biological disorders (neurogenetics) manifested in the form of learning difficulties in reading and spelling despite adequate education and adequate intelligence (snowling in mercer 1989: 51). furthermore, the difficulties experienced by dc are not only in terms of reading, but also in terms of spelling, writing, producing speech, and understanding / interpreting speech. they have difficulty in learning the components of words and sentences, experiencing delays in language development, and are almost always problematic in studying representational systems pertaining to mass, direction, and time (byrne 1981: 14). they experience difficulties from the field of phonology, morphology, syntax (reggiani, 2012: 10). based on the above explanation, this study aims to describe the variation of sentence structure generated in the speech of dc. . 2. theoretical background based on its internal structure, sentences can be distinguished over complete sentences and incomplete sentences. the complete sentence is a sentence that has a complete syntactic function of all the syntactic functions that should exist. complete sentences are also commonly referred to as major sentences. keraf (1991:182) further explains that the complete sentence contains at least two core elements, namely subj and pred. in the discussion of the types of sentences that include normal sentences, inversion sentences, active sentences, passive sentences, single sentences, and complex sentences, alwi et al. (2010: 363) states that the sentences discussed it is a complete sentence. thus, the terminology of complete sentences can include basic sentences, normal sentences, inversion sentences, active sentences, passive sentences, single/ simplex sentences, and complex sentences (coordinative and subordinative). 3. reseacrh method the form of this research is descriptive-qualitative research and use the pospositivism approach of interpretive phenomenology with naturalistic model. the choice of this approach is based on the consideration of its superiority, which is able to provide an in-depth description of the reality and phenomenon of language usage as it is, natural, not partial, and not artificial. with this approach, it is expected that the resulting description can provide a systematic, factual, and accurate description of the data, properties, and relationships of the phenomena to be studied (moleong, 2008: 5). the type of data used in this study can be divided into two, namely primary data and secondary data. the subject of this study are children with dyslexia who use the indonesian language https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:119—135 doi. 10.24843/ejl.2018.v12.i02.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 121 as the first language. they numbered nine children. they are taking private lessons learning to read and write. they attended elementary school grade 2 and 3, both in the regular elementary school, as well as in inclusion element, gresik and surabaya, and their age range between 8 to 10 years. this age determination is based on the critical age hypothesis, which is the age range of children in the most sensitive developmental stage for language learning (lenneberg in dardjowidjojo, 2000:58). in this study, researchers used the method of listening and speaking. in practice, researchers only listen to the conversation between a dyslexic child with his teacher, with his friend, or with his parents. on another occasion, the researcher only entrusted the voice recorder to the teacher to document the conversation. after the recording was obtained, the researcher transcribed it on the data card. the method of analysis that makes part of the phenomenon of the language examined as a determinant of analysis. in practice, this distributional method is performed by the basic technique for the direct element (ic) to divide lingual units in sentences analyzed by its direct element. the ic technique is then aided by special techniques as a follow-up technique: deletion technique, substitution technique, submission technique, reversal technique (permutation), and expansion technique. 4. discussion as a syntactic unit constructed from several constituents, the sentence has several structural variations. variations in sentence structure appear as a result of the presence or absence of constituents as the supporting elements of the construction of the sentence. there is a sentence with a complete structure, in the sense that all components must be present, and there is a sentence with an incomplete structure, in the sense that not all mandatory components are present in the construction of the sentence. on that basis, dichotomous sentences can be grouped into complete sentences and incomplete sentences (ellipses). complete sentence structure in dc's speech sentences can be classified into basic sentences and derivation sentences (chomsky, 1965). here is an explanation of the basic sentences and derivation sentences that appear in the speech of the dyslexic child. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:119—135 doi. 10.24843/ejl.2018.v12.i02.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 122 basic sentence in dc's speech the basic sentence is the most simple sentence form of any complete sentence that forms the basis for forming infinite long sentences (robins, 1992: 267). alwi et al. (2010: 319) states that the basic sentence has the following characteristics: (1) consists of one clause, (2) the core elements are complete, (3) the constituent order follows the most prevalent order, and (4) does not contain question or denial. sentences are constructed from the word string according to the rules of the phrase structure. the word, as a sentence design, has categories, functions, and roles. category refers to word classes (verbs, nouns, adjectives, etc.); function refers to the syntactic function (subj, pred, obj, comp, and adj), while the role refers to the semantic behavior of words in the sentence, whether as agent (ag), patient (ps), theme (tm) or others. on the basis of the structure of its functions and categories, found some basic sentences that appear in the dc‘s speech. based on the functional structure of the subj-pred, the basic phrases appearing in dc‘s speech can be classified into five categories, namely (1) np + vp, (2) np1 + np2, (3) np + ap, (4) np + pp, and (5) np + nump. based on the frequency of occurrence, the five basic sentence patterns can be sorted as in the following table. table of basic indonesian sentence patterns in dc‘s speech no. example of sentences pattern subj – pred frequency of occurence percentage (%) 1. aku pulang. (i am home.) np + vp 87 38,66 2. adikku laki-laki. (my brother is a boy.) np1 + np2 60 26,66 3. nasinya panas. (the rice is hot) np + ap 53 23,55 4. ibu di rumah. (mom at home) np + pp 13 5,78 5. pensilku dua. (my pencil is two) np + nump 11 4,88 total 225 100 the table above shows that the basic phrase with np + vp pattern has the highest frequency of occurrences. from the 225 basic sentences that appear in dc‘s speech, there are 87 (38.66%) basic sentences that are patterned np + vp. for the following sequential sentences np1 + np2 has 60 https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:119—135 doi. 10.24843/ejl.2018.v12.i02.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 123 sentences (26.66%), np + ap contains 53 sentences (23.55%), np + pp contains 13 sentences (5.78%), and the last np + nump contained 11 sentences (4.88%). (1) basic sentence with verbs predicate basic sentence predicated verbs or verbal phrases are basic indonesian sentences that appear in dc‘s speech formed by nominal or nominal phrase as the first constituent to fill the function of subj and v or vp as the second constituent that fills the pred function. in other words, this sentence has a np + vp pattern. here are some examples. (5-1) bonekanya jatuh. ‗the doll fell.‘ (5-2) balonnya meletus. ‗the balloon erupts.‘ in the data (5-1) (5-2) above, the basic sentence is formed by the np constituent as the filler of the subject function of bonekanya (the doll) and balonnya (the balloon), followed by the vp constituent as the predicate function filler including jatuh (fall) and meletus (erupt). sentences with predicate functions filled by verbs or verbal phrases like this are commonly referred to as verbal sentences (givon, 1984). (1.a) intransitive sentence the intransitive sentence is a sentence whose predicate function is filled by the intransitive verb category. in the intransitive sentence, the verb as a function of the sentence predicate requires the presence of a core argument acting as the subject of a sentence. the only argument or participant in the intransitive sentence functionally occupies the grammatical function of the subj (artawa, 1996: 13; arka, 1998: 17). the existence of intransitive sentences in the dc classified as high. from the 540 complete sentence data collected, there are 212 (39,25%) intransitive sentences. some examples can be seen in the data below. (5-3) bapakku kerja. ‗my father works.‘ (5-4) dia pulang. ‗he came home.‘ (5-5) adik mandi. ‗my brother take a bath.‘ https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:119—135 doi. 10.24843/ejl.2018.v12.i02.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 124 (5-6) mama datang. ‗mama is coming.‘ (5-7) kodoknya melompat. ‗the frog jumps.‘ (5-8) mama belanja. ‗mama is shopping.‘ (5-9) aku minum. ‗i drink.‘ (5-10) kucingnya nangis, ma. ‗the cat is crying, ma.‘ (5-11) he..., berenang bebeknya. ‗he ..., the duck was swimming.‘ (5-12) pergi ayah. ‗father go away.‘ from the ten sentence data shown, only two have affixes verbs, ie melompat (jumping) and berenang (swimming) verbs at (5-7) and (5-11). the other eight sentences are basic verbs, ie kerja (work), pulang (came home), mandi (take a bath), datang (coming), belanja (shopping), minum (drinking), menangis (crying), and pergi (go away). if this is related to the transitory level of a verb that the use of affixes can increase the degree of transitivity of the sentence, then it can be stated that the number of basic verbs in the sentences spoken by dc can cause the high occurence of intransitive sentences in the dc‘s speech. (1.b) transitive sentence the transitive sentence refers to a predefined verb with two core arguments. in terms of its functional structure, the two core arguments serve as subj and obj. especially for the core argument that fills the obj function that arises in dc‘s speech has a semantic role as patient / patient, actor, and theme, as seen in the following data. (5-13) kakek makan bubur. ‗grandfather ate porridge.‘ as a predicate, the transitive verbs in the above sentence define two core arguments, namely kakek ‗grandfather‘ as the agent (who eats) and bubur ‗the porridge‘ as the patient (eaten) in the sentence (5-13). https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:119—135 doi. 10.24843/ejl.2018.v12.i02.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 125 based on the frequency of its use, the existence of transitif sentence in dc‘s speech pertained quite high. from the 540 complete sentence data collected, there are 98 (18.14%) transitif sentences. another interesting point to consider in this section is that there are so many phenomena of using transitive verbs in the dc‘s speech. only, transitive verbs do not necessarily form a transitive sentence. this is because the transitive verb is not followed by the obj core argument that should be accompanying it. sentences with predicates of transitive verbs not accompanied by obj core arguments are grouped into intransitive sentences (alwi et al., 2010: 352). (1.c) betransitive sentence betransitive sentences are sentences with predicate verbs accompanied by three core arguments. in terms of its functional structure, the three core arguments serve as subj, obj, and obj theta, while in terms of their semantic role, the three core arguments are each agent, beneficial, and theme. an interesting phenomenon that should be noted in relation to the dwitransitif sentence is the absence of that type of phrase in the dc‘s speech. a sentence expressing the meaning of 'to others' (benefactive), is expressed in a linear construct of a transitive sentence with a description of purpose, as shown in the following data. (5-15) a. ibu membuat bubur untuk adik. np1 np2 ‗mother makes porridge for sister.‘ b. ibu membuatkan adik bubur. np2 np1 ‗mom makes a porridge sister.‘ in fact, the sentence (5-15a) can have another form as a result of the morphosyntax process that makes np1 switch to np2, as shown in (5-15b). however, other sentences with the same structure are not found in the dc‘s speech. it can be expressed closely related to the development of cognition in dc. in accordance with peaget's statement (brown, 1973) that child language development reflects the development of child cognition. dc experience delays in cognitive development so that they have difficulty producing betransitive sentences that have more complex syntactic structures. alternatively, they produce a transitive sentence that has a linear syntactic construction so that the structure is more simple with almost the same meaning. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:119—135 doi. 10.24843/ejl.2018.v12.i02.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 126 (2) basic sentence with nominal phrase predicate the basic sentence with nominal predicate (np) is the basic sentence of the indonesian language spoken by dc formed by n or np as the first constituent to fill the subject function or as the second constituent that fills the predicate function. therefore, this basic sentence has an np1 + np2 pattern like the example data below. (5-16) papaku polisi. ‗my father is a policeman.‘ in the data (5-16) above, the subject np1 constituent is the papaku ‗my father‘, whereas the constituent np2 as the predicate filler is polisi ‗the policeman‘. from the data (5-16) above it is also apparent that both np1 as the function constituent of the subject function and np2 as the predictive function filler constituent in the dc‘s speech have not undergone much expansion so that each constituent is filled by only one or two words. (3) basic sentence with adjective phrase predicate the basic sentence with adjective phrase (ap) predicate has the np-ap pattern, the basic sentence formed by n or np as the first constituent to fill the subject function, while the second constituent that fills the predicate function is the adjective (a) or ap. the sample data is below. (5-17) bajunya kotor. ‗her clothes are dirty.‘ in the data (5-17) above, which becomes the subject np constituent is bajunya ‗her clothes‘. meanwhile, the ap constituent as a function of the predicate is dirty. predicate dirty on the sentence above occupy the right position subj her clothes. conjugated constituent predictive patterns can also be altered. in addition to occupying the right position or after subj, predictive predicate can also occupy the left position or before the subj. in any language spoken by the dc, it often happens: the adjective predicate often occupies the left position or before the subj. therefore, the above sentences (5-17) may appear in the following order patterns. (5-17a) kotor bajunya. ‗her clothes are dirty.‘ based on the constituent pattern data in the sentence (5-17) above along with the structural alternation at (5-17a), it can be stated that the subj argument in the stative sentence is not always in https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:119—135 doi. 10.24843/ejl.2018.v12.i02.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 127 the position before the predicate (left predicate position), but can also be position after predicate (right position of predicate). in the dc‘s speech, repetition of such sequences often occurs. (4) basic sentences with prepositional phrases predicate the basic sentence pp predicate has the np + pp construction pattern, ie the basic sentence formed by n or np as the first constituent to fill the subject function and followed the prepositional phrase (pp) as the second constituent that fills the predicate function. the pp predicate always has a head of category p. without the presence of the preposition category, prepositional phrases will not be formed. when compared with standard indonesian language, the indonesian language spoken by dc has its own peculiarities, ie its preposition elements are sometimes subjected to an impression. in the conversation between dc and his friend during school break, the following speeches appear. (5-18) a. rumah nenekmu di mana? ‗where's your grandmother's house?‘ b. rumahnya jakarta. ‗her house jakarta.‘ rumahnya di jakarta. ‗her house at jakarta‘ rumahnya ᴓ jakarta. „her house ᴓ jakarta.‘ the preposition settlement at (5-18b) lies between the word of his house and jakarta. the existence of such preposition settlements is abstractly understood by the dc because they can understand when spoken to using the three prepositions in another context. (5) basic sentence with numeral phrases predicate in general the numerals contained in the dc speech can be classified into two groups, namely numerals general/ principal and numeral level. some numerals are found in the study of dc speeches such as the following example. (5-19) kamarnya tiga. ‗the rooms are three.‘ from the above sentence data (5-19) it can be seen that np as the first constituent to fill the function of the subject is formed by the derived noun through its affixation process, ie the room, while nump as the second constituent that fills predicate function is formed by the basic numerical https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:119—135 doi. 10.24843/ejl.2018.v12.i02.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 128 category, three. from the example above data it appears that the fnum that appears as a sentence predicate in dc‘s speech is still very simple, both in quantity and in expansion of the phrase. derivation sentences in dyslexia children's speech although most of the complete sentences produced by the army are in the form of a basic sentence, some of them are derivation sentences, the basic sentences that have undergone changes, either through extensions or other changes. the expansion of basic sentences is likely to result in two types of sentence structures, namely (1) expanding base sentences, but still having a clause pattern often known as a single sentence (simplex), while (2) the base sentence has expanded to form two clause patterns or more, commonly called compound sentences (complex sentences). (1) single sentence as mentioned above that a single sentence is a basic expression that has undergone an expansion. however, the extension is limited to the phrase level and not to form a new clause. here is an example. (5-20) a. ida bersembunyi. ‗ida is hiding.‘ b. ida bersembunyi di bawah tempat tidur. ‗ida hid under the bed.‘ sentence (5-20a) informs that there is a child named ida is doing a hiding activity. although only composed of compulsory elements, namely ida (subj) and hide (pred), the sentence (5-20a) already has a complete meaning. however, to get more information, there is information that can be added, so that information about the place of the act of hiding is done, ie under the bed (5-20b), which serves as adj. (2) compound sentences compound sentences are divided into two relationship patterns, namely coordinative (equivalent compound sentence) and subordinative (multi-story compound). (alwi et al., 2010: 398). from all the coordinative conjuncture types, none of them appear in the dc‘s speech. dc only uses ―terus” (then) as an oral conjunctor instead of the conjunctor ―kemudian” (later) to clarify the combined clause that denotes the semantic 'sustainable time' relationship, as seen in the data (521). https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:119—135 doi. 10.24843/ejl.2018.v12.i02.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 129 (5-21) tidurnya jam 1, terus bangunnya jam 2. ‗sleep at 1, then awake at 2 o'clock.‘ in the sentence (5-21) above, there are two clauses which have a subj-pred-konj-subj-pred structure. to relate the two clauses, a “terus” (then) conjunction is used which states the semantic relationship 'time of sustainability'. the relation between-clauses in multi-tiered compounds in d speech is generally characterized by the use of conjuncers or explicit relationships. only very few did not use conjunctors. it found 0.44% equivalent compound sentence and 1.94% multicompound sentence from all data of this research. the subordinate conjunctor that appears in the dc‘s speech is yang (is/ are), setelah (after), pas (when), ketika (when), habis (after), karena (because), and sampai (until). the conjunctor that is always implicit is bahwa (that). (3) sentence structured topics-comments a sentence structure can be seen as a composition consisting of two parts, namely topics and comments. in the data collected from dc‘s speech there are several patterns of topic-comments structure, as in the following sentence. (5-22) ayah kerjanya malam. ‗father works night.‘ the father's constituency at (5-22) is a topic for being the subject. the constituents that follow, ie works night, give an explanation of the subject matter so called a comment. from the data it appears that the topic is not a clause, which consists of subj only, while the comment is a clause that has a structure pattern subj-pred. thus, the phrase topic-comment structure in the dc‘s speech can be viewed as a complex sentence because it consists of two clauses. incomplete sentence structure in dyslexia children's speech most of the sentences produced by dc are incomplete sentences (59.61%), while the remaining 40.54% are complete sentences. the number of incomplete sentences in the research data is actually relatively small when compared with incomplete sentence data actually found in the field. incomplete sentences which are either "yes" or "no" answers or in the form of gestures accompanied by unclear sounds, which are almost triplet from the data collected, are not counted as data in this study. according to alwi, et al. (2010: 371), incomplete sentences are sentences that have no subject and or predicate functions. the syntactic function that should be there is experiencing a https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:119—135 doi. 10.24843/ejl.2018.v12.i02.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 130 deletion. when viewed from the internal structure, the incomplete sentences conveyed by the dc have only the subj structure pattern, pred only, obj only, adj only, or a combination of functions subj-obj, subj-adj, pred-obj, pred-adj, and predobj-adj. each of these functional structure patterns is described below. (1) sentence with subj structure patterns incomplete sentences that have the functional structure of subj alone are quite numerous in the dc‘s speech. here's an example of the data. (5-23) a. apanya yang rusak? ‗what is broken?‘ b. sadelnya. ‗the saddle.‘ when telling the incomplete sentence above, in fact the dc wanted to convey his intent completely. because they assumed that their interlocutor had understood what he was trying to say, the dc did not give his full sentence or full meaning. (2) sentences with pred structure patterns incomplete sentences consisting only of sentence center elements pred alone are also quite numerous in the dc‘s speech. here's an example of the data. (5-24) a. kamu pakai baju renang? ‗are you wear a swimsuit?‘ b. pakai. ‗wear.‘ c. saya pakai baju renang ini. ‗i wear this swimsuit.‘ from the above data it can be stated that the incomplete sentence on (5-24b) is subject to the deletion of the function element of subj saya (i) and obj baju renang (swimsuit) at 5-24c. (3) sentences with obj structure patterns the following are incomplete sentences in dc‘s speech that have obj function structure only. (5-25) a. dik. mama tadi makan apa? ‗bro. what did mama eat?‘ b. tempe sambal. ‗tempeh sambal.‘ c. mama makan tempe sambal. ‗mama ate tempeh sambal.‘ based on the above sentence it can be stated that the incomplete sentence at (5-25b) experiences the imprinting function of subj mama and pred makan (ate) at 5-25c. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:119—135 doi. 10.24843/ejl.2018.v12.i02.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 131 (4) sentences with adj structure patterns the incomplete sentences produced by dc also consisted mostly of adj functions only. here is an example. (5-26) a. papa pergi ke mana? ‗where did papa go?‘ b. ke sana. ‗there.‘ c. papa pergi ke sana. ‗papa went there.‘ based on the above sentence it can be stated that the incomplete sentence at (5-26b) is experiencing the imprinting of the functional elements of subj papa and pred pergi (went) at 526c. the interesting thing that needs to be discussed here is related to the use of the preposition elements in fp. when the fp fills the adj function, the preposition is sometimes used, as in data (526) above and sometimes not used, as in data (5-27) below, in incomplete sentence versions. conversely, when the fp fills the pred function, the preposition is always used in incomplete sentence versions, as shown by the data (5-28) below. (5-27) a. kamu duduk di mana? ‗where are you sitting?‘ b. kursi ini. ‗this chair.‘ c. aku duduk di kursi ini. ‗i'm sitting in this chair.‘ (5-28) a. di mana rumah rina? ‗where is rina's house?‘ b. di sana. ‗there.‘ c. rumah rina di sana. ‗rina's house at there.‘ all adj functions in the sentence data (5-27b) above are actually occupied by pp formed by the preposition element and nominal/ nominal phrase. however, the preposition element in the pp construction has never appeared in an incomplete sentence. on the other hand, the pred function in the sentence data (5-28b) above is also filled by the fp constituents formed by the preposition element and the nominal noun / phrase element. however, the element of the preposition always appears in an incomplete sentence. this confirms the existence of pp as a constituent unity that fills both the pred function and the central element of the sentence. (5) sentences with composite structure patterns the incomplete sentences that have the pred-obj structure also appear in the dc‘s speech. here is an example of the data. (5-29) a. opahmu bisa apa? ‗what your opah can do?‘ b. menyembuhkan orang. ‗heal people.‘ https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:119—135 doi. 10.24843/ejl.2018.v12.i02.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 132 c. opahku bisa menyembuhkan orang. ‗my opah can heal people.‘ the incomplete sentence-forming component at (5-29b) above which occupies the pred function is menyembuhkan (heal), while the occupant of the obj function is orang (people). based on the context of its use, the incomplete sentence above has the complete sentence form as seen in the data (5-29c). the incomplete sentences that have the pred-adj structure also appear in the dc‘s speech. here is an example of the data. (5-30) a. habis sekolah trus ngapain? „after school then what?‘ b. ngaji di baitus. ‗reciting in baitus.‘ c. aku ngaji di baitus. ‗i am reciting in baitus.‘ the incomplete sentence-forming component at (5-30b) above which occupies the pred function is ngaji (reciting), while the adj function is di baitus (in baitus). based on the context of its use, the incomplete sentence above has the complete sentence form as it appears in the data (530c). based on the above explanation it can be concluded that the incomplete sentence speech produced by the dc has the only subj structure pattern, pred only, obj only, adj only, or a combination of functions subj-obj, subj-adj, pred-obj, pred-adj, and pred-obj-adj. this phenomenon occurs because the data taken comes from the oral data dc. the context of the verbal variety calls for a second person / friend to speak. in the process, verbal communication is supported by motion, mimic, outlook, nod, intonation, and situations of speech to understand the message conveyed. therefore, the core parts of the sentence that occupy grammatical functions such as subj and obj are stated can sometimes be left off (arifin and tasai, 2010: 21-24) so there is a possibility of occurrence. in addition, the dc also has difficulty in reading which in the medical world is associated with impaired neurophysiological function (kirk and gallagher, 1989), although vision, hearing, intelligence is normal (purwandari, 2001). studies have also shown that most dyslexic children have short-term memory, making it difficult to remember what they want to say. the limitation of dc memory also confirms the reason for 59.61% of short and incomplete speech sentence data. the imposition of syntactic elements in the dc‘s speech also corresponds to one of the characteristics of dc that often do not write letters or words in words or sentences in full (pratamawati et al., 2015). https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:119—135 doi. 10.24843/ejl.2018.v12.i02.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 133 5. conclusion indonesian sentences produced by dyslexic children are dominated by incomplete sentences with a percentage of 59.61% of the total research data, while the rest is complete sentence with a percentage of 40.39%. however, incomplete sentences that are either "yes" or "no" or in the form of mute gestures accompanied by sound are unclear, almost triple the data collected and not included as data in this study. most complete sentences produced by dyslexic children are the basic sentences, while a small part of the speech is a derivation sentence. from the basic sentences that appear in the dc‘s speech, there are 38.66% basic sentences predicated verbs with the pattern np + vp. the next sequence in a row is the basic sentence noun predicate patterned np1 + np2 with the percentage of 26.66%, the basic sentence predicated adjective with the pattern of np + ap of 23.55%, the basic sentence predicated preposition patterned np + pp of 5, 78%, and the last basic sentence numeral predicate with np + nump pattern of 4.88%. the derivation sentence produced by dyslexic children is dominated by single sentence with percentage of 97,62%, followed by equal compound sentence with percentage of 0,44%, and multi level compound sentence equal to 1,94%. the incomplete sentences conveyed by dc have only the subj structure pattern, pred only, obj only, adj only, or combined functions of subj-obj, subj-adj, pred-obj, pred-adj, and pred-obj-adj. references alwi, hasan, dkk. 2010. tata bahasa baku bahasa indonesia. edisi ketiga. jakarta: balai pustaka. arka, i wayan. 1998. ―from morphosyntax to pragmatics in baliness: a lexical-functional approach‖. (dissertation). sydney, australia: university of sydney. artawa, ketut. 1996. keergatifan sintaksis di dalam bahasa: bahasa bali, sasak, dan indonesia. dalam pelba 10. jakarta: lembaga bahasa universitas katolik atmajaya. brown, roger. 1973. a first language. middlesex: pinguin bos ltd. byrne, b. 1981. deficient syntactic control in poor readers: is aweak phoneticmemory code responsible? applied psycholinguistics 2 (20). hlm. 201–212. chomsky, noam. 1965. aspects of the theory of syntax. cambridge: mit press. dardjowidjojo, sunjono. 2000. echa: kisah pemerolehan bahasa anak. jakarta: grasindo. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:119—135 doi. 10.24843/ejl.2018.v12.i02.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 134 fisher, s. and defries, j. 2002. ―developmental dyslexia: genetic dissection of a complex cognitive trait‖, nature reviews 3, hlm. 767–7781. givon, talmy. 1984. syntax : a functional typological introduction. vol i. amsterdam : john benjamins kirk, samuel a. dan james j., gallagher. 1989. educating exceptional children. edisivi. boston: houghton mifflin company. mercer-cecil, d. and mercer-ann, r. 1989. teaching students with learning problems (third ed.). ohio usa: merril publishing company a bell & howell company. moleong, lexy. 2008. metode penelitian kualitatif. edisi kedua. bandung: rosdakarya. morkena, frøydis, dkk. 2017. reading in dyslexia across literacy development: a longitudinal study ofeffective connectivity. neuroimage 144 (2017) 92–100 [online]. tersedia:http://dx.doi.org/10.1016/j.neuroimage.2016.09.060[diunduh pada 26 mei 2017]. morris, r.; shaywitz, s. & shaywitz, b. (2008), the education of dyslexic children from childhood to young adulthood. annu. rev. psychol.2008.59:451-475. tersedia: http://www.decodingdyslexiaor.org/wp-content/uploads/2015/01/ shaywitz-dyslexiareview-2008-ann-rev-psychol.pdf purwandari, (2001). kebutuhan sosiopsikologis anak berkesulitan belajar (buku pegangan kuliah).yogyakarta: fip uny reggiani, danilo. 2012. ―dyslexia and the acquisition of syntax passive and control‖. (disertasi). verona: universita degli.shaywitz, s.e. 1998. dyslexia. n engl j medic, 338:307—31 snowling, m.j., hulme, c., 2012. annual research review: the nature and classification ofreading disorders – a commentary on proposals for dsm-5. j. child psychol. psychiatry 53, 593– 607. http://dx.doi.org/10.1111/j.1469-7610.2011.02495.x. verhaar, john.w.m. 1996. asas-asas linguistik umum. yogyakarta: gadjah mada university press. https://ojs.unud.ac.id/index.php/eol/ http://dx.doi.org/10.1016/j.neuroimage.2016.09.060 http://www.decodingdyslexiaor.org/wp-content/uploads/2015/01/%20shaywitz-dyslexia-review-2008-ann-rev-psychol.pdf http://www.decodingdyslexiaor.org/wp-content/uploads/2015/01/%20shaywitz-dyslexia-review-2008-ann-rev-psychol.pdf http://dx.doi.org/10.1111/j.1469-7610.2011.02495.x e-journal of linguistics doaj indexed (since 15 sep 2015) july 2018 vol. 12 no. 2 p:119—135 doi. 10.24843/ejl.2018.v12.i02.p.04 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 135 6. acknowledgments the authors would like to thank to rector and the dean of state university of surabaya for giving permission and help in this project, and all who contributed so much of their time and ideas, especially to the board of examiners: prof. dr. drs. ida bagus putra yadnya, m.a., prof. dr.i ketut darma laksana, m.hum., prof. dr. i nenyoman sedeng, m.hum., dr. ni made dhanawaty, m.s., and dr. made sri satyawati, s,s,, m.hum., for their critical comments and suggestions for the improvement of this paper. remaining errors are all mine. https://ojs.unud.ac.id/index.php/eol/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 72—85 doi.10.24843/ejl.2019.v13.i01.p07 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 72 folklore of sang sandiaka based on the function theory, morphological theory and mythological theory at depeha village, kubu tambahan district 1 ni nyoman seri astini, stimi handayani pariwisata denpasar 2 i nyoman weda kusuma, weda_kusuma@yahoo.com, universitas udayana 3 i nyoman suarka, nyoman_suarka@unud.ac.id, universitas udayana 4 i wayan suardiana, wyn_suardiana@unud.ac.id, universitas udayana *corresponding 1 author: astiniseri@yahoo.com received date: 11-11-2018 accepted date: 17-11-2018 published date: 22-01-2019 abstract this study aims to find the functions and ideologies of depeha village folklore entitled sang sandiaka. the focus of the problems to be studied in this study consists of three things; they are: (1) to find out the narrative structure of the folklore of sang sandiaka, (2) to find out the functions of the story, and (3) to find out the ideologies in it. the type of this study is qualitative. the theories used in this study are the morphological theory , the function theory and the mythological theory. the data were collected through documentation and interview. thus the analysis started with a review of sang sandiaka's story, then the narrative structure and the function as well as the meaning of the story, and the ideologies contained in it were presented. the results of this study showed that: (1) the story of sang sandiaka functions to remind the past, as non-formal education of the community and as the entertainment for the depeha village community, and (2) the ideologies which the folklore contain are the ideology of leadership and the ideology of social equality. keyword: folklore, sang sandiaka, depeha village 1. introduction kesusastraan, the indonesian equivalent for the word literature, is adopted from from the sanskrit language sahstra which means text containing instructions or guidelines. of the many existing literary works, the balinese literature is one form of the balinese language empowerment as a means of expressing of the balinese society, which has been passed down from generation to generation as a charm of the past wisdom. the oral literary work is classified into folklore, which has several forms; they are myths, legends, and fairy tales. legend is told mainly for entertainment although many also describe the truth, contain lessons (morality), or even satires. the purpose of writing this dissertation in general is to present and preserve the balinese literature itself, especially in the field of linguistics. mailto:weda_kusuma@yahoo.com mailto:nyoman_suarka@unud.ac.id mailto:wyn_suardiana@unud.ac.id mailto:astiniseri@yahoo.com e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 72—85 doi.10.24843/ejl.2019.v13.i01.p07 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 73 folklore can be found in almost every area in the country. folklore is one type of oral literary works expressed in local languages, which is until now still existing in most ethnic groups in indonesia. the oral literary work (folklore) has a position and plays a very important role in supporting community. not infrequently folklore in various regions or certain ethnic groups in indonesia is used as a means of implementing religious traditions. that fact shows how important the meaning and function of folklore is for the lives of its people. (weda kusuma, 2002: 1) folklore as a nation's cultural heritage contains noble values including moral and ethical teachings, some of which are even used as guidance by the community to preserve the environment. folklore research has several significances, in addition to being able to show the diversity of the richness of the nation's culture, it can also lead to mutual understanding of interethnic life in indonesia through the values reflected in the folklore. (weda kusuma, 2002: 1) 2. research model folklore is an anonymous story rooted in the primitive culture. if initially folklore is interpreted as a simple and primitive imagination to compile a story, then in the modern sense folklore will be the structure of the story itself. barthes (2004: 152) states that folklore is a type of speech, everything can be a folktale as long as it is presented by a discourse. ideology, according to destuut de tracy (in moeliono-budianto, 2004: 128-130), is a collection of systemic concepts used as principles of opinion that provide direction and purpose for the survival of a person or group. ideology is the ideal that many individuals want to achieve in society. society supporting ideology usually spreads the ideology to its citizens. based on the concepts of folklore and ideology presented above, then in this study three theories were used to explain the structure of narrative, functions and find ideologies contained in the sang sandiaka story, namely (1) the morphological theory of folklore which was used to analyze the form of the sang sandiaka folklore narrative, (2) the folklore social function theory which was used to analyze the function of the sang sandiaka story, (3) mythological theory which was used to examine the ideologies in the sang sandiaka story. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 72—85 doi.10.24843/ejl.2019.v13.i01.p07 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 74 the following is the research model applied in this study. 3. reasearch method the method in this study is intended as a problem concerning the method used in technical research (muhadjir, 2002: 3). research on the folklore of sang sandiaka uses qualitative methods, namely the research procedures that produce descriptive data in the form of written words or verbal from people, notes about behavior and the meaning of observable elements of form. the method used in this study is the ethnographic method that aims to broaden the purpose of a systematic description of the story , and to explore narratives in society and culture. the ethnographic study of holistic conception is the basis for morphological analysis covering the whole system of storytelling in society. the main concepts of ethnographic methods are storytellers, performance and context, so that they are the basis for traditional cultural narratives in verbal activities of individuals and social institutions. the methods and data collection techniques used in this study were interview and documentary methods. interviews are methods of collecting data by asking questions to informants through question and answer in face to face (danandjaja, 1994: 102). it is also explained that the questioning techniques in interviews are categorized into two groups, namely (1) the structured interview and (2) the non-structured interview. in this study, the non-structured interview was conducted. the aim is to capture data about the opinions and views of informants about the story of sang sandiaka, especially concerning form, function, and textual and sang sandiaka story function theory functions of sang sandiaka folklore morphological theory narrative structure of sang sandiaka folklore mythological theory ideology of sang sandiaka folklore results e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 72—85 doi.10.24843/ejl.2019.v13.i01.p07 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 75 contextual meaning. meanwhile, the technique used to support the above method was the documentary method. the author used the listening media such as a video camera and other recording devices. the aim is to obtain a complete and comprehensive picture of the various verbal and nonverbal interactions that occur, including the recording of oral utterances. 3. discussion and results 3.1 narrative structure of the story of sang sandiaka the story of sang sandiaka is presented in indonesian and is recounted by an informant named ni nyoman armini. this story tells of a man named sang sandiaka who was so intelligent and proficient in various ways that it caused jealousy to the king in his country. this story is one of the cultural treasures spoken of from the village of bulian. the main characters in this story are two people only, namely sang sandiaka and king wanasaba referred to as anak agung. the other supporting characters make the story more interesting. the following are the results of the study of a number of characters, their characters and functions in the story. tabel 1: the functions of the seven characters in the sang sandiaka folklore characters figures function in text the villain the king wanasaba (anak agung), patih cutet and men cetik this great son is a king of a country called wanasaba. this king is an authoritarian and arbitrary leader. his arbitrariness is reflected in his actions to kill a man named sang sandiaka because he is considered to have surpassed the dignity of himself as a king. the king feels jealous of sang e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 72—85 doi.10.24843/ejl.2019.v13.i01.p07 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 76 sandiaka because the person possesses intelligence, the intelligence and ingenuity above that of the average wanasaba community in general. these advantages make sandiaka famous in the kingdom. as the king is jealous , a character like sang sandiaka is a barrier to him, so a number of attempts are made to kill him by the king in order to get rid of him, but the king always fails, such as telling him to look for coconuts from trees where poisonous snakes have been placed, marrying sandiaka with a murderer named men cetik from whose mouth a poisonous snake can get out, mobilizing troops to attack sang sandika directly, but all these efforts fail due to the ingenuity of sang e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 72—85 doi.10.24843/ejl.2019.v13.i01.p07 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 77 sandiaka. patih cutet is a trusted person of king wanasaba who is in charge of carrying out most of the king's orders, especially in the case of attempting to kill sang sandiaka. patih cutet is the one who tells sang sandiaka to look for coconuts whose trees have been filled with poisonous snakes with the intention of injuring them. this patih also orders all village heads in his area to carry out strange tasks in order to lure sang sandiaka out of hiding, because only sandiaka can do it. the next antagonist is men cetik. this figure is a character from the king as a gift to the sandiaka for marriage. this woman can be said to be e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 72—85 doi.10.24843/ejl.2019.v13.i01.p07 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 78 a contract killer, because she is able to remove a poisonous snake from her mouth to kill sang sandiaka. the donor biring alit and subandar biring alit is a woman known by sang sandiaka in the river as she travels. a small bulldozer offers home as well as a hiding place from the king of wanasaba. subandar is the father of biring alit. she also protects sang sandiaka at her home and welcomes her on arrival. the helper anonim and sang sandiaka this helper is never mentioned in the story of sang sandiaka. however, his services are great in warning sang sandiaka twice, so sandiaka always escapes the attempts made to murder by the king. the first, this character warns sang sandiaka when he is ordered by patih cutet to e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 72—85 doi.10.24843/ejl.2019.v13.i01.p07 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 79 look for coconuts, and the second he warns sang sandiaka when he is about to be married by a murderer woman named men cetik. the sandiaka in a different event also emerges as a helper. the incident is when biring alit receives a letter of invitation from king wanasaba for marriage. but he and his father subandar are unhappy with the proposal, so sang sandiaka gives him a way for the king to cancel marrying biring alit by attaching the pig's intestines to the pubic biring alit to bring out an unpleasant odor so that the king fails his intention. the princess biring alit biring alit is a woman who behaves well and has beautiful appearance. the author dares to e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 72—85 doi.10.24843/ejl.2019.v13.i01.p07 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 80 assume that biring alit is beautiful in appearance because of the events of his favor by king wanasaba. a woman who is favored by a king is generally beautiful because she will be made a concubine. biring alit is the one who offers the house to stay with sang sandiaka while wandering; in the end, he is married to sang sandiaka. the dispatcher patih cutet this character is a person who is always relied on by king wanasaba (great son) especially to carry out his will to kill sang sandiaka. every will of the king is always carried out and regulated by this chief minister. but, unfortunately, he is less clever than sang sandiaka so that every plan always fails. the hero sang sandiaka this character is a central one and acts as a hero. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 72—85 doi.10.24843/ejl.2019.v13.i01.p07 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 81 although in the story he only saves biring alit from king wanasaba's proposal, and, in fact, he is the one who is helped more by "anonymous" from being murdered, but sang sandiaka's behavior is heroic and courageous in fighting the king's bad nature. the false hero from the table above, it can be seen the characters and their functions in the story of sang sandiaka. the main character in this story is, of course, sang sandiaka as the protagonist, while his opponent, the king wanasaba (anak agung) becomes an antagonist, and the others function as the supporting characters as a whole in building the story. almost all the characters in this story play an important role in every event that occurs. maybe only the character biring alit's father named subandar who is not told to play an important role in this story. in fact, in this story there is a character who plays a very important role but the name is not mentioned. the author calls it "anonymous". this "anonymous" character is someone who has saved sang sandiaka twice from an attempt to be assassinated by the king through early warnings, such as telling sang sandiaka to climb a coconut tree with a poisonous snake which was placed when he was instructed by the prime minister cutet to pick coconuts, and also warning about the impending danger of a woman named men cetik. it is not clear which group comes from "this anonymous" character, whether he is a commoner or a member of the kingdom, whose role is certainly important in this regard. the story would be different if the sandiaka were never warned by this "anonymous" person. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 72—85 doi.10.24843/ejl.2019.v13.i01.p07 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 82 2.1 the functions in sang sandiaka folklore as revealed by harsojo (1988), that folklore is a belief system of a group of humans, which stands on a foundation that explains sacred stories related to the past. folk stories also function as a way for people to try to remember something that happened before but how it really happened was forgotten. folk stories in the original sense as ancient figures of speech are stories whose origins have been forgotten, but it turns out that in the present time folktales are considered true stories. therefore, one of the functions of the sang sandiaka story is to commemorate past events. in the story of sang sandiaka, a kingdom called the kingdom of wanasaba is mentioned. it is said that this sang sandiaka id a clever man from the land of wanasaba led by a king named anak agung. briefly, this story tells of sang sandiaka himself, where he id the target of the king's jealousy because sang sandiaka is considered to overstep the dignity of the king because of his intelligence and ingenuity. many times the king attempts to assassinate sang sandiaka, but none has been successful; the result of his own actions causes the king to die. if traced back, both in literature and digital search, this wanasaba kingdom should be in the east nusa tenggara region, precisely in the east lombok area, and not in the buleleng area, bali. until now, the former kingdom area has become a village with the same name, wanasaba village. if so, the wanasaba kingdom that appears in the sang sandiaka story can be in the form of fiction or indeed refers to the kingdom of wanasaba in east lombok. the next function of the sang sandiaka story is the function of education, namely the education of customs, norms, rules that apply in society. this is continuously studied and understood by all community members. the learning process depends on the level of what is learned because it covers several spheres of different environments. vembrianto (1979: 133) says that to know the development of one's personality is not enough to be seen from school alone, but with the existence of cooperation that harmonizes harmony between family, school and society. another function is as people's entertainment. this story is often told by parents to their children and grandchildren to entertain their souls with inspiring stories that are genuine and close to their lives. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 72—85 doi.10.24843/ejl.2019.v13.i01.p07 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 83 2.2 the ideologies in sang sandiaka folklore ideology is a systematic collection of ideas, basic ideas, and beliefs with the direction and goals to be achieved in the national life of a nation and country. the story of sang sandiaka contains the ideology of leadership. the ideology of leadership reflected in the story of sang sandiaka is the dictatorial leadership which relies on the absolute power of a king and tends to behave arbitrarily from raja wanasaba, his knight or noble group. king wanasaba is described as a proud and greedy ruler. his conflict with his own people, namely sang sandiaka, begins because of envy; he feels rivaled by the intelligence and ingenuity of sang sandiaka. even so, the attitude of the king is also reflected by the chief minister patih cutet. this story greatly reflects the social hierarchy in the royal era which is divided into four castes namely brahmana, knighthood, vassal, and sudra (the lowest caste) another ideology is the social equivalence iedeology. the ideology of social equality is raised in the story of sang sandiaka. in this story it is taught that social equity is not only just about the caste, but also includes the same right under the law, security, being entitled to expressing opinions and gathering. as has been previously known, the story of sang sandiaka is the story of a king who is jealous of his own people because he feels that his people humble his dignity and dignity as the king. this story is a special story in the feudalistic kingdom where the power of the king is absolutely absolute, no one can oppose him much more than the people; hence, the king's kindness and wisdom at that time has been greatly appreciated by all classes because generally the king is very touched by his own people. the story of sang sandiaka shows a strong social hierarchy. the king and his regent want to kill people just because the king feels that his intelligence is surpassed by his people named sang sandiaka. no one can convict a king, unlike the republic system whose president can be arrested if he is found to violate the state law. that is the social ideological value raised in the story of sang sandiaka. the story reminds us that social equality in the kingdom era is very difficult to realize and starts to be grateful that the current indonesian state system is far better than that in the royal era. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 72—85 doi.10.24843/ejl.2019.v13.i01.p07 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 84 4. conclusion the conclusion of this study is that folklore as part of the treasure of national culture; bali in particular has a variety of values in it in the form of the function of folklore itself and the ideology in it. the story of sang sandiaka which is a folktale from bulian village also has various functions and ideologies in it. in the initial assessment, the narrative structure of this story is firstly examined using the morphological theory and describes it into the seven main characters involved in the story. after describing the narrative structure, the functions of this sang sandiaka story are found. the functions found in the sang sandiaka story are remembering the past, serving as the non-formal education of the community in general and the bulian village in particular, and as entertainment. the ideologies in this story are the ideology of leadership and the ideology of social equality. this is very relevant, considering that the story of sang sandiaka background is in the era of the kingdom. the attitude of the king to his people reflects the ideology of leadership, and the rules of the kingdom towards his people reflect social equality. references: danandjaya, james. 1980. kebudayaan petani desa trunyan di bali. jakarta ; pustaka jaya danandjaya, james. 1994. foklor indonesia. jakarta ; grafiti eco, umberto. a theory of semiotics. bloomington: indiana university press eco, umberto. 1986. semiotic and the philosophy of language. bloomington : indiana university press endraswara, suwardi. 2003. metodologi penelitian sastra. yogyakarta: pustaka widyautama. eriyanto, 2001. analisis wacana, pengantar analisis teks media. yogyakarta : lkis universitas udayana geria, i wayan. 2006. wacana samadana usaba pada masyarakat tenganan pegeringsingan (desertasi). denpasar: universitas udayana kbbi, 2016. kamus besar bahasa indonesia (kbbi). [online] available at: http://kbbi.web.id/pusat, [diakses 21 februari 2017]. kutha ratna, i nyoman .2004 teori, metode, dan teknik penelitian sastra dari strukturalisme hingga posstrukturalisme perspektif wacana naratif. yogyakarta : pustaka pelajar. kutha ratna, i nyoman, 2005. sastra dan culutral studies representasi fiksi dan fakta. yogyakarta : pustaka pelajar. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13. no. 1 p: 72—85 doi.10.24843/ejl.2019.v13.i01.p07 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 85 sedyawati, edi. 1996. kedudukan tradisi lisan dalam ilmu-ilmu sosialdan ilmu-ilmu budaya. dalam warta atl, jurnal pengetahuan dan komunikasi peneliti dan pemerhati tradisi lisan. edisi ii/maret/1996 jakarta weda kusuma, i nyoman. 2002. penelitian cerita rakyat bake di desa suana nusa penida (buku austronesia) denpasar: bali medi. 5. acknowledgement the researcher would like to thank to those who have given beneficial contribution during the writing of this research so that the results can be published, the appreciation of thankful is dedicated to the board of examiners: prof. dr. ida bagus putra yadnya, m.a., prof. dr. i made suastika, s.u., dr. ida bagus rai putra, m.hum., dr. dra. putu ayu puspawati, m.hum., and dr. drs. i made suarta, s.h., m.hum., for their support, advice during the writing of this article. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 2 july 2021, pages: 155-161 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i02.p01 155 protection of azerbaijani language in e-government platform rasim alguliyev 1 , farhad yusifov 2* , afruz gurbanova 3 1 r.alguliev@gmail.com, 2 farhadyusifov@gmail.com, 3 afruz1961@gmail.com *corresponding author 1,2,3 institute of information technology of anas 9a, b.vahabzadeh, az1141, baku, azerbaijan article info abstract* received date: 22 february 2021 accepted date: 16 march 2021 published date: 31 july 2021 keywords:* globalization; linguistic diversity; linguistic technologies; language loss; language protection. the protection of language diversity has become one of the topical issues in the rapidly globalizing modern world influenced by information technology. the article studies the protection of azerbaijani language in e-government. the approaches to the impacts of globalization on lingua-cultural space and linguistic processes are explored. the protection of linguistic diversity and the application opportunities of linguistic technologies in egovernment are analyzed. the approaches to the protection of azerbaijani language in e-azerbaijan segment of the global information space are provided. a conceptual model that provides effective mechanisms for the application of linguistic technologies is proposed. in general, there are various ideas and approaches related to language protection on the internet. there are many factors endangering language in the globalization process, and it is not possible to maintain the language at the expense of controlling each of these factors. in this regard, the internet can also be used to raise awareness about the language loss and language protection. the application of cloud-based linguistic technologies enables the provision of different services over the internet (translation, cataloging, data storage, availability etc.). they can also be used to preserve the integrity of spoken language. furthermore, many of these technologies used for sound and speech recognition can be applied to protect spoken languages. the use of linguistic technologies in eazerbaijan segment of the unique information space will contribute to the protection and development of azerbaijani language by providing variety of e-services. 1. introduction nowadays, technological revolution that has emerged around ict. protection of language diversity has become one of the topical issues in the modern world, which is rapidly globalizing with the impact of information technology (maurais, & morris, 2003; smetanina-baldvin & maslova, 2009). achievements in the development of linguistic technologies will gradually lead to greater access of people to information and services in their own languages. the globalization process has a significant impact not only on technological and economic fields, but also on the https://ojs.unud.ac.id/index.php/eol/index mailto:r.alguliev@gmail.com mailto:farhadyusifov@gmail.com mailto:afruz1961@gmail.com 156 social, political and cultural spheres. this trend indicates that the globalization grounds on the english-american model of society and its economy, politics, culture. obviously, this model is closely linked to english language, which plays the role of world language. the globalization process, as well as the changes in the language sphere require serious measures in the field of protection and development of azerbaijani language in the electronic environment (smetaninabaldvin & maslova, 2009; gurbanova, 2010). in the light of increasing efforts towards the formation of information society, most countries seek to develop e-government solutions through ict application. implementation of egovernment initiative acts as a platform for the maintenance of tolerance, cultural, religious and linguistic diversity along with achieving effectiveness in public administration, and calls for taking serious steps at national, regional, and local levels. forming a new information environment and enhancing public sector activity, egovernment has emerged as a means of increasing the effectiveness of services provided (alshehri, & drew, 2011; alguliyev, & yusifov, 2014; vasilyeva, & kononenko, 2016). at the same time, developing countries do not have full access to the advantages of e-government yet, and therefore, they are facing many challenges in implementing e-government projects. these problems include political-administrative, infrastructural, demographic, linguistic, and other social factors, which play an important role in the implementation of e-government projects. demographic features of the citizens, their age, gender, education, language diversity, etc. refer to the factors significantly affecting behavior of users and their access to online services. in this regard, protection of language diversity is one of the topical issues in generating e-government services. rapid development of ict and gradual dominance of english language hinder the access of population and ethnic minorities to e-services (mittal, & kaur, 2013; torgby, & asabere, 2014). particularly, in the countries, where multilingualism exists and other languages are used along with the official state language, such as in latin america and africa, india, and the people's republic of china, the use of dominating language on e-government websites may restrict access of majority of population to services (lata, & chandra, 2010; mittal, & kaur, 2013; torgby, & asabere, 2014; pérez-salazar, aguilar-edwards, & mata-martínez, 2016). emergence of dominant languages in e-government upsurges the relevance of language diversity and language protection issues. 2. research method a survey of research works in the field of protection of the azerbaijani language in the electronic government platform was considered. the views and approaches to the impacts of globalization on lingua-cultural space and linguistic processes are reviewed. an overview of the factors that threaten language in the process of globalization is considered. the study of linguistic diversity and the application opportunities of linguistic technologies in e-government are analyzed. the conceptual approaches to the protection of the azerbaijani language in eazerbaijan segment of the global information space are provided. a conceptual model that provides effective mechanisms for the application of linguistic technologies is proposed. 3. discussion 3. 1. the effect of globalization on linguistic space the concept of a unique information space is regarded as one of the key approaches to understanding the dynamics of linguistic changes. from this point of view, a unique information space enables the multifaceted activities of international and local media to be presented as a single and complete system. 157 any information is transferred via the symbols related to this or that language and culture. in this aspect, linguistic space becomes the most important component of a unique information space. the range of english-american linguistic space is extending far beyond the borders of the states where it is used and forming a vast english-language information space (dobrosklonskaya, 2012; laletina, 2011; crystal, 2001). along with the socio-political changes taking place in postsoviet countries, serious changes in the linguistic-cultural information environment are also noteworthy. from this point of view, the consequences of the globalization’s effects on the linguistic sphere can be attributed to the fact that linguistic processes are subjected to quality changes more due to the application of new information technologies. to evaluate the impact of online media on linguistic processes, three leveled (geolinguistic, inter-linguistic and intra-linguistic) assessment methods are proposed in scientific literature (dobrosklonskaya, 2012). geo-linguistic level involves the analysis of media’s impact on the status and development of linguistic processes in the world or in the region. inter-linguistic level analyzes the relations among languages, interaction of languages, the effects of languages on one another, the functionality of languages and so forth. intra-linguistic level incudes the analysis of language processes, including norms and boundaries of spoken language, linguistic changes, and deficiencies in the spoken language within the linguacultural areal. in the globalization process, the real threat to this or that language is undoubtedly provided by dominant languages, namely english, which is now believed to be a world language (crystal, 2003; gritsenko, 2011; alakbarova, 2012). english-language resources, which are rapidly disseminated due to economic, political and socio-cultural reasons in the information space, significantly prevail the resources available in all other languages. unquestionably, one of the main reasons for such a rapid spread of english is the availability of authoritative media tools. as a result of the political, economic and technological changes taken place in europe over the last decade, the role of english has significantly increased, becoming a language for communication and cooperation for europe as well as for the west and east. dutch linguist olga fischer believes that the role of language in the international communication has its own negative features, such as low level language proficiency, cultural diversity, differences in structural and meaning diversity, and the risk of losing its national identity and falling under the control of alien culture presented in english (fischer, 2006). the global impact of english in the modern world has been thoroughly investigated in the book, "english as a global language," by the famous british linguist david crystal (2003). from the 90s, the concepts such as "linguistic imperialism", "cultural imperialism", "media imperialism" and "information imperialism" have emerged and resulted in extensive discussions (dobrosklonskaya, 2012; crystal, 2001, 2003). given the fact that linguistic influences in the information society are mainly realized through media channels, the influence of the dominant english language on a unique information space, including its azerbaijani segment, is evident. in this regard, protection of azerbaijani language in a unique information space becomes essential, and its geo-linguistic, inter-linguistic and intra-linguistic assessment and the development of effective mechanisms are the demands of the day. 3.2. linguistic diversity and linguistic technologies in e-government multilingualism and freedom of expression are considered to be a basic value and one of the basic principles of e-democracy formation by many countries, including the european union. for example, although european multilingualism has fundamental cultural and social values, language diversity can be a barrier significantly affecting the communication (linguistic diversity roadmap, 2010; language cloud, 2015). from this point of view, preserving "unity and diversity" becomes very complicated issue. at present, this issue is also relevant for many 158 languages in relation to the dominance of english and requires taking serious measures to protect the languages of ethnic minorities. the effects of linguistic fragmentation can be shown clearly in social media such as twitter. if we review the scope of communication language, we can clearly see that conversations and discussions are mainly limited to national languages and geographical boundaries (alguliyev, & mahmudov, 2018). at present, the languages of the peoples settled in azerbaijan are mainly related to several language groups, though azerbaijani language, which belongs to oghuz group of turkic languages, is dominant at the modern ethnolinguistic background of azerbaijan. representatives of all nationalities, ethnic minorities and groups in azerbaijan are forming an information environment within a family and mutual understanding. from this point of view, e-azerbaijan segment of a unique information space is mainly limited to azerbaijani language. in the online environment, several technological solutions for preventing linguistic fragmentation or protecting language are available. advances in language technology include machine translation, text analytics, semantic analysis, and speech recognition technologies that help to eliminate language barriers and preserve language diversity and promote multilingualism in the digital world (gurbanova, 2010; language cloud, 2015; alguliyev, & mahmudov, 2018). as a result of the development of language technologies, people can read, write and speak their language on the internet, while others have access to information in the languages understandable to them. the use of linguistic technologies in online environment will abolish the language barrier and create a unique information space among countries by developing language diversity in the field of language protection and e-government. for example, the availability of the content in multiple languages, which is presented in of the e-commerce environment capable of influencing the development of the country's economy, will enable the users to communicate and interact with each other without any interference (alguliyev, & mahmudov, 2018). this, in turn, serves to the development of country's economy and the efficiency of e-government services. 3.3 protection of azerbaijani language in e-government language protection is to prevent the loss and endangering of languages, especially those of ethnic minorities. if a language is not taught to younger generations, it is exposed to endangering, and since language carriers are mainly spoken by older generations, their death leads to the death of language. on the other hand, the emergence of a dominant language in the context of globalization restricts the use of other languages. language is an important element of any society and state, and people can communicate and express their thoughts through language. the death of language means that future generations lose a vital part of life that is essential for a comprehensive perception of culture. from this point of view, protection of language, as an important component of culture, is essential. according to the unesco publication atlas of the world's languages in danger (2010), about 6,000 languages are spoken all over the world, and half of the world's population speak in 8 wide-spread languages. approximately, 425 languages are expected to be endangered (alguliyev, & mahmudov, 2018; unesco atlas of the world’s languages, 2016; krasikova, 2010; gurbanova, 2015). there are various factors that endanger languages. the main reasons for the language loss include emergence of dominant languages, globalization and migration. moreover, language loss often occurs due to imbalanced distribution of languages among population. massive migration of people results in forgetting to speak their own language after a certain period of time. in addition, political and military conflicts can also threaten the language loss. in the rapidly 159 globalizing world, the development of the internet, formation of information society and emergence of a unique information space, including the dominant status of english are the key factors accelerating the process of language loss. implementation of relevant programs and projects on the realization of initiatives for language protection in e-government should be carried out on phases. from this point of view, the following issues are scheduled to be solved for the protection of azerbaijani language in the e-government: • integrating e-services into a unique information space, and forming e-azerbaijan environment; • standardizing e-services based on international standards, and supporting multilingualism, providing access to services to all citizens regardless of their national identity, communication language, and location; • developing mechanisms to ensure e-services accessible for all categories, taking into account language diversity. • creating a virtual language teaching platform; • developing a national terminological information system; • developing linguistic technologies (machine translation, text analytics, semantic analysis, language sanitization, speech recognition); • creating transliteration systems; • taking measures to develop language industry; • establishing dialectical base, and forming language culture in online environment, etc. in fig. 1 shown the conceptual model of azerbaijani language protection in e-government. the application of cloud-based linguistic technologies to protect the azerbaijani language in eazerbaijani segment of the global information space will eventually create an effective mechanism for geo-linguistic, inter-linguistic and intra-linguistic assessments. 4. conclusion in general, there are various ideas and approaches related to language protection on the internet. there are many factors endangering language in the globalization process, and it is not possible to maintain the language at the expense of controlling each of these factors. in this regard, the internet can also be used to raise awareness about the language loss and language protection. the application of cloud-based linguistic technologies enables the provision of different services over the internet (translation, cataloging, data storage, availability etc.). they can also be used to preserve the integrity of spoken language. furthermore, many of these technologies used for sound and speech recognition can be applied to protect spoken languages. 160 fig. 1. conceptual model of protection of azerbaijani language in e-government the use of linguistic technologies in e-azerbaijan segment of the unique information space will contribute to the protection and development of azerbaijani language by providing variety of e-services. references: alakbarova, i.e. (2012). english in a globalized world, lingua mobilis, no. 4 (37), pp.104-110. alguliyev, r.m., & mahmudov, r.sh. (2018). language industry: opportunities, prospects and problems, journal of information society problems, no. 1, pp. 3-26. alguliyev, r.m., & yusifov, f.f. (2014). some actual scientific-theoretical problems and solution prospects of the formation of electronic government, journal of information society problems, pp. 3-13. alshehri, m., & drew, s. (2011). e-government principles: implementation, advantages and challenges. international journal electronic business, 9(3), pp. 255-270. crystal, d. (2001). language and the internet. cambridge, uk : cambridge university press, 272 p. crystal, d. (2003). english as a global language. cambridge uk : cambridge university press, 2003, 160 p. dobrosklonskaya, t.g. (2012). linguistic consequences of information globalization, languages in the modern world: proceedings of the x international conference, moscow, 2012. pp. 59-71. fischer, o. (2006). morphosyntactic change, functional and formal perspectives, 398 p. 161 gritsenko, e.s. (2011). language and security in the context of globalization. scientific journal vlast, moscow, no. 11, pp. 9-11. gurbanova, a.m. (2010). azerbaijani language in virtual space: some problems and solutions, information society problems, no 1, pp. 63-70. gurbanova, a.m. (2015). terminological threats to azerbaijan in globalization, information society problems, no.2, pp.87-95 krasikova, e.n. (2010). globalization of english language in a multicultural environment, www.ncfu.ru/uploads/doc/krasikova_konfmt.pdf biography of authors rasim alguliyev is director of the institute of information technology of azerbaijan national academy of sciences (anas) and academiciansecretary of anas. he is full member of anas and full professor. he received his phd and doctor of science in computer science in 1995 and 2003, respectively. his research interests include: information security, information society, e-government; online social network analysis, cloud computing, evolutionary and swarm computation, data mining, big data analytics, and scientometrics. he is author of more than 600 papers, 4 monographs, 4 patents, several books. he is the editor-in-chief of journals problems of information technologies and problems of information society and a member of editorial board of a number of journals. farhad yusifov received his master’s degree in data processing and automation control systems from azerbaijan state oil academy in baku, azerbaijan. he received his phd degree in computer science in 2010 from institute of information technology of anas. his primary research interests include various areas in e-government, public administration, egovernance, e-demography, e-voting, social media, particularly in the area of web usage mining, multi-criteria decision making. since 2010, he is a member of editorial board of journals problems of information technologies and problems of information society. he is the head of department of institute of information technology of anas. he is the author of more than 60 papers. afruz gurbanova graduated from the applied mathematics faculty of the baku state university in 1984 and was appointed to the institute of information technology of the azerbaijan academy of sciences. he worked at the institute of information technology as a programmer, researcher, and sector manager. her area of interest includes web technologies, computational linguistics, computational terminology, linguistics demography. she currently works as a senior specialist. she is the author of more than 30 papers. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 2 july 2021, pages: 266-271 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i02.p12. 266 assertive illocutionary acts in sherlock: the abominable bride movie ni putu nana septhyana suyono, ni made ayu widiastuti, denpasar, indonesia. niptnana@gmail.com. 1, denpasar-bali-indonesia 2, english department, faculty of humanities, udayana university article info abstract* received date: 16 march 2021 accepted date: 5 may 2021 published date: 31 july 2021 keywords:* assertive, illocutionary acts, utterances, movie script. this study is a pragmatic related and connected to illocutionary act in speech act. there are five types of illocutionary act based on searle’s theory and they are assertive, directive, commissive, expressive and declarative. however, to make the analysis more specific, this study will be focused on assertive illocutionary act by using the theory proposed by searle (1976). the types of assertive illocutionary act will be specifically described by explaining in what context of situation they are usually used in a conversation. the main reason why the researcher found this movie interesting to be the object of this study is because this movie has unique utterances which performed by its main characters, sherlock holmes and dr. john watson. we can also get more knowledge about the assertive illocutionary act which is the type that mostly happen during the movie. it is important to understand the utterance of the speaker in different context of situation and this movie shows a lot of ways the main characters utter with their intended meaning. 1. introduction every aspects of human’s life involves language. in daily basis, the language itself plays an important role since humans need language to communicate with each other in order to express their feelings, share information with one to another, develop relationships in social life, ask their needs or quiries, etc. but in attempting to convey the message through the language people do not only express their ideas or feelings but also perform the actions through utterances (george yule, 1996: 47). when people communicate by speaking or writing, they usually have their own intentions which must be recognized and understood by the listener in contemplation of the listener’s understanding about their point and purpose. in reality, people have different level of communication skills. they also have different way to deliver their message in order to make. this makes the speech act is important to study further in order to avoid misunderstanding so one could generate the actual meaning by looking at the mailto:niptnana@gmail.com 267 context or situation. as george yule (2000: 47) states that generally speech act is the action which are performed via utterances. speech act consists of three basic types named locutionary, illocutionary act and perlocutionary act (austin, 1962: 18). the researcher found that illocutionary act is the most complicated kind of speech act considering there are so many cases related with it. thus, it is the main focus of speech act. searle (1976) divided illocutionary acts into five different types which are assertive, directive, commissive, expressive and declaration. in contemplatation of expressing the feeling and intention, people do not only construct utterances that contains grammatical structure but also certain acts through the said utterances. the speakers who produce the utterances to the hearers generally look forward that their performed act will be recognized. accordingly, the speakers can accept the correct respond by the hearer as the result of the utterance that has been uttered. searle (1976) stated that the utterances by the speakers that intended to tell the hearers about the exact truth of a preposition is called assertive act. assertive act is important to study further in order to fully understand the act intended to attract attention, to make the hearer believe what the speakers are uttered and to persuade others. elicited from those statement above, this study will be mainly focused on assertive illocutionary act owing to the importance of conveying information to the hearers or audiences in order to make them believe in something as the exact truth. moreover, assertive matters also to strengthen several opinion or statement regarding certain problems and topics. therefore, it is important to study further about this type of illocutionary in order to fully understand about one’s perception, opinion and statement. this study will use a movie as the subject to be analyzed because assertive illocutionary act occur not only on daily conversation in real life but also in the movie as a reel of films usually reflect the real life. hence, this study will use a movie as the object to be analyzed. sherlock :the abominable bride movie is chosen because sherlock holmes and dr. john watson as the main characters in this movie have eccentric and innumerable course of action when they do communicating. sherlock as a private consulting detective is very well known for his brilliant deduction by using his logical observation and his extensive knowledge. in most part of the movie, we could easily discover sherlock describing every single detail of his theory or simply making hypothesis to judge and deduce the evidence of his cases. watson as his trustworthy partner also consistently took a part during the observation to state his own opinion regarding what happened. 2. research method assertive is an act which contains the state of affairs. the main purpose of this act is to commit the speaker to the truth of the indicated or demonstrated preposition (searle, 1979: 13). we could also describe assertive as the utterance to commit in doing something by the speaker. eg. hypothesizing, stating, insisting, declarating, protesting, etc. the data was taken from the movie script of sherlock : the abominable bride directed by douglas mackinnon and produced by sue vertue. the dialogue script was downloaded from the website https://transcripts.foreverdreaming.org/viewtopic.php?f=51&t=24430. this movie is actually a special episode from the british series sherlock and broadcasted on bbc one, chanel 1 and pbs in the very beginning of 2016 as a new year special. this study use qualitative method to collecting and analyzing the data from the movie script. in order to understand and discover the examining data, the researcher will attach the dialogue from the movie script which contains assertive illocutionary acts. to make it clearer, the researcher also will include the reason why it is chosen from the conversation in order to decide 268 what kind of context and situation happens by using searle’s theory of assertive illocutionary act and yule’s theory about direct and indirect speech act. this study use informal method to descriptively present the data. there are several steps which are conducted in this study to present the data analysis. the first is attaching the dialogue from the movie script of sherlock: the abominable bride from the website, the second is explaining the data which has been analyzed and the last is step is concluding the result of the data. 3. discussion this research found several dialogues performed by the characters of the abominable bride movie which are considered as assertive illocutionary act. an act when a speaker expresses their belief or perception about the truth of a preposition. assertive illocutionary act serves different purposes based on the context of situation the said utterance is performed. a. stating stating means the act of giving information or in the other word, telling something to someone. sherlock holmes : “the name’s sherlock holmes and the address is 221b baker street.” at the very beginning of the movie, there was a flashback of sherlock telling john watson about himself when they first met. that sentence was uttered by sherlock in order to give information to the hearer. in this situation, sherlock acts as the speaker while watson is the hearer or audience who receives the information. b. informing this type of assertive is usually used to assert with some additional preparatory condition that is only known by the speaker as the hearer does not know about the thing that is being informed. sherlock holmes : “i have my eye on a suite of rooms near regent's park. between us we could afford them.” john watson : “rooms? who said anything about rooms?” sherlock holmes : “i did, i mentioned it this morning, i was in need of a fellow lodger. now he appears after lunch in the company of a man of military aspect with a tan and a recent injury, both suggestive of the campaign in afghanistan and an enforced departure from it. the conclusion seemed inescapable. we'll finalise the details tomorrow evening. now, if you'll excuse me, i have a hanging in wandsworth and i'd hate them to start without me.” sherlock holmes was asserting some additional preparatory that is only known by himself and that thing is about him having a hanging in wandsworth, he even mentioned the details about how he hated them starting without him. john watson as the hearer obviously didn’t have any idea about the said information and he knew that after sherlock holmes told him. c. boasting usually, the speakers use this function of assertive to express, indicate or demonstrate their pride. this type of assertive illocutionary act is not in neutral categories according to the politeness. boasting is usually considered informal or even rude. sherlock holmes : “yes, her perfume, which brings insight to me and disaster to you.” john watson : “how so?” sherlock holmes : “because i recognised it and you did not.” 269 john watson : “mary!” before warson could ever recognize their visitor, sherlock already made a deduction and pointed out that watson couldn’t even recognize mary’s perfume when she is his wife. sherlock performed this utterance so he can demonstrate his pride as the greatest detective. d. complaining complaining is the assertive function that has both expressive and assertive use. the speaker usually use this to complain about something difficult. sherlock holmes : “you did. by every means short of actual speech.” john watson : “ah, ah, ah, ah, ah, holmes, you have misdiagnosed.” john was uttering his dissatisfaction regarding sherlock’s deduction about the reason why lestrade came to visit their flat. that is the reason why this conversation has the purpose to complain. e. denying this assertive act usually creates the action of denying or opposed the preportions. john watson : “he didn't want a drink, he needed one. he's not embarrassed, he's afraid.” watson creates the action of denying sherlock’s idea about why lestrade visited their flat. 4. novelties long story short, at some point, lestrade drops by to demand holmes' assistance with the ricoletti case: mr. ricoletti has been killed by his significant other, emelia, hours after publically ended it all, and keeping in mind that she was at that point dead at the mortuary. before long, five additional men are killed by "the spooky lady of the hour." then mycroft holmes brings his sibling, sherlock holmes, to educate him regarding a danger to the empire from an adversary that should win. to accomplish this, he requests that holmes acknowledge the case that lady carmichael is going to submit to him. the theoretical findings in this study can be explained based on the analysis above. in short, there are two main characters of sherlock: the abominable bride movie and they are sherlock holmes as the eccentric private consultant detective and his partner dr. john h watson. sherlock himself is very well known for his brilliant deduction by using his logical observation and his extensive knowledge. in most part of the movie, we could easily discover sherlock describing every single detail of his theory or simply making hypothesis to judge and deduce the evidence of his cases. watson as his trustworthy partner also consistently took a part during the observation to state his own opinion regarding what happened. they both take part of doing illocutionary act while discovering the crimes that they must solve. since the genre of this movie is thriller and action, we can learn and observe through their utterance that they mostly use assertive type of illocutionary act. 5. conclusion this research is presented in order to obtain the different functions of assertive illocutionary acts in the abominable bride movie script. from the discussion which already explained above by mentioning each dialogue performed by the characters and analyzing each type by using searle’s theory, there are five types or function of assertive illocutionary acts found in those utterances. they are stating, informing, boasting, complaining and denying. each of the characters has different intention while performing assertive act. the purpose of the said utterance is based on the context of situation. that context of situation is affecting what 270 kind of assertive act will be performed by the characters of the abominable bride movie because they usually have different intentions. as the main characters of this movie, sherlock holmes and john watson have their own idea that is conveyed through assertive utterances. both of them have the rightful encouragement to perform the utterances as they are making their own decision. sherlock holmes as the greatest detective he is, always stated his deduction about several issue which was being discussed. john watson as sherlock’s partner, also had the authorization to deliver his perception about sherlock’s ideas. assertive illocutinary acts can be found in this movie with ease owing to the fact that there are so many scenes that contain assertive act, mainly stating and informing as the majority of them is sherlock’s utterance while conveying his deduction. after all, this research has a specific intention to give a transparent understanding about the different purposes of assertive illocutionary acts in order to achieve a good communication skills. references austin, j.l. (1962). how to do things with words. great britain: oxford university press, leech, geoffrey. (1983). principles of pragmatics. new york: longman. levinson, stephen c. (1983). pragmatics. cambridge: cambridge university press. mey, jacob l. (2001). pragmatics an introduction. massachusetts: blackwell publisher, schiffin, deborah.(1994). approaches to discourse. cambridge: blackwell, searle, john r. (1979). expression and meaning: studies in the theory of speech acts. new york: cambridge university searle, john r. (1969). speech act : an essay in the philosophy of languages . new york: cambridge university yule, george. (1996). pragmatics, new york: oxford university press. 271 biography of author ni putu nana septhyana suyono was born in kuta on september, 22 nd 2000. she is an undergraduate student in english department of faculty of letters in udayana university. email : niptnana@gmail.com ni made ayu widiastuti, s.s., m.hum. is an active lecturer in english department of faculty of letters in udayana university. email : ayu_widiastuti@unud.ac.id e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 378—387 https://doi.org/10.24843/e-jl.2019.v13.i02.p15 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 378 mental predicate feel subtype feel and think in japanese: a natural semantic metalanguage approach 1 luh putu ratnayanti sukma, bali indonesia 2 i made netra, udayana university, denpasar, indonesia, dektih@yahoo.com *corresponding author : ratnayantisukma@yahoo.com received date: 10-05-2019 accepted date: 28-06=2019 published date: 31.-07-2019 abstract-according to goddard and wierzbicka (2014) the original meaning of the mental predicate consists of six types namely, think, know, feel, see, hear, want and don't want. this finding was then forwarded to japanese by asano cavanagh (2015), finding 12 verbs of japanese language conditions that are matched with those found by goddard and wierzbicka (2014). of the twelve state verbs that were passed on by asano, the type feel was matched with the mental predicate 感じるkanjiru. mental predicate感じるkanjiru has a subtype which turns out to produce more mental predicate than the other six types. found subtypes feel and think, feel and happen, feel and do, feel and tell. subtype feel and think produces 2 sub-subtypes namely feel and think (good) and feel and think (bad). keywords: mental predicate, feel, type, subtype 1. introduction verbs in japanese have different characteristics from indonesian verbs. like what was presented by dewi merlyna (2019) japan is a country with a high politeness level. standard politeness in japanese sentences is influenced by the verb used and to whom the sentence is intended. this is also the case with the use of verbs in japanese. verbs in japanese have a level of politeness in the use of verbs. but in natural semantics, it does not apply. natural semantic metalanguage approach are used to analysis the equivalent of a word, so as to find other words that are the same as the topic. six types of mental predicate presented by goddard and wierzbicka (2014) were then forwarded by asano cavanagh (2015) into japanese. from the results found, asano found 12 mental predicate that were matched with those found by goddard and wierzbicka (2014). the mailto:dektih@yahoo.com mailto:ratnayantisukma@yahoo.com e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 378—387 https://doi.org/10.24843/e-jl.2019.v13.i02.p15 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 379 six types found by goddard and wierzbicka and their equivalents passed on by asano (2015) are as follows: think : 思うomou, 考える kangaeru know : 知る shiru feel : 感じる kanjiru see : 見る miru hear : 聞くkiku want, don’t want : {－たいです-tai desu}, ほしいhoshii, 望む nozomu {―たくないです-takunai desu}, ほしくないhoshikunai, 望まないnozomanai of the six types found, the mental predicate feel 感 じ る kanjiru produces more lexicons than the subtypes found, compared to the other five types. as explained by suryasa (2019) the concept of emotion cannot be separated from the concept of feeling. the verb of the type of feeling or verb of emotion cannot be separated from the feelings experienced by the sufferer. the emotional verb serves as a tool to realize what the sufferer feels both good and bad feelings. type condition verbs feel similar to adjectives. if in indonesian verbs differentiate the situation with adjectives, namely by adding the prefix {ter-} at the beginning of the word and changing the meaning of the word to 'most' indicating that the word is indeed an adjective. conversely, if the prefix {ter-} is added and the word meaning is not semantically acceptable, then the word is classified into mental predicate. for example is the word dingin in indonesia language. if you add the prefix {ter-} to the terdingin and change the meaning to 'coldest', it indicates that the cold word is classified as an adjective. another example is the word suka. if you add a prefix {ter-} it becomes tersuka and does not have meaning because it is not semantically acceptable, indicating the like word belongs to the mental predicate. in japanese verb differentiator state with adjectives namely japanese adjectives ending with vowels {-i} and followed by copula “desu”. in japanese copula “desu” only follows nouns and adjectives. adjectives in japanese are divided into two parts, namely adjectives {-i} and e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 378—387 https://doi.org/10.24843/e-jl.2019.v13.i02.p15 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 380 adjectives {na}. adjectives are divided into two groups to make it easier to use and the changes become negative, past, negative past and so on. furthermore, the main feature of verbs in japanese is always ending with the suffix {-masu} as a positive marker and suffix {-masen} as a negative marker. thus it is impossible for the adjective to end with the suffix {-masu} or {masen}. for example the word tanoshii desu ‘happy’ is classified into adjectives because it ends with vowel {-i} and is followed by copula “desu”. furthermore, the word tanoshimimasu ‘feel happy’ is classified into verbs, that is mental predicate because it is followed by the suffix {masu} which is positive. 2. research method this study used qualitative research methods. a qualitative approach is a study that aims to understand phenomena as they are (especially from the perspective of the subject) which are described in the form of words and sentences in a specific natural context (moleong, 2004: 11). provision of large amounts of mental predicate feel data is collected from informal conversations found in hiragana times magazine. the data was collected through observation and note-taking. after the data was taken, then the data was analysed based on distributional method. distributional method is an analytical method using a determinant that is part of the language in question (sudaryanto, 2015: 18). this method is accompanied by a technique to change the form of paraphrases, namely changing the form of one or several elements of the lingual unit in question (sudaryanto, 2015: 45). 3. result and discussion mental predicate verbs feel with subtypes feel and think, resulting in 2 subsubtypes namely feel and think (good), feel and think (bad). e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 378—387 https://doi.org/10.24843/e-jl.2019.v13.i02.p15 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 381 feel and think mental predicate good 楽しむtanoshimu’senang’, 安心するanshin suru ‘lega’ 嬉しい ureshii ‘gembira’ bad 悲しむkanashimu ‘sedih’ 恥ずかしいhazukashii ‘malu’, 恥じるhajiru ‘malu’ がっかりしました gakkari shimashita ‘kecewa’ 3.1 subtypes feel and think (good) the combination of components feels with something or a good event, which occurs in verbs in the japanese language expressed by the lexicon: 楽しむ tanoshimu ’senang’, 安心する anshin suru ‘lega’ dan 嬉しい ureshii ‘gembira’. this subtype explains the meaning of ‘happy’ with variations 楽 し む tanoshimu ’senang ’, 安心 す る anshin suru ‘lega’ and 嬉 し い ureshii ‘happy’. in exploring the meaning associated with this combination of polysemics, there are two orientations that become references to events in the mind expressed by the meaning of 'happy', namely: (1) current events which characterize that a person now feels something good about himself. (2) sometimes people who are 'happy' are expressed by 安心 す る anshin suru ‘lega’ has a future orientation. the person who had kendel first had something bad flaring up in his mind "something bad happened to x" but he later learned that this did not happen. therefore, people who experience 安心 す る anshin suru ‘lega’ are people who feel something good. here is an example of data with the 楽 し む tanoshimu ’senang ’, lexicon in 安心 す る anshin suru ‘lega’’ and 嬉 し い ureshii ‘gembira’. (3.1-1) ときどき 漫画 を 読んで 楽しみます tokidoki manga wo yonde tanoshimimasu kadang-kadang komik aku baca senang e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 378—387 https://doi.org/10.24843/e-jl.2019.v13.i02.p15 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 382 ‘kadang-kadang dengan membaca komik saja, saya merasa senang’ (ht, 2017:6:11) explication: 楽しむtanoshimu ’senang’ at that time, x felt something x thinks of something like that i think of something good happens to me x feels something like that (3.1-2) 先週 できない と 思った けど、 senshuu dekinai to omotta kedo, minggu lalu bisa-bn par pikir-bl tapi 今 もう 安心 しました ima mou anshin shimashita sekarang sudah tenangbl ‘minggu lalu saya kira tidak bisa, tapi sekarang sudah tenang’ (ht, 2017:6:2) eksplication: 安心する anshin suru ‘lega’ at that time, x felt something x thinks of something like this something bad will happen i don't want this after a while i knew something bad wasn't happening because of this: at that moment i felt something good x feels something like this (3.1-3) サッカー の 試合 に 勝って、僕たち は sakka no shiai ni katte bokutachi wa sepak bola gen pertandingan dat menang kami sub e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 378—387 https://doi.org/10.24843/e-jl.2019.v13.i02.p15 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 383 嬉しかった ureshikatta gembira-bl ‘kami gembira karena memenangi pertandingan sepak bola’ (ht, 2017:4:19) eksplication: 嬉しい ureshii ‘gembira’ at that time, x felt something x thinks of something like this: i think that something is good happened to me because i do something well because of this: i feel something the good one x feels something like this 3.2 subtype feel dan think (bad) the lexicon 悲 し む kanashimu ‘sedih’ indicates that the emotion that arises in emotions causes a person to be unable to do anything. this is also a sign that this bad meaning can no longer be felt by someone. the meaning of 悲 し む kanashimu ‘sedih’ is used to express feelings of ‘senang’ not happy. lexicon which means sad has different gradations, for example sad, more sad, and sadest. 悲 し む kanashimu ‘sedih’ is used when someone experiences a bad event. (3.2-1) 皆 その 歌集 の 死 を 悲しました minna sono kashuu no shi wo kanashimashita semua itu penyanyi gen kematian aku sedih-bl ‘semua berduka atas kematian penyanyi itu’ (ht, 2017:7:5) eksplication: 悲しむkanashimu ‘sedih’ at that time, x felt something e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 378—387 https://doi.org/10.24843/e-jl.2019.v13.i02.p15 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 384 x thinks of something like this: something bad has happened to me i don't want this to happen because of this: i can't do it something because of this: someone feels something that is not good x feels something like this the lexicon 恥 ず か し い hazukashii ’malu’, 恥 じ る hajiru ‘malu’, and が か か り し ま し た gakkari shimashita ‘kecewa’ are sub-subtypes that have the basic meaning sad. verb 恥 ず か し い hazukashii ‘shy’ besides contains the basic meaning ‘malu’ there is an element of birth as well, which characterizes the lexicon item. the role of meaning science with mapping like this becomes the basis for being able to exploit the meaning of verbs that have special meaning differences. the semantic structure 恥 ず か し いhazukashii ’malu’ is more due to the factors inside the person with components such as "x feels something, something that happens does not come from someone else who might say something bad to that person, other people do not know this". it was said that this happened because of the nature of the traits that were brought about since the birth of someone who was turbulent in his cognition so that this person felt something bad. although said nature can naturally be attached to certain people. even this person doesn't want this to happen with component mapping: "x doesn't want this to happen". (3.2-2) 小学校 の こと を 覚える shougakkou no koto wo oboeru sd gen hal aku ingat と 恥ずかしいしました to hazukashii shimashita kalau malu bl (ht, 2017:3:18) ‘kalau mengingat hal waktu sd, saya merasa malu’ eksplication: 恥ずかしいhazukashii ‘malu’ at that time, x felt something x thinks of something like this: e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 378—387 https://doi.org/10.24843/e-jl.2019.v13.i02.p15 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 385 something bad has happened to me other people know, see or hear because of this: other people say something not good about me i don't want this i want to stay away from others because of this: this person feels something not good x feels something like this the semantic lexicon structure 恥 じ る hajiru ‘malu’, if it is examined in terms of the element ‘that someone has done something that is not good’. the event then experienced an upheaval in someone's feelings. this is because the person has done something that is not good or may be harmful to others. 恥 じ る hajiru ‘malu’ has a more negative impression than 恥 ず か し い hazukashii 'malu'. the lexicon恥 じ る hajiru ‘malu’ means an action performed by someone so that the impression that is caused is not good. whereas恥 ず か し い hazukashii 'malu' still creates a good meaning in one's feelings. where the feeling of 'shame' that is felt is a feeling of 'shame' which means good. explication: 恥 じ る hajiru ‘malu’ at that time, x felt something x thinks of something like this: i've done bad things for a while now other people don't say something bad about me i don't want this i don't want to see anyone else because of this: this person feels something bad x feels something like this e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 378—387 https://doi.org/10.24843/e-jl.2019.v13.i02.p15 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 386 4. conclusion the results of this study indicate that the mental predicate feel has 2 sub-subtypes namely feel and think (good), feel and think (bad). in the sub-subtype feel and think (good) consists of 3 lexicons namely楽しむtanoshimu’senang’, 安心するanshin suru ‘lega’ 嬉しい ureshii ‘gembira’. feel and think (bad) resulting in 4 lexicons namely 悲しむ kanashimu ‘sedih’ 恥ずかしい hazukashii ‘malu’, 恥じる hajiru ‘malu’ がっかりしました gakkari shimashita ‘kecewa’. the emotional emotion verb produced by the sub-subtype feel and think (bad) turns out to have 2 emotional verbs in japanese, namely yaitu 恥 か し い hazukashii ‘malu’ is show something positive and 恥 じ る hajiru ‘malu’ show something negative. 5. references asano-cavanagh, y. and g. m. farese. 2015. “nsmセマンチクプライムのチャート”. accessed 14 july, 2015. http://www.griffi th.edu.au/humanities-languages/school-languageslinguistics/research/natural-semantic-metalanguage homepage. dewi merlyna yuda pramesti, putu et al. the relationship between the concept of pdr and the practice of brown & levinson’s politeness strategies by indonesian caregivers in the domain of elderly care in japan. e-journal of linguistics, [s.l.], v. 13, n. 1, p. 13-23, jan. 2019. goddard, cliff and wierzbicka, anna. 2014. words and meaning: lexical semantics accross domains, language, and culture. united kingdom: oxford university press. moloeng, lexy j. 2004. metodologi penelitian kualitatif. bandung: remaja rosdakarya. sudaryanto. 2015. metode dan aneka teknik analisis bahasa. yogyakarta: sanatana dharma university press. sudipa, i nengah. 2010. struktur semantik: verba keadaan bahasa bali. denpasar: udayana university press. suryasa, i wayan et al. application of transposition procedure to the translation of emotive words in krsna text. e-journal of linguistics, [s.l.], v. 13, n. 1, p. 113-124, jan. 2019. wierzbicka, a. 1996. semantics: prime and universal. oxford: oxford university. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol.13 no. 2 p: 378—387 https://doi.org/10.24843/e-jl.2019.v13.i02.p15 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 387 6. acknowledgments on this occasion the author would like to express his deepest gratitude to all who have provided valuable contributions and assistance so that this research can be published through this publication. the great gratitude of the writer conveyed to god the almighty, family, and friends who are always supporters. not forgetting also for the editorial board and liaison of this publication, thank you for your time and assistance in editing this research so that this research is useful for the development of semantics, especially natural semantic metalanguage. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 2 july 2021, pages: 287-294 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i02.p15 287 directive illocutionary acts used in mission: impossible fallout movie yolanda diah savitri 1 , ni made ayu widiastuti 2 1 yolanda66849@gmail.com, 2 ayu_widiastuti@unud.ac.id *corresponding author 1,2,3 english departement, faculty of humanities, udayana university article info abstract* received date: 5 march 2021 accepted date: 16 may 2021 published date: 31 july 2021 keywords:* speech acts directive illocutionary acts, mission: impossiblefallout movie script this study aims to find out the types of directive illocutionary acts performed by the characters in the mission: impossible-fallout movie based on the theory of keith allan. the subject of this research is the conversations that occur to the characters. this study was conducted by using the descriptive qualitative method. the object of this research is mission: impossible fallout movie script. the results of the study show that there are six types of directive illocutionary acts of the movie. the type of directive that is often used in the movie is a question (39 utterances) which is often used to interrogate sources who have information regarding the imf mission to find john lark’s whereabouts and permission (3 words) is a type of directive that is rarely used in this film. 1. introduction language is the process of communicating a message between two or more subjects; one is the speaker or addresser, the other as the hearer or addressee. language is the key to human life as a very important communication tool to show feelings and provide information for each individual. in uttering the language, the speaker is not only communicating. however, they also take action on their communication. pragmatics is the study of the interrelationship between language and context. it can be interpreted as the study of meaning influenced by the context between the speaker and the hearer in a conversation. it is generally called speech acts. in this case, speech acts show how people act through what they have said. according to searle (1979), there are five categories of illocutionary acts: assertive, directive, commissive, expressive, and declarative. the assertive act is how the hearer has to believe the speaker’s proposition. in the commissive, the hearer is to orientate about the future behavior of the speaker. the directive act is when the hearer has to do something. while in the declarative, a certain reality is to be retained or altered. meanwhile, the expressive act is how a 288 personal or social fact of satisfaction or dissatisfaction is eliminated (searle and vanderveken, 1985). the act of directive illocution is commonly found in films. it can express a person’s thoughts, feelings, and meanings. in the movie, there are many expressions that have different meanings from one another. so, we have to know what the purpose of their conversation is. understanding the meaning of a conversation is necessary to avoid misunderstanding. the topic interested entitled “directive illocutionary acts used in mission: impossiblefallout movie” because illocutionary acts have become part of our daily conversation without us knowing it. many utterances contain directive illocutionary acts in conversation. directive illocutionary acts were chosen as the topic of this study because they act by using the language uttered by the character in mission: impossiblefallout movie is very worthy of being analyzed. this study focused on directive illocutionary acts and meaning that can support this study. this study required a theory from keith allan (1986) to explain the types of directive illocutionary itself. 2. research method research method is important to use systematic way and scientific procedures to achieve a valid result. this study was conducted by using the descriptive qualitative method. the data of this study was taken from a movie script entitled mission: impossible-fallout, which is a 2018 american spy film written. the movie was chosen as the data source because it contents many utterances indicating illocutionary acts, especially the types of directive illocutionary acts. the story is very interesting. the data of this study will be collected by using the documentation method. 3. discussion the results showed that there were 93 directive utterances of illocutionary acts by character in the mission: impossiblefallout movie. types of directive illocutionary acts found in the movie are request, question, prohibition, requirements, advice, and permission. 3. 1. request request is the utterance that the speaker requests the hearer to do something. request performatives can include: ask, beg, implore, insist, invite, petition, plead, pray, solicit, summon, tell, and urge. data 1 luther: “what if we make a deal?” this utterance is performed when luther tried to make a deal with dr. delbruk, who pretended not to recognize john lark even though ethan and luther had said they had evidence of how he contacted john lark via his phone. luther said that they (the imf team) would not read the manifesto on the air in the agreement. dr. delbruk thought that it was just bluff. 289 however, when ethan tried to call one of the television broadcasts, dr. delbruuk also provided the passcode from his phone. the utterance “what if we make a deal?” that was uttered by luther is identified as directive illocutionary acts when there is an attempt by the addresser to get the addressee to do something. this utterance performs as a request. in this case, the addresser wants the addressee to give them his passcode to get information on the whereabouts of john lark. 3.2. question which belongs to question type here when the speaker asks the hearer/ addressee as to proposition. data 1 walker: “people fall for this shit? how do you intend to make lark cooperate? this conversation is performed when ethan and walker are on a cia plane disguised as a commercial airplane. before taking action to meet the white widow, ethan explained to the walker that there is no way to meet the white widow without an identification bracelet that had an rfid number. so ethan explained that walker had to find the bracelet with an rfid detector and with that, they could find lark. walker also asked how to make lark cooperate on that tool. the utterance “people fall for this shit? how do you intend to make lark cooperate” is identified as directive illocutionary acts when ethan as the hearer do what the speaker said. this utterance performs question type since walker desire to ask a question, ethan. based on cambridge dictionary (2017), the meaning of asking is to ask someone or request an answer from someone. relate to the utterance above, walker asked ethan to request an answer from the hearer about how ethan intends to make lark cooperate. walker wants to know the information on how they make lark cooperate with the rfid detector. 3.3 prohibition the prohibition here means the speaker who prohibits the hearer from doing an act. data 1 alan: “good god, ethan, don’t make this any harder than it already is. i can no longer protect you, don’t you understand that?” the conversation took place when alan hunley met the imf team in london to meet the courier who was going to deliver plutonium to them. however, who would have thought that alan hunley was there to tell the imf team that white widow’s meeting with the imf team to exchange plutonium for solomon lane was a trap because white widow collaborated with the cia. the cia’s narrative states that hunt defected and made the search for lark is nothing but a 290 cover to hide that lark is hunt. with solid evidence that ethan has removed plutonium and allan doesn’t want to make this harder, allan decides that his (ethan) search for plutonium stops here. the utterance “good god, ethan, don’t make this any harder than it already is. i can no longer protect you, don’t you understand that?” that was uttered by allan hunley is identified as directive illocutionary acts. the utterance performs the actions of prohibition in the form of forbidding ever since the addressee prohibits ethan from continuing his mission. 3.4 requirements the requirements here mean that the speaker requires the hearer or addressee to do an act. data 1 ethan: “get him up.” the conversation happened when ethan allan was in the toilet to find john lark. there is a fight between walker, ethan, and what they think is lark. however, in the middle of a fight, ilsa came aiming at the chest of someone they thought was john lark. therefore, ethan could not make the mask in the shape of the person’s face because ethan needed a face to make a mask. ethan ordered walker to get him up, and ethan rushed to meet the white widow without wearing a mask. the utterance “get him up” uttered by ethan hunt can be identified as directive illocutionary, since the hearer does what the speaker said. this utterance performs requirements type in the form of a command. based on oxford dictionary (2017), the meaning of command is an order given to a person or an animal. in other words, the speaker utters the above statement, which means ordering the listener to do something. regarding the words in the conversation above, ethan gave orders to walker to get him up. after ethan said his uttered, walker did what ethan order to get him up. as a result, the above speech can be considered a requirements type. data 2 ilsa: “tie him up.” the conversation occurred when ilsa was looking for another bomb with benji. then he saw the whereabouts of the lane. ilsa also told benji that he was going to a house looking for lane and other bombs. arriving at home, ilsa did not realize that the lane was behind him and tied him up. then benji looked for ilsa, and without realizing it, benji’s neck was tied by lane from behind, and there was a rebellion in which finally benji could not do anything but could only wait for ilsa to fight lane back. after ilsa managed to fight lane and help benji, ilsa instructed benji to tie lane. they also tried to cut the ropes connected to the bomb. 291 ilsa’s words “tie him” can be identified as a directive illocution because benji, as the hearer, does what the speaker says. after ilsa said what he said, benji did what ilsa told him to do. this utterance performs requirements type in the form of a command. 3.5 advice it means the speaker advises the hearer or addressee to do something. data 1 allan: “spend 24 hours we don’t have to pull a confession we can’t trust from a man we haven’t positively identified? no. we need reliable intelligence, and we need it now. this scenario is precisely why the imf exists!” in this scene, erika asks walker to come with ethan to meet the white widow. this conversation occurred when ethan was about to leave for paris using a cia agent plane. however, with the arrival of erica and the walker, ethan’s departure was delayed, because erika told walker to call the workers to turn off the existing machines. the utterance “spend 24 hours we don’t have to pull a confession we can’t trust from a man we haven’t positively identified? no. we need reliable intelligence, and we need it now. this scenario is precisely why the imf exists!” allan uttered that is identified as directive illocutionary acts. this utterance performs the advice type since the speaker advises erika that they needed a reliable intelligence agent at that time. based on cambridge dictionary (2017), the meaning of the word advice is an opinion that someone offers you about what you should do in a particular situation or condition. relate to the utterance in this conversation above, the speaker (allan) gave his opinion that they need reliable intelligence on that condition. as a result, the utterance in this conversation can be considered the utterance as advices type. data 2 luther: “there’s nothing else you can do. go be with your husband.” this conversation occurred when an imf agent found the whereabouts of 1 bomb. at that time, julia approached luther to help him. however, two more bombs could not be found. so, ethan orders luther to continue the task of cutting the wire connected to the first bomb while ilsa and benji look for the other bomb together, and ethan chases walker to snatch the detonator out of his hands. but at the last second, they can’t reach ethan, and luther becomes alert if something bad happens, so luther advises julia to find her husband because there is nothing more she needs to help. in this scene, the imf agents are doing their best to complete this mission and hope ethan can grab the detonator from walker. the utterance “there’s nothing else you can do. go be with your husband.” luther uttered that is identified as directive illocutionary acts. this utterance performs advice type in suggestion since the speaker suggests to julia to find her husband. based on cambridge dictionary (2017), the meaning of suggest is to mention an idea, possible plan, or action for other people to consider. in other words, the speaker uttered the utterance above in which it has intended meaning to suggest the hearer do something. related to the statement in this conversation above, the speaker luther suggested the hearer julia be with her husband. 292 3.6 permission it means the speaker who permits the hearer or addressed to do something. data 1 ethan: “i am so sorry, julia. i’m so sorry.” this conversation occurred when an imf agent searched for lane’s whereabouts, which he believed could indicate plutonium in kashmir. arriving in kashmir, ethan met his ex-wife named julia. he then hugged his ex-wife and said, “i am so sorry, julia. i’m so sorry. “i am so sorry, julia. i’m so sorry.” because ethan felt that he always put julia in bad condition, namely when he was carrying out his duties as an imf agent. the speaker (ethan) apologized to julia for always putting her in a dangerous situation related to the conversation above. the utterance “i am so sorry, julia. i’m sorry” uttered by ethan is identified as directive illocutionary acts. this utterance performs permission types in pardon since the speaker apologized to his ex-wife for always putting her in such a dangerous condition. based on oxford dictionary (2017), some people use the meaning of pardon to say ‘sorry’ when they have said or done something wrong, usually by accident. 4. novelties allan’s theory was used to identifying directive illocutionary acts and halliday’s (1989) theory was used to analyzing the context of situation in mission: impossible – fallout. those theory can be used as a source of a better understanding about how people act through their speech, what their conversational purposes are and also to understand the meaning of a conversation in the movie. 5. conclusion there are six data can be concluded based on the research findings of this study. there are six types of directive illocutionary acts. they are requests, question, prohibitions, requirements, permission, and advice. question is the most dominant data found in this movie because the speaker want the hearer to think again whether they should do what the speakers was told or not. the context of situation theory applied in this study consists of field of discourse, tenor of discourse, and mode of discourse. the context of situation shows there are five participants often appear on the scene, which becomes the main character and ethan hunt, and the dominant supporting characters ilsa faust, benji dunn, luther stickell, august walker. references searle, j.r. (1979). expression and meaning: studies in the theory of speech acts. cambridge: university press searle, j.r. (1969). speech acts: an essay in the philosophy of languages.cambridge: university press. 293 yule, george. (1996). pragmatics. new york: oxford university press. leech, g. (1991). the principles of pragmatics. london: longman linguistics library austin, j. l. (1962). how to do things with words. england: oxford university press. azizah,r., & suhardi. (2020). directive and commissive speech acts in “kartini” movie. yogyakarta: faculty of language and arts. yogyakarta university. herdianto. (2019). directive and expressive illocutionary act in kung skull island movie. denpasar: faculty of arts udayana university almuslimah, suci. (2012). analysis of illocutionary act in the price and pauper movie. english department faculty of humanities, andalas university sefriana, meilita. (2019). an analysis of illocutionary acts and perlocutionary acts in movie“monte carlo” by thomas bezucha. lampung : raden intan state islamic university allan, keith. (1986). linguistic meaning (volume two). london: routledge & kegan paul plc. fitriani., & prihadi (2019). teachers’ directive speech acts in indonesian learning interaction in 10 th grade of sma bias yogyakarta. faculty of language and art. yogyakarta state university. online cambridge dictionary. retrieved from https://dictionary.cambridge.org/. accessed in march, 2021. 294 biography of author yolanda diah savitri was born in denpasar on september, 28 th 1999. she is an undergraduate student in english departement of faculty of humanities in udayana university. email: yolanda66849@gmail.com ni made ayu widiastuti, s.s., m.hum. is an active lecturer in english departement of faculty of humanities in udayana university. email: ayu_widiastuti@unud.ac.id mailto:yolanda66849@gmail.com sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 1, january 2022, pages: 93--103 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i01.p10 93 implementation of transformation legitimacy function candra bhairawa manuscript for the community 1ida bagus made wisnu parta dwijendra university, denpasar, indonesia, wisnu.goes@gmail.com 2i nyoman suarka udayana university, denpasar, indonesia, nyoman_suarka@unud.ac.id 2i wayan cika udayana university, denpasar, indonesia, wyn_cika@unud.ac.id 3i made suastika udayana university, denpasar, indonesia, made.suastika57@yahoo.com article info abstract* received date: 6 september 2021 accepted date: 20 september 2021 published date: 31 januari 2022 keywords:* legitimacy, transformation, candra bhairawa, parwa the people enthusiastically received the candra bhairawa manuscript. its purpose of altering legitimacy is to validate shiva buddha syncretism in bali. problem in this study is text transformation on candra bhairawa manuscript for community. to describe candra bhairawa manuscript as one of the texts that justify shiva buddhist syncretism in society. this study is qualitative and uses structural functionalism theory. the candra bhairawa manuscript data was analyzed using descriptive statistics and reading methods. data analysis in prose and poetry with old javanese and balinese into a descriptive form in indonesian. based on the value systems and beliefs of individuals and groups, the research explains the legitimacy process. the syncretism of shiva buddha combines shiva and buddha teachings. that the two teachings of shiva (karma sanyasa) and buddhist teachings (yoga sanyasa) may be combined into one is proof of the legitimacy of shiva buddhist syncretis which can bring balance and harmony. 1. introduction the transformation of candra bhairawa manuscript gave birth to various forms of literature and other works of art. the transformation occurs because the values of the philosophy of life in candra bhairawa manuscript are beneficial for society. one of them is the result of the transformation of the text of candra bhairawa parwa into kakawin candra bhairawa and geguritan candra bhairawa, which is the object of this research. these three texts of candra bhairawa were chosen as research objects because they can represent all transformation texts based on their contents according to the hypogram text. candra bhairawa manuscript comes from the siwagama manuscript (suarka, i nyoman, 2002). the function of candra bhairawa manuscript shows an enthusiastic reception of the author towards the audience of traditional literary works. this enthusiastic reception led to the mailto:wisnu.goes@gmail.com mailto:nyoman_suarka@unud.ac.id mailto:wyn_cika@unud.ac.id mailto:made.suastika57@yahoo.com 94 transformation of candra bhairawa manuscript in society. enthusiastic reception is the acceptance, reception, understanding, and response of a person to literary texts that are read based on their competence, perception, and literary experience (nurgiyantoro, 1998). the author's enthusiastic reception of traditional literary works causes new texts processed with creative power, and there is a transformation of candra bhairawa manuscript. based on the transformation of candra bhairawa parwa into the text of kakawin candra bhairawa and geguritan candra bhairawa, it contains noble values. these noble values function for the community as a way of life. the three texts of candra bhairawa functioned as a function of legitimacy to actualize the values of justice. the function of transforming legitimacy in candra bhairawa's text aims to validate the teachings of shiva buddha syncretism in bali. thus, based on the background above, there are several problems in this research. (1) what is the meaning of the legitimacy function?. (2) how is the implementation of the legitimacy function of candra bhairawa manuscript transformation for the community?. this study aims to explain candra bhairawa as one of the texts that validate the existence of shiva buddhist syncretism in society. 2. research method this research is in the form of qualitative using structural functionalism theory. the basic assumption of structural functionalism theory is that every structure is a social system. conversely, if it is not functional, the structure will not exist by itself (ritzer, 2011). structural functionalism seeks to interpret society as a structure with interrelated parts. society is a social system consisting of parts or elements that are interrelated and unified in balance. one section changes and the other part will bring changes to other parts too. functionalism interprets society in its constituent elements, especially norms, customs, traditions, and institutions. in the structural, functional paradigm, all the elements of society are intertwined, known as a system. so if one of the elements does not work, then the community will be disturbed. thus, structural-functional states that society is integrated based on an agreement of shared values that can overcome differences of opinion and interests. every member of society exists or lives in a social structure that is interrelated with one another. data analysis of candra bhairawa's text used the descriptive-analytical method supported by the reading technique. descriptive method analytic is the method by breaking as well as analyzing. both methods are hoped that the object being analyzed can provide whole meaning (ratna, 2010). analytical descriptive method supported by reading technique was used to analyze the data in the form of prose and poetry texts using old javanese and balinese languages into indonesian descriptive forms according to the research systematics. the interpretation is a transition from something abstract to something more accurate or precise. 3. discussion 3.1 definition of legitimacy the legitimacy function of candra bhairawa's transformation text is a statement that validates or validates the teachings of shiva buddha in bali. legitimacy has a different meaning from legality. legality is something based on existing law that results in legal or illegal decisions. meanwhile, legitimacy is more flexible and has a broader scope. as an exception to an action declared illegal but with a good cause, it can be legal. by the mean, legitimacy comes from the perception of the outcome of an action (popovski, 2008). 95 as constitutional existence of the teachings of buddha shiva entered in hinduism as one form of the teachings of the trust will be the original values of society are recognized and accepted by the state. however, what gives legitimacy to its existence is the community itself. legitimacy itself is an equalization of perceptions or assumptions that an action taken by an entity is an action that is desired, appropriate, or following a socially developed system of norms, values, beliefs, and definitions (suchman, 1995). legitimacy becomes a form of validity and recognition to do something based on the value system and belief by individuals and institutions that have been set. the democratization that occurred in indonesia provides an opportunity for the community to maintain and preserve the ancestors' values, norms, and teachings. everything manifested into the teaching of beliefs, customs, and traditions to culture. as strengthen the teaching of shiva-buddha makes hinduism as a form of legitimacy and identity of the people who embrace the teachings of shiva-buddha. the teachings of shiva and the teachings of buddha merged one into the syncretism of shiva buddha. shiva buddhist syncretism will be one of the teachings of traditional indonesian society into hinduism recognized officially by the state. 3.2 legitimacy function the function of the legitimacy of the transformation candra bhairawa manuscript explains the syncretism of shiva-buddha. the candra bhairawa manuscript is one proof of legitimacy for combining the two teachings of shiva (karma sanyasa) and buddhist teachings (yoga sanyasa), which are fused into one called shiva buddhist syncretism. shiva buddhist syncretism can create a balanced and harmonious atmosphere. until now, the teachings of shiva buddha still exist and are still implemented in balinese society. the legitimacy of shiva buddha's syncretism can be through the language between the characters contained in the transformation of candra bhairawa manuscript. language is a verbal means to convey messages. there are six functions of language related to the six components of communication that have been defined according to jakobson in his work linguistics and poetics (jakobson, 1960), emerging from his structural-functional view of language. six languages functions, including: 1. the referential function focuses on the content of speech or denotative meaning. 2. the emotive/expressive function focuses on the speaker's attitude or feeling towards the content of his speech. 3. the conative function focuses on the speech partner and usually appears as a command sentence. 4. the phatic function focuses on maintaining the continuity of communication between the speaker and the speech partner. 5. the multilingual function focuses on using language to talk about language. 6. poetic function, focusing on the language itself or highlighting the form of language for aesthetic impact. among the six language functions mentioned above, the primary language function is the referential function. however, the other five functions cannot be ignored because they are all related to each other. 96 language is the primary tool to communicate in human life, both individually and collectively. in addition, language functions are interrelated in verbal communication, so a single function cannot appear without being accompanied by other functions. thus, in every utterance in verbal communication, only one function stands out the most, while other functions follow it as accompaniment (jakobson, 1971). of the six language functions above, this study only focuses on referential functions. discussing referential process function works by referring to the content of the speech between the characters according to the theme of the transformation candra bhairawa manuscript to find the legitimating function of shiva-buddha syncretism. the legitimacy of the text transformation functions candra bhairawa through the contents of the speech between characters, with the main topic is based on aspects of the context ( context ), namely shiva buddhist syncretism. in the text of candra bhairawa, it is told that king candra bhairawa carried out the teachings of shiva buddha after being defeated by king yudhishthira in a war against the supernatural power of moksa. shiva-buddha syncretism is a critical discourse invalidating the teachings of shiva buddha in bali, which is described in the table 1. table 1 legitimacy function of shiva buddhist syncretism in the transformation of candra bhairawa manuscript genre language candra bhairawa manuscript candra bhairawa parwa sanskrit and old javanese “…kami aminta putrinta, makasadhana panutan ing siwa bodha ri kita…”. ‘…i ask for your daughter, as a path of the reunification of shiva buddha with you... ' . (verse 50 ). kakawin candra bhairawa old javanese “…ndan kita gurwa mājari panêmbahên umagêma śewa śogata”. '…you as a teacher, teach the worship of the religion of shiva sogata '. ( metrum jagatnata/mandraka, verse 4). geguritan candra bhairawa balinese “…tan siddha pacing sampurnna, yan tan sami padha wruh, kadi siwa lawan budha”. ‘…will not be perfect, if not all are known, like shiva and buddha'. (pupuh semarandana, verse 26). the table above illustrates the legitimacy of shiva buddha's syncretism in language transformation in the three candra bhairawa texts seen from the content of the speech between the characters. the use of language in the three candra bhairawa texts varies according to the genre of the literary work. candra bhairawa parwa's text uses sanskrit and old javanese, kakawin candra bhairawa's text uses old javanese, and candra bhairawa's geguritan text uses balinese. transformation language that occurs in the text candra bhairawa due to high literary lovers will value adiluhung contained therein. the authors/writers transform language to make it easier to understand the content and explore the meaning of candra bhairawa manuscript. the 97 function of legitimacy in the transformation of the three texts of candra bhairawa is studied through a referential function regarding the syncretism of shiva buddha. candra bhairawa parwa contains the legitimacy of the syncretism of shiva buddha in the following quote. mawuwus sri dharmatmaja, aum bapa sri candra bhairawa, haywa kita sangsaya, ri pangahanta bapa, kami aminta putrinta, makasadhana panutan ing siwa bodha ri kita, padha tan wenang wiyoga, pdha wenang surup-sinurupan, yaya pasanggama ning atma, lawan dewa, himper patemwa ning manah lawan panon, kadi rahina wengi kalinganya. kunang waneh, pahuwusan pwa kita, madhana-dhana dinama ning dewata, kaya gatinta dangu, adyapi tandha mantrinta kabeh, anutakna sanama ning manusa, lawan kawwanganya, saksat brahmatya ngaran ing wwang mangkana, tan siddha manemu ayu ri penayan ri teka ning pwara, tinemah de sanghyang yamadhipa, linebokeng kawah agni, yaya pati ning wwang salah ujar ngaranya. kunang kita bapa mangke, pinaka sarana mami, tumut maharaja krsna amagehakna ikang karma sanyasa, pinaka yayah rena ning jagat. nahan ling sri dharmasunu (candra bhairawa parwa, verse 50). translation: raja dharmatmaja said: "sovereign father, king candra bhairawa, do not worry about what you said earlier. as a way of union of shiva buddha, your daughter and i are both inseparable. like the union between atma and god, both can infiltrate, like the meeting of mind with sight, day and night in essence. moreover, again, father stopped making offerings to gods, as you did before, including your ministers, following the will of humans according to their nationality, like brahmatya (angry) such a person's name, will not be able to find salvation when death comes, will be cursed by sanghyang yamadhipa, thrown into the crater of fire. that is the death of the person who mispronounced his name. now, the father is my means with maharaja krishna in upholding karma sanyasa, as the fathers of the world," said raja dharmasunu (candra bhairawa parwa, verse 50 ). the text excerpt of candra bhairawa parwa consists of two parts, namely in the verse section using sanskrit and in the paraphrasing section using old javanese. candra bhairawa parwa describes the unification of the teachings of karma sanyasa and yoga sanyasa into the union of shiva buddha by asking dyah ratnasasangka, the daughter of king candra bhairawa. the union of the two major kingdoms, namely the kingdom of hastinapura led by king yudhistira, who adhered to the teachings of shiva, and the kingdom of dewantara led by king candra bhairawa, who adhered to buddhist teachings united by marriage. in addition to studying and practicing the teachings of shiva buddha, marriage is the union of shiva buddha. the syncretism of shiva buddha is equally inseparable; both can infiltrate each other, like the union between atma and god, like the meeting of mind with sight, day and night in essence. in kakawin candra bhairawa, which contains the legitimacy of shiva buddha's syncretism, the quote is as follows. ling nira sang yudhiṣṭira hanakta tumarimā pasung ta de haji, tan sangka ring wimoha saha maṇdhala têhêr umāluy ri sang prabhu, urddhani sih ta ringwanga sama gama kita kadi ngūni bhūpati, ndan pawekas-wêkasku ri kitā bapa wara ciri reka tanggapên (kakawin candra bhairawa, jagatnata/mandraka, verse3). ndan unining swareka sapangênta sakawaśa linakṣa sang prabhu, yan hana dūrggamanya warahêntā ri kami kawnangnya molaha, kānêna karyya pāryyangan aneng nagara 98 panguluning jagatraya, ndan kita gurwa mājari panêmbahên umagêma śewa śogata (kakawin candra bhairawa, jagatnata/mandraka, verse 4). brahmaṇa wāla sang prabhu panunggala gama padha weṣṇawa krama, nitya masūryya śewana wnang pinagêhakna wiṣṇu sêmbahên, yapwanni weśya śūdra magêmāgama gumêlarak nêmbah iśwara, dhikṣita sang dwijāti śīwa dhātra siniwi saha sūryya cāndrama (kakawin candra bhairawa, jagatnata/mandraka, verse 5). translation: he said sang yudhisthira receive king offers. not from a greedy territory, then advised the king. the glory of your love for me, the same religion you are as before. i have messages for you, father, as a sign of your ability ( kakawin candra bhairawa, jagatnata/mandraka, verse 3). as for what is said to be a message, his best carried out the king. if there is a bad omen, tell me, his duty to do. he was ordered to make paryangan in the land , as the head of the universe (world). you as a teacher, teaching in the religious worship of shiva sogata ( kakawin candra bhairawa, jagatnata/mandraka, couplet 4). son of brahmin king of religious union with vishnu understand. always worshiping the sun god, it is true to hold fast to the worship of vishnu. even though wesya sudra, holding a religion, held offerings to iswara. dikta the priest, lord shiva is worshiped along with/with the sun and moon ( kakawin candra bhairawa, jagatnata/mandraka, verse 5). the quote on kakawin candra bhairawa above describes king yudhistira giving a message to king candra bhairawa to make a paryangan (sacred place/temple) because it is the center of the world (the universe). he is likened to a teacher who must teach the noble teachings, namely, the teachings of shiva buddha (shiva sogata). the practice of these teachings must make a sacred place, perform ceremonial offerings, and teach chess color to worship god, as reverend, worshiping lord shiva along with sun and moon. in geguritan candra bhairawa, which contains the legitimacy of shiva buddha's syncretism, the quote is as follows. sang dharmmasuta ling niraris, dewa dyah ratna sasangka, mwah dewa sang candranatha, tan sandang malih panjangang, apan karmmane manitah, ne malu suba manandur, krana ada jani pupwang. (geguritan candra bhairawa, semarandana, verse 24). jalan ne jani kawitin, bibite melah sambehang, sinah melah entikane, dawning suba sinah pisan, bwina tong siddha lempasang, apa tandur keto pupu, 99 manut ucaping agama. (geguritan candra bhairawa, semarandana, verse 25). minab suba titah widhi, pacepuk karmma sanyasa, lawan yoga sanyasane, reh mula kapatut tunggal, tan siddha pacing sampurnna, yan tan sami padha wruh, kadi siwa lawan budha. (geguritan candra bhairawa, semarandana, verse 26). translation: the dharmawangsa replied with gentle words, o dyah ratna sasangka, and you sang chandra bhairawa, no longer need it extended, because karma has predestined, that was planted before, then there is now something to be plucked. (geguritan candra bhairawa, semarandana , verse 24) so now let us get started, excellent seeds are sown, then it will undoubtedly grow well, by because it is once, plus, it is undeniable, what is planted is what will be harvested, as stated in religious teachings. (geguritan candra bhairawa, semarandana, verse 25) maybe it was god's destiny, meetings karma sanyasa have done, with yoga sanyasa , by reason justifiably be alone together, cannot be perfect, if not all are known, like shiva and buddha. (geguritan candra bhairawa, semarandana, verse 26). the geguritan candra bhairawa quote above describes the advice from king yudhishthira to king candra bhairawa. initially, raja candra bhairawa adhered to the teachings of sanyasa yoga, which felt he was great. next, he challenged king yudhisthira by risking his daughter. raja candra bhairawa feels conceited by mystical teachings, which ultimately can be defeated by king yudhistira. with this defeat, king candra bhairawa be realized will be a shortage of teachings of yoga sanyasa. the meeting of the teachings of karma sanyasa and yoga sanyasa will not be perfect if they do not merge into one—the singularity of shiva buddha, 100 which has become god's destiny. therefore, king candra wanted to follow king yudhisthira's orders by practicing these two teachings so that his teachings could be perfect and taught to his people in the dewantara kingdom. the transformation of the text can be seen from the use of the word shiva bodha in the text of candra bhairawa parwa into sewa sogata in the text of kakawin candra bhairawa and shiva versus buddha in the text of geguritan candra bhairawa. the language transformation has the same goal: to combine the teachings of shiva ( karma sanyasa ) and buddhist teachings ( yoga sanyasa ) in the candra bhairawa manuscript. in the analysis of the transformation of candra bhairawa manuscript, the function of the syncretism of shiva buddha's legitimacy has been extracted. in the form of tapping or equating stories that refer to the text of the hypogram against its derivative text. shiva buddha syncretism occurred after king candra bhairawa ( yoga sanyasa ) was defeated by king yudhistira ( karma sanyasa ). both of them fight by pitting all the knowledge they have. the legitimacy of shiva buddha's syncretism in the three candra bhairawa texts is due to several factors, namely: 1. marriage factor. to unite the teachings of shiva ( karma sanyasa ) embraced by king yudhisthira and buddhist teachings ( yoga sanyasa ) embraced by king candra bhairawa. thus, to unite shiva buddha's teachings, king candra bhairawa married his daughter diah ratna sasangka to king yudhistira. this way of marriage is called shiva buddhist syncretism. 2. the ideological unification factor. that is, king candra bhairawa, who understands buddhist teachings, must understand and practice shiva's teachings. in the concept of tri kaya parisudha, it means three basic human behavior that must be purified. king candra bhairawa carried out the concept of tri kaya parisudha in buddhism, only thinking, saying, and doing good. this is the basis used as a means of offering to god by doing meditation. however, understanding shiva in the concept of tri kaya parisudha is not only limited to thinking, saying, and doing good. this good deed is implemented by making a holy place and offering offerings as a form of devotion to god, ancestors, and the universe. king candra bhairawa united these differences of understanding by implementing the understanding of shiva and buddha. 3. the factor of making a holy place. king candra bhairawa practice buddhism by practicing yoga and meditation and believes in his body as a palace for the gods. therefore, to unite the teachings of shiva buddha, king candra bhairawa still adheres to the teachings of buddha with the body as the place of the gods (microcosm). however, king candra bhairawa also had to make a holy place to implement shiva's teachings, in the form of sangar dengon to worship ancestors and sad heaven to worship the gods (macrocosm). a place of worship with the means of the human body (yoga sanyasa) and sangar dengon or sad kahyangan (karma sanyasa) as a medium for worshiping the gods or god almighty. if these two things are implemented, this is called the syncretism of shiva buddha between the worship of the microcosm and the macrocosm to be balanced. 4. the ceremony factor. that is, king candra bhairawa, in implementing the teachings of buddha through good thoughts, words, and deeds (tri kaya parisudha) is a form of the 101 ceremony dedicated to god. however, king candra bhairawa must also implement shiva's teachings by making ceremonies (panca yadnya) from birth ceremonies to death ceremonies with offerings as a form of devotion and offering to god. shiva-buddhist syncretism occurs when the teachings of the tri kaya parisudha and the panca yadnya ceremony are sincere. 5. factors for making offerings. king candra bhairawa in practicing buddhist teachings by showing his devotion to god by offering sincere charity. however, in carrying out the teachings of shiva, king candra bhairawa is emphasized to make ceremonies with offerings. banten as a form of offering to god in hinduism (parta, 2013). thus, to unite the teachings of shiva and buddha, king candra bhairawa must carry out good thoughts, words, and deeds supported by carrying out sincere ceremonies using offerings as a form of syncretism of shiva buddha in the candra bhairawa manuscript. these five factors underlie the legitimacy of the syncretism of shiva buddha in the candra bhairawa manuscript. the concept of shiva buddha refers to two variants of understanding: (a) shiva and buddha in the sense of two separate units, but in togetherness; or (b) shiva and buddha in unity fuse or enter each other. in addition, the denomination of shiva and buddha, on the one hand, can refer to the divine entity represented by the name. however, on the other hand, it also refers to the whole belief system centered on each of the gods (sedyawati, 2009). in the candra bhairawa text, the concept of shiva buddha more precisely refers to point (b), namely the unity that merges or enters each other between the teachings of shiva and buddha as explained in the text of candra bhairawa parwa, verse 50 , namely ' makasadhana panutan ing siwa bodha ri kita, padha tan wenang wiyoga, pdha wenang surup-sinurupan’. it means, "as a way of the union of shiva buddha with you, both cannot be separated, both can infiltrate each other". candra bhairawa's text is the legitimacy of shiva buddha's syncretism to balinese society. this is because it contains the values of the adiluung that can be used as a way of life in society. 4. conclusion based on the analysis of the implementation of the legitimacy function of the transformation text of candra bhairawa for the community above, it can be concluded as follows: 1. legitimacy becomes a form of validity and recognition to do something based on the value systems and beliefs of individuals and groups that have been set. the teachings of shiva and the teachings of buddha merged one into the syncretism of shiva buddha. shiva-buddhist syncretism is one form of traditional teachings in indonesian society into hinduism, which the state officially recognizes. 2. the legitimacy function of candra bhairawa's transformation text is one of the proofs of the legitimacy of the combination of the two teachings of shiva ( karma sanyasa ) and buddhist teachings ( yoga sanyasa ), yoga talks about self-development and a better self (maharani., et al, 2020) which are merged into one called shiva buddhist syncretism. shiva buddhist syncretism can create a balanced and harmonious atmosphere. until now, the teachings of 102 shiva buddha still exist and are still implemented in balinese society. the legitimacy of shiva buddha's syncretism can be through the language between the characters contained in the transformation of candra bhairawa manuscript. the legitimacy of shiva buddha's syncretism in the transformation of candra bhairawa's text is caused by several factors: (a) marriage factor. (b) the ideological unification factor. (c) the factor of making a holy place. (d) the factor of the implementation of the ceremony. (e) factors for making offerings. 5. references jakobson, roman. 1960. linguistics and poetics. dalam pomorska, k. & rudy, s. (ed.) roman jakobson, language in literature, pp. 62-94. cambridge, mass., london, england: the belknap press of harvard university press. jakobson, roman. 1971. linguistics and communication theory. dalam jakobson. r. selected writings ii. the hague: mouton. maharani, i. a.k, wisnu parta, i. b., & supriadi, i. b. (2020). factors influencing yoga tourism in bali: conceptual framework model. vidyottama sanatana: international journal of hindu science and religious studies, 4(1), 20. https://doi.org/10.25078/ijhsrs.v4i1.1321 nurgiyantoro, burhan. 1998. transformasi unsur pewayangan dalam fiksi indonesia. yogyakarta: gadjah mada university press. parta, ida bagus made wisnu. 2013.representasi kehidupan masyarakat bali dalam geguritan cengceng benges. denpasar: universitas dwijendra. jurnal widyasrama. vol 22. no 2. issn no 0852-7768. http://103.207.99.162/index.php/widyasrama/article/view/51. popovski, vesselin dan nicholas turner. 2008. legality and legitimacy in international order. tokyo: unu policy briefs. ratna, nyoman kutha. 2010. metodologi penelitian: kajian budaya dan ilmu-ilmu sosial humaniora pada umumnya. yogyakarta: pustaka pelajar. ritzer, george. 2011. sosiologi ilmu pengetahuan berparadigma ganda. jakarta: rajawali pers. sedyawati, edi. 2009. saiwa dan bauddha di masa jawa kuna. denpasar: widya dharma. suarka, i nyoman, dkk. 2002. kajian naskah lontar siwagama. denpasar: dinas kebudayaan provinsi bali. suarka, i nyoman, dkk. 2005. kajian naskah lontar siwagama 2. denpasar: dinas kebudayaan provinsi bali suchman, mark, c., 1995. managing legitimacy: strategies and institutional approach, academy of management review, 20 (3). 571-610. http://103.207.99.162/index.php/widyasrama/article/view/51 103 biography of authors ida bagus made wisnu parta was born in denpasar on may 21, 1987. he is a lecturer at dwijendra university in denpasar, indonesia. he got his bachelor’s degree in balinese literature from udayana university in 2008 and his master’s degree in linguistics from the graduate program at udayana university in 2012. he is currently completing his dissertation at udayana university. his phone number is +6281999099903. email: wisnu.goes@gmail.com prof. dr. i nyoman suarka, m.hum. is a professor as well as a promotor. he was born in tabanan, 12th february 1961. he graduated bachelor's degree in the old javanese literature, faculty of arts, udayana university. he finished the master's degree and doctoral degree in the faculty of arts of indonesian and javanese, ugm, yogyakarta. ph +62123770885 email: nyoman_suarka@unud.ac.id prof. dr. i wayan cika, m.s. is a professor as well as a co-promotor i. he was born in badung, october 1st, 1955. he graduated bachelor's degree at udayana university, denpasar. he finished a master's degree and doctoral degree in pajajaran university, bandung. ph +6281338733360 email: wyn_cika@unud.ac.id prof. dr. i made suastika, s.u is a professor as well as a co-promotor in udayana university, faculty of art, denpasar, indonesia, id 80234 ph +6217564481 email: made.suastika57@yahoo.com mailto:wisnu.goes@gmail.com mailto:nyoman_suarka@unud.ac.id mailto:wyn_cika@unud.ac.id mailto:made.suastika57@yahoo.com sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 1, january 2022, pages: 124—135 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i01.p15 124 rhetorical patterns in the writing of introduction section of research articles in english academics nadya ramadhanty 1 , universitas gadjah mada. email: nadianthy@mail.ugm.ac.id adi sutrisno 2, universitas gadjah mada. email: adisutrisno@ugm.ac.id article info abstract* received date: 9 december 2021 accepted date: 17 december 2021 published date: 31 january 2022 keywords:* introduction section, rhetorical moves, research article, cars model. this research is aimed at investigating the rhetorical structures used by the authors in the introduction section of research articles published by two different journals, namely journal of pragmatics and journal of english for academic purposes. this research examined whether introduction section of the selected research articles follow the essential moves and steps according to cars model by swales (2004). in so doing, ten introduction sections in the research articles were selected in this research. the articles were purposively chosen in the amount of five research articles from each of the journals. the result showed the introduction sections in both journals employed most of the moves and steps of cars model proposed by swales (2004). 1. introduction in recent years, the importance of research article has been increasing due to the very huge amount of information being transferred in academic world. research is defined as a premeditated investigation using scientific methodology (quantitative, qualitative, observation and experimental) in order to solve serious problem that create additional or new knowledge. kothari (2004) states that research is the pursuit of fact with the help of study, observation, comparison and experiment; the search for knowledge through objective and systematic method of finding solutions to a problem. research article (ra) is a form of edited collection paper, an article of scientific journal, a technical report, a conference paper or an academic monograph (noorzan & page, 2012). research article (ra) consists of three main units such as introduction, procedure (methods & results) and discussion. this present research focused only on introduction section. introduction section of research article (ra) is the first section to be read by readers. this section is important because if readers are not impressed in reading the introduction section, they will not continue read the entire article. consequently, introduction section must be written interestingly and convincingly as possible (wannaruk & amnuai, 2016). swales and feak (1994) stated the main purposes of https://ojs.unud.ac.id/index.php/eol/index 125 introduction such as to give a logical reason for the article and to provoke readers to read it. as bisri (2016) stated, introduction must include some aspects. firstly, rational reason that makes the problem deserved to be researched based on the facts, data, reference, and discovery on the previous research. secondly, problem complexity which means if the problem is not solved immediately. next is a brief explanation about the position of the problem that is going to be researched in the field of the researcher’s scope. the last one is brief explanation about in what field the problem of the research. introduction section includes many crucial aspects of the research article. readers may want to know whether it is own discovery, or maybe it is continuing a previous study. successful publication in international community obliges the scholars to acquire awareness of move variation in text structure. text structure or rhetorical moves is a pattern that used as ways to organize information from the writing in order to convince and influence the readers with the message of the writing. in spite of the function of rhetorical moves is important within writing, but most people who write something academically ignore rhetorical patterns. the study of rhetorical moves was authentically developed by swales (1990 and 2004) to describe a part or section of research articles. the move analysis of a genre aims to assign the communicative purposes of a text by categorizing various text units based on the particular communicative purpose of each unit. several studies in research articles (ra) introduction rhetorical patterns have been conducted in various contexts. in the last decades, the study of introduction sections has received a lot of attention from many researchers. regarding the writer’s background, there are several studies focusing on non-native speakers rhetorical patterns in writing introduction sections of ra (see ahmad & yusof, 2012; arsyad, 2013; adika, 2014; arsyad & wardhana, 2014; chahal, 2014; suryani et. al, 2014; abdullah, 2016; parnawati et. al., 2017; samad et. al., 2017; muangsamai, 2018; pujiyanti, 2018). also, there are several studies conducted in focusing on the difference of rhetorical moves in ra introduction parts with particular concerns for native speaker and non-native speaker writers (see khany & tazik, 2010; sheldon, 2011; geçi̇kli̇, 2013; agrawal 2015; wannaruk & amnuai, 2016; farnia & barati. 2017; samanhudi, 2017). not surprisingly, ras written in english the main research’s focus with irregular concentration given to ras of other languages, especially from the perspectives of rhetoric. however, the recent attention is dominantly given to the introduction section of the research article because it is considered as an essential part used by the writers to attract the readers and persuade their interest toward the research topic discussed in the research article (lim, 2012). in addition. numerous rhetorical studies in other parts of research article and other type of academic texts have examined using genre-based approaches (ren, 2011; san, 2012; fazilatfar, 2016; vazifehdan & amjadiparvar, 2016; zamani & ebadi, 2016; ebadi et. al. 2019). these previous studies above suggests that most of introduction of research article is rarely employed the patterns of rhetorical. however, the rhetorical pattern of english academic is barely found. this present research aimed to examine the rhetorical pattern in introduction section of research article in two disciplines of journal written by english academics. moreover, this study used cars model by swales (1990) to examine the rhetorical patterns of english academic ra introduction section. through these present findings, it is expected that the author of research article will comprehend in organizing and sequencing the content of introduction section of research article. 2. research method this study employed a mixed method approach which involved quantitative and qualitative analysis of the data. this present research also used content analysis to analyze the data. the quantitative analysis involved simple descriptive statistic of frequency count of moves and steps. in qualitative analysis, the linguistic realizations of the moves and steps were identified based on 126 the communicative intent of the moves and steps. this study adopted a qualitative approach based on small number of texts and textual unit therein (arsyad, 2013). the corpus of research articles was selected purposively from journal of pragmatics and journal for academic purposes from scienedirect. the researcher purposively took two different disciplines of journal in order to see whether any significant differences found from it. the article set included total of 10 ra written by english academics. the instrument used is checklist contains of moves and step using cars model proposed by swales (1990,2004). there are several procedures had been done to identify each moves and steps from the data study; collecting introduction section from chosen journal, reading the whole introduction section, identifying the clue that represent each move and step, classifying the data found which had been given the code for each introduction and the final step is presenting the result in the table. 3. findings and discussions in this section, the results are presented and discussed in the light of swales’ (2004) cars model and relevant to previous published studies. below are the results of this research. table 1. frequency of move 1 in ra introduction move step journal of pragmatics (n=5) journal of english for academic purposes (n=5) total (n=10) move 1: establishing a research territory step 1: claiming centrality 5 5 10 step 2: making topic generalization 5 5 10 step 3: reviewing previous research 5 5 10 table 1 above shows the frequency of move 1 and its steps in ra introduction of two different discipline of journal. move 1: establishing a research territory consist of three steps namely, step 1: claiming centrality, step 2: making topic generalization and step 3: reviewing previous research. in this study, three of the steps was found in both of the journal discipline journal of pragmatics and journal of english for academic purposes. step 1: claiming centrality is intended to describe the research problem and providing evidence to support why the topic is important to study. here is the example from the analysis. example 1: “a gap between theory and practice has been repeatedly observed in eap. on the one hand, some eap research has been criticized for “fad[ing] away before offering well-articulated pedagogical applications (b5)” (walkova, 2020) the example above is taken from journal for academic purposes. the example 1 above belongs to move 1 step 1: claiming centrality because “had been repeatedly observed” indicates that the issue or phenomena is significant to do. for the steps 1 of move 1, both of journal’s discipline have each of the steps. so, there is no difference between them. then, for step 2: making topic generalization is intended to provide statements about current state of knowledge, consensus description of phenomena. here is the example of the step founded in research articles analysis: example 2: “adm is “a systematic approach to the mental process used by aircraft pilots to consistently determine the best course of action in response to a given set of 127 circumstances” a key part of adm, situation awareness is “the perception of the elements …. (a4)” (tuccio, 2020) the example above is taken from journal of pragmatics. the example 2 above belongs to move 1 step 2: making topic generalization because the statement is about definition of the researcher area. for the steps 2 of move 1, both of journal’s discipline have each of the steps. so, there is no difference between them. for step 3: reviewing previous studies is intended to synthesize prior research that further supports the need to study the research problem. here is the example of the step founded in research articles analysis: example 3: “most notable in this regard is sorjonen and raevaara's (2014) groundbreaking study of how customers in finnish kiosks in a systematic and orderly fashion format and time the production of their requests in close coordination with their progression towards the counter and the service provider. sorjonen and raevaara (2014) thus convincingly demonstrate that the spatial and temporal relationship between a customer and a service provider has a direct impact on what linguistic …. (a1)” (fox, 2020) the example above is taken from journal of pragmatics. the example 3 above belongs to move 1 step 3: reviewing previous studies because it is clearly stated the previous research done by sorjonen and raevaara's (2014) in study of how customers in finnish kiosks in a systematic and orderly fashion format and time the production of their requests in close coordination with their progression towards the counter and the service provider. steps 3 of move 1 is existed in all of the ra in both of the journals. so, there is no difference between them. table 2. frequency of move 2 in ra introduction move step journal of pragmatics (n=5) journal of english for academic purposes (n=5) total (n=10) move 2: establishing a niche step 1a: indicating a gap 3 1 4 step 1b: adding to what is known 1 1 2 step 2: presenting positive justification table 2 above shows the frequency of move 2 founded in research articles’ introduction in both of the journal’s discipline. move 2: establishing a niche consists of three steps in it such as step 1a: indicating a gap, step 1b: adding to what is known, and step 2: presenting positive justification. based on the analysis have done by the researcher, not all of the steps in move 2: establishing a niche were founded in both of the journal of pragmatics and journal of english for academic purposes. this move was revised in cars model was revised by swales (2004) from the previous cars model (1990). in the previous model, move 2 consist of four steps such as step 1a; counter claiming or, step 1b: indicating a gap or, step 1c: question arising or, step 1d: continuing tradition. then, in the latest swales (2004) cars model the steps were combined and added. he particularly changed the steps in move 2 (establishing a niche), combines step-1a (counter claiming) and step-1b (indicating a gap) into a new step-1a (indicating a gap). also, step-1c (raising question) and step-1d (continuing tradition) are merged into a new step-1b (adding to what is known). he also adds an optional step or step-2 (presenting positive justification) in move 2. in this article, the researcher only found a smaller number of the new steps revised by swales (2004). 128 for step 1a in move 2: indicating a gap was found in three research articles in journal of pragmatics, meanwhile, in journal of english for academic purposes, only one research articles found for having step 1a: indicating a gap. this step is intended to develop the research problem around the gap or understudied area of the literature here is the example from the analysis. example 4: “eight years since depalma and ringer theorized about adaptive transfer, however, transfer scholarship in composition studies and that of eap and l2 writing still appear separate entities despite greater general attention within composition studies to the presence of multilingual students in institutions of higher education in the united states (b2)” (wilson, 2020) the example above is taken from journal of english for academic purposes. the example 4 above belongs to move 2 step 1a: indicating a gap because the word “however” and “still appear” that indicates the previous studies or previous theory still have a lack. for journal of pragmatics, half of the research articles that analyzed state the gap from the previous study or theory. on the other hand, in the articles from journal of english for academic purposes, the researcher only found 1 article that state the gap, which is given as example above. instead of giving a gap, most of articles in journal of english for academic purposes only use the word “however” or “therefore” which to be know these words as the transition in a clause to contrast with the previous sentence. yet, these words are not enough to indicate the gap without stating what have not been done or the lack from the previous theory or research. so, for move 2 step 1a, the two disciplines of journals have a significant difference. to complete the statement of gap, step 1b: adding to what is known is needed. this step is intended to emphasize the gap in the existing territory. surely, the gap that stated need supporting statement to emphasize the reader that the issues taken is significant to be researcher. here is the example of the step founded in research articles analysis: example 5: “while adaptive transfer has the potential to bridge this divide, it has so far received only limited theoretical engagement (donahue, 2018; hendricks, 2018) and empirical examination (alexander, depalma, & ringer, 2016; baird & dilger, 2017). others, such as grujicic-alatriste (2013), have questioned if a methodology for empirically examining adaptive transfer is possible to design at all. (b2)” (wilson, 2020) the example above is taken from journal of english for academic purposes. the example 5 above belongs to move 2 step 1b: adding to what is known because the statement is supported by expert’s citation to emphasize the gap stated in the previous sentence. with expert’s citation, the gap or understudied problem or research area will ensure reader that the research problem or research area is significant to be researched. this step is found only in one research articles in both of the two journals discipline. move 2 step 2: presenting positive justification is none to be found in both of the journal of pragmatics and journal of english for academic purposes. the step 2: presenting positive justification is intended to follow some gap in the existing literature to justify the present research. however, based on the revised cars model by swales (2004), this step is optional. so, this step was not found in any of the research articles researched. 129 table 3. frequency of move 3 in ra introduction move step journal of pragmatics (n=5) journal of english for academic purposes (n=5) total (n=10) move 3: occupying the niche step 1a: outlining purpose 3 5 8 step 1b: announcing present research 3 5 8 step 2: announcing principal findings 3 3 6 step 3: indicating ra structure 4 3 7 table 3 above shows the frequency of move 3 founded in research articles’ introduction in both of journal’s discipline. move 3: occupying the niche consist of four steps in it, namely step 1a: outlining purpose, step 1b: announcing present research, step 2: announcing principles findings, and step 3: indicating ra structures. based on the analysis have done by the researcher, most of the research articles’ introductions in both of the journal of pragmatics and journal of english for academic purposes employed the steps in move 3 proposed by swales (2004). the first step of move 3: occupying the niche is step 1a: outlining purposes. this step was found in three research articles’ introduction of journal of pragmatics and in all of the research articles’ introduction of journal of english for academic purposes. this step is intended to answer the “so what?” question. here is the example of the step founded in research articles analysis: example 6: “this paper therefore aims to illustrate and give examples, in an impressionistic way, of this apparent divergence between eap research and practice” (b3) (oakey, 2020) the example above is taken from journal of english for academic purposes. the example 6 above belongs to move 3 step 1a: outlining the purposes because the authors clearly stated the purpose of the research by stating “this paper therefore aims”. the research articles’ introduction in both of the journals mostly employed this step. nevertheless, all of the research articles in journal of english for academic purposes used as the data in this research employed this step. on the other hand, only half of research articles in journal of pragmatics employed this step. then, the second step in move 3 is step 1b: announcing present research. this step was found in three research articles’ introduction of journal of pragmatics and in all of the research articles’ introduction of journal of english for academic purposes. this step is intended to describe the purpose of the study in terms of what the research is going to do or accomplish. here is the example of the step founded in research articles analysis: example 7: “from this epistemic perspective, the article addresses two questions. the first is: how do persons with alzheimer's “do remembering,” or more precisely “do forgetting,” in their interactions with the examining clinician? the second question is: how does “doing forgetting” morph over the progression of the disease: from interactionally troubled, but benign, in early stages to (something like) interactionally pathological in late stages?” (a2) (schrauf, 2020) this example 7 above is taken from journal of pragmatics. the example 7 above belongs to move 3 step 1b: announcing present research because the sentence “the article addresses two 130 questions” indicates in the present research there are two problem that need to be solved. this step was found in all of the research articles’ introduction from journal of english for academic purposes. however, this step was found only in three research articles’ introductions from journal of pragmatics. then, the third step in move 3 is step 2: announcing principal findings. this step was mostly found in both of the research articles’ introduction of two journal discipline. the step 2: announcing principal findings is intended to present a brief, general summary of key findings written. here is the example of the step founded in research articles analysis: example 8: “the results, similarly to cowley-haselden and monbec (2019), show a rather low application of theory in eap textbooks, suggesting that learners’ issues with transition markers might be reinforced by unsuitable teaching materials, as suggested by lei (2012, p. 273).” (b5) (walkova, 2020) the example 8 above is taken from journal of english for academic purposes. the example 8 above belongs to move 3 step 2: announcing principal findings because the author states the brief of the result by stating “the result, similarly to….”. the result is usually stated in section result and discussion. however, in introduction section of research articles, the brief of the results or findings also is also existed in it in order to give short description in how the result from the problem will come out. this step was found equally in both of the two discipline journals. so, there is no difference between two discipline journals. the last step in move 3 is step 3: indicating ra structures. this step also mostly found in both of the journal of pragmatics and journal of english for academic purposes. this step is intended to state how the remainder of the paper is organized. here is the example of the step founded in research articles analysis: example 9: “the structure of the paper is as follows. after a brief discussion of data and methodology (section 2), i turn to the history of each ddm, first by the way, by far the most frequent and richly diversified ddm (section 3.1), then by the by(e) (3.2), incidentally (3.3), and parenthetically (3.4)” (a3) (traugott, 2020) this example 9 above is taken from journal of pragmatics. the example 8 above belongs to move 3 step 3: indicating ra structures because the author clearly stated and explained the structure of research articles. “the structure of the paper is as follows” sentence become the sign to know that it is describing the research article’s structure. this step was found in four research articles’ introductions from journal of pragmatics. meanwhile, this step was only found in three research articles’ introductions from journal of english for academic purposes. all of the examples above are explaining the steps of each move from cars model by swales (2004). the results also show the different number on both of journal of pragmatics and journals of english for academic purposes. all steps in move 1: establishing a territory was found in all of the research articles. it can be interpreted that this move is regarded as an obligatory move by english academic in their writing. it can be happened because this step is crucial part explaining and stating the important of the problem which is become an initial step in doing research. this is also happened in previous research by several researchers (adnan, 2009; arsyad, 2013; parnawati, 2017) that conducted research about rhetorical moves in introduction section by indonesian speakers. it can be seen that both indonesian speakers and english academics regard moves 1 as obligatory move. meanwhile, swales (2004) also classified this move as obligatory move and the possibility of cycling patterns in the introduction section. in the other hand, all steps in move 2: establishing a niche was found in not half of the total number of research articles’ introduction from journal of pragmatics and journal of english for academic purposes. even, step 2 in move 2 was found in none of the all-research articles’ introduction 131 both of journal’s discipline. it can be interpreted that this move is regarded as an optional move by english academics in their writing. it may be happened because the authors of ra refer to avoid the lack or understudied problem in the research area. instead, most of the author just use research problem to justify the research instead of stating the gap of knowledge. lastly, move 3: occupying a niche was found in most of the research articles’ introduction from journal of pragmatics and journal of english for academic purposes. it can be interpreted that move 3 is regarded as an obligatory move by english academics in their writing. it can be happened because this move is the part to describe the present research that will be done, also the authors try to attract the reader with the content of the research articles, as introduction is the first part to be read. in both of the journals’ discipline that were analyzed by researcher, there is no significant different in the patterns of rhetorical proposed by swales (2004) in his cars model. only, there is a slight difference in how the authors sequence the moves and steps. in journal of pragmatics the author tends to put move 1, especially step 1 which is claiming centrality as the beginning of their introduction. in the other hand, in journal of english for academic purposes, the author tends to write the beginning of the introduction with outlining the purpose of present research. 4. novelties the novelty in this study is the findings of rhetorical patterns used in research article’s introduction written by english academics. by recognizing the patterns of introduction of research article, it can be helpful for both author and reader to comprehend the organization of introduction. moreover, there are some new findings from this study that can be useful for students or scholars in writing introduction section in order to publish the article to national or international journal. 5. conclusion from the analysis conducted by the researcher that aims to know the rhetorical patterns in introduction section of research articles written by english academics, there are several conclusions can be drawn. first, it is found that english academics in both of the journal discipline regard move 2: establishing a territory as an obligatory move that must be included in every introduction section. second, it is found that english academics in both journals’ discipline regard move 2: establishing a niche as an optional move, as the most of writers tend to use research problem to justify their research. the last, it is found that english academics in both of the journals’ discipline regard move 3: occupying a niche as an obligatory move as the author wants to describe their present study. generally, it can be concluded that the use of rhetorical patterns is not depended on how goo the authors in mastering written language of the research. instead, the author must have the rhetorical realization in writing their introduction. considering the importance of rhetorical structures in academic writing, the findings of this research is significance to help the students or scholars who want to write research article. by recognizing the use of rhetorical patterns in their writing, it is expected that the author understands better in organizing and sequencing the content of their introduction of research articles, as this part is the first part to be read and should be written persuasively to attract reader to read the rest of article. furthermore, lecturer is also expected to give material about rhetorical structures for their students the urgency of writing an article is increasing. 132 6. acknowledgements the writer would like to thank 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(2020). transfer and transformation in multilingual student writing. journal of english for academic purposes, 1-13. https://doi.org/10.18868/sher4j.04.00817.02 https://doi.org/10.5430/ijhe.v3n1p29 https://doi.org/10.1177/0033688215609230 135 biography of authors . nadya ramadhanty, s.pd is a current students of magister of arts in university of gadjah mada. her research interest are discourse analysis, english language, and academic writing. she can be reached at nadianthy@mail.ugm.ac.id dr. adi sutrisno, m.a. is the lecturer in english department, faculty of cultural science, university of gadjah mada. his area of expert is language, communication and culture, english language, and language studies. he can be reached at adisutrisno@ugm.ac.id mailto:nadianthy@mail.ugm.ac.id mailto:adisutrisno@ugm.ac.id e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 159—173 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 159 problematic of languages in the translation of animal science terms 1 i gusti agung istri aryani, ig.aryani15@gmail.com, udayana university 2 i nengah sudipa, nengahsudipa@yahoo.co.id, udayana university 3 ida bagus putra yadnya, putra_yadnya@unud.ac.id, udayana university 4 ni made dhanawaty, sainandana@yahoo.co.id, udayana university faculty of arts, udayana university *corresponding author: ig.aryani15@gmail.com, received date: 02-07-2018 accepted date: 7-11-2018 published date: 31-01-2019 abstract—animal science terms have their specialty in scientific works because the different results of translation from the source language (sl) and target language (tl) can give effect to the meaning. a translator should understand the terms in both languages to be able to consider the problems and finding equivalence of terms for the result of the product. problematic of languages may occur not only in sl but can be on both sides, sl and tl when the translator is not the native speaker of the language. this study aims at finding problems of language translation for animal science terms and finding the equivalence of terms using english as sl and indonesian as tl. qualitative method used in analyzing the data with a description of the meaning of terms in their translation within the direct interview information. majorly, problems found in tl but also sl and tl which affected the meaning of animal science terms. different lexical choices of terms findings in the translation gave the effect of ambiguity and misunderstanding to the scientists as target readers, however, the solution was given in order to have an equivalence of understanding. it can be concluded that problematic of languages in both languages should be considered for improvement in translation. keywords: terms, lexical choices, translation, equivalence 1. introduction language and science is unity and intertwined since they work together in translation to deliver messages to the target readership. the important thing that they have specific languages understood by those who use them as a field of the subject. generally, in scientific writing specific terms has its own style of language. it is written in a simple and direct language within the use of simple, concrete, and familiar words (youdeowei, et. al., 2012: 46). a scientist intends to have an understanding of messages being transferred to the target reader in a text because she or he should absorb the knowledge. this certainly reflected to understand the meaning of all words which is essential for a scientific text and their specialty of languages. nicolae and marinescu (2010: 167) convey that glossaries and specialized dictionaries are needed to assist in understanding the terms for a field of study. the translation of languages mainly uses by the specialist and translator in which the media is used for translating a language mailto:nengahsudipa@yahoo.co.id mailto:putra_yadnya@unud.ac.id mailto:sainandana@yahoo.co.id e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 159—173 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 160 into another language. in this study, animal science terms have special use in a text. problems of languages may occur if the translator does not understand the terms and lexical transfer in the sl and tl. the equivalence of translation is closely related to the meaning of a language being transferred from the sl into tl. certainly, it becomes a problem when the translator also decides the importance of cultural aspects and to what extent it is necessary or desirable to translate them into the tl. the aims of the translator are to give implication for achieving a better result of translation and understanding of the readership for both texts in sl and tl. there were problems encountered in the translation of terms and meaning as of whether terms in animal science can be difficult only in tl in translation, or they could be in sl, and even in both languages, sl and tl. if they have a different understanding of terms in sl and tl so these can be further discussed as follows. 2. methods in this study, animal sciences terms were analyzed using the qualitative method. they were collected from the sl entitled small ruminant production in the humid tropics (1993) written in english as sl, meanwhile, produksi kambing dan domba di indonesia (1993) written in indonesia as tl and specified with those related to genetics and animal breeding. they were explained and analyzed with the description in words and sentences based on the findings (sutopo, 2006: 40) and their implementation in sl and tl. in addition, animal science terms and indonesian dictionaries were used to understand their meaning. moreover, direct interview with the experts of animal science conducted to have additional information of terms. 3. results and discussion baker (1992: 21-25) conveys that difficulties in transferring languages from sl in tl consist of: a. specific concept of culture which cannot be found in the tl because they are related to religion, custom, or food i.e. midodareni is related to the custom of javanese which is unknown in english. b. the concept of sl which is not available in tl, the word in sl is known by the tl but tl does not have the similar word to express it i.e. standard in the standard range of products in sl expresses the concept which is familiar in general languages, except arabic. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 159—173 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 161 c. semantically the concept of sl is complicated that sometimes the morpheme of a word can express the word with more complex of meaning compare to its meaning in a sentence. a translator should understand that complexity of word in a language which has no equivalence in sl can be translated in nominalization in the tl such as sedimentation which has a complex of meaning for the native speaker of indonesian. it becomes sedimentasi means sedimentation or the process of droplets sink to the bottom because of gravitation (indonesian dictionary or kbbi iv, 2008: 1239). d. different perception of a concept such as kehujanan and hujan-hujanan in indonesian. the word concept of kehujanan is when a person who is going out when it is raining so he or she does not mean to have a shower in the rain but actually he or she is wet because of the rain. in contrast, the concept of hujan-hujanan is when a person intentionally goes out to get wet in the rain. english did not make the differences in both expressions such as indonesian. this difficulty will be found in the translator translates the english sentence as he is going out in the rain into indonesian so there will be the ambiguity of context of language. e. the tl has no superordinate or general words to translate, for example, facilities in english has a synonymy such as utilization, service, or building and each of them has a different meaning. however, rusian has no superordinate but only have the types of the facility such as a name for credit, neobkhodimoe oborudovanie for important utilities, neobkhodimye pomeschenίya for important accommodation. f. the tl has no synonymy i.e. house in english has hyponym synonymy such as bungalow, hall, villa, hut, lodge, cottage, etc. but probably not for other languages. g. different physical and interpersonal perspectives. the physical perspective refers to personal relationship and places which are expressed in pairs such as the words in english come/go, arrive/depart, take/bring, etc. interpersonal perspective is the language perspective of a language that refers to the relationship of two personals in a text such as japanese which have six equivalences for the word "give" in english depend on whom and who are they giving to i.e. yaru, ageru, kureru, morau, itadaku, and kudasaru. h. the differences of expressive meaning in a language in which the meaning related to the feeling or speaker’s attitude of the object meant with the words i.e. tutup mulutmu! and diam! in indonesian have differences of meaning. the expression tutup mulutmu! will have more painful meaning if it is expressed to someone compared to diam!. i. the differences of word form in sl usually has no equivalences in the tl because of differences of language form in a language, for example, english has pair words which pronounce similarly: trainer/ trainee, employer/employee. in addition, indonesian has similar pair words i.e. pengajar/pembelajar, e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 159—173 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 162 petatar/penatar. however, the differences of both languages if the english suffix –ish is added to give adjective meaning such as greenish, childish so in indonesian use affixation ke-an become kehijauhijauan, kekanak-kanakan. j. the difference of purpose and level of special use on language form such as suffix of –ing in verb usually use in english to connect two ideas in a clause but it is different with germanic. this form is the characteristic style of english but if it is omitted will also omit the naturalness of the text. k. the absorption of language in sl usually creates the problem in the translation without considering its meaning and the proportion is to give a prestigious impression of the language. in some cases, the equivalence of terms cannot be found from sl translated into tl, especially when dealing with different languages such as english and indonesian. the specific of languages also related to the terms of animal sciences, especially related to genetics and animal breeding. majorly, they were found without reduplication in the translation of tl terms for equivalences, however, excessive terms with additional words to show their plurality were found in tl. so, they showed the difference of purpose and level of special use in scientific texts compared to general text. these problems certainly influence the meaning of terms and understanding of target readership. these can be further discussed as follows. 3.1 problems of terms in tl data 1 bsu: asia is a very important reservoir of widely different and well adapted indigenous goat and sheep breeds (tomazewska et. al., 1993: 4). bsa: asia merupakan sumber yang sangat penting untuk berbagai jenis kambing dan domba asli (mastika et. al, 1993: 5). the above data showed that terms such as indigenous and breeds translated into jenis kambing and domba asli means the indigenous animals refer to small ruminants such as goat and and sheep but the problem was found in tl from the word jenis which should be translated into bangsa as the equivalence of lexical choice. this is considered since the term bangsa is more specific compared to jenis in the tl and specified to animal science even though both of them have similar meanings. it is supported with the information from prof. harya putra as the respondent in this study and meaning in the animal science dictionary (sudono, 1985: 13) mention that bangsa is a group of animals which is originated and have special traits that cannot be the same if compared to other groups of animals. the terms indigenous goat and sheep (sl) translated into jenis kambing dan domba asli (tl) mean asia became the source of local or e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 159—173 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 163 indigenous animals for goat and sheep found in that period. meanwhile, the sl showed noun clusters of indigenous goat and sheep breeds found into two as of indigenous goat breeds and indigenous sheep breeds which was combined within the conjunction of and in those terms. the problem of translation sheep breeders (sl) in plural form was found in plural with additional unity of word para mentioned in tl. this showed excessive statement in tl because para is additional of numerical in para peternak domba. it means more than one breeder of sheep who raises those small ruminants but seems to be excessive for the content of sentences. these can be further discussed in the following data. data 2 sl: prolificacy is a desirable condition that is included as a target of breeding plans in many situations oriented to maximizing overall productivity of sheep kept for meat production. this results in a preference for prolific sheep among sheep breeders (tomazewska et. al., 1993: 102). tl: jumlah anak yang banyak adalah keadaan yang diharapkan dan termasuk sebagai satu sasaran dari rencana pemuliaan yang dalam banyak hal mengarah ke produksi secara keseluruhan yang sebanyak-banyaknya dari domba yang dipelihara untuk penghasil daging. hasil-hasil ini merupakan keinginan bagi para peternak domba untuk mendapatkan domba yang beranak banyak (mastika et. al, 1993: 113). on the above data, the term sheep breeders which is in plural form should be translated in peternak domba in order to be equivalence in tl without reduplication or additional words for plurality and the simple term can be created in the text. this is due to the scientific texts of animal science that intend to highlight the meaning in its context without reduplication of words such as peternak-peternak domba nor additional of para as mentioned on the above data para peternak domba because it seems to have abundant of meaning in tl. this is based on the information from prof. harya putra dated on march 5, 2018, because the ambiguity of meaning will be implied in the scientific meaning of sentences. there were problems of terms translation in tl in the following data. the problems found in reduplication and lexical choices of terms. these can give effect to the meaning of terms in sl and tl since both of them should be equalized in order to be understood by the target readers. these can be further discussed below. data 2 sl: differences between individuals with respect to a given trait which are transmitted from generation to generation, depend ultimately on genes making up the genotype of the traits. two general models are used by animal geneticists to explain the inheritance of these basic mendelian model and an expanded model involving polygenic inheritance (tomazewska et. al.,1993: 82). e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 159—173 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 164 tl: perbedaan-perbedaan antara individu untuk suatu sifat tertentu yang diturunkan dari generasi ke generasi, tergantung pada gen-gen yang menentukan genotipe sifat-sifat tersebut. dua model umum yang biasanya dipakai oleh ahli genetik ternak untuk menjelaskan perbedaan-perbedaan ini adalah: model dasar oleh mendel dan model lain yang lebih luas meliputi penurunan sifat-sifat yang ditentukan oleh banyak gen. (mastika et. al., 1993: 92). based on the above data, equivalence was found in terms of the trait (sl) translated into sifat (tl) because both of them showed the relationship of the transmitted traits and gen from the ruminants. the terms genes (sl) translated into gen-gen (tl) and genotype of the traits (sl) translated into genotipe sifat-sifat (tl) found with the problem of reduplication in its translation of sifat-sifat. the information from the respondent prof. harya putra dated on 23 rd june 2018 mentioned that the plurality in sl should not always be in reduplication in tl. the meaning on the application of kbbi v, the genes will bring traits that cannot be easily seen is called as genotipe or genotypes. the differences of individuals depend on the mating of ruminants from in which genes from each of them will bring their traits transmitted from generation to generation. these genes produce the genotypes of traits of the ruminant. the meaning in both terms concern on the differences of animal traits which depend on the genes of the parents. geneticists use basic mendelian models and other models using polygenic inheritance. moreover, the problem also found in the term of basic mendelian model (sl) translated into model dasar oleh mendel (tl) that gave effect to the meaning of sentences. this is due to the additional word oleh or it means for in english which can give effect to mendel so it becomes inequivalence because it seems to have the meaning that model dasar or basic models made by a person name mendel. the meaning of a term in tl did not have the equivalence as in the sl even though johan greger mendel is the name of a geneticist of the mendel law (srigandono, 1996: 137) with principles of offspring characteristics, gene dominant, segregation, dan independent assortment. in fact, the term model dasar mendel is one of the genetics basic principal concerns on animal traits and genes (srigandono, 1996: 137) and related to the term used in animal science. in fact, the additional conjunction of oleh is not needed and it should be translated into model dasar mendel in order to be equivalence in tl and sl meaning. the term polygenic inheritance translated into penurunan sifat-sifat yang ditentukan oleh banyak gen found the problem with the reduplication since it should not be reduplicated into tl because it reflected the context of sentences for a specific text. so, the equivalence is preferred to be penurunan sifat yang ditentukan oleh banyak gen with penurunan sifat e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 159—173 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 165 as the head of element and sifat yang ditentukan oleh banyak gen as the element of explanation. the term polygenic inheritance is the inheritance of the traits of an animal considered within most of the genes in the body of parents. in general, it will be in the inheritance of their offspring. the problem of translation was also found in breeds translated into jenis ternak in which the term of tl seems to have a generic lexical for jenis. it did not refer directly to the meaning of animals or small ruminants. in contrast, the sl of the term refers to the meaning related to specific ruminants. this can be further analyzed in the following data. data 3 sl: crossbreeding is a process which controls or restricts the ways in which the parents of a given population are mated. the direct consequence of this process is an increase in heterozygosity. crossbreeding has two relevant implications in animal improvement: development of new breeds and heterosis (tomazewska et. al., 1993: 97). tl: kawin silang adalah suatu proses yang mengatur atau membatasi cara-cara perkawinan tetua suatu populasi tertentu. akibat langsung dari proses ini adalah peningkatan heterozigositas. kawin silang mencakup dua hal yang penting: pembentukan jenis ternak yang baru dan heterosis (mastika et. al., 1993: 107-108). the problem of lexical translation jenis in the term jenis ternak should be translated into bangsa is not equivalence to their translation in tl. it should be translated into bangsa ternak to show that the term is specifically related to ruminants. this is highlighted that bangsa means a group of animal that comes from the same species and characteristics (sudono et. al., 1985: 13). based on the above data the term breed was translated into jenis meant to be more generic. meanwhile, the specific meaning of bangsa ternak for the above translation refers to the crossing of small ruminant from the same species but live in different habitat and special characteristics. the purpose is to produce a new born animal which has a longer life and more productive compared to their ancestors. 3.2 problems in sl and tl the problems of terms translation were found in tl and both sl within tl. in the following case, the plural form in sl was translated with reduplication in tl and unfamiliar of lexical term chosen in sl and tl. besides, the absorption of terms found with an adaptation of pronunciation but it was given with equivalence of terms if problems were found. these surely reflected the meaning in the whole sentences which can be analyzed as follows. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 159—173 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 166 data 4 sl: in most cases it will not be leasable to establish continuous crossing systems for village sheep production in indonesia. thus crossing will be used to introduce exotic genes and then a new strain will be developed by interbreeding the crossbred animals (tomazewska et. al., 1993: 135) tl: pada kebanyakan kelompok kejadian-kejadian tidaklah mungkin untuk menciptakan sistem persilangan secara terus menerus untuk kambing di pedesaan di indonesia. dengan demikian persilangan akan dilaksanakan untuk memasukkan gen-gen asing kemudian jenis baru akan tumbuh dengan persilangan antara ternak sesama ternak-ternak hasil persilangan (mastika et. al., 1993: 150). the term exotic genes (sl) translated into gen-gen asing (tl) should not be reduplicated in tl but the equivalence term should be gen asing. this is due to the context of sentences written in scientific text and supported by the respondent of expert, prof. harya putra, dated on 5 th of march 2018 and 26 th of june 2018. moreover, the term interbreeding the crossbred animals (sl) translated into persilangan antara ternak sesama ternak-ternak hasil persilangan (tl) found with the problems in sl which affected to the tl translation, including their meanings. the inequivalence of terms was found in sl and tl since interbreeding has an ambiguity of meaning in the text based on the information from the respondent and direct interview with ibu sarini dated on march 10, 2017, and june 28, 2018. she mentioned that interbreeding is not familiar with genetics and animal breeding. it should be translated into inbreeding means a system of mating among animals that have a family relationship or known as pedigree comes from the same ancestor or the fourth previous generation (srigandono, 1996: 115). in other words, the term should be translated into inbreeding of the crossbred animals (sl). however, its translation persilangan antara ternak sesama ternak-ternak hasil persilangan should not be in reduplication but it should be persilangan antara ternak hasil persilangan dengan kekerabatan sama (tl) without the reduplication of ternak as mentioned by the respondent prof. harya putra dated on march 5 and june 6, 2018. the revision of those terms and equivalence is essential to be conducted in order to be understood by the target readership. it is also crucial for a scientific language such as animal science terms since the mistake of lexical choice for terms could create a problem with the meaning such as interbreeding based on the above data. the problems arose in terms of genetic trends translated arah perubahan genetik and selection of individuals translated into seleksi individu-individu. they were found in tl translation. these can be analyzed in the following data. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 159—173 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 167 data 5 sl: estimation and prediction of causes of variation aim to elucidate common problems in animal breeding, such as: characterization of animal populations and estimation of their production potentials; identification of main constraints to production; evaluation of breeding programs and genetic trends; selection of individuals as parents for the next generation on the basis of their genetic merit (tomazewska et. al., 1993: 106). on the above data, the term arah perubahan genetik (tl) translated from genetic trends (sl) problem was found in tl since the meaning can be unclear whether the trend that tends to be improved or deteriorated based on the information of the expert prof. harya putra dated on 5 march 5, 2018, and june 12, 2018. in addition, he said it should be translated into kecendrungan perubahan genetik because the meaning is one of the problems in animal breeding in which it tends to achieve a genetic trend for the variation of animal production through the evaluation. moreover, the term seleksi individu-individu did not need to be translated in reduplicated in tl to show equivalences with the plurality in sl. in contrast, it should be translated into seleksi individu without reduplication because it has given the meaning that individual selection for the ruminants. it is conducted is based on the genetic merits of the parents, especially those which have a quality of performances and meat production. this is supported that with the meaning of both nouns, seleksi or selection is the systematic process of selecting animals to be the parents in the next generation (sudono, 1985: 126), meanwhile, individu or individual based on the online kbbi v application is the free-living organisms. they are specialized terms that had been familiarized by those of animal science study as informed by prof. harya putra on 5 th of march 2018 and prof. sayang yupardhi on 6 th of march 2018. in this case, the term seleksi individu or individual selection refers to the process of small ruminant selections from the result of observation based on their performances such as traits which have values in economic, milk production, body weight, carcass percentage, etc. in this case, absorption from sl term was found in the tl with the adaptation of pronunciation. tl: perkiraan dan pendugaan penyebab-penyebab variasi bertujuan untuk menjelaskan masalah-masalah umum pada pemuliaan ternak seperti: pengkhususan populasi ternak dan perkiraan kemampuan produksinya; penentuan hambatan-hambatan utama terhadap produksi; penilaian rencana pemuliaan dan arah perubahan genetik; seleksi individu-individu yang dipakai tetua untuk generasi mendatang berdasarkan sifat genetiknya (mastika et. al., 1993: 118) . e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 159—173 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 168 the lexical choice problem was found in the translation of tl, jenis ternak sintetis atau baru and jenis ternak tetuanya. this can be analyzed in the use of word jenis for breed or breeds which should be translated in a specific item and its meaning refers to animals. this can be analyzed as follows. data 6 sl: crossbreeding increases the heterozigosity of a population permitting the exploitation of heterosis. it may also be used for the formation of a new type of animal, a synthetic or new breed, which will combine desirable features of the parental breeds (tomazewska et. al., 1993: 130). tl: kawin silang meningkatkan heterozigositas suatu populasi, memberikan kesempatan pengumpulan heterosis. mungkin juga dipakai untuk pembentukan tipe ternak yang baru, jenis ternak sintetis atau baru yang menggabungkan sifat-sifat baik dari jenis ternak tetuanya (mastika et. al., 1993: 145). the terms synthetic or new breed (sl) should be translated bangsa ternak baru atau hasil rekayasa genetik (tl) because the meaning of jenis in jenis ternak in the tl is general for breed compared to bangsa which can give clarity to animals. this information was also given by prof. harya putra dated on 28 th of june 2018 meanwhile the term hasil rekayasa genetik is the equivalence term compared to the previous translation and its meaning in general opinion for the improvement of small ruminants production. it is required in case crossbreeding of small ruminants is conducted which improve heterozygosity as the possession of two different alleles. this is similar to breed or breeds which were translated into jenis in parental breeds (sl) should be translated into bangsa ternak tetuanya (tl) as the parents, male and female of the small ruminants. in addition, sintetic or new breeds (sl) translated ternak sintetis atau baru (tl) is the new born offspring produced from crossbreeding parents so the translation in tl should be translated into bangsa ternak baru to underline the specific of the term related to animals. generally, it refers to the small ruminants as of goat and sheep mentioning that the prospect of crossbreeding can produce a better quality of animals compared to the previous one consists of performance, meat texture, etc. the problems of translation of animal science terms were found in sl and tl which also affected the content of meaning. the terms of intercrossing translated into hasil persilangan problem were found in the lexical choice of sl, meanwhile, pure breeds translated into jenisjenis ternak murni problem found in the tl. these can be further discussed as follows. data 7 sl: hybrid vigour or heterosis is mainly explained by non-additive genetic causes, principally dominance and epistasis. the superiority manifested most in the first crossbred generation and it is less pronounced, or not completely retained, in further generations of intercrossing. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 159—173 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 169 thus utilization of heterosis requires continued crossing and the maintenance of pure breeds (tomazewska et. al, 1993: 98). tl: hybrid vigor atau heterosis diakibatkan oleh kondisi genetik yang tidak bersifat penambahan, dan pada prinsipnya ditentukan oleh keadaan dominan dan epistasis. keunggulan suatu sifat diwujudkan terutama pada generasi hasil silangan pertama dan akan berkurang atau tidak bertahan terus pada generasi selanjutnya dari hasil persilangan. dengan demikian, heterosis memerlukan persilangan yang terus menerus dan pemeliharaan jenis-jenis ternak murni (mastika et. al, 1993: 109). in fact, the term intercrossing can not found in the animal science dictionary for its translation hasil persilangan so it should be translated into crossing in sl. it is mentioned that the term crossing or kawin silang or persilangan meaning is the process of mating among animals of their parents which come from different habitat (sudono et.al., 1985: 60). moreover, the term pure breeds (sl) translated into jenis-jenis ternak murni (tl) should be translated into bangsa murni with the omission of the lexical jenis-jenis and ternak to show the specific term of animal science in tl so the problem related to the lexical choice. this is supported from the animal science dictionary (sudono et.al.., 1985: 13) convey that bangsa murni is a group of pure blood animal without crossing system so the blood is not mixed with other animals which do not belong to the same habitat. the plural form in the sl with the suffix –s in breeds should not always be translated in reduplication because bangsa means a group of animals which has shown the plural meaning as mentioned previously by prof. harya putra. the problem of translation found in the term selection differential translated into selisih seleksi with inequivalence of lexical choice in tl. certainly, it can give effect to the meaning of the whole sentences as mentioned below. 3) venereal diseases from inseminated flocks can be eliminated (tomazewska et. al., 1993: 244). data 8 sl: i. artificial selection this is definitely the most powerful tool for genetic improvement. artificial insemination in goats and sheep is not yet as successful as in cattle, but progress has been made in recent years. a buck and ram can be trained to mount a so-called dummy or a teaser animal and serve into an artificial vagina. another alternative electro-ejaculation which means electrical stimulation with a rectal probe. ai has the following advantages: 1) the selection differential can be increased, using only a few genetically superior sires; 2) the cost of keeping males is reduced; e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 159—173 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 170 3) penyakit kelamin dari kelompok betina yang dibuahi dapat dihindarkan (mastika et. al., 1993: 268). the equivalence was not found in the translation of selection differential translated into perbedaan seleksi especially in tl. this is supported by the result of the respondent direct interview with one of the expert in animal science, linda doloksaribu dated on 8 th of march 2018. she conveyed that perbedaan seleksi has different meaning with the sl. based on srigandono (1996: 189), the term selection differential is the means of the superiority of individual which had been selected to be the parents. the result of selection showed from the best evaluation score of means of the population depend on the habitat of an individu. in this case, it should be translated into keunggulan individu terseleksi as the equivalence of lexical choice since its meaning closely related to know the ability of superior parents who have a good quality of genetic so the mating with artificial insemination can be succeeded and prevent the cause of death of small ruminants. 4. novelty the novelty found in this study consists of terms of creation to resolve the problems in translation. this is conducted in order to obtain equivalence of terms and giving a solution to the closest meaning of terms in tl and or sl of lexical choices. the findings were found based on the valuable information from the respondents in field research. in this case of study, there were terms found with direct translation into tl and absorption with an adaptation of pronunciation and spelling. generally, these considerations were given in order to have a better understanding of the target readers of the books. in fact, specific terms such as animal science terms need the tl: i. inseminasi buatan inseminasi buatan (ib) merupakan alat yang paling ampuh untuk perbaikan genetik. inseminasi buatan pada kambing dan domba belum begitu berhasil dibandingkan dengan sapi, tetapi kemajuan telah terjadi beberapa tahun belakangan ini. seekor pejantan kambing maupun domba dapat dilatih untuk menaiki apa yang diistilahkan dengan dummy (boneka) atau teaser dan mengawini alat kelamin betina buatan. pilihan yang lain adalah pengeluaran mani dengan listrik yang berarti rangsangan listrik dengan alat yang dimasukkan ke dalam lubang pantatnya. ib mempunyai keuntungan-keuntungan sebagai berikut: 1) perbedaan seleksi dapat ditingkatkan dengan menggunakan hanya beberapa tetua yang genetiknya unggul. 2) biaya pemeliharaan pejantan tambahan dapat dikurangi. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 159—173 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 171 experts and translator to work together and giving an improvement in the translation including media of dictionaries for their validity of meaning. 5. conclusion and recommendation the translation of animal science terms has their own specialty considering on their use and meanings in a text, neither sl nor tl. problems seem to be found in the product of translation even though native speaker involve to be the translator and assisted throughout the process. however, these should be taken concern since they will give effect to the meaning as a result of the translation. solution through experts consultation including direct interview support the findings for equivalences of terms can be one of the main choices besides using the meaning with dictionaries and their context of use. moreover, understanding both terms, sl and tl are essential to obtain the main decision and consideration of lexical choices. generally, improvement and revision should be conducted for the animal science terms translation because target readers could have a different understanding based on their use and no clarity of terms being mentioned through messages in texts. in this case, re-editing is essential in order to obtain a better result of translation and avoid misunderstanding of terms for those who have the same background of the study. acknowledgments we would like to express our thanks to kemenristek dikti, the ministry of research and technology of higher education in indonesia which gave funding to complete this study, and also lppm, the institution of research and public services of udayana university for their support of the works. special thanks to all board examiners who had given the guidance for completing the dissertation and respondents who had given their valuable information and assistance. references baker. m. 1992. in other words. a coursebook on translation. routledge. london and new york. kamus besar bahasa indonesia (kbbi iv). 2008. departemen pendidikan nasional. 4 th edition. jakarta. pt gramedia pustaka. utama kompas gramedia. isbn: 978-979-22-3841-9. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 01 p: 159—173 doi.10.24843/ejl.2019.v.13 i01.p.13 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 172 kbbi v. kamus besar bahasa indonesia. fifth edition. official online application dictionary. badan pengembangan dan pembinaan bahasa. kementerian pendidikan dan kebudayaan republik indonesia. mastika, i m., suaryana, k.g., oka i gusti lanang, sutrisna, i.b. 1993. produksi kambing dan domba di indonesia. direktorat jenderal pendidikan tinggi. australian international development assistance bureau. small ruminant collaborative research support program (us-aid). isbn 979-498-067-6. surakarta. penerbit: sebelas maret university press. nicolae, m. and marinescu, r. 2010. translating cuture – terminology and communication. synergy. (vol. 6, no. 2, p. 169) romania: atp (association for the tutoring profession). url: synergy.ase.ro/issues.pdf srigandono, b. 1996. kamus istilah peternakan. 2 nd eds. gadjah muda university press. sudono, a., kisniono, i., hardjosworo, p.s., samosir, d.j., abdulgani, i.k., sihombing, d.t.h., simamora, s., sutardi, t., sigit, n.a., amrullah, i.k., suwoko, r.r. s. h. i., martojo, h., moesa, z., dan asngari, p.s. 1985. kamus istilah peternakan. jakarta. pusat pembinaan dan pengembangan bahasa. sutopo, h.b. 2006. metodologi penelitian kualitatif. dasar teori dan terapannya dalam penelitian. 2 nd eds. universitas sebelas maret. surakarta. tomaszewska, w. m., djajanegara, a., gardiner, s., wiradarya, t.r., mastika, i. m. 1993. small ruminants production in the humid tropics. sebelas maret university press. surakarta. isbn 979-498-063-3. youdeowei, a., stapleton, p., obubo, r. 2012. scientific writing for agricultural research scientists. a training resource manual. biography of authors i gusti agung istri aryani is a doctor candidate at the doctoral program of linguistics, faculty of arts, udayana university and her concentration is translation study. she is active to conduct researches, join local or international conferences, and published articles in journals. i nengah sudipa is a professor at udayana university. his concentration is linguistics study, a senior lecturer at the faculty of arts, udayana university. he is active in researches, produces books, joins the local and international conferences, publishes articles in the reputable journals. ida bagus putra yadnya is a professor at udayana university. his concentration is translation study. he is also a senior lecturer at the faculty of arts, udayana university. his experiences known as a researcher and translator, actives in local or international conferences, publishes articles in reputable journals, and produce books. ni made dhanawaty is a doctor of linguistics. she is a senior lecturer at udayana university and handles bipa for foreigners who willing to study indonesian. she is well known as an editor, active to conduct researches, publishes articles in journals, produces books, and joins local and international conferences. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 2, july 2023, pages: 167--175 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i02.p05 167 translating wordplay in a comedy movie: strategies and their effectiveness viewed from a multimodal perspective i made suta paramarta universitas pendidikan ganesha, singaraja, indonesia, email: suta.paramarta@undiksha.ac.id article info abstract* received date: 2 september 2022 accepted date: 11 september 2022 published date: 31 july 2023 keywords:* audiovisual translation, translation strategy, effectiveness, multimodality this descriptive qualitative research on audiovisual translation aims to describe and analyze two elements, namely, the wordplay translation strategies applied by the translator in scary movie 3 and the effectiveness of the strategies from a multimodality perspective. three instruments were used in collecting data; transcription sheet, selection sheet and category matrix. the result revealed that four strategies were implemented in translating wordplay in this movie: wordplay translation into non-wordplay, zero translation, wordplay translation by borrowing the wordplay of the source language, and wordplay translation to wordplay with a related rhetorical device. furthermore, it was also found that the effectiveness of the strategies was supported by the existence of images (nonverbal visual channel (nvc)), background sounds (nonverbal auditory channel (nac)), dialogue (verbal auditory channel (vac)), and the subtitles (verbal-visual channel (vvc)). the holistic analysis of all polysemiotic channels in the scenes show that the characteristics of audiovisual translation does not align the monosemiotic translation. the existence of the semiotic channels allow the text compression in the subtitle without reducing the naration flow. 1. introduction this study aims to identify the wordplay translation strategies applied by the translator of scary movie 3 and to analyze each strategy's effectiveness in conveying the message of the source language. further investigation is necessary since translating wordplay as part of verbal humour is a complex process. it has to maintain the sense of jocosity of the translated movie (fithri, 2019). translators face double problems in the process of translation. first, they must carry out a linguistic and cultural transfer so that the messages contained in the source language can be translated clearly, accurately and naturally. second, they must be able to retain the 'funny message' contained in the source language wordplay. jaskanen (1999), based on the definition given by kerbrat-orecchioni (1981), stated that pragmatically humour is a text that contains a perlocutionary effect on 'people’s laugh'. in other words, humour is anything intended to cause a funny effect, even though it is not always understood or interpreted as intended by the audience or interlocutor. from this definition, it can be stated that a joke considered funny by someone is not necessarily funny by someone else. it is common in the wordplay of humour. characters in comedy movies often do not show funny movements or expressions but instead make jokes. it makes translating comedy movies even more painstaking because audiences depend entirely on the translation to understand the humour. furthermore, the translation of wordplay in movies also encounters the four subtitling challenges stated by hatim and mason (1997). the first challenge is transitioning from spoken to written (diasemiotic) translation mode. second, the limited time and place to show the translation on screen. third, due to time and space constraints, translators are directed to trim the source text volume so that it becomes a concise target language text. fourth, there is a need to harmonize the image or scene that is shown with the subtitles that are made. then, if we look at the nature of a movie, there are aspects of multimodality that collaborate in constructing the movie's narrative. according to baker (1998), four channels support the multimodality aspect: images, subtitles, background music, and character conversations or monologues. baker's opinion aligns with several linguists' perspectives, namely; cope & kalantzis (2000); kress, 2000a, 2000b; kress & 168 van leeuwen, 1996; kress & van leeuwen, 2001; new london group, 2000, who states that the term multimodal describes the complexity and interrelation of a variety of meanings that combine linguistic, visual, auditory, gestural, and spatial aspects. multimodal design differs from the variety of independent meanings because this design emphasizes the interrelation of various varieties that exist in a dynamic unit to form meaning. therefore, the translator does not only focus on the process of translating a dialogue or monologue but must pay attention to these four aspects as a whole so that the translation becomes effective and efficient. there were some researchers investigated the process and product of movie translation. dewi (2009), díaz-pérez (2014), and koochacki (2016) analyzed the strategies of translating wordplay in various movies. the strategies found are varied from one movie to another, so the strategies implemented to translate them are also varied. the researchers seem to have been maximal in dissecting aspects of wordplay, but there is one thing that has not been touched on in the analysis; the multimodality aspect. this kind of analysis suggests that subtitling is a translation of a conversation or a monologue so that the resulting analysis is still monosemiotic, not polysemiotic. pieper (2021) studied multimodality in the translation of a picture book, concluding that words and images have similar roles in conveying meaning. pieper's research has an essential role in the modern view of translation and must be extended to other types of translation, one of which is audiovisual translation. unlike the reviewed research above, this research has been carried out that emphasizes the strategy identification of translating wordplay into a comedy concerning the essential role of multimodality. due to data availability, the english comedy movie ’scary movie 3 ' was chosen for the research. it is expected that the result of the research may be a constructive source in combining monosemiotic translation of the written text with multimodality for polysemiotic translation. 2. research methods the research was a descriptive qualitative design, with the subject a comedy movie, scary movie 3. the number of wordplays available in the characters' dialogues is enormous. this movie is the sequel to 'scary movie 1' and 'scary movie 2 ' and was officially distributed in indonesia in various formats (widescreen, vcd, dvd, and online platforms), so it is assumed that the subtitles have been reprocessed several times for improving the translation quality before being released to the indonesian market. the object of research is the strategy of translating wordplay and the effectiveness of these strategies. three research instruments were used: transcription sheet, selection sheet and category matrix. the data collected were analyzed through formal techniques (sudaryanto, 1986: 145), with the support of tables combined with interpretive descriptive explanations. this study does not only focus on the subtitles as a translation of movie dialogue, but as an integrated part with images, music, and dialogue thoroughly and synchronously (multimodal). in order to analyze the strategies used in translating wordplay, the theory stated by delabatista (1993: 191218) was implemented. the strategies are; 1) wordplay to wordplay, 2) wordplay to nonwordplay, 3) wordplay to a wordplay-related rhetorical device, 4) zero translation, 5) direct copy, 6) transference or borrowing, 7) addition: non-wordplay to wordplay, 8) addition: zero to wordplay, and 9) editorial technique. in addition, baker (1998) uses the theory to analyze the strategy's effectiveness from the perspective of the movie's multimodality. 3. discussions the discussion is divided into two sections based on the arrangement of the research questions. the former section is about translation strategy identification, and the latter is about the effectiveness of the strategies related to multimodal elements of the movie. wordplay translation strategies in this movie, there are four strategies applied by the translator: first, wordplay translation into non-wordplay; second, zero translation; third, wordplay translation with borrowing; and fourth, wordplay to a wordplay-related rhetorical device. wordplay translation into non-wordplay 169 the translator decision of translating wordplay into non-wordplay strategy attempts to convey the message in english by using the closest equivalent in indonesian. this strategy does not pay attention to the rhyme of the wordplay used in the source text, so it seems more concerned with delivering literal messages, which certainly results in less natural translation results. the aspect of naturalness in this context is viewed from the message contained in the source language, which highlights the humour caused by the effect of the wordplay spoken by the characters. in more detail, the following data and description are presented. table 1 wordplay into non-wordplay translation strategy source text target text (a1) i know you, you're tom logan's brother. (a2) aku tahu kau. kau adiknya tom logan (a3) and you're that reporter, cindy campbell. (a4) dan kau reporter itu. cindy campbell. (a5) you did the story on our cop cycles / crop cycles (a6) yang mengerjakan cerita siklus polisi itu./ lingkaran panen table 1 shows excerpts of conversations between two characters using wordplay (see a5, which is translated into a6). the table also shows other utterances in the conversation to show the context of the dialog (from a1 to a4). in source text a5, the wordplay is categorized as paronymy because 'cop cycles' and 'crop cycles' have almost the same spelling and pronunciation. the paronymy was uttered by one of the movie characters who was pretending to be smart in order to impress the girl talking to him. this kind of wordplay is typical in comedy movies by including a 'correction' of the misspelt word immediately after the mispronunciation is committed. this correction is usually done by another character so that the audience understands what the word was wrongly said and can immediately catch the humour conveyed. translators seem to have difficulty finding paronymic equivalent in the source text. therefore, the strategy applied in the translation is using a common language in the target language. 'siklus polisi' is the equivalent of 'cop cycles', and 'lingkaran panen' is the equivalent of 'crop cycles'. the translation of 'crop cycles' into ’lingkaran panen' is literal and less accurate because the meaning is not natural in indoenesian context. there is no term ’lingkaran panen' found in natural indonesian language. in the movie, 'crop cycles' refers to a circular sign that appears on farmland and is often associated with the appearance of aliens from outer space. this strategy does not maintain the use of source language wordplay so that the humorous effect it contains is not conveyed in the translation. ' cop' and ' crop' have almost the same spelling and sound, but not so for 'polisi' and 'panen'. this strategy conveys the literal message of the source text without maintaining the rhyme of the wordplay in the source text. the translators choose this strategy because there is no other way to transfer the meaning without using many words for compressing volume of the text. zero translation in the movie, some utterances of the characters are left untranslated. they also contain wordplay, as presented in table 2. table 2 zero translation strategy. source text target text (l1) me and buffy spend every winter at vail (l2) how many bitches have i slapped? table 2 contains untranslated homophones in the target text. by not translating this source text, the source text message is lost, which at least affects the flow of the movie's narrative. the translator does this for two reasons. first, quotes l1 and l2 are parts of the lyrics of a rap song that do not play a vital role in conveying the movie's narrative. this rap song was sung at a rapsinging battle which is only a short scene in the movie. second, the speaking speed of the lyrics is quite high, making it difficult for translators to display them on the screen for a very limited time. even if it is forced to be broadcast, the audience will not have enough time to read it. the word 'slapped' in l2 is a homophone with 'slept', which is the past participle of 'sleep'. these two words have a meaningful relationship with the word 'bitches' in l2. the word 'bitches' refers to the 170 prostitutes who had been invited to sleep by the opposing character in the rap competition, named 'fat joe'. in the competition, two rappers mocked each other in a song. the ugliness of the opponent is described in the lyrics of the song. wordplay translation with borrowing in addition to the strategy of using general indonesian equivalents and strategies without being translated, there is another strategy that is also applied by translators, namely the strategy of translating wordplay using borrowed words from the source language text. table 3 below contains excerpts from the conversation. table 3 borrowing translation strategies. source text target text (m1) i'll be tappin , i'll be cappin , i'll be tappin , i'll be flappin , i'll be happening. (m2) aku akan ngerap, nge-cap, nge-tap, nge-flap, aku akan jadi peristiwa. (m3) ding , bing, wings . yo!/sounds good! (m4) ding, bing, wing./ kedengarannya bagus. (m5) wood , good, should, hood . (m6) hutan (wood), bagus, mau, hood compared to the strategies applied previously, borrowing the source text wordplay for the target text has a different emphasis from the previous strategy. the previous strategy showed that the translator did not maintain the existing wordplay but used common equivalents in indonesian. the conversation quoted in table 3 is the only wordplay translated using borrowing words from the source text. the translator maintains the use of the wordplay from the source text for several reasons. first, the conversation quoted is not vital in conveying the narrative. the absence of the word meaning does not reduce the audience’s understanding of the storyline. second, in the scene, a character demonstrates his ability to rap, so the rhyme is more important than the meaning. the rhyme is presented in the row of wordplay with a similar rhyme pattern. in the source text, all the wordplays end with the sound [in], and in the target text, all the wordplays end with the sound [ap]. a mild negative effect that may arise is the audience's confusion about the character's conversation, but the confusion is not significant in understanding the narrative. translating wordplay to wordplay-related rhetorical device translators also apply a translation strategy with target language wordplay. two data were found showing the implementation of the strategy, as shown in table 4. table 4 wordplay translated into wordplay translation strategy source text target text (f1) what you think, they're here to see fat joe? audience: joe! joe! joe! (f2) kau tak dengar dia bilang fat jo (f3) no, man, they're saying, "go! go! go!" (f4) kau mau aku bilang ayo, ayo! in table 4, sections f1 and f3, there are wordplays categorized as paronymy. the words 'joe' and 'go' have almost similar spelling and pronunciation. the scene depicts a rap-singing battle with hundreds of enthusiastic spectators who said the star’s name simultaneously. the star’s name was 'fat joe'. they were waiting for his performance while collectively called the name 'joe '. on the other hand, a novice fat joe-challenger named george was encouraged by a friend not to lose out mentally. it is the scene when the wordplay appears. the audience's loud noise of calling 'joe, joe, joe' was spoofed into 'go, go, go' by george’s friend. ’go! go! go!’ is stranslated into ’ayo, ayo!’. the translation strategy applied in this case is a translation with the target language wordplay because there is a maintenance of the rhythm of the source language in 171 the target language. at the same time the translator is able to transfer the semantic content of the source language while compressing the target text volume. translation strategy effectiveness viewed from multimodality perspective. the term effectiveness refers to the three criteria used to evaluate the translation results: clarity, accuracy, and naturalness (larson, 1984). several previous studies have discussed these three things but are still mostly oriented at the isosemiotic level. in the following presentation, a more comprehensive discussion is presented, by analyzing the involvement of all aspects of the multimodality of the movie for conveying the source text message. the translation strategy using a common language in the target text is the strategy most often applied by translators of the movie. eleven of the thirteen wordplays found in this movie are translated using the strategy. table 5 contains the multimodality aspects of scenes containing wordplay translated using common languages in the target text. table 5 elements of the movie multimodality in wordplay translation. abbreviations: nvc: non-verbal visual channel (image on screen); vac: verbal auditory channel (the monolog, dialog); vvc: verbal visual channel (written channel/subtitle); nac: non-verbal auditory channel (background music/ sound) scene at 13.31 nvc: cindy campbell met george for the first time in a kindergarten classroom. cindy was very excited to get to know george because she knew that george was tom logan's brother, the owner of the corn field, which he reported on the tv station where he worked. scene at 13.33 nvc: george, with the bravado of a rapper, also recognized cindy. he was just a farmer. it is shown that george's character is innocent and tends to be stupid but wants to be seen as smart by those around him. vac : i know you, you're tom logan's brother. vacs: and you're that reporter, cindy campbell. vvc:aku tahu kau. kau adiknya tom logan vvc: dan kau reporter itu. cindy campbell. nac:nac : scene 13.37 nvc: their conversation continues, and george is wrong to spell ' crop cycles' for ' cop cycles'. the camera focuses on cindy, who still shows interest in george. scene 13.39 nvc: the same conversation is still going on. the camera focuses on george, who is not embarrassed when mispronouncing ' crop cycles ' with ' cop cycles '. vacs: you did the story on our cop cycles/ crop cycles vacs: you did the story on our cop cycles/ crop cycles vvc: yang mengerjakan cerita siklus polisi itu./ lingkaran panen vvc: yang mengerjakan cerita siklus polisi itu./ lingkaran panen nac :nac : table 5 presents the data on the multimodal elements in the movie when the wordplay 'cop cycles' and 'crop cycles' appear. the translator translates the wordplay using the common indonesian equivalent in the subtitle. viewers tend to be unclear about the terms 'siklus polisi' for ‘cop cycles’ and 'lingkaran panen' for ‘crop cycles’ due to the absence of the two terms in 172 indonesian. this kind of humour requires a sufficient comprehension of the source language message. the challenge to get the clarity of this translation is getting higher because the movie genre is a comedy that often uses illogical humour to provoke the audience's laughter. the audience's imagination and sense of humour are required to obtain the full message; from the point of view of the wordplay, the equivalent words cannot fully represent the source text. the translator cannot maintain the wordplay of the source text in the form of the wordplay of the target text. then from the perspective of naturalness, the translation of the wordplay seems unnatural because the terms 'siklus polisi' and 'lingkaran panen' are not commonly found in indonesian. this impropriety is very difficult to avoid because of the differences of linguistic systems and cultures of the source and target languages. the translator uses the literal meaning of the wordplay because of the absence of an appropriate equivalent in indonesian. from the above analysis, it can be concluded that there are two problems in the wordplay translation, namely the non-maintenance of the source language wordplay and the inappropriateness of the translation that appears. in this monosemiotic translation analysis, the strategy seems to be ineffective in translating process. however, in a polysemiotic movie translation, an extended analysis on multimodal elements has to be carried out. as the result, the strategy implemented by the translators turns to be effective. from the nvc point of view, the audience is exposed to the scene of two characters are having a conversation. one female character named cindy was very impressed with the male character, george, who acted to be cool in front of cindy. the scene also showed that george was wearing a set of rap singer’s outfit including the headphone on his neck that hid his profession as a farmer. when being asked about his job, he did not even admit to being a farmer which he thought as having a lower social status than a rapper. from the vac point of view, with his unique style, george made a mistake in pronouncing the word 'crop cycles' with 'cop cycles', which was later corrected by cindy. george's mistakes and cindy's corrections make it more comedic and both phrases can be classified as paronymy. the presence of this vac aspect can reduce the impression that the translator forgets the rhythm of the wordplay and only translates literally. the translation results in the subtitle of this scene would be unnatural if it were only viewed from monosemiotic perspective. it is due to different characteristics of movie translation from text translation (e.g. novel translation) because the translation results must be juxtaposed with the images and sounds of certain scenes. partially, the equivalent in the subtitle is not entirely natural in indonesian, but the image shown in the scene may help the translators to reach the naturalness. in this comedy movie, humour is given more emphasis than the semantic content to achieve the goal of a comedy movie in the narration. this movie has fourteen wordplays that are classified into three groups. paronymy is found six times, homonymy seven times, and homophones once. no homographs were found in the data. the wordplay is closely related to the culture and linguistic system of the source language, so the translator must choose the right strategy to translate it. the english linguistic system gives opportunities to create wordplay, which is usually in the form of paronymy, for example, the –ing form which can give the same rhythm of different verbs such as 'rapping, capping, tapping, flapping'. likewise, changes in verb forms allow for similar pronunciation, such as 'slapped' and 'slept'. such differences in cultural and linguistic systems are natural, considering that english and indonesian are not cognate languages. in a previous study, dewi (2009) found three strategies applied by translators in translating the comedy movie aquamarine: translating wordplay with target language wordplay, using common terms in the target language, and borrowing source wordplay for use in the target language. on the other hand, this research found more strategies applied by translators. one strategy not found in aquamarine was the strategy of zero translation or not translating the source language wordplay. undeniably, the implementation of certain strategies is related to the characteristics of the source text. there was one scene in scary movie 3 that depicted people singing raps whose verbal speed is very high and seems unnecessary for translation. after all, they are not significant in building the movie's overall narrative. the translator allows the audience to enjoy the scene shown, even though it does not convey verbal humour. the most often applied strategy in scary movie 3 is the translation of wordplay using general terms in indonesian. this finding is similar to the finding stated by fithri (2019). there are advantage and disadvantage to implementing this strategy. the advantage is that it conveys the semantic content of the source text. the translator assumes that the audience's understanding 173 of the character's conversation will make them understand the narrative and, in the end, can fully enjoy the movie. in addition, applying this strategy is one of the main options for subtitle translation to accommodate spatio-temporal feasibility (hatim and mason, 1997). these considerations seem to lead the translators of scary movie 3 to put aside the rhythm of the wordplay. as the consequence, most of the wordplay of the source language is translated using the general equivalent in indonesian. on the other hand, the disadvantage of the strategy is the loss of the funny elements of the source text. unfortunately, the multimodal channels may assist the audience to get the funny part of the scene. the second strategy is rather extreme, that is, zero translating. this strategy is only applied once in translating the movie’s dialogue. the translator just left the source text untranslated for several reasons; first, the text contains insignificant meaning in supporting the movie's narrative. the translator assumes that the audience can enjoy the movie by listening to the rhyme of the song. second, the character's rap song has a very high verbal speed, so it is impossible to write it in a subtitle. this kind of strategy is a strategy that is commonly applied in such conditions, which is termed resignation (gottlieb, 1994 in lomheim, 1999). the implementation of zero translating oppose a research finding stated by tashpulatova (2020), in which a translation process should not distort ideological and artistic element of the original. the third strategy is wordplay translation by borrowing the source language wordplay. this strategy is only applied once by the translator. with this strategy, the translator tries to maintain the wordplay rhyme of the source language without having trouble finding the right equivalent in the target language. by maintaining this rhythm, there is a foreignization process. the advantage of this strategy is the reduced distortion of wordplay contained in the source text. in addition the borrowing strategy implies the untranslability of the wordplay in the movie as proposed by ivashkiv (2019). viewers with english competency will be easy to catch the wordplay spoken by the characters and enjoy the rhythm in their source language context. the fourth strategy is translation using the target language wordplay. this strategy is the ideal strategy applied for wordplay translation. however, its implementation requires more effort to find the appropriate equivalents. of the fourteen wordplays found in the movie, only two wordplays were translated using this strategy. the limited opportunity to apply this strategy is due to the many differences in the linguistic and cultural systems of the two languages. lastly, the term effectiveness refers to implementing strategies as measured by three criteria in evaluating translation results: clearness, accuracy, and naturalness (larson, 1984). however, these three evaluation angles are slightly different in evaluating the results of isosemiotic translations, such as book translations and the like. in audiovisual translation, the presence of images (nvc) and background music (nac) affects the translator's decision to translate dialogue (vac) to become subtitles (vvc). multimodality is very essential in transmitting the message contained in a polysemiotic text (pieper, 2021). in comedy movie translation, the multimodal elements may save the sense of humor in massive source text reduction for fulfilling the spatiotemporal aspects on the screen. 4. novelty this research explores the strategies of translating the wordplay of a comedy movie and the effectiveness of the strategy implementation by considering the existence of semiotic channels in the movie. the multimodal collaborative meaning transfer is essential in expanding the more complex analysis than monosemiotic traditional research, which only focuses on the verbal channel. this research presents an expanded analysis which considers polysemiotic analysis. 5. conclusion in this study, it was found that there were four strategies applied in the translation of wordplay, namely, translation using the generic equivalent of the target language, not translated, translation by borrowing the source language wordplay, and wordplay translation with wordplay. each strategy has characteristics appropriate for translating a certain type of wordplay. it ranges from a mild strategy to an extreme one, exemplified by the zero translation strategy. the effectiveness of the strategies is supported by the existence of some channels, namely the images (nonverbal visual channel (nvc)) and background sounds (nonverbal auditory channel (nac)) in translating dialogue (verbal auditory channel (vac)) into subtitles (verbalvisual channel (vvc) )). translators utilize the collaboration between these multimodal elements 174 to increase the translation strategies' effectiveness. the spatiotemporal requirement makes the translator reduce the target text's volume without losing the translation's quality. it is possible due to the existence of the four multimodal elements. 6. acknowledgements the highest appreciation is dedicated to universitas pendidikan ganesha for the research funding and to all parties who support the research and its publication. references baker, m. 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(1993). methods and various techniques of language analysis . yogyakarta: https://doi.org/10.7202/1024175ar http://ethesis.helsinki.fi/julkaisut/hum/engla/pg/jaskanen/ch4.html 175 ambassador of discourse university press. tashpulatova, v. i. (2020). approaches and ways of conveying wordplay: pun in children’s fantasy. the american journal of social science and education innovations, 2(08), 37–42. https://doi.org/10.37547/tajssei/volume02issue08-06 biography of author i made suta paramarta, s.pd., m.hum. is an english lecturer at the department of foreign languages, universitas pendidikan ganesha. at the moment, he is also a student of doctoral program on linguistics in udayana university, bali. his research interests are linguistic landscape and translation studies. email: suta.paramarta@undiksha.ac.id scopus id: 57772878300, wos researcher id: aes-6288-2022, sinta id: 5981313 mailto:suta.paramarta@undiksha.ac.id sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 2 july 2021, pages: 206-217 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i02.p06 206 semiotic analysis of charles sanders pierce in nuriarta’s cartoon discourse 1 komang andri sani, 2 i ketut darma laksana 3 i wayan simpen 1 andrisanigwk@gmail.com, smp ngurah rai pecatu denpasar-bali 2 darmalaksana2020@gmail.com denpasar-bali 3 wyn_simpen@unud.ac.id denpasar-bali article info abstract* received date: 1 february 2021 accepted date: 9 february 2021 published date: 31 july 2021 keywords:* semiotic, cartoons, nonverbal meaning nuriarta presents cartoons by utilizing two texts, namely visual text and verbal text. the visual text that is meant is pictures in the form of humans, plants and animals. verbal text is a series of words that can be read and have meaning according to the message the cartoonist wants to convey. cartoon discourse by nuriarta has been uploaded on social media and published in kompas, radar bali, and the bali post from 2016 to 2019. cartoon discourse nuriarta's work has been published in a book entitled cartoons and news; cartoons bring news and context by nuriarta in 2019. the result of research that will be presented is a semiotic analysis of pierce's nonverbal meaning in cartoon discourse by nuriarta. the result of research that will be presented is a semiotic analysis of pierce's nonverbal meaning in cartoon discourse by nuriarta. 1. introduction the problem of cartoons in order to remain alive and to appear to speak is emphasized not only on the cartoon lines, but on the strength of the lingual unit generated by the speech in cartoon characters. cartoons are not only used as a vehicle for humor and amusement. smart cartoons are the characteristics of cartoon works that are able to compete with other media that are no less interesting for more in-depth research. through the cartoon tells, everything involved in it, from the use of icons, indexes and symbols. thus, this study analyzes nuriarta's cartoon discourse using semiotic theory. semiotics aims to determine the meanings contained in a sign or interpret the meaning so that it is known how the communicator constructs the message. this concept of meaning is inseparable from certain ideological perspectives or values as well as cultural concepts which are the realm of thought in the community where the symbol was created. cultural code which is one of the factors of meaning construction in a symbol is an important aspect of knowing the construction of the message in the sign. this construction of meaning is formed which then becomes the basis for the formation of ideology in a sign. as one of the studies of thought in cultural studies, semiotics 207 certainly looks at how culture becomes the basis of thought for the formation of meaning in a sign. the result of research that will be presented is a semiotic analysis of pierce's nonverbal meaning in cartoon discourse by nuriarta. the type of data in this reserach is qualitative data in the form of written language. the data sources of this research are the cartoon discourse by nuriarta which have been published in a book entitled kartun dan berita; kartun membawa berita dan konteks by nuriarta in 2017-2019. the content of nuriarta's cartoon discourse display consists of three components, namely the display of verbal texts, nonverbal texts, and combination both of them. the data types of nurirta's cartoon discourse studied in this research are divided into three types of cartoon discourse, namely (1) cartoon discourse use illustrations as a cartoon background and (2) the second type of cartoon discourse, namely cartoon discourse use cartoon illustrations as a critical context; (3) the third type of cartoon discourse is cartoon use illustration as background without using dominant verbal and nonverbal elements. 2. research methods the method used in this research is descriptive qualitative method. the data comes from a cartoon discourse by nuriarta. the data collection method used is the documentation method. the documentation method is completed with clipping techniques, downloading techniques, screenshot techniques, and note taking techniques. methods of data analysis using the equivalent method equipped with the technique of sorting the determining elements. methods of presenting data analysis using formal and informal methods. 3. discussions in the discussion of nonverbal structure analysis in nuriarta's cartoon discourse, pierce's model theory is used. pierce's theory used is the triadic second model, namely objects consisting of icons, symbols, and indexes. pierce's (1982) model theory is supported by the use of krisyanto (2007) and lester's (2003) visual communication design theory. the discussion related to the meaning of nonverbal elements by seeing the icons, indexes, and symbols of pierce's semiotic theory was supported by the use of krisyanto and laster's visual communication design theory by linking the context analysis of the speech from the cartoon discourse images with the speech data. a detailed discussion is presented below; data 1/2017 208 in the cartoon discourse of data 1/2017 consists of an index, namely the depiction of the celuluk as a creepy ghost, equated with social media, namely facebook, instagram, twitter and youtube which is creepy due to gadget addiction. a, na, ca, ra to be questionable. the context that occurs is people are addicted to in order to see and access social media which contained on facebook, instagram, twitter and youtube, marker that is similar to the form of the object. across ages and across generations make gadgets as addictive. a symbol is a sign that shows the natural relationship between the mark and its marker, which is arbitrary, a relationship based on society agreement. the symbol of the celuluk with social media which intended is the celuluk icons, which are the subordinates of leak’s queen, namely rangda. the facial features of celuluk are characterized by perforated eyes, big teeth, bald forehead, terrifying laughter, and a creepy entity that is modified in such a way so that it is interesting to be observed. this statement can strengthen that celuluk is a mythological creature (ashura creature) and that the figure of celuluk in balinese mindset is a depiction of negative forces. the natural form which contained in the cartoon discourse uses a human with a celuluk face. the use of the natural form of the human with the celuluk face is related to the dynamic lines depicting the celuluk as resembling human behavior in general. in this case, lines are the basic elements to build a form correspond with the image that want to show. the letter of data 1/2017 is the smallest part of the structure of written language and a basic element for building words or sentences. a series of letters in a word or sentence can not only provide a meaning that refers to an object or idea, but also have a combination of functional and aesthetic values. in graphic design, typography is defined as an art process to arrange publication materials using printed letters. the layout of data 1/2017 is an arrangement of design elements related to a field so that forming an artistic arrangement. this is also called form and field management. the main purpose of a layout is to present image and text elements to be communicative in a way that makes readers are easier to accept the information which is presented. the frames of data 1/2017 are boxes or panels that often contain explanations or narratives and stories. panels are boxes containing illustrations that later form a story line. panel can be said as a frame. the functions of panel is as a story line formation, guiding the reader to understand the story and to keep the meaning from being interpreted wildly. the background of data 1/2017 is the background for cartoon illustrations, it can be made in detail or simple. this, depending on the quality level of the message conveyed in the cartoon. in this discourse, there are newspaper clippings taken by cartoonists in print media. at the same time background display in the form of newspaper clippings being a context for the situations and conditions that are the topic of the speech. the background in the form of this newspaper will 209 make readers are easier to understand the context of the speech that is being discussed by the characters in the cartoon discourse. the character of data 1/2017 is a way of depicting cartoons whether they have serious or funny characters. character describes the unique characteristics associated with expressions which are manifested in gestures that are typical of body language. the uniqueness of characteristics from the character makes an impression so that the story becomes more interesting. the celuluk design was chosen because even though it has a scary character, yet a funny or entertaining side to the character, seen from the big teeth and bald head that are the identity of celuluk. data 2//2018 in data display number 2 // 2018 the nonverbal consists of icons, indexes and symbols. icons in cartoon discourse are images seen from the icon of joko widodo. the icon of joko widodo is shown by wearing a folded long collared shirt. the cartoon discourse index is joko widodo with a flat expression speaking of "mental revolution". the mental revolution is reflected in a nation with polite, ethical, friendly and cooperative characteristics. president joko widodo in the cartoon discourse seems to tell a "mental revolution" and the figures of merdah and tualen in the cartoon discourse image is as representations of students go hand in hand. merdah shows a thumbs up towards the text illustration as a narrative context for cartoon discourses, namely the context of news regarding quality determinant character education. there is a reality related to the icon of joko widodo with the speech of mental revolution by the symbol of students in this case drawn by merdah and tualen icons. the symbols which are contained in discourse number 2 // 2018, merdah is carrying book and tualen is wearing school uniform are related to"mental revolution"with students appropiate with the context of strengthening character education that can be scrutinized from the display of symbol of president joko widodo's speech. joko widodo with a symbol of the speech "mental revolution". when hearing mental revolution conventionally is a speech that sticks to president joko widodo. based on the leadership of the president of the republic of indonesia, the speech of mental revolution is a jargon from joko widodo shows the symbol of education with the use of merdah and tualen as symbols of students, proven by the use of school uniforms. the symbol that refers to the icon of president joko widodo with the definition of a mental revolution to create a new paradigm, political culture, and new nation building approach which is more humane, appropriate with the archipelago's culture, unpretentious, and sustainable. in this case the reality of icons, indices and symbols are related to mental revolution in education. in this term of mental revolution is associated with vocational education institutions in indonesia must prioritize character education in the learning and teaching process. character education is included in the education unit level curriculum as one of the main materials, 210 vocational education institutions are able to produce quality graduates who are skilled as well as ethos. the implementation of mental revolution education is reflected in the national education system through policies of strengthen character education. policies of strengthening character education are integrated in the national movement of mental revolution, namely changes in ways of thinking, behaving, and acting for the better. the main values of strengthening character education are religious, nationalist, independent, mutual cooperation, integrity. these values want to be instilled and practiced through the national education system so that they are known, understood, and applied in all aspects of life in school and society. strengthening character education is born of awareness of the frontward challenges which are increasingly complex and uncertain, but at the same time seeing that there are a lot of hopes for the future of the nation. in this case educational institutions are required to prepare students scientifically and personally, in the form of individuals who are strong in moral, spiritual and scientific values. the intention of strengthening character education are (1) building and equipping students as the golden generation of indonesia in 2045 to face the dynamics of change in the future; (2) developing a national education platform that places character education as the main soul by regarding the diversity of indonesian cultures; (3) revitalizing and strengthening the potential and competencies for education field. in the joko widodo icon, merdah and tualen are used natural forms. this natural form uses the human form. on the facial lines of the joko widodo icon, merdah and tualen use a form according to the image to be displayed, namely the image of the jokowi icon with dynamic lines, this reinforces the interpretation that the man who wears folded collared shirt is an icon of joko widodo. in 2 // 2018 the letters element in a word or sentence can not only provide a meaning that refers to an object or idea, but also has a combination of functional and aesthetic values. in the cartoon discourse, the use of letters written in bold and capital letters emphasize that the most highlighted in the cartoon discourse is the shape of the letters in the "mental revolution" utterance, which is stated by joko widodo with the use of letters element related to the objects which is used in the visual appearance. layout 2 // 2018 contains an arrangement of design elements which related to a field so that forming an artistic arrangement. this is also called form and field management. the main purpose of a layout is to present image and text elements to be communicative in a way that makes readers are easier to accept the information which is presented. in the cartoon discourse, the layout starts from the context illustration as the background, then relates to the speaker and the side of the speech forms a layout that is continuous and easy to be understand by the readers. frame 2 // 2018 uses a panel which contains illustrations which will form a storyline. this panel is a frame on a cartoon discourse display. the functions of panel are as the formation of a story line, guiding readers to understand the story, and to keep the meaning from being interpreted wildly. background of a cartoon illustration can be made in detail or simple. this depends on the quality level of the message which is conveyed in the cartoon. in thhe background uses news clippings as story narrative background of cartoon discourse stories so that the index icon and symbol which are used adjusted to the background illustration as the story context. character 2 // 2018 is a way of depicting funny cartoons, the funny visual appearance of characters is related to the unique characteristics associated with expressions that are manifested in gestures that are typical of body language. the uniqueness of characteristics from the character makes an impression so that the story becomes more interesting. the character of the joko widodo is depicted by a unique character with wearing white shirt charateristic and the speech of "mental revolution", cartoonists build the images of character in cartoon discourse by relating the 211 content of the speech, the appearance of national figures and wise students by merdah and tualen characters as symbols. the characters of merdah and tualen figures wearing attributes of students’ character are evidence to represent the character of students who characterize mental revolutions in education field related to strengthening character education. data 3/2019 in the cartoon discourse of data 3/2019 consists of icons. the first icon is the icon of two men fighting for a seat, a seat with the words minister. the second icon is a student who is watching two boys fighting over a seat. a student with an expression of amazement while saying "the tradition of the new school year is fighting over a seat". the index is an expression of two men fighting for a seat. fighting for the seat, the seat written minister. fighting for seats, namely fighting seats for the new school year and fighting seats to become minister. in the cartoon discourse, there is a student who is observing the behavior of two men who are fighting over seat, and he says "the tradition of the new school year is fighting over a seat". the tradition of fighting for seats is related to the seat as ministerial position and the fighting for seat as student positions. the political elite fight for seats to become ministers in the government cabinet. the fight for seats is also related to new school year. the fight for seats in the students' education field through the line of new student enrollment is interpreted as "fighting for seats" to be accepted in the desired school. the symbol contained in the cartoon discourse, which consists of a chair symbol which became a symbol of the context for a seat fighting which refers to the designation of the first seat fighting topic relating to fighting the seat of "minister" and the second seat fighting is a symbol of new student enrollment. the symbols of seat fighting are two different topics that exist in one discourse. the seat which is referred to in the cartoon discourse is a position. in this case, the cartoon discourse uses a seat symbol to represent a seat of government and a seat of chair at school as a sign of being accepted at the desired school. in this discourse the use of an icon in the form of a human depiction with lines as a basic element to build an appropriate form with the image that want to show, namely the image of a student looking for a "seat" at the beginning of the new school year and the fight for a "seat" related to "position" who are being targeted by the political elite. between the line and the natural form there is a relationship between the icons, indexes and symbols which are used. lines in cartoon discourse serve to emphasize the depiction of natural forms. in the cartoon discourse of data number 3/2019 the use of letters became an important thing. the use of capital letters can be observed in the speech and in the index section. a series of letters in a word or sentence not only provides a meaning that refers to an object or idea, but also has a combination of functional and aesthetic values. in graphic design, typography is defined as an art process to arrange publication materials using printed letters. 212 the layout of data 3/2019 is the arrangement of design elements related to a field so that forming an artistic arrangement. this is also called form and field management. the main purpose of a layout is to present image and text elements to be communicative in a way that makes readers are easier to accept the information which is presented. in the cartoon discourse, the layout starts from the context illustration as the background, then relates to the speaker and the side of the speech forms a layout that is continuous and easy to be understand by the readers. frame is box or panel that often contain explanations or narratives and stories. panel is box contains an illustrations that later form a story line. panel can be said as a frame. the functions of panel are as a story line formation, guiding the reader to understand the story and keeping the meaning from being interpreted wildly. background of data 3/2019 is the use of a background on cartoon illustrations which is made with plain and simple. this relates to the level of quality of the messages conveyed in cartoons. the section does not use illustrations of newspaper clippings however by using plain and simple display but it does not diminish the message that cartoonists want to convey. the message is deliberately displayed by cartoonists in the form of using icons, indexes and symbols. character of data 3/2019 is a way of depicting cartoons whether they have serious or funny characters states that in describing the unique characteristics associated with the expressions which are manifested in gestures that are typical of body language. the uniqueness of characteristics from the character makes an impression so that the story becomes more interesting. the character of the student and the two men in the cartoon discourse is a character that represents a close illustration of the context being discussed, which is related to the position of “the chair and the position of ruler in government, namely being a minister. character is showed by cartoonists through the depiction of the use of student icons and the tradition of fighting for seat so that can represent the quality of the image with the intention of the message. data 4/2019 in the cartoon discourse of data 4/2019, it consists of two white sheep icon which are chatting and looking at each other. sheep has a relationship with the expression sheepfighting (divide and conquer). the symbol of sheep with the expression sheepfighting was made by cartoonists to represent statements of divide and conquer. the expression of those sheep does not want to be sheepfighting or in conventionally interpreted as an attitude of not wanting to be divided by anyone. the animal sheep is a symbol conventionally used in the expression sheepfighting. the index which is found in this cartoon discourse that is the relationship between two sheep in the expression of sheepfighting, which is adjusted to the context of the news of sheepfighting involving islamic organizations in indonesia. sheep and the expression sheepfighting are closely related conventionally on the expression of divide and conquer. 213 the symbol contained in the cartoon discourse is merdah. merdah is a wise soul. merdah's character is an icon that represents the nature of goodness. merdah is a symbol of wisdom. the use of symbols, icons and indexes in the cartoon discourse is related to reporting on sheepfighting. in the news, vice president jusuf kalla together with the leaders of the community islamic organizations conveyed a joint statement with the leaders of community islamic organizations rejecting the attempt to sheep fight (divide and conquer) and to break apart. in their statement of stance, the leaders of community islamic organizations regretted the burning of the flag, and agreed to maintain a peaceful atmosphere and try to reduce the situation so that it does not continue to develop. in this case, the leaders of islamic mass organizations also reminded that deliberation and mutual understanding were the methods used by the indonesian nation in solving problems, while keep the unity and integrity with the nation's wisdom and transcendent value. the leadership of community islamic organizations also called out to the indonesian hand in hand in rejecting all forms of to sheep fight (divide and conquer) and to break apart and if there is a violation of the law in that incident, the leaders of islamic organizations ask the police to settle it based on the applicable law. in the cartoon discourse the use of natural forms in the form of humans and animals. humans are in the form of merdah and animals are in the form of sheep. the natural outline is explicitly drawn to represent the message that cartoonist wants to convey to the reader. the firm and dynamis face line resembling its real form tis a basic element to build a form according to the image that want to show. the image that the cartoonist wants to show is the image of a sheep found in the expression sheepfighting. choosing the natural form with supporting by firm lines makes it easier to represent the icons you want to show. the letters of data 4/2019 are the smallest part of the written language structure and the basic elements for building words or sentences. a series of letters in a word or sentence not only provides a meaning that refers to an object or idea, but also has a combination of functional and aesthetic values. in graphic design, typography is defined as an art process to arrange publication materials using printed letters. the layout of data 4/2019 is the arrangement of design elements related to a field so that forming an artistic arrangement. this is also called form and field management. in this case, the main purpose of a layout is to present image and text elements to be communicative in a way that makes readers are easier to accept the information which is presented. the frame of data 4/2019 in that cartoon discourse contains explanations or narratives and stories. panel is box contains an illustrations that later form a story line. panel can be said as a frame. the functions of panel are as a story line formation, guiding the reader to understand the story and keeping the meaning from being interpreted wildly. background of data 4/2019 is the background for cartoon illustrations, it can be made in detail or simple. this, depending on the quality level of the message conveyed in the cartoon. there is a relationship between the background as a context of illustration with expression of sheepfighting and the use of the sheep icon. the background of sheepfighting as newspaper clippings is a narrative that guide the reader to the meaning of the phrase sheepfighting. the characters that contained in the cartoon discourse are observed is a way of depicting cartoons whether they have serious or funny characters states that in describing the unique characteristics associated with the expressions which are manifested in gestures that are typical of body language. the uniqueness of characteristics from the character makes an impression so that the story becomes more interesting. the sheep character as a form of sheepfighting manner is used to represent the characters in the content of the expression. the expression of sheepfighting 214 is supported by the appearance of a sheep character which is used by cartoonists to represent the message intended to be conveyed to readers. data 5/2019 in the cartoon discourse data 5/2019 consists of a man icon who is carrying a mirror. corruption is an act of public placeman, both politicians and civil servants, as well as other parties who involved in such acts which in improperly and illegally abuse the public trust that is empowered to them to gain unilateral benefits and the second icon is a rat’s reflection. the index in the cartoon discourse uses the image of a rat, which is a reflection of a bald man who is looking at his face in the mirror, which appears to be a rat’s reflection. this rat image is an iconic form that is identified with corruptor. the mirror with the reflection of a rat is an icon that conventionally covers people who are involved in corruption cases which in this case, called a rat with a tie. in this case, the rat is a symbol of the rodent of the order rodentia. the rat symbol, the rat with a tie is intended as a symbol of coruuptor, a symbol that means the situation of indonesia state which deteriorate due to corruption, a symbol that means corruption, a symbol that means corruption causes people to live in suffering, and a symbol that means a revenge and a punishment for the corruptor. the meaning of the rat symbol is the satire to the authorities who quickly obtain wealth by means of corruption, collusion and nepotism, criticism of the authorities who regulate education incorrectly, depiction of indonesia state and the bad condition of the indonesian due to corruption, and punishments which suitable for authorities who corruption, collusion and nepotism. a symbol is a sign that shows the natural relationship between the mark and its marker, which is arbitrary, a relationship based on society agreement. the symbols which are contained in the discourse are merdah and tualen. merdah and tualen are symbols of kindness. in the context of news of actions to prevent corruption, the national strategy for prevention of corruption has been regulated. however, its implementation depends on the leadership of institutions and local governments. presidential regulation number 54 of 2018 concerning the national strategy for prevention of corruption can be a means of building system to eradicate bribery. the natural form contained in the cartoon discourse is using a human natural form. lines are the basic elements to build a form correspond with the image that want to show. many things can be taken from the stories of high-authorities corruption, for example the glamorous life of state officials, corruption that is detrimental to the country, people's views on the government, the views of other countries towards our country and the consequences of 215 corruption practices system. political corruption is the abuse of official position for personal gain. all forms of government are prone to corruption in practice. the tipping point of corruption is kleptocracy, which literally means government by thieves, where even pretending to be honest does not exist. this meaning is appeared to make people aware that they should not take the others’ right. stealing and grabing what does not belong to someone will wreak havoc and damage to himself and will harm others. the letters of data 5/2019 are the smallest part of the written language structure and the basic elements for building words or sentences. a series of letters in a word or sentence not only provides a meaning that refers to an object or idea, but also has a combination of functional and aesthetic values. in graphic design, typography is defined as an art process to arrange publication materials using printed letters. the layout of data 5/2019 is the arrangement of design elements related to a field so that forming an artistic arrangement. this is also called form and field management. the main purpose of a layout is to present image and text elements to be communicative in a way that makes readers are easier to accept the information which is presented. frame is box or panel that often contain explanations or narratives and stories. panel is box contains an illustrations that later form a story line. panel can be said as a frame. the functions of panel are as a story line formation, guiding the reader to understand the story and keeping the meaning from being interpreted wildly. the background of data 5/2019 is the background for cartoon illustrations, it can be made in detail or simple. this, depending on the quality level of the message conveyed in the cartoon. in this discourse, there are newspaper clippings taken by cartoonists in print media. at the same time background display in the form of newspaper clippings being a context for the situations and conditions that are the topic of the speech. the background in the form of this newspaper will make readers are easier to understand the context of the speech that is being discussed by the characters in the cartoon discourse. the character of data 5/2019 is a way of depicting cartoons whether they have serious or funny characters. . the uniqueness of characteristics from the character makes an impression so that the story becomes more interesting. the wise character of merdah and tualen was revealed by a cartoonist with showing style of distrust of the man who is carrying the mirror. the bald man is the reflection of a rat, a rat with a tie. the funny characters are displayed by cartoonists represent the meaning of the speech and their relation to the context which is presented. the rat character as an adorable, thief and dirty animal represents a corruptor character accompanied by showing merdah and tualen's thoughtful character. 4. novelties this research is the first research that raises the topic of nuriarta's cartoon discourse on a comprehensive focus of study including the meaning and signs of nuriarta's cartoon discourse as a semiotic study. 5. conclusion the conclusions in nuriarta's cartoon discourse are related to the meaning of nonverbal signs using pierce's semiotic theory, which means that there is a significant relationship between context and the building structure of cartoon discourse involving semiotic critical discourse analysis with a combination of cartoon elements. nuriarta's cartoon discourse uses jokowi. the index without verbal, namely joko widodo's cartoon discourse index "mental revolution", the index for seats, the index for the sheep in the expression of sheepfighting which means bring into conflict, the index of a rat’s shadow and the index for the celuluk as a creepy ghost is equated 216 with social media, namely facebook, instagram, twitter and youtube. symbol consisting of merdah, tualen; sheep in the expression of sheepfighting. the nonverbal elements are reinforced by the lines, colors, shapes and characters that appear in nuriarta's cartoon discourse. 6. acknowledgements (bold 12) at least 15 the writer would like to express their appreciation and thanks to those who have contributed in one way or another to this research, especially to prof. dr. made budiarsa, m.a, as a supervisor, prof. dr. i ketut darma laksana, m.hum.,.as co-supervisor i, prof. dr. i wayan simpen, m.hum., as co-supervisor ii, and the board of examiners:, prof. dr. i nengah sudipa, m.a., prof. dr. ida bagus putra yadnya, prof. dr. i nyoman kardana, m.hum m.a., dr. ni made dhanawaty, m.s., dr. made sri setayawati, s.s., m.hum., for their critical comments and suggestions for the improvement of this paper. references brown, gillian & yule, george. 1983. discourse analysis. cambridge: cambridge university press. cummings, louise. 1999. pragmatics, a mutidicplinary perspective. new york: oxford university press. creswell. j.w. 2018. research design, qualitative, quantitative and mixed methods appraoaches, (edisi ke-4). thousand oaks, ca: sage. penerjemah achmad fawaid dkk. yogyakarta: pustaka pelajar. cruse, d. alan. 2000. makna bahasa: pengantar semantik dan pragmatik. oxford: oxford university press. kusrianto, ari. 2007. pengantar desain komunikasi visual. yogyakarta: cv andi offset. lester, paul martin.2003. visual communications immages with messages. united states: wardworth thomson leraning. pierce, charles sanders, 1982. “logic as semiotics: the theory of sign”. bloomington: indiana university press. ranang a.s., dkk. 2020. animasi kartun: dari analog sampai digital. jakarta: pt. indeks. biography of authors 217 komang andri sani. she is a teacher at junior high school ngurah rai pecatu baliindoensia email: andrisanigwk@gmail.com i ketut darma laksana is a senior professor in linguistics at udayana university, bali, indonesia. he accomplished his master's degree in 1994 and doctoral degree in 2003 at the linguistics program at indonesia university, jakarta, indonesia. his current interests are on issues related to cultural linguistics, morphology, and discourse analysis. he is also actively participating in national and international linguistics seminars.email: darmalaksana2020@gmail. i wayan simpen is a professor in linguistics at udayana university, bali, indonesia. he accomplished his master's degree in 1995 at the linguistics program at indonesia university, jakarta, indonesia and doctoral degree at the linguistics program of udayana university, bali, indonesia in 2008. his current interests are on issues related to ecolinguistics, cultural linguistics, and pragmatics email: wyn_simpen@unud.ac.id. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 1, january 2021, pages: 75-82 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i01.p09 75 students perception of e-learning: a case study on the english students at sulawesi barat university putu wahyu sudewi universitas sulawesi barat, majene, indonesia, putuwahyu.sudewi@unsulbar.ac.id article info abstract* received date: 16 november 2020 accepted date: 23 november 2020 published date:31 january 2021 keywords:* students perception, e-learning, english students the minister of education and culture, issued circular number 4 of 2020 concerning the implementation of education in emergency coronavirus (covid-19), one of which emphasized that online learning (distance), was carried out to provide meaningful learning experiences for students, without being burdened by the demands of completing all curriculum achievements for class and graduation. online / distance learning is focused on increasing students' understanding of the corona virus and the covid-19 outbreak. e-learning is the best choice for education in the midst of the covid-19 outbreak. however, in indonesia, not all students are familiar with the e-learning system so this has become a new thing that requires adaptation. this research aimed at knowing the students’ perceptions toward e-learning during covid-19 pandemic at sulawesi barat university. this descriptive research was done by questionnaire in collecting the data. the source of the data was students of english education department faculty of teacher training and education sulawesi barat university. the result of the analysis shows that there were 73.7% of students felt the lecturer explained the material well, 84, 2% of students expressed the material provide based on semester learning plan, and 75, 4% of students expressed e-learning was effective, 77.2% of students said that their ability has increase learning in e-learning and 64.9% of students expressed lecturer conducted question and answer activities. as a result, the students’ perceptions of e-learning were gets positive perception because it is flexible and effective. meanwhile, its flexibility made some students motivated but some were being lazy in doing it and choose to suspend the assignments. 1. introduction covid-19 pandemic forced the world community to define the meaning of life, learning objectives and the nature of humanity. if all this time people have been forced to live in fastpaced situations, endless work, and the pursuit of economic growth targets in the competition system. however, the spread of the corona virus (covid-19), which has become a major crisis in modern humans, forces us to breathe for a moment, stop from the vortex of the system, and look back at life, family, and the social environment in the true sense. humans are forced to stop from their routine, to interpret what is actually sought from life. indonesia has a big challenge in handling covid-19. of all the aspects that are challenging at the moment, the researcher https://ojs.unud.ac.id/index.php/eol/index 76 concentrates on the educational aspect. the covid-19 pandemic forced social distancing policy, or in indonesia it was introduced as physical distancing to minimize the spread of covid-19. so, this policy is strived to slow down the spread of the corona virus in the community. the ministry of education and culture responds with learning policies from home, through online learning. enforcement of physical distancing policy which then becomes the basis of the implementation of learning from home, with the use of information technology that applies suddenly, not infrequently makes educators and students surprised, including parents and even everyone who is in the house. learning information technology has indeed been implemented in recent years in the education system in indonesia. however, online learning that took place as a surprise from the covid-19 pandemic shocked almost all lines, from districts / cities, provinces, centers and even the international world. one of the public universities in indonesia, namely the university of sulawesi barat, follows the government instruction which requires learning from home, so from march 2020 learning from home will be enforced. to follow the government's direction of learning from home, the only way is to use e-learning. so lecturers and students must be ready to use e learning-based learning services. fortunately, in the current era, the development of information and communication technology has an impact on various aspects of life, including the world of education, which has a tremendous impact. various learning models using computers such as: elearning. based on sudewi, p.w. (2020) stated e-learning is a learning process electronically. sulawesi barat university used e-learning.unsulbar.ac.id used for facilitate transfer lecture material to meet learning outcomes as a basis for competence. mahajan and kalpana (2018) stated e-learning is a relatively new phenomenon where currently the educators and students are grappling with the idea of its implementation and adaptation. with the speedy development of ict and relative exposure of students to it, this study examines students’ perceptions about elearning which would help in a newer teaching learning experiences on the campus. kumari (2020) stated e-learning is a term that describes education using electronic devices and digital media. electronic learning which is one of the new ways in the teaching and learning process and uses electronic media specifically the internet as a learning system. through e-learning, material provided to students can be accessed anytime and from anywhere. from the explanation of the experts above it can be concluded that e-learning is a teaching and learning system that utilizes electronic media specifically the internet. this model of learning system makes it easy for teachers and students because learning can be carried out anytime and anywhere. the benefits of e-learning are well documented. they include bridging distance between students and lecturers, making learning to be convenient and easily accessible. since the students’ perception and attitude are critical toward the success of the learning program, thus the researchers would like to find out the perceptions of the students of the english education department on the elearning. perception generally consist of an observation on certain situation or environment. it can be a mental image, concept or awarness of the environments elements through physical sensation interpreted in the light of experience and captivity for comprehension. according mcdonald, s.m. (2011) perception is a uniquely individualized experience. one can only draw from what is known to oneself. perception has sometimes been defined as the consciousness of particular material things present to sense. blake and sekuler (2006) perception follows a deal of activities on the part of the perceiver. it is more than a simply recording of the visual, audio, or world around from a human. perception is considered to be the result of activity, either mental or physical. people navigate the world, collecting information and searching more information about interesting objects. the perception of human action depends on the multiple sources of information including sensory, motor, and affective processes. 77 akande (2009) stated that perception is the cognitive impression that is formed from ‘reality’. it influences the individuals’ actions and behavior towards an object. in part of education, students’ perception includes on how students’ understanding in facing some experiences, especially past experiences about their studying process. specifically and physiologically, learner percept on what they see, hear, and touch during in school. on the other hand, it can be psychologically claimed that perception activity of students involves their cognitive impression that is formed by ‘process of study’. in this section, the students’ cognitive impression is not only focused in their studying process, but also detailed on the environment faced by them. including in environment, teacher is often interested students to evaluate and to make perception. many studies have been conducted by researchers related to the implementation of e learning platforms. the study conducted by almarabeh (2014) revealed the students of the university of jordan are highly qualified to use elearning system and have sufficient awareness of benefits of this system. second, the results revealed that the perceived usefulness and perceived ease of use are factors that directly affect students’ attitudes toward using elearning system, whereas the perceived usefulness is the strongest and most significant determinant of students’ attitude towards using. another study involved the strategy of implementing e-learning may play a crucial role for students’ perception of the new technology. the use and implementation strategy at the schools seemed to overrule the individual background variables traditionally said to in• uence user perceptions. related to this result one might conclude that students do not necessarily regard access to a web platform in regular on-campus courses as a surplus. furthermore, students previously used to computers should not be expected to be more positive to e-learning than other students. further studies of e-learning in higher education should include the student perspective, and further factors in� uencing the students’ perceptions of e-learning in higher education need to be identied (keller, c and gernerud, l, 2002) similarly, the result of a syiah kuala university in indonesia showed that study conducted in the students perceived the e-learning web-based module to be useful in improving their understanding, independence, self-discipline, motivation to learn, and interactions with each other and with the teacher. the students also agreed that the e-learning web-based module was easy to use. this study implies that the inclusion of technology in education at the university is beneficial (vitoria et al, 2018). previous studies have similarities with this study where they all use elearning in education. however, this study is slightly different from the above study where this study analyzes students' perceptions towards e-learning which can be used as an evaluation and for further research on e learning. in addition, the striking difference from this research is the time spent in this study, namely when the covid-19 pandemic is an epidemic in indonesia so that e-learning is the only option to continue learning activities. thus, the study seeks to achieve aforementioned purposes and the issues to be discussed in this paper will be summarized in the following research questions: what are students’ perceptions toward e-learning during covid 19 pandemic? 2. research methods this research is included in a descriptive study, by conducting a survey of english language education students at sulawesi barat university. the technique of collecting data using a questionnaire, with samples of students’ batch of 2020 randomly selected. stages carried out in this study: first, the collection of questionnaire instruments that will be used for data collection. questionnaire is data collection technique that is done by giving a set of written statements to the respondent to answer (sugiyono, 2018). in this study the form of research used was survey research. survey techniques were used to gather information from a number of people about a 78 particular topic or issue (gunawan, 2017). a questionnaire was utilized to collect data from sample to describe about perspective of using e-learning. the information contained in the questionnaire included: lecturer role in explaining material, material provided based on semester learning plan, lecturer role delivering material, effectiveness of using e-learning, improvement students ability, lecturer role in the question and answer activity.third, collecting data with a validated questionnaire from students of english education randomly selected for 57 students. data of this study was collected through the analysis of students’ perceptions, based on their personal experience during online learning. the questionnaire was designed based on the construct of perception theory. thus, the questions were arranged based on those major topics. the questionnaire was distributed and collected in the form of google form with a combination of close and open-ended questions. close-ended questions were used to obtain the percentage of the analyzed topics. meanwhile, open-ended questions are used to gain the students’ perception regarding the topics on the implementation of online learning. the received responses were calculated, analyzed, and described based on their topics. 3. discussions this collective case study involves the analysis of the survey on the students’ perceptions of e-learning during the pandemic covid-19. those students’ perceptions were described narratively. fifty-seven students of english language education study program at sulawesi barat university participated in evaluating online learning conducted by lecturer. figure 1. percentage of classes filling out the questionnaire in the closed questionnaire, some students express their perception of participating in online learning as seen in table 1. the material was presented well strongly disagree 1,8% disagree 24,6% agree 64,9% strongly agree 8,8% the material according to the semester learning plan strongly disagree 3,5% disagree 12,3% agree 66,7% strongly agree 17,5% e-learning was effective strongly disagree 3,5% 79 disagree 21,1% agree 59,6% strongly agree 15,8% learning on e-learning improves students skills strongly disagree 1,8% disagree 21,1% agree 61,4% strongly agree 15,8% there was a question and answer activity strongly disagree 3,5% disagree 31,6% agree 54,4% strongly agree 10,5% increased motivation and passion to learn strongly disagree 1,8% disagree 15,8% agree 57,9% strongly agree 24,6% table 1. questionnaire data about students' perceptions in the open-ended questionnaire, some students express their perception of participating in online learning as seen in table 2. “yes, because lecturer provides material content according to our level ... and in the learning process everything is packaged in digital form and facilitates the teaching and learning interactions that take place between lecturer and me. so that the material in lectures can be conveyed clearly, effectively and in detail.” “during the first meeting, the lecturer distributed the lecture contract and semester learning plans. and the lecturer then provides material that is in accordance with the material in the semester learning plan.” “i really like learning to use elearning because i can learn more about technology so that it improves my knowledge about technology and information but i feel bored with this situation.” the learning process depends on an existing internet connection, because if there is a disturbance in the internet connection it will have an impact on my focus during the activity.” “e-learning is able to increase my learning opportunities and my flexibility in learning through the various means and learning methods used. when i download learning materials that have been uploaded to e learning by the lecturer, i can use my own learning style or method to improve my abilities.” “every meeting always has an assignment so i think it is a questioning and answering activity. sometimes we also asked through the group whatsapp.” “i feel free to decide when i will start and when i will finish and which parts of the module i want to study first. i can access the material from anywhere and anytime. the teaching and learning process can be done dynamically, and does not depend on time and meeting space.” “the lecturer gave a deadline for submitting assignments so that it didn't overwhelm me.” table 2: students’ perception of their participation in e-learning the first is about students' perceptions related to the lecturer's role in explaining listening material through e-learning is good or not, in this case, the data obtained in the questionnaire showed the highest frequency with a percentage of 73.7% agree with the question, more answers were given obtained agree. from the open ended questionnaire, some students realized that lecturer conveyed clearly, effectively and in detail about their material. 80 the second is about student perceptions related to the lecturer's role in delivering listening material through e-learning according to the semester learning plan or not. in this second point, the data obtained in the questionnaire showed the highest frequency with a percentage of 84,2% agree with the question, then based on open ended questionnaire many students agreed with the question so that the data obtained were the same. the way they know is because where the semester learning plan was distributed at the beginning of the meeting and there was provided material that will be discussed in one semester, so students can match the material presented according to or not with the semester learning plan that has been given previously. the third is about student perception related to the effectiveness of using e-learning for learning during the covid-19 pandemic. in this third point, the data obtained in the questionnaire showed that there were 75.4% agree with the statement. based on open ended questionnaire, they can improve their knowledge about technology and information. from these results, it can be concluded that the students felt that e-learning is effective in the current situation. e-learning gives flexibility in choosing the time and place to be able to access the trip, so they find learning at home more enjoyable. the fourth is about student perceptions related to an improvement in their listening ability while learning listening through e-learning. on this fourth point, the data obtained in the questionnaire showed that there were results; agree as much as 77.2%. based on open ended questionnaire, students learned by own their style so can improve their skill or abilities. from these results, it can be concluded that more students felt that e-learning improve their listening. their listening ability increases because they were facilitated with audio listening material for each meeting so they can listen to audio anytime and anywhere. the fifth is about student perceptions related to the lecturer role in the question and answer activity during learning through e-learning. at this fifth point, the data obtained in the questionnaire the highest frequency with a percentage of 64.9% agree. the results of the open ended questionnaire showed that the students never asked questions during listening learning through e-learning because they never found any obstacles regarding the material provided, it's just that there are signal constraints when accessing e-learning. there were some students who are quite indifferent to learning during e-learning because of various factors such as fear of asking questions and being lazy. the last is whether students are motivated and enthusiastic when learning listening through e-learning during the covid-19 pandemic. at the last point, the data obtained from the results of the questionnaire showed the highest frequency with a percentage of 82, 5% agree with the questions presented. then deepened with the open ended questionnaire, the researcher found the fact that some students were motivated and enthusiastic about learning listening during the covid-19 pandemic because this was the only way to keep learning because of the circumstances that did not allow them to go and study at campus. the teaching and learning process can be done dynamically, and does not depend on time and meeting space. there were some students which is not motivated and not motivated because they feel learning at home is boring. it can be concluded that the motivation of students in learning listening through e-learning during the covid-19 pandemic based on their awareness of the importance of learning during the pandemic. using e-learning during this pandemic has advantages and disadvantages, where the effects felt by students were also different. students have difficulty learning because the learning systems used during the pandemic have never been felt before. based on students’ responses to filling close and open ended questionnaires, students' perceptions while studying at home were good, and e-learning was helpful in learning during the covid-19 pandemic. 4. novelties 81 referring agung et al (2020) stated that accessibility is the major factor of successful online learning but in this case was found discipline the main factor of learning success where students must be able to improve their learning atmosphere and eliminates boredom so that it grows motivation to try to face all obstacles in learning through e-learning 5. conclusion the objective of the study was to establish students’ perceptions of e-learning at unsulbar used elearning unsulbar.ac.id. the covid-19 pandemic provides a special lesson for indonesian education. e-learning itself was able to bring significant changes to learning and training activities. these pandemic, teaching and learning activities through e-learning can be maximized than before. this will encourage lecturers or students to be able to adapt and be able to master the technology that is being faced. the students’ perception was positive perception of students about learning listening subject through e-learning during the covid-19 pandemic, some of them stated that learning listening subject while at home is good. they argue that this method was arguably quite effective because it is the only way out to keep learning online as long as the covid-19 pandemic was still taking place in indonesia, so they can still learn even if not directly in campus. students were very efficient in operating the e-learning tools because of the informative content provided. students were perceived to be positive about e-learning and about the content available on e-learning as it enables autonomous learning. the majority of students benefit from e-learning because of the support that is available to them when accessing resources. the conclusion is that technology and e-learning are good enablers in information access. 6. references agung, a s n et al. 2020. students’ perception of online learning during covid-19 pandemic: a case study on the english students of stkip pamane talino. soshum: jurnal sosial dan humaniora [journal of social sciences and humanities]. volume 10, number 2, 225-235. akande, samson o. 2009. knowledge, perception, and attitudes of library personnel towards preservation of information resources in nigerian federal university libraries. library and phylosophy practice ejournal. paper 303. retrieved from http://digitalcommons.unl.edu/libphilprac/303//. accessed at: august 28th 2020. almarabeh, tamara. 2014. students’ perceptions of e-learning at the university of jordan. international journal of emerging technologies in learning. volume 9, issue 3, 31-35. blake, randolph et al. 2006. perception. new york: mcgraw-hill companies. gunawan, h. 2017. dasar-dasar metodologi penelitian pendidikan. fakultas tarbiyah dan keguruan uin sunan gunung djati, bandung. keller, christina & lars cernerud. (2002). students’ perceptions of e-learning in university education. journal of educational media. vol. 27, nos. 1–2, 2002. kumari, kiran. 2020. to understand students perception of e-learning on students learning and in their career advancement. retrieved from https://www.academia.edu/39347274/understanding_students_perception _of_e_learning_and_its_effect_on_their_career_advancement_ a_study_on_understanding_students_perception_of_e_learnin g_and_its_effect_on_their_career_advancement. accessed at: september 2nd 2020. mahajan, m.v. et al. 2018. a study of students’ perception about e-learning. indian journal of clinical anatomy and physiology, october-december, 2018;5(4):501-507. https://www.academia.edu/39347274/understanding_students_perception_of_e_learning_and_its_effect_on_their_career_advancement_a_study_on_understanding_students_perception_of_e_learning_and_its_effect_on_their_career_advancement https://www.academia.edu/39347274/understanding_students_perception_of_e_learning_and_its_effect_on_their_career_advancement_a_study_on_understanding_students_perception_of_e_learning_and_its_effect_on_their_career_advancement https://www.academia.edu/39347274/understanding_students_perception_of_e_learning_and_its_effect_on_their_career_advancement_a_study_on_understanding_students_perception_of_e_learning_and_its_effect_on_their_career_advancement https://www.academia.edu/39347274/understanding_students_perception_of_e_learning_and_its_effect_on_their_career_advancement_a_study_on_understanding_students_perception_of_e_learning_and_its_effect_on_their_career_advancement 82 mcdonald, s.m. 2011. perception: a concept analysis. https://www.researchgate.net/publication/225052960_perception_a_concept_analysis/li nk/0a85e53247ea340142000000/download. accessed at: september 2nd 2020. sudewi, p.w. 2020. learning experiences using blended learning on efl learners at sulawesi barat university. journal bahasa dan sastra inggris (basis). vol. 7 no 1 april 121-132. sugiyono. 2018. metode penelitian kuantitatif. bandung: alfabeta. vitoria, l et al. 2018. students’ perceptions on the implementation of e-learning: helpful or unhelpful?. journal of physics: conf. series 1088 (2018) 012058. biography of author putu wahyu sudewi,s.pd.,m.pd. was born in buleleng on july 12 th 1991. she is lecturer in sulawesi barat university, faculty of teacher training and education, majene, sulawesi barat, indonesia, ph. +6285397362197. she finished his master degree in the postgraduate program, magister program, english education, ganesha university of education in 2014. email: putuwahyu.sudewi@unsulbar.ac.id https://www.researchgate.net/publication/225052960_perception_a_concept_analysis/link/0a85e53247ea340142000000/download https://www.researchgate.net/publication/225052960_perception_a_concept_analysis/link/0a85e53247ea340142000000/download sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 14, no. 1, january 2020, pages: 01-12 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i01.p01 1 filippo grandi reports on rohingya refugee crisis in bangladesh: engagement evaluation 1 soraya grabiella dinamika sekolah tinggi ilmu manajemen sukma medan, indonesia email: dinamikasoraya@gmail.com 2 yurial arief lubis universitas medan area, indonesia. email: yurialarieflubis@yahoo.com article info abstract* received date: july 02, 2019 accepted date: july 08, 2019 published date: january 31, 2020 keywords:* appraisal theory, engagement system, rohingya crisis, unhcr, filippo grandi this study concerns with the use of appraisal theory developed by martin & white (2005), under subsumed of engagement system domain. the engagement system deals with dialogic perspective between speakers and listeners, which is influenced by the approach of bakhtin/ voloshinov, called heteroglossia. heteroglossic backdrop reveals the proposition lies behind what is stated. in this study, a verbal interaction between speaker and listener is presented in the form of press conference release. currently serving head commissioner of united nations high commissioner for refugees (unhcr), filippo grandi, held a press conference release containing of his visiting report to the camp shelter of rohingya refugee in bangladesh. the press conference release is a recorded-video type one, which has approximately 27:30” in length. it is led by a moderator, reported by the head commissioner and joined by 6 followup questions. regarding to engagement system used, the utterances are then transcribed into a transcript, thus it gains approximately 395 clauses, moreover, only the utterances spoken by the head commissioner taken as the engagement locution realizations. the objectives of this research fall into three: a) to find out the most predominant heteroglossic backdrop grandi encodes; b) to recognize the values and viewpoint grandi intends to convey in his report; and c) to identify the authorial voice grandi uses in addressing his beliefs of the rohingya refugee crisis to the audiences. the qualitative descriptive method is applied. it is found that contract-disclaim-counter dominates the report by accounts of 55 realizations. it implies that the facts, grandi reports may against audiences’ expectation, yet in another clause, he describes the situation which can reform audiences’ different viewpoints toward the crisis.) 2 1. introduction the world’s eyes must have been confronted to the fact that persecution of certain tribes and ethnical violence remain to happen. indeed, the modern colonization is still there in several parts of earth. thus, the people who suffer from the colonization keep on trying to flee and find safer shelter for themselves. therefore, the refugee issues emerge day by day. the issues could never be stopped as long as injustice humanity problems and wars remain to happen. one of the ongoing issues comes up from rohingya refugee, a group of people who originates from the northern area of rakhine state, myanmar. the rohingya, a muslim ethnic minority group in rakhine, are considered among the most persecuted, vulnerable, and oppressed minorities in the world. recently, the persecution on the rohingya muslims has increased due to buddhist nationalism in myanmar. they are victims of various forms of oppression, such as arbitrary taxation, land confiscation, destruction of mosques, torture and ill-treatment, extrajudicial executions, restrictions on movements, forced eviction and house destruction, forced laborers on roads and at military camps, and financial restrictions on marriage (mohajan, 2018). the buddhists of myanmar claim that the rohingya are economically developed, and their culture is under siege than the rohingya. the rohingya are confronted with a deeply entrenched islam phobia with rakhine in myanmar. myanmar is surrounded by some islamic countries, such as bangladesh, malaysia, and indonesia. the buddhists think that if any islamic country attacks myanmar, the rohingya will fight against myanmar..therefore, they are culturally discriminated, economically exploited, and politically sidelined by the government of myanmar (gom) (wolf, 2017).the oppression of the rohingya people resulted in repeated population movements within myanmar and to other countries, culminating in the mass displacement of rohingya to bangladesh in the second half of 2017. in august 2017, a major humanitarian crisis in the rakhine state of myanmar triggered a mass exodus of around threequarters of a million stateless rohingya refugees into neighboring bangladesh, adding to the estimated 200,000–300,000 rohingya refugees in bangladesh who had fled myanmar earlier and the estimated 73,000 rohingya refugees in malaysia (unhcr, 2018). concerning this matter, united nations, under the role of the united nation high commissioner for refugees (unhcr) has taken its parts in controlling and organizing the issues of refugee as well. filippo grandi, who currently serves as the 11 th united nations high commissioner for refugees, elected by the un general assembly on 1 january 2016 to serve a five-year term, until 31 december 2020. he has been engaged in refugee and humanitarian work for more than 30 years. grandi holds a degree in modern history from the state university in milan, a ba in philosophy from the gregorian university in rome and an honorary doctorate from the university of coventry (unhcr, 2016). therefore, there is no doubt anymore in his dedication for humanitarian work. the mandates which grandi holds, allow him to be responsible of any existing refugee issues. along with his boards in unhcr, grandi have always been projected to the enormous number of refugee issues and what comes up within it. in line with the rohingya refugee issue, unhcr has taken its role as well. moreover, grandi’s visit to bangladesh back in the day has been being worlds’ center of attention. for his report of visit becomes the awaited news of world citizen. why is it awaited? the question has come to appear. definitely, the world citizen needs to hear about the condition and status of rohingya refugee directly from the head of unhcr. as the information of it, from him, considerably is the most accurate and factual rather than the issues spread out there in the society, which doesn’t expose valid report. as any colleagues of his in un boards have done after visiting a refugee site, grandi also reports his observation by holding a press conference at the headquarters of unhcr in geneva. 3 for the view that whenever speakers or writers say anything, they encode their point of view towards it (stubbs, 1996).therefore, grandi delivers, obviously could influence people’s point of view towards the ronghiya refugee issue. his interpersonal style of speaking such as; the way he delivers speech, the way he reports his observation, the way he elaborates the condition of rohingya refugee, the way he describes the camp site situation in bangladesh, the way he responses to the follow-up questions, and which diction he uses rather than the others, they are being essential entities analyzed in this study. analyzing interpersonal style is the workplace of systemic functional linguistic (halliday and matthiessen, 1994/2004), but in way more specific functions, called appraisal theory. appraisal is realized as discourse semantic since it emphasizes the meaning beyond the clause. as a tool of language of evaluation, appraisal, by presenting the material, reveals the speaker/writer negotiation of feelings and values to whom they communicate (dinamika, 2016).martin & white in 2005 has developed appraisal theory as one of the extension of interpersonal systems at the level of discourse semantics, besides negotiation and involvement. appraisal deals with three major domains, namely ‘attitude’, ’engagement’, and ‘graduation’. attitude plays its role in concerning emotional reactions and evaluation of things. then, engagement construes the play of voices around opinions in discourse. meanwhile, graduation deals with grading phenomena (martin and white, 2005). several studies on appraisal under subsumed of engagement system done within written form as the sources. it implicates that it hasn’t completely reflected voloshinov’s ideas which states that verbal communication is the basic reality of language (voloshinov, 1995). depart from that ideas, for grandi’s report on rohingya refugee in bangladesh released in a recorded press conference, therefore, in this study, the engagement one is the most appropriate resource applied, asit construes the “dialogic perspective”. by analyzing grandi’s report using engagement evaluation, it, perhaps, can be figure out, in which position grandi takes stances and in which value or belief he intends to convey. thus, this study engages to explore the engagement system found in filippo grandi’s press conference report on rohingya refugee in bangladesh camp shelter. moreover, the objectives of this study fall into three: a) to find out the most predominant heteroglossic backdrop grandi encodes; b) to recognize the values and viewpoint grandi intends to convey in his report;and c) to identify the authorial voice grandi uses in addressing his beliefs of the rohingya refugee crisis to the audiences. 2. research methods a recorded press conference video release of filippo grandi – unhcr head commissioner, entitled “rohingya refugee emergency in bangladesh, geneva, 27/09/2017” is accessible on united nation official webpage, please visit (http://webtv.un.org/watch/filippo-grandi-unhcrpress-conference-rohingya-refugee). length of the video is approximately 27 minutes and 30 seconds. the press conference is led by a moderator, reported by filippo grandi – the unhcr head commissioner as the keynote speaker, and followed by six follow-up questions which come up from the audiences in that press conference room. moreover only the utterances uttered by filippo grandi taken as the data. the oral utterances are transcribed into text form, in order to easier the process of analysis, without omitting even a word he utters, which then obtaining approximately 395 clauses. http://webtv.un.org/watch/filippo-grandi-unhcr-press-conference-rohingya-refugeehttp://webtv.un.org/watch/filippo-grandi-unhcr-press-conference-rohingya-refugee 4 figure 2.press conference release of filippo grandi’s report (source: http://webtv.un.org/watch/filippo-grandi-unhcr-press-conference-rohingya-refugee-emergency-inbangladesh-geneva-27-september-2017/5588947654001) qualitative descriptive method is applied due to its necessity to explore the engagement ‘realization locutions’ found in the transcribed report and to describe or to categorize the types and subtypes of the locution. there is also a quantification applied, but, it’s by means of, counting the distributions and frequencies of each subtype. literature review in these recent years, numbers of research on appraisal have been done to prove that the language of evaluation existing in the form of written and spoken language. any languages and its form of language can be evaluated or even analyzed through the occurrence of this theory, called appraisal. in 2006, a study on evaluation of engagement in journalistic and news reportage in two languages, english and spanish has been held by arrese and perucha. the student found that the presence and patterning of the various linguistic resources for the expression of evaluation in these subgenres of journalistic discourse, establishes comparisons across languages (arrese and perucha, 2006). meanwhile, zhang (2015) examines the appraisal resources of two earthquake reports from china daily – china’s most influential national english newspaper, in 1998 about shangyi earthquake and 2008 about wenchuan earthquake. then, it is found that there are great changes in disaster reporting within over 10 years. the changes between attitudinal and engagement research implicate a development in the disaster reports of china daily, which also influence the reader’s feeling and viewpoint of the disaster reports (zhang, 2015). engagement in appraisal theory under subsumed of appraisal theory as described in martin & white (2005), engagement system concerns with the means for the authorial voice to position itself with respect to, and hence to ‘engage’ with, the other voices and alternative positions construed as being in play in the current communicative context (martin and white, 2005).engagement is much influenced by dialogic perspective informed by the bakhtin’s/voloshinov’s notion of dialogism and heteroglossia. in which they state that all verbal communication, whether written or spoken, is ‘dialogic’ in that to speak or to write is always to reveal the influence of, refer to, or take up in some way, what has been said/written before, and simultaneously to anticipate the responses of actual, potential or imagined readers/ listeners (bakhtin, 1981; voloshinov, 1995). engagement system takes account of dialogic perspective which then falls into two types of communicative environment or in other terms called dialogistic status, namely monoglossic and heteroglossic. ‘monogloss’ uses categorical assertions to build shared values with the http://webtv.un.org/watch/filippo-grandi-unhcr-press-conference-rohingya-refugee-emergency-in-bangladesh-geneva-27-september-2017/5588947654001 http://webtv.un.org/watch/filippo-grandi-unhcr-press-conference-rohingya-refugee-emergency-in-bangladesh-geneva-27-september-2017/5588947654001 5 receiver by presenting an idea as being commonsense and having no alternative. ‘heterogloss’, by contrast, acknowledges the possibility of alternative viewpoints, responses and/or truth values. heterogloss itself may be either ‘dialogically expansive’ (opening up to other voices) or ‘dialogically contractive’ (restricting possible responses) (munday, 2015). in other words, utterances are considered to be categorized as monoglossic when they make no reference to other voices and viewpoints. meanwhile, when they do invoke or allow for dialogic alternatives, categorized as heteroglossic. as stated in martin & white (2005) that category of engagement construes for the text a heteroglossic backdrop of prior utterances, alternative viewpoints and anticipated responses, thus, this study will only focus on outlining the heteroglossic resource. it can be divided into two broad categories – dialogic contraction and dialogic expansion. heteroglossic: dialogic contraction dialogic contraction acts to contract the dialogic space rather than to open it up. its contractive meanings fall into two categories as followings; 1. disclaim – voice position of rejecting, supplanting or some contrary position. it is then subtyped into disclaim ‘deny (negation)’ and disclaim ‘counter’. deny is realized in such locutions, no, not, never, nothing, wrong and any other denial words. while, counter is conveyed by conjunctions such as although, however, yet and but, by adjuncts such as even, only, just, surprisingly, still. 2. proclaim – voice position of as highly warrantable (compelling, valid, plausible, wellfounded, agreed, reliable, etc). this contractive meaning can be sub-typed into concur, pronounce and endorse. concur is conveyed by such locutions, of course, naturally, admittedly, obviously, etc. pronounce involves authorial emphases or explicit authorial interventions, such as these locutions, i contend, the facts of matter, in fact, indeed, etc. endorsement is realized in the use of verbal processes, such as show, prove, demonstrate, find, etc. heteroglossic: dialogic expansion dialogic expansion acts to open up the dialogic space for alternative position. it is categorized into two expansive meanings; 1. entertain –voice position stands on range of possible position whether to greater or lesser degree. it is conveyed as the assessment of likelihood via modal auxiliaries, such as, may, might, could, must, have to, need to; via modal adjuncts such as, perhaps, probably, definitely; via modal attributes such as, it’s possible, it’s likely; via mental verb such as, think, believe, convinced, doubt, etc. 2. attribute –voice positions of some external voice. this can be sub-typed into two; acknowledge and distance. acknowledge is conveyed by reporting verbs such as say, report, state, declare, argue, announce, believe and think. meanwhile, distance is realized rather narrowly locutions, such as claim and certain uses of ‘scare’ quotes. to give the clear view of the system of engagement particularly in terms of heteroglossic resources as discussed in this section, figure below is presented. 6 figure 1. engagement system (source: martin & white, 2005, p.134) those heteroglossic resources which realized in the form of utterances are aimed to figure out the propositions a speaker/writer intend to address the reader/ listener, also the backdrop lies on it as well. engagement system also appears to provide a systematic account of characterizing a speaker/writer’s interpersonal style and their rhetorical strategies according to what sort of heteroglossic backdrop or of alternative viewpoints they construct for their text and how they engage to that backdrop. as heteroglossic resource also concerns with value positions in which, in this regard, when speakers/writers announce their attitudinal positions, thus they not only express themselves, but also simultaneously invite the addressee into a place where the feeling, value and belief is shared. 3. discussions this section provides the process of engagement system analysis and its finding results. first the data obtained from the transcribed text of grandi’s press conference is presented by few instances. then, it is categorized according to its heteroglossic resources whether dialogic expansion or dialogic contraction. afterward, it is respectively categorized according to its dialogic/ value position, which then put into the table of frequency form to easier the process of quantification of each categories and to make a clear vision of the analysis process. at last, the final data is obtained and the description is made to correlate the result of findings and the theory of engagement system developed by martin & white in 2005. as the variety of heteroglossic resources may cause confusion in terms, hence this study applies words abbreviations. firstly, presented here the analysis of heteroglossic contract resources, followed by expansion one. heteroglossic contraction this type of backdrop categorized into disclaim and proclaim. disclaim is subtyped into deny and counter, while proclaim subtyped into concur, pronounce and endorse. the table 1 below presents the table of disclaim realization. table 1. heteroglossic contract – disclaim – deny (hcdd) 7 no. clause realization 1 that haven’t been accessed yet not 2 we have no date when they can resume their work, no date no, no 3 they are never been counted properly never 4 they have absolutely nothing nothing 5 no, we are not informed no, not those exemplified clause presented above are few of the whole obtained clauses of disclaim found in the transcribed press conference report. those are the original utterances spoken by grandi without any modification. table 2 below is presented to show the realization of counter. table 2. heteroglossic contract – disclaim – counter (hcdc) no. clause realization 1 but, i cut short my visit but 2 that haven’t been accessed yet yet 3 although the information we got although 4 that with shockingly absence shockingly 5 and you can only reach northern rakhine only 6 it’s not just about food and shelter although just, although 7 there are displaced people still inside myanmar, still now, the contract – proclaim is respectively presented in these tables. table 3 is presenting the proclaim – concur, with abbreviation of hcpc as followings; table 3. heteroglossic contract – proclaim – concur (hcpc) no. clause realization 1 they have absolutely nothing absolutely 2 i have heard were that yes yes 3 of course, that is extremely important. of course, extremely 4 these figures maybe actually conservative actually 5 seemed very tangible to me very strongly strongly the occurrence of proclaim pronounce is presented in the table 4 below with abbreviation of hcpp. table 4. heteroglossic contract – proclaim – pronounce (hcpp) no. clause realization 1 that was really for immediate needs really 2 in fact, we have been cooperating in fact 3 it's just a matter of time before terrorist spring up just a matter 4 it’s clear that what it takes to people to be returned it’s clear that 5 but, clearly you know if only the people with papers can go back clearly you know proclaim – endorse is not presented in the table for it has no clause realization found in the transcribed report text. hence, it is still abbreviated as hcpe. heteroglossic expansion this type of backdrop categorized falls into two; entertain and attribute. entertain stands itself, while attribute is sub-typed into acknowledge and distance. the entertain value is presented as in the table 5 below. 8 table 5. heteroglossic expansion – entertain (hee) no. clause realization 1 but they were perhaps more than 300.000 rohingya refugees perhaps 2 it is suggestion to an existing camp it is suggestion 3 this needs to be addressed and resolved needs to 4 and most likely, those were survivors most likely 5 i think it took a while think at last, presented below is the attribute – acknowledge without distance, for it isn’t realized in any clauses of transcribed report text. table 6. heteroglossic expansion – attribute acknowledge (heaa) no. clause realization 1 and should really determine really 2 it is also very obvious to me it also very obvious 3 in fact, we have been cooperating in fact 4 it's just a matter of time before terrorist spring up just a matter of time 5 it’s clear that what it takes to people to be returned it’s clear that afterward the whole transcribed text is categorized based on its heteroglossic backdrop and found its realization, thus, the frequencies of occurrences are thoroughly and systematically counted, as presented; table 7.table of frequency of heteroglossic resources distribution heteroglossic resource contraction disclaim proclaim hcdd hcdc hcpc hcpp hcpe number 36 55 28 14 0 amount 91 42 total 133 percentage 63% expansion entertain attribute hee heaa head number 53 25 0 amount 53 25 total 78 percentage 37% it is obtained that the heteroglossic resources construe in the text for 211 realizations, with account of 133 contractions locutions and 78 expansion locutions. contraction is dominated by disclaim – counter, with account of 55 locutions. meanwhile, entertain value dominates the expansion meanings with 53 locutions. therefore, contraction exceeds the expansion for 63% occurrences in the transcribed text uttered by grandi, while the expansion gives a small percentage in his report for only 37%. moreover, it is found here that in his press conference release, grandi takes his stance by heteroglossic resource with predominant contract (63%) disclaim dialogic position and counter authorial voice. hence, through the vast number of contraction found, also can be construed that in his report, filippo grandi, closes down the space for dialogic alternative, or in other words related to engagement system definition of dialogic contraction, he acts to challenge, fend off or 9 restrict the scope of such propositions and utterances. what can be inferred here as well is that grandi contracts the chance for another open dialog of the rohingya refugee crisis in the bangladesh camp shelter. it implies that what he experiences in person while visiting that camp site appears to be the only source of information that needs to be trusted and unquestioned by the audiences. yet, the analysis also figures out that the contraction dialogic position is majorly dominated by disclaim voice, not the proclaim one. take a glance at disclaim definition related to engagement system as the textual voice positions as rejecting, replacing, holding unsustainability and holding not to apply such propositions, construes that grandi takes stances as most likely to stand across certain propositions of this crisis. the propositions, he stands across of, can be found in the marked transcript of his related press conference release, this study reveals. the most predominant authorial voice found is the counter one. counter deals with a proposition which would have been expected in its place (martin and white, 2005). in a clause uttered: “i was actually in new york at the general assembly but i cut short my visit.” that grandi cut short his visit in new york is presented as defeating his normal activity whose existence necessary needed particularly at the general assembly required him to be in new york for a few longer time. another clause of disclaim – counter is uttered as followings; “but, clearly you know if only the people with papers can go back.” the audiences expect that the head commissioner could do something to return the refugees with nationalities to myanmar, but grandi stands across that expectation for he emphasize that only the refugees with papers (official nationality identification license) who could return back to myanmar. besides emphasizing the gom regulation of refugee to the audience, grandi also, throughout this statement tells the audience that he couldn’t do any further favor to help the refugee who doesn’t have official papers. “i spoke to many children that with shockingly absence of almost emotions, because they were so traumatized.” the clause above shows that counter takes role as a set of comment adjuncts/ adverbials. it is commonly and normally believed that children are the creatures who have variety of emotions and is expected to have pleasant experience in their childhood, as this kind of experience may form their complex emotions which also may form their personal characteristic. but, grandi’s observation speaks oppositely toward that expectation. he finds out through his observation, the emotional condition of the children of rohingya are totally different with normal expectation. it causes a shocking impact to the reality which happens in the middle of the refugees’ camp shelter. the children there are severely traumatized with any violence they witness, for instance, they witness their mothers and sisters being raped, their house burnt down, and their fathers killed by the military of gom. thus, countering clauses found reflects the real belief and value of crisis grandi intends to inform to his audiences the most. disclaim – counter is also realized in such utterance: “and the flow has declined although the information we got from various governmental agencies in bangladesh was that there are displaced people still inside myanmar, some of whom maybe trying to find their way across the border into bangladesh.” the still in the clause above construes grandi expectation that the refugee flow are not inside myanmar anymore, but somehow it counters the expectation that there are refugee flows still inside myanmar. grandi expects that those displaced people could flee from myanmar to seek for shelter by crossing the border into bangladesh. he tries to share his expectation towards it to his audiences. thus, by seeing the evaluative results of engagement found in grandi’s press conference 10 release, he tends to share the information about the rohingya refugee with rather countering position. he presents the report with expected propositions as well as presenting it with the real propositions happen. he tries to tell the world that what they expect to happen in the bangladesh’ camp shelter may not happen and what the world doesn’t expect to happen there happens. nevertheless, there is still a big number of authorial voice in this study, expansion – entertain takes the second position and occurs for 53 realizations. entertain makes dialogic space for the possibilities. the authorial voice entertains those dialogic alternatives (martin and white, 2005). take a look at the clause below which is presenting the entertain realization. “and the government has made available, as you probably have read, an area of two thousand takers that is going to be destined to professional accommodations for the refugees, and many are already moving there. it is suggestion to an existing camp that has been managed by unicef for many years.” grandi employs probably in the prior clause in order to mark that there may be some audiences who don’t share the same viewpoint as his on this accommodation for refugee. before stating that there will be professional accommodation for the refugees, grandi makes an anticipating position or making space between him and the audiences, in order that the audiences could give him a chance to explain his viewpoints further later on. then, it is suggestion is such locution which perhaps, may entertain the audiences, regarding that the real situation may cause inconvenience feelings to the audiences. there grandi also employs entertaining voice in which he give constructive suggestion to the stakeholder of existing camp, which may not do so before. throughout this entertain voice, grandi tries to implies that there are a lot of possibilities remain can be happened at the refugee camp shelter in bangladesh, whether the good ones or even not. the engagement system is quite appropriate to apply in this study, as it concerns with the dialogic perspective. the press conference release reported by filippo grandi has taken the audiences to sorts of assumptions and thoughts. people may assume differently in responding to every single clause the head commissioner has uttered, but perhaps it affects the audiences with the good effect instead. related to interpersonal style, engagement system may present one proposition with quite a lot of spoken style, for people with different background and under certain conditions may produce different viewpoint toward it. therefore, evaluating the language is evidently a field which ultimately interesting to be discussed. it has always taken parts in any era, as long as people communicate. people’s interpretation and assumption toward the finding of the study may also differ. nonetheless, it is very resourceful entity to enrich the study of language, particularly for language of evaluation field. though, in this study, the engagement system is being the only domain evaluated, it is still open for doing so for another rest domains, attitude and graduation. this source of appraisal also can be expanded to any other form, such as, printed/ online media, news article, oral/ written speech, presentation, debate or discussion text, artistic masterpiece like, plays and movie script or song lyric, and so forth. this study, by no means, avoids the writers’ personal assumptions and viewpoints about the rohingya crisis and grandi’s report on it. the writers have tried their best to put themselves into such a fair and neutral position in evaluating the content of the press release. they also have used the language of evaluation (martin & white, 2005) book as the guidance in evaluating the interpersonal style and engagement system in this study. therefore, the writers expect that this study’s findings, hopefully, will not cause any offend to any sides. the way of evaluation is also excluded from any political ideology and political intervention and moreover is purely for the language object use. therefore, to sum up this evaluation, it can be stated that the results of evaluation may vary due to the objects of evaluation, appraisal system domains which is used, certain conditions the objects of propositions are made of, the interpersonal style of the addresser and the addressee in 11 viewing a particular, the social and personal background of the addresser and the addressee, and so forth. 4. novelties the findings show that within the appraisal theory developed by martin & white in 2005, under subsumed of engagement system domain, the press conference release on rohingya refugee crisis in bangladesh (2017) reported by filippo grandi – the head commissioner of unhcr encodes a predominant heteroglossic backdrop called, dialogic contraction. 5. conclusion this dialogic contraction is construed by a predominantly disclaim value position, in which it is subtypes into deny and counter. yet, the counter authorial voice has confronted to be the most realization found, for 55 locutions. therefore, it can be inferred that heteroglossic – contraction backdrop implies grandi to close down the space for dialogic alternative in his report. related to disclaim value position, it implies that grandi takes stance for himself to stand across certain propositions or conditions of the crisis situation in bangladesh camp shelter. the stances he stands at are realized in the report he utters which convey the counter authorial voice. it reflects the realest crisis condition which grandi truly intends to inform the audiences. he reports the fact that may against audiences’ expectation, in any other clauses, he describes the situation which can reform audiences’ different viewpoints toward the crisis. this study, perhaps, may attract other linguists to conduct evaluation of language on many kinds of language form. in which, it is expected to shape the new pattern or even theory for certain propositions, particularly in language as communication medium. yet, humanitarian workers are also expected to involve in language research, as the humanitarian work is not only focusing on humanitarian issue, but also, later on, may be focusing on language use issue. references arrese, j.i.m., perucha, b.n. (2006). evaluation and engagement in journalistic commentary and news reportage. revista alicantina de estudios ingleses19, pp. 225-248 dinamika, s.g. (2016). appreciation in jakarta post’s arts and cultural news: appraisal perspective. national conference on language and current issues: usu press: medan. isbn: 979-458-862-8. pp. 56-61 filippo grandi brief biography.(2016). retrieved from https://www.unhcr.org/the-highcommissioner.html. filippo grandi press conference recorded video. (2017). retrieved from http://webtv.un.org/watch/filippo-grandi-unhcr-press-conference-rohingya-refugeeemergency-in-bangladesh-geneva-27-september-2017/5588947654001 halliday, m. a. k. (1994/ 2004). an introduction to functional grammar. london: edward arnold. 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(2018). culture, context and mental health of rohingya refugees: a review for staff in mental health and psychosocial support programmes for rohingya refugees. geneva, switzerland. united nations high commissioner for refugees (unhcr). voloshinov, v. n. (1995). marxism and the philosophy of language, bakhtinian thought – an introductory reader. s. dentith, l. matejka& i. r. titunik (trans.),london: routledge. wolf, s. o. (2017). genocide, exodus and exploitation for jihad: the urgent need to address the rohingya crisis. south asia democratic forum (sadf) working paper no. 6. zhang, x. (2015). comparative study on the appraisal resources of china daily’s disaster news. theory and practice in language studies. vol. 5, no. 10, pp. 2118-2130. issn 1799-2591 sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 1, january 2021, pages: 96-103 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i01.p12 96 cohesion aspects of learning narrative writing using comic media without text in class x students of senior high school in denpasar ni putu candra gunasari candraa.gunasari@gmail.com faculty of law, universitas tabanan article info abstract* received date: 30 november 2020 accepted date: 4 desember 2020 published date: 31 january 2021 keywords:* syntactic typology, valency, nominative-accusative (italic 10) this research aims to analyze cohesion are considered as two important components of writing skills which are an important part of writing quality assurance. this research was conducted in several public high schools in denpasar. this study took class x senior high school because the curriculum in class x senior high school included learning to write narrative. the results of this study are related to the three existing problem formulations. the discussion of the results of this research is in the form of the first one related to the implementation of comic media without text in learning to write narrative in class x denpasar state senior high school, the cohesion aspect of learning to write narration using comic media without text in class x senior high school negeri denpasar. 1. introduction as one of the language skills, writing skills according to beaugrande (1986: 40) is an activity that is productive and expressive. that is, writing skills are used to produce and express ideas, thoughts, or ideas. writing skills play an important role in everyday life. writing learning in schools is also directed at narrative writing skills. narrative essays taught in schools are intended so that students are able to express and tell interesting experiences or events that are encountered in students' daily lives. learning to write like this will then be very useful for their future lives, especially those who are interested and make choices to take the path of life through writing. cohesion are considered as two important components of writing skills which are an important part of writing quality assurance. these two components are two of the seven standards for textuality (belonging to text) (suladi, 2000: 40). because cohesion and coherence are important in building the quality of the text, the teacher as a facilitator, through teaching, needs to develop students' ability to produce coherent and coherent text. comic without text is a good medium to increase students' interest in writing. comic without text is a series of separate but interrelated pictures that form a sequence of stories without writing or words as an explanation of the image. 2. research methods the approach in this research is a methodological approach, namely this research is said to be sequential, because the use of the methods is combined sequentially. this research was https://ojs.unud.ac.id/index.php/eol/index 97 initially analyzed using a quantitative method, and in the second place using a qualitative method, so the method is called a combination sequential explanatory model. the research method combination of sequential explanatory models is characterized by data collection and quantitative data analysis in the first stage, followed by the second stage of qualitative data collection and analysis, in order to strengthen the results of quantitative research conducted in the first stage. this research was conducted in several public high schools in denpasar. this study took class x senior high school because the curriculum in class x senior high school included learning to write narrative. sampling was carried out with a purposive sample (purposive sample). sampling reflects the research population which includes the entire class of students. the main instrument in this research is the researcher himself who is assisted by other instruments such as observation sheets, interview sheets, and student learning outcomes assessment sheets (sugiyono, 2007: 45). for qualitative methods, researchers used interview sheets and observation sheets. 3. discussions the results of the research that will be presented are the results of the analysis of the cohesion aspect in learning to write narrative based on comic media without text in class x senior high school in denpasar. the subjects in this study were narrative essays taken from class x students' narrative essays at senior high school in denpasar. the object in this study is a tool of grammatical cohesion between sentences in students' narrative essays and the appropriateness of using grammatical cohesion between sentences in narrative essays of class x senior high school in denpasar. 3.1 analysis of cohesion markers in class x sma n denpasar this section discusses in detail the results of the analysis in accordance with the data obtained. the results of the analysis that will be described are the use of cohesion markers in the narrative writing of class x senior high school in denpasar. discussion on the tools of grammatical cohesion between sentences in the narrative essay of students negeri denpasar and describing the appropriateness of using grammatical cohesion between sentences in the narrative essay of class x senior high school in negeri denpasar. data were collected randomly on class x students of each school. based on the table, it can be found that the use of types of grammatical cohesion markers is in the form of reference, substitution, ellipsis, and conjuction. cohesion is an important aspect in the analysis of a discourse or essay. cohesion can be divided into two, namely grammatical cohesion (gramatical cohesion) and lexical cohesion (lexsical cohesion). grammatical cohesion refers to the relationships between elements in discourse which are realized through grammar, while lexical cohesion refers to the relationships between elements in discourse that are realized semantically. the explanation of the table will be presented in a sentence. a. grammatical cohesion the concept of grammatical cohesion refers to the relationship between elements in discourse which is realized through grammar. grammatical cohesion arises if there are other elements that can be linked to it. in more detail, sumarlam via parmi (2003: 32) explains the grammatical aspects of discourse including: reference, substitution, ellipsis, and conjunction. 98 1) reference reference or reference is one type of grammatical cohesion in the form of a specific lingual unit which refers to another lingual unit (or a reference) that precedes or follows it (sumarlam, 2003: 23). references can be divided into three, namely persona references, demonstrative references, and comparative references. a) reference persona persona reference is a type of grammatical cohesion in the form of a personal pronoun which refers to another lingual unit (or a reference) that precedes or follows it. reference persona can be divided into reference persona i (singular and plural), reference persona ii (singular and plural), and reference persona iii (singular and plural). student narrative writing data that contains a persona reference can be seen from the following sentences (1) nobita menuju ke arah rumah suneo bersama dengan doraemon. sesampai di rumah nobita mereka berkata “kami ingin meminjam catatanmu suneo. (p2/k2) (2) pada saat di rumah sizuka, nobita pun malah santai menjiplak dan memakan roti panggangnya tersebut.(p2/k1) (3) nobita mengatakan bahwa ia janji untuk belajar setelah ini dan meminta bantuan doraemon sekali lagi. (p1/k5) (4) nobita meminjam pada suneo tetapi buku catatan suneo tersebut penuh dengan coretan dan gambar saja.(p4/k3) (5) nobita menuju ke arah rumah suneo bersama dengan doraemon. sesampai di rumah nobita mereka berkata “kami ingin meminjam catatanmu suneo. (p2/k2) (6) pada suatu hari nobita terlihat panik, karena dia akan menghadapi ujian bahasa jepang dan matematika. from the data (1) above, it is explained that our word as a reference shows the persona of nobita and doraemon, which in their use has been combined into our words. data (2) above is classified as a reference to the type of anaphora with its form which refers to the toast which states the ownership of the bread from nobita. data (3) in this form refers to time stamps with meanings after this. data (4) also refers to the word which refers to the word suneo's notebook. for data (5) in the word we refer to the third persona, namely nobita and doraemon. the data (6) he said refers to as a word for nobita which appears in the word at the beginning. 2) substitutions substitution is a type of grammatical cohesion in the form of replacing a certain lingual unit (which has been mentioned) with another lingual unit in discourse to obtain a distinguishing element. relationship the substitutions include the persona pronoun (i, we, we, them, him, him), the place-indicating pronoun (there, situ), the general pronoun (this, that), and other words or phrases intended to replace. the replacement relationship is used by students to provide variations in disclosure as well as to shorten and explain. the use of cohesion markers with replacement relationships is as follows. (7). ketika nobita pulang ke rumah ia melihat ayahnya sedang memasak. ayah dan ibunya sedang bersama memasak merayakan hari ibu. “kita membuat sup kesukaanmu, “kata ayah (p3/k2). (8) keesokan paginya nobita melihat bukunya robek dan ke rumah suneo untuk meminjam buku 99 dan tidak lupa dia membawa roti ajaib. (9) setelah nobita menjelaskan apa masalahnya, lalu doraemon mengeluarkan alat ajaib bernama roti panggang untuk menghapal. (10) keesokan harinya nobita dan doraemon berangkat ke rumah sizuka. mereka berencana pergi menemui sizuka dengan berbekal roti penjiplak yang diberikan doraemon. (p2/k1) (11) doraemon menjelaskan kalau roti ini bisa membuat yang memakannya. (p2/k3) (12) akhirnya karena kasihan dengan nobita, doraemon pun mengeluarkan roti penjiplak dari kantong ajaibnya dan memberitahu nobita cara kerja roti itu.(p2/k1) data (7) uses our words in place of the words father and mother. while data (8) is related to the word him which is a substitute for the persona that points to nobita. data (9) relates to the replacement of the word nobita with its form which explains nobita's own problem. data (10) in their form here explains related to their form which is a substitute for nobita and doraemon's form. for data (11) and (12) regarding cohesion markers of general guideline types. 2) impregnation (ellipsis) the word ellipsis is a type of grammatical cohesion in the form of omitting or infusing the lingual unit in the form of a previously mentioned word. from the results of the study, it is known that the use of markers of the immersion relationship in the essays of class x senior high school in denpasar includes nominal ellipsis, verbal ellipsis, clausal ellipsis, and prepositional phrase ellipsis. words, phrases, or clauses are not stated expressly by the students, but their presence can be predicted by the reader implicitly. this is because the same elements between one sentence and another or the previous sentence and the sentence after are removed. thus, immersion in student essays is intended to strengthen the relationship between the associated sentences. penetration is also intended to avoid reader boredom, because repetition of the same elements will lead to boredom. penetration of the essays of class x senior high school in denpasar occurs due to the omission of whole words, phrases or clauses. this penetration is called complete penetration. in addition, the impingement also occurs due to the omission of the attribute element or it is known as partial penetration. the perusal relationship which consists of the penetration entirely occupies one or several functions in the sentence. to clarify the description above, here are some sentences found in the narrative writing of class x senior high school in denpasar. ((13) nobita dan doraemon bergegas menuju ke rumah sizuka untuk meminjam catatan sizuka karena tulisan sizuka sangat rapi dan enak dibaca. di sana ø langsung menjiplak buku catatan sizuka the subject of our actor in the example sentence data (13) above is that in the first sentence it is carried over to the next sentence. the sentence above, reveals the actions of things or circumstances when nobita and doraemon were at shizuka's house. if the pronouns that are the subject of the sentence above are not cleared, it is likely to cause boredom for the reader. 4) circuit (conjunction) conjunction or concatenation is one type of grammatical cohesion which is carried out by connecting one element to another in discourse. the chaining relationship is characterized by the 100 use of a conjunction as a connecting tool between one sentence and another (ramlan, 1993: 26). conjunctions in essays are in the form of words and groups of words. conjunctions in the form of groups of words are obtained from the combination of the conjunctions with the deixis and so. the deixis acts as a substitute or designator for the elements previously mentioned. the following is the writing data of class x senior high school in denpasar (14) akhirnya karena kasihan dengan nobita, doraemon pun mengeluarkan roti penjiplak dari kantong ajaibnya dan memberitahu nobita cara kerja roti itu. (15) keesokan harinya nobita melupakan semuanya yang sudah dihapalkan membuat nobita harus dimarahi oleh ibu dan ayahnya dan hukumannya nobita harus menghapal smua dari awal. (p3/k4) (16) pada malam hari, ayah nobita menawarkan makan malam karena hari ini hari ibu, jadi ayah yang memasak, tapi karena perut nobita sudah terlalu kenyang ia menolak. (p3/k1) (17) doraemon pun memberikan pertanyaan ke nobita seperti penjumlahan dan nobita bisa menjawab soal matematika itu dengan cepat dan benar. (p3/k3) (18) karena malas mendengar rengekan dari nobita akhirnya doraemonpun menanyakan mengapa ia menginginkan benda ajaib. (p3/k3) (19) pada suatu hari diceritakan nobita yang akan menghadapi ujian matematika dan bahasa jepang tetapi ia belum siap karena belum belajar. (20) ia memunjukkan kepada nobita dan memberi tahu kepada nobita bagaimana cara kerja dari benda tersebut. (21) pada keesokan hari saat nobita ingin menempelkan roti ke catatannya, kemudian nobita melihat bahwa catatnnya sobek dan lembarannya hilang. (p3/k1) (22) saat nobita meminta kepada sizuka untuk meminjam catatannya, sizuka pun mengejeknya dan mengatakan bahwa ingatan nobita ialah yang terburuk di kelas. (p3/k2) the conjunctions used in example sentences (14) and (15) are words and, words, and they mean addition or addition. data (16) types of cohesion markers in series inference types with finished forms. the data (17) types of explanatory cohesion markers are of such a form and have meaning in the form of stating an explanation. data (18) types of cohesion markers with shape due to which stated causation. data (19) shows a type of cohesion with form but which suggests contradiction. data (20) and (21) with the type of cohesion in the series with the form and then that represent the ordering. the data (22) is marked with the cohesion of the series with the current form of the sentence which states the timing. a. lexical cohesion the concept of lexical cohesion produces a coherent discourse by choosing words that are in accordance with the content of the intended discourse. lexical cohesion according to sumarlam (2003: 35) can be further detailed into repetition (repetition), synonymy (word equivalent), collocation (word sanding), hyponymy (top-down relationship), antonymy (opposite words), and equivalence. 1) repetition (repetition) repetition is a form of repetition of words or phrases to create cohesiveness. based on the results of the analysis, there are four types of repetitions, namely exact repetitions, repetitions with changes, partial repetitions, and paraphrased repetitions. in writing student essays, the 101 repeating element is usually followed by a pointer element. here are some examples of sentences that use the element of repetition. (23) nobita lalu menaruh roti ajaib di buku catatan lalu dimakan dan mencoba menebak isi catatan yang ada di buku catatan telah menyelesaikan ulangannya ia langsung menunjukkan kehebatannya kepada suneo dan sizuka namun suneo dan sizuka tidak percaya kelakuan nobita bias menghapal buku catatan yang banyak namun nobita bisa menebak dan ulangannya dapat 100. on the phrases suneo and shizuka experience full repetition. 2) synonymy (match words) synonyms are things that indicate a number of word sets that have the same meaning or each other with the same meaning or relationship between words that have similar meanings. synonymous relationship markers were found in 21 student essays. based on the research results, the use of synonyms is at the word or phrase level as seen in the following data, (24) setelah doraemon memberikan alat ajaibnya berupa roti penjiplak, wajah nobita seketika menjadi cerah dan ceria mendengar keajaiban roti penghapal tersebut. the phrase bright and cheerful has the same meaning in the sentence and can be said to be synonymous. 1) collocation (sanding word) collocation is a marker of lexical cohesion in the form of lexical meaning relations that are in the same environment between one constituent and another. collocating words are words that are in the same location. a thing that is always close to or adjacent to another is usually associated as a unit. from the research results it is known that some students use lexical collocation relationships. (25) setelah nobita mengerti cara menggunakan roti penjiplak, ia mulai menjiplak, menempel, dan mengkopi setiap halaman-halaman buku catatan shizuka. 1. antonimi (opposite words) antonyms are markers of lexical cohesion in the form of lexical meaning relations which are more or less contrasting (opposites). antonyms are usually referred to as opposites even though the opposite is actually the meaning. words or phrases whose meanings are opposite, contradictory, oppositional or contrasting can be used to link two sentences in discourse (chaer, 2009: 228). the use of the antonym is shown in the following sentence. (26) di pagi hari di rumah nobita, ia sangat panik sampai panas dingin hingga terjadi keributan karna di sekolah nobita akan diadakan ujian bahasa jepang dan matematika. 102 4. novelties the new finding (novelty) of this research is that applied linguistic theory is able to motivate students to improve their writing skills using comics without text. therefore, it is important for students to actively develop knowledge through previous and subsequent learning. applied linguistic theory defines learning as a truly active activity, where learners build their own knowledge, look for their own meaning, find out what they have learned and deduce new concepts and ideas with the knowledge that already exists in them. the syntax of learning to write narrative using comic book media without text is categorized as a practical finding which is abbreviated as "vawama". 5. conclusion 5.1 conclusion the types of cohesion markers in the narrative essay of class x senior high school in denpasar consist of reference relationships, replacement relationships, infiltration relationships, concatenation relationships, and lexical relationships. lexical relationships include repetition, synonym, antonym, and collocation. 5.2 advice for students, especially in indonesian language learning related to the competence of writing narrative text, they should further increase their knowledge of cohesion and coherence, especially for learning to write. this is so that the students' writing has a level of cohesiveness good so that it can improve students' writing work. 6. acknowledgements the writer would like to express their appreciation and thanks to those who have contributed in one way or another to this research, especially to prof. dr. made budiarsa, m.a, as a supervisor, prof.drs. ketut artawa, m.a. ph.d.. as co-supervisor i, dr. made sri satyawati, s.s., m.hum as co-supervisor ii, and the board of examiners: prof. dr. i wayan pastika , m.s, prof. dr. drs i wayan simpen, m.hum., prof.dr. i made sutama, m.pd. dr. ni made dhanawaty, m.s., and dr. ni ketut ratna erawati, m.hum. for their critical comments and suggestions for the improvement of this paper. 103 references: beaugrande, r.a. & w.u. dressler, 1986. introduction to text linguistics. third edition. harlow-essex: longman group limited. dueraman, bayattee. 2007. cohesion and coherence in english essay written by malaysian and thai medical students. downloaded 17 june 2014 halliday, m. a. k & hasan, ruqaiya. 1976. cohesion in english. london: longman. leo, krista. 2012. investigating cohesion and coherence discourse strategies of chinese students with varied lengths of residence in canada. canada: journal / revue tesl du canada volume 29, special issue 6, 2012 moeliono, anton m. 1985. language development and fostering: alternative avenues in language planning. jakarta: djambat. muvindi, israel. 2013. cohesion and coherence: implications for esl teachers. zimbabwe: international journal of innovative and applied research (2013), volume 1, issue (1): 8084. biography of author ni putu candra gunasar, s.pd. ,m.pd. was born in on january 22 th, 1988. she as a lecturer in tabanan university bali-indonesia email: candraa.gunasari@gmail.com mailto:candraa.gunasari@gmail.com sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 1, january 2023, pages: 55--61 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i01.p07 55 homonymy in "it ends with us" novel by colleen hoover 1 irham aliyafi siahaan, 2 emeliya sukma d. damanik, 3 lutfi reynanda, 4 rina astari, 5 winda aulia 1 irhamsiahaan5@gmail.com, 2, emeliya@uinsu.ac.id, 3, lutfireynandaa0420@gmail.com, 4, rina.astari28@gmail.com, 5. windaaul8@gmail.com , 12345uinsu, medan indonesia article info abstract* received date: 15 june 2022 accepted date: 1 july 2022 published date: 31 january 2023 keywords:* homograph, homonym, homonymy, homophones, novel. this study aims to analyze homonymy found in colleen hoover's novel it ends with us. the method that used in this study is qualitative research, which is the writer investigate phenomena in the natural contexts, attempting to make sense of or interpret phenomena in terms of the meanings that people assign to them. the data was taken from the source of data, which is from colleen hoover's novel, it ends with us. the result of this study is the writers found that there are 3 types homonyms, which is consist of 2 pairs of absolute homonym, 2 pairs of homograph, and 3 pairs of homophone in colleen hoover's novel it ends with us, and the dominant types of homonymy in colleen hoover's novel "it ends with us" is homograph. 1. introduction writing, whether in words or in a sentence, has its own significance. in a book or in regular conversation, words with several meanings are frequently encountered. homonyms are words or phrases that appear in a text and are frequently found in literary works such as novels, poems, and songs. novels, being literary works, usually contain a variety of storylines. the novel's collection of short stories is carefully organized by words and phrases. a collection of words in a novel, on the other hand, frequently has a different meaning in one word, which is homonymy in this situation. some words have multiple meanings depending on the author's intent, and we can generally find multiple meanings in a single term. in a story, additional meaning words are frequently found since the author gives words that can have a certain meaning in order to make the story more valuable and engaging. if the author does not include a further descriptive sentence in this scenario, it is common for readers to have questions, uncertainties, and uncertainty. as a result, homonyms frequently cause misconceptions in every word in a text, particularly in novels with a large number of words or broad meanings. from this brief explanation, the writers are interested to analyze homonymy in colleen hoover's novel "it ends with us". 2. research method this research used qualitative method. the focus of qualitative research is multimethod, with an interpretative, naturalistic approach to its subject matter. it means that qualitative mailto:irhamsiahaan5@gmail.com mailto:emeliya@uinsu.ac.id mailto:lutfireynandaa0420@gmail.com mailto:rina.astari28@gmail.com mailto:windaaul8@gmail.com 56 researchers investigate phenomena in their natural contexts, attempting to make sense of or interpret phenomena in terms of the meanings that people assign to them. the study and collection of a variety of empirical materials – case study, personal experience, introspective, life story, interview, observational, historical, interactional, and visual texts – that describe routine and problematic moments and meanings in individuals' lives constitute qualitative research. (denzin and lincoln 2005, p. 2). the writers obtain a few selected words from a novel. because the writers' research focuses on determining whether a word has a different or same meaning. dealing with the word, the writer used the instrument from colleen hoover's novel entitled “it ends with us". to collect data, the writers first select novel research instruments that are significantly different from other research instruments. the writers are interested in taking a novel (as being cited in the instrument of research). following that, the writers begin to choose words that are classified as homonymy based on the characteristics. after observing for entire words derived from a novel, the writers finally find some words that can be catagotized as homonymy. based on our mini research title above, there some problem of study, these are : a. how many types of homonymy colleen hoover's novel "it ends with us" ? b. what is the dominant types of homonymy colleen hoover's novel "it ends with us" ? 3. finding & discussion homonymy refers to the relationship between a word's sound and its identical form, but not to its meaning. homonyms are divided into three types: absolute homonym, homophones and homographs. absolute homonym are words that have the same spelling and the same pronunciation. homographs are words that have the same spelling but are pronounced differently. furthermore, homophones are words that have distinct spellings but are pronounced the same way. in this study, the writer analyzes the homonymy found in colleen hoover's novel, it ends with us. it ends with us (2016) is a novel about lily, a young woman who has recently moved and is getting ready to start her life after college. lily then meets ryle and falls in love with him. atlas, lily's first love, emerges and tests lily and ryle's relationship as she develops affections for him. there are 2 pairs data of homonym, 2 pairs data of homograph and 3 pairs data of homophones found in colleen hoover’s novel, it ends with us. a. absolute homonym an absolute homonym is a word that has the same meaning as another word. absolute homonyms are unrelated in meaning, but all of their forms (citation forms and word forms) are identical in sound and spelling, and those identical forms are grammatical equivalent. grammatical counterparts are words that belong to the same word family, perform the same syntactic function, and appear in the same grammatical context. absolute homonym meaning our past has already causedenough problems in my present.(page 241) present /´prɛz(ə)nt/: at or during this time: now 57 absolute homonym meaning “you saved my life, lily,” he said to me. (page 258) save /´seɪv/: refers to rescue something. how he saved up as much money as hecould so that when hegot out, he could openhis own restaurant. (page 333) save /´seɪv/ : refers to keep something. analysis the word saves in the first and second sentences above is an absolute homonym, which means it has the same spelling and pronunciation. the word save in the first sentence relates to rescuing something, but the word save in the second sentence refers to keeping something from running out. b. homograph homographs are words that are spelled the same but have different meanings and may have different pronunciations (smith, 2002). richards and schmidt (2002, p.21) define homonyms as "words that are spelled the same and pronounced the same but have different meanings. homograph meaning i tear the tissue paperaway and fall against the back of my chair.(page 244) tear /tɛər/: to pull apart or in pieces by force. for whatever reason, a huge tear falls down my cheek. (page 166) tear /tɪər/: fluid appearing in or flowing from the eye. analysis the word tear in these two sentences above are the examples of homograph. have similarities in writing, but in pronunciation and meaning are very different. homograph meaning after he said he loved me, he told me he had a birthday present for me. (page 253) present /´prɛz(ə)nt/: something presented : gift analysis the word present in the first sentence has the meaning during this time or now and the second sentence the word present has the meaning something presented or a gift. both of words have different meaning but same spelling. 58 i once watched myfatherback over an outdoor patio table made of marine-grade polymer, and itpractically laughed athim. (page 5) back /bæk/: the rear part of the human body. i caught a flight straight back to boston and hijacked the first roof i could find back /bæk/ : to change one's position. analysis in the first sentence, back has meaning as the part of human body. but in the second sentences, back is as the reclaimed position. c. homophones numerous language specialists concur that homophones are at least two words that sound the same however are composed diversely and have various implications. instances of homophones are tossed/through, sight/site, and ceremony/right/compose/wright (palmer 1984:101; girl 1998:29; richards and schmidt 2002:241; and gem 2003:221). homophone meaning yeah. if you like stale bread. bye, mom.” i hang up and look at ryle. (page 271 bye /bʌɪ/: refers to say the statement goodbye. she walks toward the back of the store. “well, let’s get them out of there and go buy you a desk!" (page 55) buy /bʌɪ/: take the things and giving the money. analysis the word bye in the first sentence has the meaning refers to say the statement good bye and the second sentence the word buy has the meaning refers to take the things and then giving the money. both words have a different meaning and are spelled differently, but they have the same sound. because the definition of homophone is a word with the same sound or pronunciation but different spelling, the words bye and buy are homophones. homophone meaning “that place we went to that one time with your mom,” he says. (page 217) to /tu:/: similar with the word 'for‘ 59 “i live in the building next to it. it’s too short to see from here. it’s only three stories tall.” (page 10) too /tu:/: similar with the word 'so‘, 'very‘ analysis the word to in the first sentence has the meaning 'untuk' and the second sentence the word too has the meaning 'terlalu'. both of words have different meaning and different spelling, but the sound or category is same. as the meaning of homophone which is the word that have same sound or pronunciation but spelling is different, so that is why the word to and too included in homophone. homophone meaning i would see something that would remind me of him and it would put me in a funk. (page 257) see /siː/: perceive by sight. sometimes the waves bring with them things from deep in the bottom of the sea and they leave those things tossed onto the shore. (page 330) sea /siː/: a division of an ocean or a large body of salt water partially enclosed by land analysis the word see in the first sentence has the meaning refers to look and the second sentence the word sea has the meaning like a river but sea is larger than river. both of words have different meaning and different spelling, but the sound or pronunciation is same. both words have a different meaning and are spelled differently, but they have the same sound. because the definition of homophone is a word with the same sound or pronunciation but different spelling, the words see and sea are homophones. 4. novelties in this research, the writers found that there are 3 types homonymy, which is consist of 2 pairs data of absolute homonym, 2 pairs data of homograph, and 3 pairs data of homophone in colleen hoover's novel it ends with us, and the dominant types of homonymy in colleen hoover's novel "it ends with us" is homograph, which is 3 pairs. 5. conclusion having discussed and analyzed homonymy in colleen hoover's novel "it ends with us", completed with the examples and meaning in the preceding chapters. the writers found that there are 3 types homonymy, which is consist of 2 pairs data of absolute homonym, 2 pairs data of homograph, and 3 pairs data of homophone in colleen hoover's novel it ends with us, and the dominant types of homonymy in colleen hoover's novel "it ends with us" is homograph, which is 3 pairs. 6. acknowledgements the author would like to express a very special thank you for all parties who facilitated this research and for uinsu which has supported the research. references 60 ahmad habibi, a., hauer, b., &kondrak, g. (2021). homonymy and polysemy detection with multilingual information. lingua, 2-3. astri, a., &adha, r. (2020). students’ability in understanding homophone in english. journal of linguistics, literature & language teaching, 6(1), 31-54. aspers, p., & corte, u. (2019). what is qualitative in qualitatuve research ?. qualitative sociology. brewer, debbie. 2021. fun with language: ridiculous english, a poem of homonyms, homophones and homographs. usa : lulu press inc. dolberg, florian. 2019. agreement in language contact. amsterdam : john benjamins publishing company. haber, j. and poesio, m., 2021. patterns of lexical ambiguity in contextualized language models. findings of the association for computational linguistics, 2666. available at: http://{j.haber|m.poesio}@qmul.ac.uk. hoover, colleen. (2016). it ends with us. new york: atria paperback humay gızı, b., 2019. on the investıgatıon of homonyms from the structural-semantıc poınt of vıew in englısh. advances in social sciences research journal, 6(5), 366-367. jacobson, j., lapp, d., & flood, j. (2017). a seven-step instructional plan for teaching english-language learners to comprehend and use homonyms, homophones, and homographs. journal of adolescent & adult literacy, 5(2), 98-110. mamedova, madina. (2019). classification of homonymys of the english languages. european journal of research and reflection in educational science 7(12). 1-5. retnomurti, ayu bandu. (2021). english homonym and polysemy words through semantic approach: novels woy & the dancer. dieksis. 13(1).21-36. sharofovna, jabborova dilafruz. (2021). chatlracteristics of homonymy in english. journal of positive school psychology. 6(4). 10638-10640. saha, rohan. (2021). cmput 600 project report: homonym identification using bert. 1-8. siti sulistyaningsih, l., &sitaresmi, n. (2020). a comparative study of indonesian and sundanese homonym vocabularies. 4th international conference on language, literature, culture, and education (, 509, 398-395. tabanakova, v. d. (2021). term “homonymy” as a semantic category. in o. kolmakova, o. boginskaya, & s. grichin (eds.), language and technology in the interdisciplinary paradigm,18(1), 197-205. tulloch, alexander. 2017. understanding english homonyms. hongkong : hongkong university press. biography of authors http://%7bj.haber|m.poesio%7d@qmul.ac.uk/ 61 wanita kelahiran rantau perapat, 26 september 1981 emeliya sukma dara damanik email: emeliya@uinsu.ac.id lutfi reynanda, kelahiran jakarta, 08 agustus 2001. saat ini sedang menjalankan pendidikan s-1 nya, jurusan pendidikan bahasa inggris di universitas islam negeri sumatera utara. memiliki bakat di bidang olahraga, cabang bola voli,serta penikmat music bergenre hard rock. email: lutfireynandaa0420@gmail.com irham aliyafi siahaan, pria yang memulai kehidupannya pada 29 mei 2001 di medan adalah salah satu peneliti artikel ini. sekarang ia sedang melanjutkan studi strata satu (s1) di jurusantadris bahasa inggris, fakultas ilmu tarbiyah dan keguruan, universitas islam negeri sumatera utara (uin su). ia mempunyai minat di bidang visual, yaitu fotografi dan videografi, dan sedang bergabung di lembaga pers mahasiswa di kampusnya.. email: irhamsiahaan5@gmail.com rina astari adalah wanita kelahiran medan, 02 agustus 2001. saa tini, wanita yang menyukai music ini, sedang menjalankan pendidikan s-1nya di salah satu perguruan tinggi islam negeri di sumatera utara, yaitu uinsu (universitas islam negeri sumatera utara), di fakultas ilmu tarbiyah dan keguruan, jurusan tadris bahasa inggris, semester 6. kegemarannya mendengarkan music terutama band "one direction" membuatnya memilih jurusan pendidikan bahasa inggris. email: rina.astari28@gmail.com winda aulia adalah wanita kelahiran medan, 04 oktober 2000. saat ini, wanita yang memiliki bakat di dunia music dan tarik suara ini, sedang menjalankan pendidikan s-1nya di salah satu perguruan tinggi islam negeri di sumatera utara, yaitu uinsu (universitas islam negeri sumatera utara), di fakultas ilmu tarbiyah dan keguruan, jurusan pendidikan bahasa inggris. email: windaaul8@gmail.com mailto:emeliya@uinsu.ac.id mailto:lutfireynandaa0420@gmail.com mailto:irhamsiahaan5@gmail.com mailto:rina.astari28@gmail.com mailto:windaaul8@gmail.com e-journal of linguistics phonological and lexical description of modebur language la ino e-mail: unhalu39@yahoo.co.id faculty of education haluoleu university, kendari prof. dr. aron meko mbete e-mail: aronmbete@yahoo.com study program of linguistics, school of postgraduate studies, udayana university jl. nias 13 denpasar, telephone (0361) 224121 dr. ni made dhanawaty, m.s. e-mail: sainandana@yahoo.co.id study program of linguistics, school of postgraduate studies, udayana university jl. nias 13 denpasar, telephone (0361) 224121 dr. inyo fernamdez study program of linguistics. gadjah mada university e-mail: inyo_fernandez@ymail.com abstract this article, in which the theory structural phonology was used, discusses the phonological and lexical description of modebur language, one of the local languages in pantar island. the result of analysis shows that the modebur language has five vowels; they are /i/, /e/, /a/, /o/, and /u/. they all can distribute in the initial, medial and final position of words. it has sixteen phonemes and sixteen consonants, many of which can distribute in the beginning of words, some can distribute in the initial and medial position of words only, and one can only distribute in the final position of words. the consonants which can distribute completely are /p/, /b/, /m/, /t/, /n/, /s/, /l/, /k/, /ƛ/, /g/, and the ones which can distribute in the initial and medial position of words are /j/, /h/, /w/, and the one which can distribute in the final position of words is /ŋ/. keywords: phonology, lexicon, structural i. introduction this present study explored the phonemes and lexicon of modebur language. the modebur language (hereinafter referred to as md) is one of the local languages spoken in pantar island, east nusa tenggara province. the md language belongs to the nonaustronesian group of languages. only a few linguists have explored the languages which belong to the non-austronesian group of languages, especially those spoken in pantar island. therefore, as an initial study, this present study explored one of the languages which belongs to the non-austronesian group of languages. the problem discussed is what the phonological and lexical description of the md language like? 2. research method the theory which was used in the present study is the theory of structural phonology proposed by bloch and trager (1944: 40) applying the procedures of (1) minimal pairs, and (2) distribution of phonemes and free variation. 3. discussion and result of the study 3.1 phonological description of modebur language before the vowel and consonant phonemes of the md language are discussed, the phonemes are tested using minimal pairs as follows. /i/ -/a/ /agi/ ‘memilih’ [choose] /ari/ ‘janda’ [widow] /aga/ ‘ini’ [this] /b/ -/d/ /ab/ ‘ikan’ [fish] /e/ -/a/ /tene/ ‘kanan’ [right] /ad/ ‘api’ [fire] /tena/ ‘merah’ [red] /m/ -/n/ /boma/’laki-laki tua’ [old man] /a/ -/e/ /aka/ ‘berdusta’ [telling a lie] /bona/ ‘besa’ [title used between parents whose children are married to each other] /ake/ ‘jangan’ [do not] /t/ -/l/ /geweta/’menyalakan (sinar) [set fire to] /o/ -/i//aro/ ‘musang’ [civet] /gewela/’memandikan [bath someone] /ari/ ‘janda’ [widow] /t/ -/r/ /jet/ ‘ayam hutan’ [jungle fowl] /u/ -/o//gubui/’cerita’ [story] /jer/ ‘air’ [water] /guboi/ ‘menebus’ [redeem] /d/ -/n/ /mida/ ‘naik’ [go up] /u/ -/e/ /getuni/’daun jendela [window] /mina/ ‘mati’ [die] /geteni/ ‘tangkai’ [stem] /n/ -/j/ /ana/ ‘menggali’ [dig] /p/ -/b/ /jipar/ ‘bermimpi’ [dream] /aja/ ‘ibu’ [mother] /jibar/ ‘anjing’ [dog] /s/ -/k/ /totosi/ ‘menjahit’ [sew] /p/ -/r//rapi/ ‘cebok’ [wash anus] /totoki/ ‘perut’ [stomach] /j/ -/l//jeg/ ‘banjir’ [flood] /w/ -/l/ /weg/ ‘tangga’ [stair] /leg/ ‘rotan’ [rattan] /leg/ ‘rotan’ [rattan] /l/ -/r/ /molo/ ‘benar’ [true] /d/ -/l/ /wado/ ‘besar’ [big] /moro/ ‘debu’ [dust] /d/ -/l/ /wado/ ‘besar’ [big] /r/ -/s/ /war/ ‘batu’ [stone] /ŋ/ -/s/ /kiliŋ/ ‘kelingking’ [little finger] /was/ ‘pasir’ [sand] /kilis/ ‘lungsin [warp in a loom] /k/ -/r/ /kiki/ ‘kecil’ [small] /ŋ/ -/ƛ//srang/ ‘sahabat’ [friend] /kiri/ ‘tulang’ [bone] /sraƛ/ ‘cacar’ [smallpox] /k/ -/n//aka/ ‘berdusta’ [tell a lie] /h/ -/ƛ/ /haro/ ‘kuskus’ [cuscus] /ana/ ‘menggali’ [dig] /ƛaro/ ‘nasi’ [rice] /ƛ/ -/m/ /boƛa/ ‘batang’ [stem] /boma/ ‘bapak’ [father] /ŋ/ -/ƛ //srang/ ‘sahabat’ [friend] /g/ -/j/ /aga/ ‘ini’ [this] /sraƛ/ ‘cacar’ [small fox] /aja/ ‘ibu’ [mother] /h/ -/ƛ/ /haro/ ‘kuskus’ [cuscus] /ŋ/ -/ƛ//sraŋ/ ‘sahabat’ /w/ -/g//ewat/ ‘hidup’ [alive] /sraƛ/ ‘cacar’ [small fox] /egat/ ‘semua’ [all] /h/ -/ƛ//haro/ ‘kuskus’ [cuscus] /w/ -/l/ /weg/ ‘tangga’ [stair] /ƛaro/ ‘nasi’ /leg/ ‘rotan’ [rattan] /w/ -/g//ewat/ ‘hidup’ [alive] /d/ -/l/ /wado/ ‘besar’ [big] /ega/ ‘semua’ [all] 3.1 phonological description of modebur language after the vowels and consonants were proved, then the phonemes are described based on where they are located, in the initial, in the medial and in the final position of words. the phonemic distribution is initiated with vowels, consonants, diphthongs, consonants series, and word combinations in md language. the vowel phoneme /i/ initial position medial position final position /iga/ ‘sembunyi’ [hide] /dira/ ‘sakit’ [sick] /totoki/ ‘perut’ [stomach] the data above show that in md language the phoneme /i/ was found. it can be realized as a distinctive sound featured by front, upper, and high vowels. in md language, it can distribute completely, in the initial, medial, and final position of words. the vowel phoneme /e/ initial position medial position final position /ede/ ‘membakar’ [set fire] /tewesiŋ/ ‘gigi’ [tooth] /tekil/ ‘tipis’ [thin] the data above show that in md language the phoneme /e/ was found. it can be realized as a distinctive sound featured by front, mid, and low vowels. in md language, it can distribute completely; it can distribute in the initial, medial and final position of words. the vowel phoneme /a/ initial position medial position final position /ab/ ‘ikan’ /natang/ ‘tangan’ [hand] /naba/ ‘apa’ [what] the data above show that in md language the phoneme /a/ was found. it can be realized as a distinctive sound featured by mid and low vowels. in md language, it can distribute completely; it can distribute in the initial, medial, and final position of words. the vowel phoneme /o/ initial position medial position final position /odor/ ‘mengetuk’ [knock] /gora/’ekor’ [tail] /tuko/ ‘pendek’ [short] the data above show that in md language the phoneme /o/ was found. it can be realized as a distinctive sound featured by back, mid, mkid-high vowels. in md language, it can distribute in the initial, medial and final position of words. the phoneme /u/ initial position medial position final position /ujaƛa/ ‘orang’ [person] /tamagul/ ‘punggung’ [back] /duru/ ‘tikus’ [mouse] the data above show that in md language, the phoneme /u/ was found. it can be realized as a distinctive sound featured by back and high vowels. in md language, it can distribute completely; it can be in the initial, medial, and final position of words. based on the findings above, md language has five phonemes; they are /i/, /u/, /a/, /o/, /u/ which can distribute completely. in other words, they can be in the initial, medial and final position of words. the five phonemes can be mapped as follows. 1) the vowel chart of md language position of tongue front middle back high i u mid-high e o low a 2) diphthongs in md language diphthongs were not found; in other words, it does not have any diphthongs. 3) consonants phoneme /p/ initial position medial position final position /pai/’memotong’ /api/’cebok’ [wash anus] /merap/’gula’ [sugar] the data above show that the phoneme /p/ was found in md language. it is realized as a distinctive sound featured by voiceless bilabial stop consonants. it can distribute completely; it can distribute in the initial, medial and final position of words. phoneme /b/ initial position medial position final position /baga/’menangis’ /gubui/’buang’ [throw away] /ƛabib/’kambing’ [goat] the data above show that the phoneme /b/ was found in md language. it is realized as a distinctive sound featured by voiced bilabial stop consonants. in md language, it can distribute completely; it can distribute in the initial, medial and final position of words. phoneme /m/ initial position medial position final position /mida/’naik’ [go up] /umuŋ/ ‘daging’ [meat] /bram/ ‘abu’ [dust] the data above show that in md language the phoneme /m/ was found. it is realized as a distinctive sound featured by voiced, bilabial, nasal consonants. in md language, it can distribute completely; it can distribute in the initial, medial, and final position of words. phoneme /t/ initial position medial position final position /toku/ ‘tunduk’ [be bent down] /matilak/’kotoran rambut’ /demat/ ‘ikan moncong’ [hair waste] [a kind of fish] the data above show that md language has the phoneme /t/. it is realized as a distinctive sound featured by voiceless, avicodental, stop consonants. in md language, it can distribute completely; it can distribute in the initial, medial, and final position of words. phoneme /d/ initial position medial position final position /doa/’merebus’ [boil] /kamadal/ ‘ikat pinggang [belt] /ad/’api’ [fire] the data above show that md language has the phoneme /d/. it is realized as a distinctive sound featured by voiced, avicodental, stop consonants. in md language, it can distribute completely; it can distribute in the initial, medial, and final position of words. phoneme /n/ initial position medial position final position /namaŋ/’keras’ [hard] /toramana/’nyawa’ [soul] /haban/’desa’ [village] the data above show that md language has the phoneme /n/. it is realized as a distinctive sound featured by voiced, avikodental, nasal consonants. in md language, it can distribute completely; it can distribute in the initial, medial, and final position of words. phoneme /s/ initial position medial position final position /siar/’pisau’ [knife] /gesur/’cuci pakaian’ /iris/’biawak’ [lizard] [wash clothes] the data above show that md language has the phoneme /s/. it is realized as a distinctive sound featured by voiceless, lateral consonants. in md language, it can distribute completely; it can distribute in the initial, medial, and final position of words. phoneme /l/ initial position medial position final position /lagu/’lauk-pauk’ [side dishes] /moli/ ‘anting-anting’ /nel/ ‘liar’ [wild] [earings] the data above show that md language has the phoneme /l/. it is realized as a distinctive sound featured by voiced, avikopalatal, lateral consonants. in md it can distribute completely; it can distribute in the initial, medial, and final position of words. phoneme /r/ initial position medial position final position /rama/’diam’ (quiet) /wiriŋ/’terbakar, sedang’ /sir/ ‘keris’ [wavy-double bladed [get burned, medium] dagger] the data above show that md language has the phoneme /r/. it is realized a distinctive sound featured by voiced, avikodental, fricative consonants. in md languge, it can distribute completely; it can distribute in the initial, medial, and final of words. phoneme /k/ initial position medial position final position /ketel/’poci’ [tea pot] /leki/ ‘kera’ [monkey] /menarek/’berhenti’ [stop] the data above show that md language has the phoneme /k/. it is realized as a distinctive sound featured by voiceless, dorsovelar, stop consonants. in md language, it can distribute completely; it can distribute in the initial, medial, and final position of words. phoneme /ƛ/ initial position medial position final position /ƛali/’batuk’ [cough] /maƛobar/ ‘katak’ (kulit halus)/taƛ/ ‘pelir, buah’ [frog (soft skin)] [penis, fruit] the data above show that md language has the phoneme /ƛ/. it is realized as a distinctive sound featured by voiceless, dorsovelar, lateral consonants. in md language, it can distribute completely; it can distribute in the initial, medial, and final position of words. phoneme /g/ initial position medial position final position /getaraŋ/’begini’[like this] pigili/ ‘kokoh’ [solid] /jeg/ ‘banjir’ [flood] the data above show that md language has the phoneme /g/. it is realized as a distinctive sound featured by voiced, dorsovelar, stop consonants. it can distribute completely; it can distribute in the initial, medial, and final position of words. the consonants which only distribute in the initial and medial position of words phoneme /j/ initial position medial position /jam/ ‘tentang’ [about] /wunajak/ ‘cerana (tempat sirih)’ [metal container for betel-chewing paraphernalia] the data above show that md language has the phoneme /j/. it is realized as a distinctive sound featured by voiced palatal blend consonants. in md language, it cannot distribute completely; it can only distribute in the initial and medial position of words. phoneme /h/ initial position medial position /haro/ ‘kuskus’[cuscus] /ahung/ ‘halus’ [soft] the data above show that md language has the phoneme /h/. it is realized as a distinctive sound featured by voiceless, pharyngeal, slide consonants. in md language, it cannot distribute completely; it can distribute in the initial and medial position of words only. phoneme /w/ initial position medial position /wahara/ ‘dengar’ [hear] /meliwa/ ‘berperang’ [be involved in war] the data above show that md language has the phoneme /w/. it is realized as a distinctive sound featured by semi labiodental vowels. in md language, it cannot distribute completely. it can distribute in the initial and medial position of words only. phoneme /ŋ/ medial position final position /beŋa/ ‘lain’ [other] /somoiŋ/ ‘rangkai’ [bunch] the data above show that md language has the phoneme /ŋ/. it is realized as a distinctive sound featured by voiced, dorsovelar, nasal consonants. in md language, it cannot distribute completely; it can distribute in the medial and final position of words only. based on what was inventoried above, it was found that md language had 16 phonemes, many of which can distribute completely, that is, in the initial, medial and final position of words, some can distribute in the initial and medial position of words only, and some others can only distribute in the final position of words only. the consonants which can distribute completely are /p/, /b/, /m/, /t/, /n/, /s/, /l/, /k/, /ƛ/, /g/; those who can distribute in the initial and medial positions of words are /j/, /h/, and /w/; and the only one which can distribute in the medial and final position is /ŋ/. they can all be mapped as follows. consonants in md language articulator and place of articulation sound bilabial labiodental avikodental avikoalveolar palatal dorsovelar laringal glotal system b tb b tb b tb b tb b tb b tb b tb b tb stop b p d t g k lateral s ƛ h blend j fricative r lateral l nasal m n ŋ semivowel 5.1.3 diphthongs in modebur language /iaƛ/ ‘kaki’ [foot] /wou/ ‘mangga’ [mango] /kielaŋ/‘burung layang [a kind of bird] /soiŋ/ ‘ayakan’ [sifter] /murai/ ‘belut’ [eel] /tei/ ‘kayu’ [wood] /auƛ/ ‘piring’ [plate] /bea/ ‘sarung pedang’ [pedang wrapper] /nekau/ ‘adik’ [younger sibling] /heola/ ‘jarak’ [distance] /gauba/ ‘yang’ [which/that] /geung/ ‘jejak’ [track] /toaŋ/ ‘lebih’ [more] /kibui/ ‘daging buah’ [flesh of fruit] /goe/ ‘pasang’ [install] /gua/ ‘panjat’ [climb] 5.1.5 consonant clusters/series in modebur language /bleleŋ/ ‘luar’ [outside] /brenu/ ‘meringkik’ [neigh] /grejaweŋ/ ‘minggu’ [sunday] /krusiŋ/ ‘kuku’ [kneel] /ploit/ ‘malas’ [lazy] 4. conclusions and suggestions 4.1 conclusions based on what was described above, it can be concluded that md language has five vowels and sixteen consonants. all of the vowels can distribute completely; they can distribute in the initial, medial and final position of words. the consonants which can distribute completely are /p/, /b/, /m/, /t/, /n/, /s/, /l/, /k/, /ƛ/, /g/; those which can distribute in the initial and medial position of words are /j/, /h/, /w/; and the only one which can distribute in the medial and final position of words is /ŋ/. 4.2 suggestions this article only discusses modebur language spoken in pantar island. there are still many other languages spoken there. it is suggested, therefore, that researchers should explore the other languages spoken by the speech communities in pantar island. linguistically, this article only discusses the phonemes in modebur language. it is, therefore, suggested that the other linguistic aspects such as morphological aspect, semantic aspect, syntactic aspect and others should be investigated as well. 5. acknowledgements in this opportunity, i would like to thank prof. dr. aron meko mbete, as the supervisor, dr. ni made dhanawaty, m.s. and dr. inyo yos fernandez, as co-supervisor 1 and co-supervisor 2, for their supervision and direction so this article can be well completed. thanks are also expressed to prof. dr. i wayan pastika, m.s., prof. dr. aron meko mbete, dr. ni made dhanawaty, w.s., dr. inyo yos fernandes, prof. drs. ketut artawa, m.a., ph.d., prof. dr. drs. ida bagus putra yadnya, m.a., dr. a.a. putu putra, m.hum., and dr. i gede budasi, m.a., as the board of examiners. 6. references anonim. 2010. alor dalam angka. badan pusat statistik kabupaten alor antilla, raimo. 1972. an introduction to historical and comparative linguistics. new york: macmillan arlotto, anthony. 1981. introduction to historical linguistics. boston: houghton mifflin. bynon, theodora. 1990. historical linguistics. london: cambridge university press. campbell, lyle. 1998. historical linguistics (an introduction). edinburg university pres. chaer, abdul. 2003. linguistik umum. jakarta:rhineka cipta. collins, james t. 1983. the historical relationship of the languages of 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184-199 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i02.p04 184 genealogy of discourse in agitative messages from agus harimurti yudhoyono's press conference regarding the issue of the democratic party coup yohanes probo dwi sasongko, universitas bunda mulia, jakarta, indonesia. email:sakasasongko@gmail.com article info abstract* received date: 01 february 2021 accepted date: 10 february 2021 published date: 31 july 2021 keywords:* discourse, genealogy, faucault, communication, text. language has power and knowledge. through language, interpersonal communication between humans can bring about changes in attitudes, perceptions and behavior of society. the important role in human interpersonal communication, especially in political communication, leads to findings that are expected to produce thoughts independently. in the discourse text of agus harimurti yudhoyono (ahy) 's speech, during a press conference regarding the news about the coup issue within the democratic party. text discourse that is read articulatively in public, with a target orientation of the speech delivery process aimed at the government reaches its own anti-climax. by using faucault genealogy discourse methodology, ahy's speech text discourse study presents its own understanding in society. the data found by reviewing the use of diction in text sentences, use of references, substitutions, ellipsis and conjunctive. brings a number of accurate information and explanations as a whole, that the contribution of language and the presence of communication in responding to and seeing the overall context of the news becomes a separate medium for studying the dynamic contexts of language in an integrated manner. 1. introduction “there is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things” machiavelli in the book “il principe”, or in translation, “the prince”, written by niccolo machiavelli (1469-1527). the written work, which is written in a language full of deep meaning, describes in its entirety the context of being a true leader, as well as guiding the reader on how to gain and maintain power (wattimena, 2014). political life in indonesia, has its own interesting story. how every group of political parties and organizations in indonesia try to play in the realm of predatory politics and enlightened politics in knowledge (wattimena, 2017). the emergence of information on social media about the issue of a coup in the democratic party has become a separate note for the world of politics in the country (guritno, 2021). the news that is widely heard in almost all print and electronic media, makes the political 185 atmosphere in the country more diverse. not to mention the news about the nomination of anies baswedan, who is predicted to be a presidential candidate from a number of supporting parties, such as nasdem, the social justice party, which will nominate him as a presidential candidate in 2024. plus news about the nomination of ganjar pranowo as the candidate to be promoted by the pdi-p (guritno, 2021) the issue of the coup that was launched has now become a blunder in itself, where a number of political observers think that it is better as the leader of the party, agus harimurti yudhoyono, hereinafter abbreviated as ahy, not to become a leader who is quick to make decisions and conclusions against other people as targets for alleged allegations, not based on adequate data and reference sources (guritno, 2021). mr. moeldoko, as the secretary of state, in his confirmation regarding the effort to answer the accusations, regarding the issue of the coup in the democratic party which he considered was masterminded by people in the government, gave a statement that answered and emphasized that ahy should not be a leader who is lazy in seeing the conditions in the body the democratic party. besides that, the overall content of the text of the press conference can also create a domino effect for politicians who play a role in the institutional structure of the democratic party. this means that what ahy wants to convey as party leader is to attract people's sympathy and attention in conferences in the media (detikco, 2021). everything that is against the policies of the opposition groups is seen as something that needs to be addressed. then, criticism, criticism, and a tone that divides the values of unity are increasingly echoed. all kinds of things that are contrary to government policies are conveyed in the public sphere. and also the polemics on the issues that divide unity such as ethnicity, religion, race and intergroup (sara), communism are always raised by those who have pseudo-political interests (wattimena, 2020). in the midst of a situation like this, ahy then played his identity politics by attacking and claiming that the government was trying to seize and coup ahy's leadership, which he considered as a party leader and political figure who could threaten the government (yuniar, 2021). in a situation like this, when the audience is faced with a deep understanding, this condition makes the opposition camp not receive much positive response in the eyes of the pluralistic indonesian society. as one of the party leaders in indonesia, the press conference held by ahy on the issue of a coup in his party, which according to him was carried out by people currently serving as state government apparatus, was an act carried out with a specific motive. as a leader who has the authority to bring his party towards a leader who can become one of the parties that can lead the government, ahy must have an interest in this issue (guritno, 2021). apart from and despite the weak supporting data, the issue of the coup that was launched by the democratic party, has become a discourse in national politics that presents our respective perceptions and opinions. in this case, ahy has succeeded in constructing subjective reality in the social reality of society for the benefit of themselves and their groups in a pseudonym (haryono, 2019). 186 through the power that ahy has as the supreme leader of the party, he tries to present a certain language, in an attitude and understanding of pessimism to the public about the opinion of the masses towards the current government. this action is realized to be a dilemma in itself. so, starting from this, the researcher is interested in examining the narrative text of the ahy press conference which he published on the social media page by using a genealogy analysis of foucault's discourse (haryono, 2019) . through this context, the researcher wants to explore more broadly the orientation of text discourse in the structure of language and see thoroughly how the power, knowledge and discourse echoed in his position as the leader of the highest party, as well as his actions in holding press conferences have a certain language, in relation to each other other. 2. research methods rhetoric language the power of language is an important factor in efforts to convey messages and information in speeches. in political activities the role of language has a priority that can be interpreted as an effort to negotiate, reflect and reach an agreement. speech or rhetoric in a political context is an activity that can appreciate art and technique as a form of interaction and communication that is widely applied in political activities (haryono, 2019). when referring to the vocabulary, the word rhetoric itself comes from the greek, rhetorica, which means the art of speaking (riadi, 2018). at a broader level, in the context of speaking there is an order that controls the composition of words, the form of message delivery or invites others to act in accordance with certain wishes and interests (ida, 2014). the form of speech activity, it can also be said as a form of assembling the arrangement of words in language, becomes a separate form of argumentation that can be channeled in the form of speech text, because it is related to the art of speaking to the audience, with efforts to raise awareness and invite to act with hopes and desires that based together (ida, 2014). political agitation etymologically, the word agitation comes from the latin vocabulary, namely agitare which means to move, to move from one place to another. so, when referring to the form of political agitation, the context of this language would like to emphasize, the existence of structured activities and efforts carried out by those who try to use public space, in an effort to mobilize, and arouse the will of the community and certain groups to act in accordance with what is said. expected to happen (wattimena, 2019). in a broader understanding, according to herbert blummer (1969) agitation can be understood as a direction and action that is sought to arouse and direct a mass action to a movement. this action is directed at a certain domain, especially with regard to political movements (haryono, 2019). this movement in the form of agitation is carried out by making things that smell like propaganda and are contradictory in the community. then this movement is directed at efforts to mobilize the masses and direct the audience to react to the realities that exist in the social environment of society. actions that are directed at influencing people's attitudes and opinions 187 towards the reality of life they have experienced so far (full of discomfort, pressure and suffering). for example, how public opinions made by certain groups react to policies made by the government. it is consciously goal-oriented to generate and create anxiety and unrest that can be further exploited among the public (haryatmoko, 2016). for the situation that he wants to create, through narratives and opinions that are contradictory and suggestive, the masses, in this case the social groups of the community will be easily steered and directed to move, act and support new ideas or new ideologies by creating new conditions which of course this is very contrary to the real expectations of the community together (firmansyah, 2011). therefore, paying attention to this becomes a context that needs to be studied and paid attention to seriously (haryono, 2019). when viewed from a different perspective, the act of agitation can be seen as a systematic effort that can be used to invite the community to make a real contribution in terms of making more optimal sacrifices for the fulfillment of these goals. in a further phase, the community can provide something of value so that the goals and movements can be realized. these changes require sacrifices in the form of life, property and so on, so that these political goals can be fulfilled with the desired changes. in the act of agitation, a figure or public who is considered to have an important role can continue to seek the enthusiasm of his followers in an effort to realize his pseudo-interests (haryono, 2019). genealogical analysis of foucault's discourse the context of foucault's thoughts on discourse is always placed in two important and main entities, namely the existence of power itself as a form of having a driving force. the existence of knowledge or reference sources that can be used as a reference as knowledge, and the discourse itself. so, from the above, several important things will be formulated, namely; first, the power possessed by figures or public figures who have certain positions and ranks, is not concentrated in certain classes (arifin, 2011). this means that the power possessed by these political figures spreads and penetrates all levels of society and groups. second, knowledge in this case is based on the context of the main ideas, ideas, or thoughts that exist in humans. discourse that is structured and packaged in such a way is the fruit of thought in a linguistic structure. third, the context of discourse that is harmoniously arranged in the linguistic structure underlies the study of discourse in foucault's perspective to examine and see the reality that occurs in a community context comprehensively, so that understanding of that reality can be recognized more closely and meaningfully in depth (firmansyah, 2011). foucault's frame of mind is placed in power, which holds an important role. power, as machiavelli wrote, can determine and construct social realities that are created and shaped. so that the construction of experience on reality can be used for the interests and goals of the dominating and legitimizing power. the context of power itself, in foucault's perspective, is not seen as an exclusive property, which can be controlled and used by significant groups to dominate and oppress other classes. power, which is understood in foucault's context, spreads, disperses and is present everywhere like a net that entangles us all. in other words, power rests on all levels of society through the joints of existing life (haryono, 2019). 188 structure of discourse genealogy analysis the structure of discourse is basically a knowledge system that presents and provides information about the development of actual events and events. with the role and assistance of social technology, technology is implicitly a form of power in modern society. in this passage, foucault is more dominant in examining a discourse in terms of rules and activities that can later address meaningful findings in in-depth discussion and can be managed regularly in historical contexts that bring their own understanding (amin, 2019). from the context of foucault's discourse itself, there is a search structure for meaning that can be seen as a whole, which can explain in detail about an event in question. every discourse practice that is delivered to the audience in the languages used as an illustration to present exposure to the audience, in this regard, the context is correlated with social institutions in society (hardianti, 2020). in social relations, the study of discourse is also always related to other discourses, so from this it can be explained further the events that are contained in the language of the discourse with reference to certain topics, have a close relationship with other discourses and before. therefore, these texts cannot stand alone in relation to the social contexts of society. at this point, faucault explains that there is always a correlation and connectivity between the discourse that is echoed with the social context of people's lives. discourse text cannot stand alone (haryono, 2019). faucault's explanation in explaining the genealogy of his discourse, there are several steps of analytical material that can be used as a benchmark in disentangling the discourse text more deeply, including; first, structural linguistic analysis, this analysis is an analysis that emphasizes the pericope of observing discourse practices at the social level of society, through patterns of observation of language or pronunciation or the written text itself, which is often contained in the context of community social institutions. second, understanding related to analytical studies of archives, or files on literature, literature sources, namely mass texts collected in the applicable time period. third, archeology of knowledge (archeology of knowledge) (haryono, 2019). this context describes a set of methodologies used in studying rhetoric, speech styles and statements conveyed in their understanding of knowledge and power (suseno, 2000). fourth, discursive formation, is a set of methods that can be used to explain analytical tools for researchers to be able to see statements in an event, the resulting event. discursive formation can be in the form of text discourse circulating in social society (wattimena, 2018). the pericope of discursive formation, discourse is understood in the form of the presence of certain powers, ideologies, and knowledge which directly or indirectly contribute to the formation of individual understanding and knowledge in society (haryono, 2019). 189 3. discussions 3.1 results. structural linguistic analysis to examine in its entirety the text of ahy's speech discourse related to political issues regarding the coup in the democratic party. the role of language which refers to the analysis of the structure of the speech content is very important to be studied further. through this context, the author will examine thoroughly and openly about the context of language use in understanding faucault's genealogy, as well as see thoroughly how the discourse practices echoed by ahy are as a whole by observing the language or speech or written text that is present as a medium of communication regarding the speech as a whole and in depth. consciously, it is necessary to understand and pay attention that language is formed by the grammatical structures of the language itself. grammatical or grammar will determine power and knowledge. the grammatical aspects themselves include (haryono, 2019): (1) reference (reference), (2) substitution (substitution), (3) elipsis (ellipsis), and (4) conjunction (conjunction), (haryono). therefore, the following points will be described further; 1. reference in terms of reference, it discusses the existence of a certain lingual unit that refers to another lingual unit (or a reference) that precedes or includes it in the text. there are three types of reference: persona, demonstrative, and comparative (firmansyah, 2011). 1.1.personal reference regarding this press conference, the reference to the persona taken in the form of a single first person reference with the word "i" which refers to the script, the word i was found 10 (ten) times. while the reference to the first person is plural, by using the words "we" and "we" a number of separate data are found. sentences in ahy's statement in his speech with reference to the first person plural, namely we are 6 (six) times. furthermore, ahy, in this case, when conveying our words, was found 25 (twenty five) times. so, if you look at the relation between ahy's speech and efforts to inform the public. both the reference to the persona "us" and "us", as a whole, refers to an effort to assert himself as a part of indonesian society meanwhile, the second plural persona, ahy, uses the words 'brothers' and "friends" 2 (two) times. the use of plural third person references, which refers to the use of the words “they”, “chairs”, “actors”, and “officials”, in the conference as many as 4 (four) findings. sentence/phrase single first persona reference first persona reference plural plural second reference plural third reference fellow journalists that i love and honor, thank you for your presence at taman politik, wisma proklamasi dpp demokrat. we invite colleagues to attend this press conference because there are some things i need to say about the development of national issues and dynamic developments. politics in this me (1 time) us (2 times) colleagues (1 time) 190 democratic party environment .. i was accompanied by bung teuku riefki harsya, secretary general of the democrats, bung hinca panjaitan, chairman of the house of honor, and major general nahrawi ramli, chairman of the democratic party court. the press conference was also attended and witnessed by dpd chairmen in 34 provinces virtually. of course, they also represent dpc chairmen in 514 districts/cities throughout indonesia. me (1 time) they (1time) friends of journalists, the third agenda in the commanders call earlier, the democratic party leaders meeting this time, also discussed something quite serious. sooner or later it will definitely become public consumption and be known by the general public friends (1time) of course, we are not easy to believe and still put forward the principle of "presumption of innocence" in this matter. therefore, this morning, i have sent an official letter to the honorable president joko widodo to obtain confirmation and clarification from him regarding the truth of the news we got. in this regard, i will give an explanation of the political movement, which aims to take over the power of the leadership of the democratic party unconstitutionally, as a lesson for us, because this could happen to other political parties. us (2times) us (1time) the perpetrators are confident that the movement will be successful, as they claim to have the support of a number of other state officials. we are still convinced, it seems unlikely that this uncivilized way is done by state officials, whom we respect very much, and have also gained the trust of the people.we hope all that is not true. us (3times) the perpetrators (1 time) officials (1 time) at the same time, we have also consolidated our party which is facing this serious threat us (2times) table 1. persona reference context 1.2. demonstrative reference overall, in an effort to explain contextually the relationship between the understanding of this ahy discourse. obtained paddles that need to be observed continuously. there are two different types of demonstrative reference, namely the demonstrative pronoun of time (temporal) and the demonstrative pronoun of place (locational) of an event. in demonstrative pronouns time refers to the present, past, future, and neutral time (haryono, 2019). therefore, in relation to the ahy press conference, a number of information were found that can be used as a reference in looking at the context of the time of the event as a whole. at the press conference held by ahy, there were two demonstrative pronouns present and 191 future. the present time is represented by the use of the word "still" in the phrase "first, in early 2021, our society faces a series of disasters. from plane crashes, flash floods, landslides, earthquakes, to volcanic activity. this condition of course requires us, to shoulder the burden of the victims ". meanwhile, in a different description, the demonstrative pronoun of the future tense appears in the description of ahy in a sentence pronounced with the following description. related to the conditions in 2024 later "in their communication, the takeover of the position of general chairman of the democratic party, will be used as a road or vehicle for those concerned, as a presidential candidate in the upcoming 2024 election". through the exposure in the demonstrative reference of the time, what is the exposure of ahy shows that the discourse of the present will get the opposite of the context of the future. related to the description, ahy seeks to understand and construct a discourse that contrasts between the present time and future conditions that can fully be our particular attitudes and concerns. sentence/ phrase demonstrative pronouns of time first, at the beginning of 2021, our society is facing a series of disasters. from plane crashes, flash floods, landslides, earthquakes, to volcanic activity.this condition of course requires us, to shoulder the burden of the victims. explanation of the current time, indicated by the beginning of 2021 second, the condition of the covid-19 pandemic is increasingly worrying, where it can now reach more than 11-12 thousand cases per day, with the number of cases exceeding one million nationally. current conditions, described day to day in their communication, the takeover of the position of general chairman of the democratic party, will be used as a road or vehicle for those concerned, as presidential candidates in the upcoming 2024 elections the current and future conditions are explained by the takeover of the chairmanship with the 2024 elections it is not the violence and social unrest, which is likely to disrupt the national situation, which is facing the challenges of the covid-19 pandemic and the current economic crisis. presentation of the present time, in today's context fellow journalists whom i respect and honor, i still remember, in this place, on february 15, 2017, i gave a statement acknowledging the defeat in the contest of the jakarta dki election comparison of the past and present with the context of the word still table 2. demonstrative reference time in ahy's speech related to the demonstrative pronominal understanding of place (location) it is clearly depicted, that through his speech, ahy tries to build two different places, namely a place that is close, namely here, in the sense of indonesia, and a place far from the speaker's room. related to this can be seen as an effort made by the cadres in the coup related to the attempt to take power by trying to use the overthrow of the office as the main and basic means to go to the next 2024 presidential seat. two opposite locations of understanding, with reference to specific and diverse points of view. 1.3.comparative reference the pattern of comparative reference (comparison) that needs to be considered in the text of the speech, is basically a type of grammatical aspect that tries to compare two or more things 192 that have similarities or similarities in terms of form/form, attitude, character, behavior, and so on. related to the press conference, ahy tried to use and use comparative reference as well, which is to compare and match the actions and actions taken by his party with the government's efforts that can be seen as a whole in an effort to tackle the covid-19 epidemic together (arifin, 2011). 2.substitution in the study of textual discourse, in faucault's perspective, a comprehensive attempt of substitution can be seen as an act of parsing the visible grammatical aspects of how a particular lingual unit is replaced by another lingual unit with the aim of obtaining a distinguishing element. substitution itself consists of: nominal, verbal, phrase, and clausal substitutions that can later be seen clearly in the description and explanation that is displayed (hardianti, 2020). 2.1. nominal substitution nominal substitution can be said to be the replacement of a lingual unit that is categorized as nominal. this context can be seen in the political narrative of ahy. in the speech delivered by the top leader of the democratic party, data was found on the information on the results of some nominal substitutions, namely the sentence confirming that there was a coup attempt by the party leader in klb with a target of 360 voters who must be invited and influenced by money. sentence/ phrase nominal substitution the press conference was also attended and witnessed by dpd chairmen in 34 provinces virtually. of course, they also represent dpc chairmen in 514 districts/cities throughout indonesia chairman of dpd in 34 provinces and chairman of dpc in 514 districts second, the condition of the covid-19 pandemic is increasingly worrying, where it can now reach more than 11-12 thousand cases per day, with the number of cases exceeding one million nationally. covid cases per day 11-12 thousand and 1 million nationally while the hospital occupancy rate or hospital availability in some areas has reached 80 percent. to that end, we encourage all cadres and the community to constantly raise awareness of running the covid-19 protocol; in particular the discipline of running 3m behaviors hospitals in the area reached 80% based on what witnesses said in the minutes of the examination, in order to qualify for the implementation of the klb, the perpetrators of the movement targeted 360 voters, who must be invited and influenced, in return for a large sum of money. klb requirements, targeting 360 voters table 3. nominal substitution 2.2. verbal and phrasal substitution in depth review of verbal substitution can be described as an act of utilizing a verbally categorized lingual to replace another lingual unit with a specific purpose and motive that must be seen and understood on an ongoing basis. 193 related to this, in the speech made by ahy, there is no category of verbal substitution used. meanwhile, in the study of phrase substitution, this context is part of the grammatical aspect that is done by replacing certain lingual units in the form of words or phrases with other lingual units in the form of phrases. in the press conference. ahy does not attempt to substantially replace the phrase in itself (haryono, 2019). 2.3. clausal substitution clausal substitution explanation is an act of replacing a particular lingual unit in the form of a clause or sentence with another lingual unit in the form of a word or phrase. related to his speech, in ahy's effort to provide quite meaningful exposure in using clausal substitution. at least four sentences that contain clausal substitutions, namely: a). of course we will be firm. however, god willing, the democratic party will remain consistent in using peaceful and civilized methods. b). at the same time, we have also consolidated our party which is facing this serious threat. c). we are grateful for the fact that all democratic leaders and cadres vehemently refused; all intentions, efforts and movements to undermine the legitimate leadership of the democratic party. d). in other words, god willing, this movement can be crushed by the loyalty and determination of all leaders, both at the central and regional and branch levels, as well as other democratic cadres in various regions. the related explanations of the four sentences used by the ahy, represent and contain their own understanding of substitution, with reference to the clauses or sentences described above. all these sentences emphasize the condition of the democratic party which is okay and the massive structured efforts that want to seize the power of their party (hardianti, 2020). 3.ellipsis the next thing that needs to be interesting in examining the discourse of the ahy press conference, is to look at the structure of the speech discourse in the release of sentences or phrases. in this case, ellipsis (ellipsis), can be understood as an attempt to eliminate one of the grammatical aspects in the form of the disappearance or displacement of certain lingual units that have been mentioned before. in the ahy speech, there are several ellipsis that can be described through the following description: sentence/phrase ellipsis recently with the chairman of the dpd, i held a leadership meeting or commanders call, which we did specifically to address the current situation. description: elite democratic party the press conference was also attended and witnessed by dpd chairmen in 34 provinces virtually. of course, they also represent dpc chairmen in 514 districts/cities throughout indonesia description: elite democratic party first, at the beginning of 2021, our society is facing a series of disasters ... i have also instructed, to the entire ranks of the democratic party to continue to continue real action in the field time description: until now 194 ten days ago, we received reports and complaints from many leaders and cadres of the democratic party, .. political maneuvers by a handful of cadres and former democratic cadres, as well as involving parties outside or external to the party.. description: elite democratic party table 4. lingual units experiencing ellipsis through the use of sentences in this ellipsis, ahy indirectly wants to "correct" the actions of the leaders of this nation, especially during a pandemic like this. however, this action is done by playing the politics of party identity that is not frontal. the way the word is chosen in this ellipsis can also indirectly be seen as the existence and efforts of ahy and his party to attract the masses to see the existing disputes, so ahy tries to show the data in sentences that seem to hit the plan, but in fact, this is the party's criticism of the performance of the government that he considers allied with other groups in an attempt to seize power in his party (haryono, 2019). 4. conjunction in the structure of language study on the aspect of communication in ahy speech discourse. the use of conjunctions in an effort to look in depth at linguistic slices, conjunctions have an important role. conjunction in this case can be seen as one of the grammatical aspects that look at how to connect one element in a sentence or phrase with connectivity in constructing another element through discourse. that. in the perspective of sumarlam (2008: 32-33), it is explained that based on the meaning, the sequence of elements in a sentence in a discourse, can be classified and differentiated into several things that are more oriented to the explanation and meaning of the sentence or phrase. these are, among others: cause and effect, contradiction, advantage, exception, concessive, purpose, addition, choice, expectation, order, resistance, time, conditions, and means (haryono, 2019). taking a closer look at the content of ahy's speech as the leader of the democratic party, it can be obtained knowledge and understanding that the sequence of elements in the discourse is done with contradiction and cause and effect (hardianti, 2020) the study of language in terms of the chain of contradictions carried by ahy, is seen from the middle sentence to the end of the sentence. the speech delivered by ahy, tried to argue that in his explanation there were groups that acted as government officials trying to coup his party with issues that weaken the body of the democratic party. sentence/phrase conjunction regarding the pandemic situation that has an impact on our socio -economic conditions, i also urge all leaders and cadres of the democratic party to continue the national movement of the democratic party to build smes throughout the country. causeeffect while the hospital occupancy rate or hospital availability in some areas has reached 80 percent. to that end, we encourage all cadres and the community to constantly raise awareness of running the covid-19 protocol; in particular the discipline of running 3m behaviors causeeffect 195 we see the need to provide a formal explanation, namely, that there is a political movement that leads to an attempt to take over the leadership of the democratic party by force, which of course threatens the sovereignty and existence of the democratic party. contradiction therefore, this morning, i have sent an official letter to the honorable mr. president joko widodo to obtain confirmation and clarification from him regarding the truth of the news we received. causeeffect table 5. sequencing of discourse elements (conjunctions) the placement of conjunctions played by ahy, as a whole is indeed relevant and acceptable ratio. understanding in looking at the reality that occurs in society is very systematic. presentation in the selection of sentences as a context of interpersonal communication with all levels of society sentences with a model of contradiction, indirectly underlines, that ahy knows the intricacies of the problems facing the nation today. archive analysis the act of finding the connection between events and the text of the discourse, becomes even more interesting when we look at the context of integrated analysis of archives (archives), that is, bulk texts collected in a period of time appropriate to the context. in the context of ahy's integrated speech, there are some words or sentences that when associated with the current period, contain a profound message because they refer to a specific message that can be interpreted more concretely. for example, in the first sentence, ahy said that each of our countries is struggling to deal with national disasters and covid-19 prevention efforts by constantly striving for development and reform in all areas of life. sectorand joints of life continue to be expected to rotate by always emphasizing the application of health protocols. etc (haryono, 2019). archeology analysis of knowledge another thing that can be seen as the richness of stripping the discourse text from faucault's understanding, lies in the existence of the analysis of archaelogy of knowledge (archeology of knowledge). the research study related how to view ahy’s rhetoric, related to its statementsand comments conveyed with power and agitative action. ahy's short speech can be divided into three important parts, namely: the opening part which is in the form of an opening salutation, the content part in the form of an introduction and explanation of him and his party colleagues. the content part, in the form of an effort to reveal three important points. one of the points contains his emotional outpouring of the coup attempt that is being carried out by government officials today. meanwhile, the final section contains the conclusions and efforts of ahy in overcoming the crisis in the body of his party (guritno, 2021). researchers try to parse the parts that are oriented in the context of ahy to convey the content of his speech comprehensively. thus, in an effort to build the party's internal communication and further efforts to address the issue of the coup that was blowing up, ahy wanted to try a new way of expressing criticism of the government for planned and structured actions against its party. thus, when listening to the entire content of the text, ahy's short speech is very planned and not rushed, in the sense that what ahy does is full of principles and broad consideration of the impact and criticism that will occur to his party (guritno, 2021). 196 discursive formation analysis take a closer look at this pericope, through the lens of discursive formation. researchers can see the whole series of events in a series of discourses that are formed and circulated in society related to the issue of coup in the body of democrats. in the context of ahy as an opposition, the discourseand actions taken in an attempt to present an action by the group, look very diverse. various actions have been taken as a representation of the opposition is indeed very diverse. this discourse has been developed since the 2014 presidential election. it can be said that ahy deliberately implemented this action, and considers the government in power now, is a government laden with actions that are not good for the people. this understanding and interpretation of the ruling elite is one form of determining who is specifically responsible for the issue of coups in the party body. therefore, in the perspective of foucault's discourse, it is included in the elements that need to be considered in more depth. 3.2. discussion the actions and efforts made by ahy, in an effort to hold a press conference by presenting the issue of the coup in his party is an action based on certain motives. the discourse developed by ahy himself in his presentation on the issue of the coup set up by his party did experience anti -climax results (haryono, 2019). the reaction that occurred to the discourse initiated by ahy then received their own reactions and notes from the country's political figures. not stopping there, a number of mass media and alternative media presented various shows that did not a little question ahy's attitude as a party leader. however, it needs to be noted as a whole, what ahy does needs to be a separate part of the means of interpersonal communication in building and reviving the democratic system in the country, so that everything that is what is to be expressed by community groups and parties can present a record. separately for the development of development in indonesia, especially as a form to continue to knit communication between the government and the community. what ahy conveyed, in fact, can still be an issue that can be fried more widely in relation to the turmoil of the political map in the homeland which to this day still has a number of big house jobs for our nation. what ahy conveyed in its press conference can indirectly guide the government towards an educative attitude, especially how the government's attitude in dealing with wild issues is developing in society. building public trust in the government can be a moment in itself, if we address it with wise and mature actions. full of consideration and rich in data, not just hoaxes. the attitude of the government to act immediately on the information becomes a separate platform for the government to be more proactive in addressing these matters. further impact can be felt so that the public is also more educated in expressing their opinions and attitudes towards the performance of the current government (suseno, 2000). 197 the accuracy of the data in describing an opinion of the people or parties that are part of the process of freedom of the indonesian people to behave and gather into a separate record. researchers respond that ahy's attitude in his political speech is a representation made by himself as chairman, in an effort to save and protect his political party from unwanted things. moreover, if we look at the percentage of voters who choose the democratic party as the party that does answer and become a means of politics in the homeland. 4. novelties exploring faucault's discourse theory in speech analysis, related to the text used in the conference conducted by ahy itself, can be applied in learning about literature in relation to history, background events, basic orientation, word choice, use of singular and plural words, as well as finding and see how the plot, context in the text is created and addressed within the framework of a broader understanding of meaning. the role of language as a communication tool that can be done in establishing relationships or carrying out activities in order to achieve an understanding and explanation of a situation, has an important role in maintaining relationships, especially relationships between groups or organizations in society. so, another thing that can be seen is how the indonesian people can also convey their aspirations and ideas in the delivery and use of good and correct language according to the context. 5. conclusion regarding the description that has been presented in the commentary on the discourse of ahy's speech, there is clearly a discourse battle that he wants to convey to the general public. from the results of research conducted with reference to existing references, researchers found a number of findings and results that can be drawn red thread. therefore, the researcher concluded, with basic assumptions, that behind the press conference conducted by ahy, the mass witnessed by the general public on social media related to the issue of the coup in the body of the democratic party, was completely sublimated about the discourse battle that involved jokowi's opponents with violations. the current government. in his speech, ahy sought to point out and accuse the government of trying to use officials sitting in his government to seize and take over the legitimate leadership seat of the democratic party. regarding the attempt to point out the jokowi government's mistakes, ahy's mistakes and shortcomings can be seen by not including supporting data that can strengthen the narrative and arguments. many things are forgotten and neglected, which further weakens and distorts the information in the discourse that is echoed. many supporting elements of what ahy conveyed became false news or hoaxes that actually became a boomerang and a stumbling block for ahy. furthermore, this could be a reversal. ahy sympathizers and participants may instead turn to support and anchor in jokowi's camp. the accumulation of weakness and lack of maturity of attitudes that should be shown by ahy, in certain possibilities and things, can be like a "time bomb" that can change the situation to the contrary. the state of anticlimax, which can be observed further, in relation to what ahy said, should be able to explain and help the community, in fact it is enough to help the community to 198 see sensitively and clearly, the record of shared anxiety or restlessness, that the interests of the indonesian people will be paramount. political parties with all the dynamics of their party life in indonesia, will be a source of exploitation of the pseudo-interests of party leaders. on the other hand, we need to honestly acknowledge that the ahy press conference has succeeded in constructing subjective realities in the social realities of society for the benefit of himself and his party. through the power of ahy as a party leader, he has conditioned his leadership power with a skeptical, pessimistic attitude, in the minds of the general public towards the government. 6. acknowledgements the researcher would like to thank and appreciate those who have contributed to this current study, especially to my wife, fresca pingkan for the translation. references amin, r. 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(2020). mendidik manusia: revolusi pendidikan manusia abad 21. biography of author yohanes probo is a lecturer in communication studies at bunda mulia university, jakarta, indonesia. he graduated from the bachelor of philosophy program at the driyarkara school of philosophy, jakarta, in 2006. he obtained his masters in language and arts education at indraprasta university, in 2010. regained his masters in communication studies at the postgraduate of bunda mulia university, 2020. works in flowers potpourri, ever produced, namely; pusaran komunikasi di tengah badai covid-19 , and adaptasi disiplin ilmu komunikasi di masa normal baru. email: sakasasongko@gmail.com mailto:sakasasongko@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 255—280 https://doi.org/10.24843/e-jl.2019.v13.i02.p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 255 an ecolinguistics perspectives for english syllabus development 1 nur endah tjendani, islam university jember 2 i made suastra, suastra@fs.unud.ac.id, udayana university 3 aron meko mbete, aronmbete@yahoo.com, udayana university 4 ni luh nyoman seri malini, seri.malini@unud.ac.id, udayana university *corresponding author: tjendani.endah@gmail.com received date: 10-01-2019 accepted date: 28-02-2019 published date: 31-07-2019 abstract—this current study was intended to develop the ecolinguistic perspective-based syllabus. the descriptive qualitative method was applied and natural phenomena were used to develop syllabus. the phenomena focused on to what extent english was mastered by learners and what learning and teaching strategies were applied. the data were obtained through test, questionnaire and direct observation for the need analysis. the state document related to the curriculum policy was referred to in the situation analysis. the syllabus was developed based on the results of the need analysis and situation analysis and the ecolinguistic perpective-related theories. the contents of the syllabus were developed based on the following elements; they are text, context, linguistic elements, learning situation, teaching and learning activities (kegiatan belajar mengajar, abbreviated to kbm) and evaluation. the content of the text was adjusted to the transactional and interpersonal functions. the context was created based on the inter-, intra-, and trans-cultural contexts of the ecological, social and ideological dimensions. kbm was prepared in accordance with the cognitive linguistic process for the language-related activities and based on the situation chosen by learners for the language production. the outcome of language performance was measured using the performance assessment system, causing the contents of the syllabus to reflect that one element was connected with another in such a way that they formed one integral language meaning. keywords: ecolinguistics, syllabus, development 1. introduction english language is the first foreign language decided as one of the obligatory subjects taught in junior high school all over indonesia. the english language learning is aimed at mastering the oral and written active communication (curriculum 13, 2016), meaning that the learning process focuses on the function and use of the english language in communication. to this end, the efficient and effective learning should be attempted by involving the other disciplines such as linguistics, pedagogic, semiotics, management and so forth. the reason is that learning language is not only intended to investigate language structures but it is also intended to make learners have the knowledge and experience needed to know the quality of relationship within a certain situation. the government has planned and regulated the english language mailto:seri.malini@unud.ac.id mailto:tjendani.endah@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 255—280 https://doi.org/10.24843/e-jl.2019.v13.i02.p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 256 learning in junior high school by issuing a set of regulations which regulate the implementation of the curriculum. curriculum 13 is a document issued by the government to regulate the content, learning material, the way of teaching and assessing the learning outcome. in indonesia the implementation of the curriculum of the english language learning in junior high school has developed highly dynamically. syllabus contains the regulations used to regulate the curriculum and contains the standard content and the class room learning process. the standard content refers to the linguistic and non-linguistic contents. the standard linguistic content is the form of highly short simple phrases and modalities with clear limitations of meaning which can be used in the daily interactions within families, schools and society. the environmental domain in which interactions take place is in accordance with the essence of the ecolinguistic perspective which holistically and totally integrates the nonlinguistic and linguistic elements into meaningful units (haugen, 1972). the knowledge of and the experience in the linguistic and non-linguistic elements which learners have can contribute to the achievement of the meaningful unit. as an illustration, the phenomenon of the meaning of the word blue (biru) and the word green (hijau) used by the madurese people and the javanese people who live together in jember. the word biru means blue and the word hijau means green in the javanese culture. however, in the madurese culture the word biru means biru da’un (leaf blue or ‘green’ in general) and biru langek (sky blue or blue in general). there is no lexical item which means hijau (green) in the madurese culture. as a result, what is said to be hijau (green) by the javanese learners is different from what is said to be hijau (green) by the madurese learners. the javanese learners might say that blue is blue and that green is green; however, the madurese learners will say that blue is green (leaf blue) or they might say that blue is blue (sky blue). this will affect the assessment if the assessment technique is used to see that language is defined as a structure of words without paying attention to the local culture where language is used. the finding of the study conducted by sabilah (2018) showed that the involvement of the curriculum 2013-based intercultural english instructions in public elementary school bunulrejo 2 malang caused the english instructions in primary school to be more meaningful, contextual, and able to improve the learners’ communicative competence. the teachers were also made to be e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 255—280 https://doi.org/10.24843/e-jl.2019.v13.i02.p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 257 more creative to select and try out numerous instructional techniques in order to facilitate the learners to feel excited and meaningful to follow the english instructions. the finding of the study conducted by mulyono (2018) also showed that the learners who suffered from dyslexia was able to communicate using 40.39% complete independent sentences and 59.61% incomplete sentences, meaning that everybody can learn language for communication; in other words, someone’s level of intelligence does not determine whether he/she can learn language for communication or not. adnyani (2017) in her study showed that a child can be a bilingual (being able to speak indonesian and german) through word per word process in the created household situation. it is clear that learning language does not only mean investigating the language structures but it also means knowing that language cannot be separated from the biological/natural, social, and ideological/cultural environments where language is used in order to acquire the integral meaning. learning language is a semiotic process within a certain cultural context and text. in language learning the semiotic process is also referred to as cognitive linguistics (janda, 2010), as learning language means translating, perceiving, interpreting, understanding and using words and cultural symbols without being influenced by how intelligent a learner is. although the language which is learned is a foreign one, the learning process does not change or separate the learners’ connection with their surrounding environment (van lier, 2004). the cultural context can be found in the surrounding environment, residences, schools, markets, offices and everywhere. the text used to learn a foreign language contains cultural elements in the forms of linguistic forms to be taught as in introducing the lexicon and grammar of the target language. in this case, the lexicon includes every lexical item used to show new knowledge in the target language which is equivalent to that in the local culture. grammar, in this case, means introducing grammatical elements such as phonemes, morphemes, words, phrases, clauses and discourses containing both the local and target cultures. therefore, it is important to find out a model ecolinguistic approach to develop the social, cultural and linguistic phenomena-based syllabus. 2. theoretical framework e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 255—280 https://doi.org/10.24843/e-jl.2019.v13.i02.p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 258 learning language from the ecological point of view is different from learning language from the technological point of view (tudor, 2003). the ways of learning language from the technological points of view are neatly prepared. they are structured and measurable; they follow the pedagogic principles based on the scenario and the expected learning outcome. however, learners have different learning experiences and ways of learning. they are sometimes confused, find contrasts, and underestimate something during the teaching and learning process. no attention has been paid to this condition in the classroom. the ecological perspective gives more space and time for the teaching and learning interaction based on the pattern of the interaction taking place in society. the learning model of one learner is different from that of another. the important thing is how learners can explore the abilities they have and their ways of learning well and optimally in order to acquire the target language. the condition and situation prepared for learners are adjusted to their ecology. the ecological perspective was applied to the english language syllabus in 2001 in singapore by zang (2006). the syllabus was adjusted to the singaporean ecological condition, namely singapore is a market place and has many ethnic groups and cultures. the ecological spirit is used in the learning process which is based on the local cultural context, and local and globalized needs. the reason is that language is used as a major means of communication in trade. learning language is the domain in which connection can be created. the evidence shows that almost all educational activities need language as a means of communication in which massage is conveyed in every learning interaction. however, the language used for educational purposes is completely different from pedagogy. however, in the language used for educational purposes, linguistics is holistically integrated with pedagogy, leading to a new discipline. lier (2004:2) more practically refers to it as the ecology of language learning or the trans-disciplinary endeavor (halliday, 2001, 2014). the development of applied linguistics contributes to the language learning. the two disciplines function in different domains; 1) linguistics theoretically informs the language use and how to learn language which can be really developed at school, and 2) pedagogy gives the theory of learning language more meaningfully; the language function is more relevant to the use and is more interestingly and specifically presented the linguistic diversity. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 255—280 https://doi.org/10.24843/e-jl.2019.v13.i02.p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 259 ecology is a discipline which is concerned with the totality of the connectedness between one organism and another within one ecosystem. the ecological perspective considers that different types of people on earth need a balanced connection between them and the nature; therefore, the quality of such a connection should be maintained. it is impossible for someone to live without another and the nature. therefore, the holistic eco-philosophy emphasizes interconnectedness and interdependence between people and the natural world (ife, 2013: 46). ecolinguistics is a part of the ecosystem in the social ecology of linguistic or sociolinguistic studies. ecology, linguistics and pedagogy cannot be separated from one another in learning language; they form an ecosystem referred to as the ecolinguistic approach which focuses on learning language (van lier, 2004, 2010; lwin and silver, 2014). more specifically, the ecological approach in learning language is intended to improve, change and maintain the class and school ecology. teachers and learners are conditioned in such a way that they can maintain the balanced and harmonious connectedness which emphasizes the environment-oriented character building, characterized by the sense of belonging, the goaloriented use of something and ideological transformation (a critical perspective). it is this way of thinking which has inspired the linguistic ecological approach to be developed in the language learning with specific characteristics. according to van lier (2004, 2010), the ecolinguistic approach contains the following characteristics; they are connectedness, context, patterns/systems, emergence, quality, value, critical, variability, diversity and activity. with reference to the above mentioned characteristics, ecolinguistics considers that the main learning context is within the learners themselves. therefore, from the view of the theory of ecolinguistic approach, the learning theory refutes the learning dichotomy of skill-getting before skill-using, audilingual and behavioristic and so forth. from the ecolinguistic perspective, a learner is an integral human being; he/she is not a unit of production of grammar and sentences. the ecolinguistic perspective develops the way of teaching and learning applicable in all situations. it is also a procedure which prepares the learners’ involvement and active role as the start. the teaching and learning activity is not a theory or a discontinued system; it is not a teaching method either; it is the whole way of thinking of the teaching and learning complexity; it is a way of viewing language as a tool which can be used for different purposes; and it is a key component to all highly meaningful activities. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 255—280 https://doi.org/10.24843/e-jl.2019.v13.i02.p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 260 learners are made to undertake a set of teaching and learning activities which are already prepared; and they are made to be responsible for completing their learning activities with or without teachers, friends and so forth. they are able to find out their way of learning in order to achieve their need for learning as integral human beings. naturally, learning language always follows the channel of language structures. according to van lier (2004:29), language can be traditionally divided into phonology, morphology, syntax, semantics and pragmatics. language is built up from smaller pieces into bigger pieces, starting with sounds and ending up with texts. language is composed of the smallest and bigger components, and the acquisition of language is too. the process through which language is acquired is a molecular process; it includes listening, remembering, perceiving, interpreting, using words and sentence structures, making errors and corrections, and so forth until language is completely acquired. it is also stated that human is identical with a dictionary with a number of words ‘mental lexicon’, which can be called when needed (baurer, 2003; booij, 2007; lieber, 2010). similarly, language can also be called when needed. from this prospective, one language is different from another; similarly, one variety of a language is also different from another, depending on the social factors such as the situation, the goal of the user and his/her social status, causing one perception of meaning to be different from another. however, such differences can be generalized within the hierarchy of language units (lier, 2004; halliday, 2014; sanford, 2014; alsagoff and lick, 2014).the hierarchy of language units easily leads the theory of cognitive linguistics to the process through which a certain language is acquired. it can be explained that learning language can be acquired in accordance with the language hierarchy, meaning that learning language can be acquired through the process of searching out the patterns of language structure system found among languages and cultures (holme, 2009; littlemore, 2009; janda, 2010). the model dialogu in one culture is different from that in another culture (bang, døør, steffensen & nash, 2007, 2012), resulting from the class room ecological condition and the verbal interactional cooperation (english language) between the teacher and leaners who are constructing the performance of certain language skills. language and communication competence are learned and developed based on the model dialogue within the intra-cultural, inter-cultural and trans-cultural contexts in the biological, social and ideological environments e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 255—280 https://doi.org/10.24843/e-jl.2019.v13.i02.p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 261 (gilherme, 2002; bang & døør, 2007). these triple contexts of participation & language learning are metaphorically relevant to the following three situational prototypes: 1) life within family and with friends as intra-cultural contexts, 2) interacting and negotiating in the market, bureaucracy, democracy, and institution as the inter-cultural contexts, and 3) meeting foreign things/foreigners as the trans-cultural contexts. it is from this the ecolinguistic approach has been developed to determine the contents of the syllabus which are oriented towards the natural/biological, social and ideological/cultural environments. syllabus shows the procedure of implementing curriculum. according to the act number 20 of 2003 concerning the system of national education, curriculum plans and arranges the contents and learning materials; it is also used as guidance to carrying out the teaching and learning activities. the contents and learning materials refer to the arrangement of the standard learning materials of the subject so that the educational unit can be successfully carried out, which then leads to the achievement of the educational goal. curriculum contains two aspects; one of which is the planning aspect which is used by the teacher as guidance to carrying out the learning and teaching process. the other aspect is the arrangement of the contents and the manner of carrying out what is planned in order to achieve the educational goal. the procedure of carrying out the two aspects is described in syllabus. more specifically, syllabus arranges the subject which emphasizes the class level and the level of the contents of the learning material, the method, the role played by the teacher, the role played by learners, and the assessment system. according to richard (2001:2), syllabus is a specification of the content of a course of instruction and lists what will be taught and tested. it also contains specific language skills, for example, the speaking skill learning. therefore, it should contain the materials which are trained, starting from the linguistic functions, topic, and the other aspects which are relevant to the learning of speaking. the achievement is assessed based on the norms of the skill. designing syllabus is a process through which its contents are adjusted to the syllabus applied. the standard language contents can be found in the language elements which are adjusted to the language hierarchy and its use. as an idicator, the word composition in grammar is an important source of the meaning formation (semogenie). in every language there is a scale of rank (halliday, 2014:9). as an illustration, english language has morpheme, word, phrase/group e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 255—280 https://doi.org/10.24843/e-jl.2019.v13.i02.p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 262 and clause as one of the lexicogrammatical principles. according to the theory of sfg, a phrase is a group of words and a clause functions as a message; a clause is a transaction of information exchange and it represents what is meant by those involved in the communication (halliday, 2014: 9). the position of one function of meaning in a clause or sentence is different from that of another function. a sentence has one particular meaning connected by the logico-semantics which contains: 1) the experiential meaning as the interpretation of experience model, 2) the interpersonal meaning needed to create social relationship, 3) the textual meaning needed to create the contextual relevance, and 4) the logical meaning needed to develop the logical relationship. the first step which should be taken in order to produce syllabus more effectively and efficiently is analyzing the need and situation. the objectives of the need analysis, as adapted from richard (2001: 52) are as follows: 1) identifying the domain of the linguistic capability and the domain of the non-linguistic capability already acquired; 2) identifying the gap between the capability of one learner and that of another; 3) collecting information on the studying strategy and the problem faced; 4) knowing what is expected by learners and stakeholders from english language; 5) determining the aspect of the learning culture and the context of topic selected. the analysis of situation is based on the document of the english language learning policy used to complete the real data used as guidance to the evaluation of the minimum achievement target. the goals of the situation analysis adapted from richard (2001: 93-102) are as follows: 1) knowing what level of english language which should be mastered by learners; 2) finding out what learning method which should be applied; 3) identifying what approach should be used to prepare syllabus, curriculum and learning material; 4) identifying whether the learning process reflects the specific learners’ cultural context, and 5) determining the development of the learning source which can be used, and the direction of the innovation needed. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 255—280 https://doi.org/10.24843/e-jl.2019.v13.i02.p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 263 syllabus prepares different types of stages of activities needed to implement the ecolinguistic approach. the syllabus contents include the goal, the text, the context, the language elements, the learning method/process using the figure of speech, and evaluation. 3. method this current study is descriptive qualitative in nature using the natural phenomena for developing the ecological perspective-based syllabus. the phenomena focus on the planning, process and the practical and conceptual learning outcome of english language in junior high school. the data of the study were obtained through the identification of the learners’ linguistic and non-linguistic mastery, the topic chosen by the learners and an interview in which the interviewees were the stakeholders about the implementation of the current syllabus. the procedure of the phonological research made the researcher investigate a number of subjects by being directly involved in the development of the patterns and connectedness of meaning taking place. the study was carried out based on the practical condition-based primary data and the secondary data taken from the documents related to the principles of the english language syllabus. 4. findings and discussion 4.1 need analysis the need analysis is intended to identify the linguistic and non-linguistic phenomena in the real condition in which the process of english language in junior high school is implemented. it should be carried out and achieved based on the achievement of competence described in syllabus. the phenomenon was based on the outcome of the initial test, what was observed from the teaching and learning process and the questionnaire through which the topic chosen by learners was mentioned, and the learners’ strategy of learning english language. the need analysis was categorized based on the sequence of the data obtained and analyzed based on each function. 4.1.1 the linguistic and non-linguistic mastery based on the initial test outcome e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 255—280 https://doi.org/10.24843/e-jl.2019.v13.i02.p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 264 the test instrument used as the technique for obtaining the data on the learners’ competence was a test consisting of free writing, filling gap, and synonym or paraphrase. all the test items were made by the researcher and were discussed with the class teacher. the test analysis focused on the learners’ capability in using lexicon and grammar (as the linguistic elements) and the learners’ knowledge of and experience in a certain context (the non-linguistic elements) affected by the ecolinguistic condition. the following data illustrates the material of analysis. test item danny is truthful and never cheat or steal, he is a … boy. the options of the answer  honest; shy; good; loyal; kind. the test item had three adjectives; they were truthful, cheat and steal. in the options of the answer given by the learners, there were five adjectives; they were honest; shy; good; loyal; kind. the answer given by the learners contained the social context, which can be illustrated as follows. 1) they were embarrassed; therefore, they did not cheat. 2) they were honest; therefore, they could be trusted, 3) they never stole or cheat; therefore, they were kind 4) they could be trusted; therefore, they were kind and faithful. 5) the answer loyal (faithful) might be connected with truthful (trustable) the learners had been familiar with the lexical item honest (read hones), as the correct answer based on the key prepared by the teacher) through songs and current vocabulary of the teenagers. however, the answers given varied based on the context understood by the learners. among 64 learners, 10 answered honest. the same thing also took place in the following test item and its answer. test item  i like to make people laugh. i am … the options of the answer  funny; clown the test item shows the phrase to make people laugh (causing people to laugh), which was used within a funny context and caused people to laugh (clown). the words funny and clown were the answers given by the learners. however, none used the word humorous (the key prepared by the teacher) as the correct answer, although it was a popular word among the learners. none chose e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 255—280 https://doi.org/10.24843/e-jl.2019.v13.i02.p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 265 the word comedian as the alternative answer either. the answer given by the learners were in accordance with their ecolinguistic context (van lier, 2004). the data on the learners’ capability in english language were taken from the texts written by the learners, as illustrated below. text 1  im is student in smp 1 jember. i born 14 years. text 2  my school in smp 1 jember. i like play game and basketball. i am go to school at bus text 3 i like listens music and read novel. i like listens music english. i usually listens music in evening. and reading love novel before have dinner. text 4  she is clever because my niece imitate my sister, … niece is an interesting person. as can be seen in the above data, the ideas written by the learners were inspired by their experiences. the noun phrase (np), verb phrase (vp) and adjective phrase (ap) used by the learners in every sentence varied. some were correct and some were incorrect, resulting from the first language they had acquired. specifically, it is not difficult to understand the np pattern which functions as the subject of a sentence such as the proper name (isa), the first person singular (i), the second person pronoun (you), and the plural third person pronoun (they) and the singular third person (he, she). in fact, the above data show that the learners’ knowledge of np used as the subject was good enough, but their knowledge of np used as the object was still poor, as simplified by my and family, food meat ball, music english, the cat 3, and so forth. the same problem could also be found in the vp used as the predicate. their knowledge of whether to use a singular verb or a plural verb, whether to use verb with to infinitive or not, and whether to use to infinitive be or gerund is still poor, as exemplified by the following phrases: i am go, like listens, play bike around, im is, my school in smp, i likes and so forth. they still wrongly placed the adjective and adverb of place used attributively. the attributively used adjective which should have been placed prior to the noun the predicatively used adjective which should have been placed after the verb to modify the subject were improperly placed, as exemplified by trip very long, sleep more formally, he favorit food, the cat the poor and so forth. the above data show that learning the target language cannot be separated from the learners’ experiences and knowledge of the text written within their surrounding language and cultural context (chomsky, 2002). this can be identified from how the learners wrote their ideas in the form of phrases. from the point of view of communication competence, it can be stated that the learners could not e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 255—280 https://doi.org/10.24843/e-jl.2019.v13.i02.p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 266 differentiate noun as subject, verb as predicate and adjective as modifier, leading to semigrammaticalization (halliday, 2014: 67) and to the system of logical-semantic relations (halliday, 2014: 63). the linguistic and non-linguistic knowledge of the learners contributed to the target language acquiring process. 4.1.2 the teaching and learning process in the classroom the teaching and learning activities were observed, and the result of the observation was written in the form of an article entitled classroom talk as a classroom management practice at junior high school, which was published in the proceeding of the 6 th international conference educational management administration and leadership (icemal). the result of the observation showed that rpp prepared by the teacher based on curriculum 13 was not well implemented in the classroom (tjendani, 2016: 246-250). the result also showed 1) the learning initiative often came from the teacher using display and choice of question or short answer questions, causing the learners to respond by reading their notes or books or short answers uttered together; 2) the evaluation was made based on the test items in the book and lks; 3) the teaching and learning activities followed the design of the learning material, causing the opportunities which the learners had to explore using the target language to be highly limited; 4) the learners had many opportunities to do the test items and to answer questions. when the teacher justified the answer given by one learner, the others did the same thing, and limited feedback was also provided. 4.1.3 the topic chosen by the learners the choice of the topic made by the learners was intended to identify and involve them in the selection of the topics; what topics would be highly useful, what topics would be useful, and what topics would be useless. the situations which were prepared totaled 30. the topics were prepared based on the text and context described in curriculum 13 which suit the english language learning for the students of the 7 th grade of junior high school. the text and context were made to be connected with environment and three prototypes of dialogue situation from the ecolinguistic perspective; they are intra-cultural, inter-cultural, and trans-cultural, which were adjusted to the natural, social and cultural environments of the pendalungan society in jember. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 255—280 https://doi.org/10.24843/e-jl.2019.v13.i02.p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 267 the data showed that 45% of the learners chose 10 highly useful topics, 35% chose 15 useful topics, and 20% chose useless topics. the complete data are presented in table 1 below. table 1 the topics chosen by the learners the highly useful topics chosen by 45% of 64 learners the useful topics chosen by 35% of 64 learners the useless topics chosen by 20% of 64 students 1 getting to know you 3 school yard environment 4 classroom activities 7 joining hobby or interest group 12 watching tv, what program; 15 inviting friends for party 16 gardening 22 buying things at the market 25 camping 29 electing class committee 5 classroom environment 6 playing sports, what sports; basket 8 talking to neighbors 24 taking public transportation 9 talking activities at home 10 cooking at the kitchen 13 watching film/cinema 14 listening to music, what music 17 farm animal 18 going to zoo 19 visiting beach 21 harvesting rice or corn or fruit 23 buying things at stores or supermarket 25 camping 30 visiting bank 2 talking to friends 11 touring a house 20 visiting coffee or coco plantation 26 visiting kelurahan office 27 how to be mc (master ceremony) 28 osis meeting what was interesting to be observed was that the plant-related topics, such as gardening became a highly useful topic, however, the topic harvesting rice or corn or fruit became a useful one, and the topics visiting coffee or coco plantation because the useless ones. in jember regency there are many coffee and coco plantations, some of which are used as the plantation tourist destinations. the topic getting to know you became a highly useful one, and the topic talking to friends became a useless one, although, the fact showed that the learners often talked to their fellows. the reason was that, from the local cultural context point of view, talking to friends implies ‘gibah’, namely the habit of talking about the negative things of someone else. 4.1.4 the learners’ english language learning strategy e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 255—280 https://doi.org/10.24843/e-jl.2019.v13.i02.p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 268 the questionnaire distributed to the learners contained the language learning activities such as taking note, paying attention to the teacher, using new vocabulary when communicating and discussing things with friends, re-reading what was written, correcting grammar, using punctuation marks, re-checking the vocabulary used, and so forth. the score ranged from 1 to 5; each reflected the activity being done while studying english language and the learners were supposed to circle the answer chosen. the result of the questionnaire showed that 11% of the learners usually did not do any language learning activities; 76.5% seldom did language learning activities; 12.5% usually did language learning activities, and none showed that they had never and always done language learning activities. what was interesting to be observed was that 76.5% of the learners seldom did english language learning activities such as taking note, asking the teacher, reading prior to doing test items, making sentences using new vocabulary, consulting references, discussing with friends, doing homework, trying to make sentences using new vocabulary, and interpreting the sentence meaning. the data showed that the learners had not been accustomed to doing specific language learning activities. most time was spent doing the test items in the text book used in the classroom. 4.2 the situation analysis this sub-part presents the data on the permendikbud (the regulation issued by the minister of education and culture) no. 64 of 2016 concerning the standard contents, permendikbud (the regulation issued by the minister of education and culture) no. 65 of 2016 concerning the standard process, curriculum 2013 and the syllabus of the english language subject for junior high school. the standard content is intended to limit the material scope in order to achieve competence in four dimensions; they are the spiritual attitude, the social attitude, knowledge and skill. the material scope of the english language text and context required effective interaction in the environment, family, school, society, nation, state and regional areas. the text used short and simple phrases and modalities as the linguistic elements with clear-cut meaning in functional, interpersonal and transactional discourses, and the types of the text were recount, announcement, narrative, descriptive and song. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 255—280 https://doi.org/10.24843/e-jl.2019.v13.i02.p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 269 a process was needed to achieve the content competence mentioned above. the standard process refers to the criteria which should be fulfilled in the implementation of the learning process in order to achieve the standard passing competence. the process through which the scientific approach was applied was strengthened by the discovery/inquiry learning-based thematic in order to produce the problem solving-based work (the project-based learning). the learning process was assessed using the authentic assessment, the result of the learning process was evaluated using the oral and written test during the learning process and when the lesson unit was completed. curriculum is needed to realize the standard content and process. currently, the english language learning applies curriculum 2013 containing the learning objective and real competence intended to be achieved. the objective of the english language learning is to master the competence in the written and oral active communication using the text which is accurate and acceptable to the context of daily life in the household, school, and society environments. the text mastery includes the social function and structure of the text and the linguistic elements chosen based on the objective of the context of the functional communication; therefore, the types of the text are descriptive, recount, narrative, procedure and factual report. the language skills include listening, speaking, reading and writing. the syllabus more specifically arranging the learning process is needed to realize the curriculum. table 2 presents the syllabus of english language for junior high school as the realization of the curriculum. the curriculum 2013-based syllabus of english language (the ministry of education and culture, 2016) text context linguistic elements topic of the learning material learning process interpersonal meeting other people greeting, farewell, thanking, apologizing and responding 1. how are you? 2. it’s me scientific: observing, asking, collecting information, negotiating and communicatin g transactional self-identity, telling time, animals, human, nonhuman, and the noun, pronoun, subject, object, possessive numbers: cardinal and ordinal 3. it’s my birthday 4. i love people around me e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 255—280 https://doi.org/10.24843/e-jl.2019.v13.i02.p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 270 buildings around the learners (characteristic and action) articles, plural and singular declarative, negative, interrogative, simple present tense, prepositions 5. how many pets do you have functional life of young people, animals, human, nonhuman and the building around the learners physical characteristics, taste, mentality, psychology/feeling, intelligence demonstrative pronouns punctuation marks song description 6. i love things around me based on the syllabus above, the english language learning is carried out based on rpp prepared for one meeting in the first semester of grade 7, which, if added together, totals 36 teaching hours. the results of the need and situation analysis show that learners need more real and meaningful situation and condition, and need to focus on the linguistic and non-linguistic elements which are not so different from their personal experiences and knowledge. the method used to teach in the classroom refers to the activities described in the book prepared by the teacher. one element of the syllabus used as the guidance to the implementation of curriculum 2013, in so far as the text, context and linguistic components are concerned, overlaps with another. as an illustration, the transactional text and functional text have the same context. in addition, the linguistic elements badly focus on the specific grammar needed for a specific use. then, what is important is involving learners to be able to develop their learning potentials to develop the syllabus of english language. to this end, learners, as the main context of those who are learning something (van lier, 2004, 2010), should be viewed as integral persons who are able to think and do the language activities to produce language through the cognitive linguistic process. it is this which requires that syllabus should be prepared using the ecolinguistic perspective. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 255—280 https://doi.org/10.24843/e-jl.2019.v13.i02.p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 271 4.3 the formulation of the ecolinguistic perspective-based syllabus a syllabus describes the main elements which will be used to plan the learning process and to prepare the focus and the main contents of the language learning. the model syllabus used in the current study is adapted from the task-based syllabus (krahnke, 1987, richard, 2002), brinton et. al., 2011) and is adjusted to the ecolinguistic approach-based model syllabus. the elements of the linguistic contents were chosen and sorted based on the theory of sfg, in so far as the phrase and clause use is concerned. the important elements of syllabus describe the learning objective, the content selection, the determination of the domain/scope and its parts, how the classroom learning is formulated, and the assessment system. the learning objective is principally adapted from the different viewpoints among the linguistic norms, learning norms, and policy and curriculum. in addition, the ideology of the learning objective also takes what needs to be currently learned and what needs to be learned by learners in the future, socio-cultural pluralism, and the learner-centeredness (van lier, 2004; richards, 2001). the general objective is directly adopted from the curriculum, and the specific objective of the syllabus of the english language learning for the first semester of grade 1 is adopted from the result of research. the learning objective which the syllabus contains is adapted to the result of the need and situation analysis, the reflection of the ideology of the ecolinguistic approach and the theory of sfg for the following reasons: 1) the results of the need and situation analysis really reflect how competent learners in communication are, their learning strategy, and the teaching and learning activities as the implementation of the curriculum policy, 2) the ecolinguistic approach is used to divide the learning text and context which show the competence in specific communication in the form of model dialogues (bang, døør, steffensen & nash, 2007, 2012). 3) the language learning process is based on the hierarchy of language units (van lier, 1995 2004) by applying the linguistic cognitive process (holme, 2009; littlemore, 2009; janda, 2010), formulated in every learning activity through the process of perceiving, interpreting, comprehending, using, mastering and vice versa. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 255—280 https://doi.org/10.24843/e-jl.2019.v13.i02.p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 272 4) the language units are classified in an integrated manner, and are explained in the clausal metafunction, namely clause as a message, clause as an exchange, and clause as a representation (halliday, 2014:83); a phrase is defined as a group of words. 5) the achievement of communication competence can be clearly seen from the stages in the process and can be directly assessed using the performance assessment(o’malley, 1996; stecher, 2010, palm, 2008). 6) the result of the fgd evaluation was made by the english teachers, who are the mgmp members and give emphasis on the more specific competence needed to contribute to the formation of the nation’s character. the formulation of the ecolinguistic perspective-based syllabus a. general objective in general, the objective of the english language learning for grade 1 of junior high school is adapting curriculum 13 in which the communication competence is still maintained as the target. it is intended to develop the potentials which learners have to communicate competently in the transactional and interpersonal discourses using different types of oral and written texts containing phrases and independent clauses and modalities to implant the great values of the nation character within the context of daily life in the biological, social, ideological, family, school and societal environments to face the globalization era. b. specific objectives specifically, the english language learning is intended to allow learners to have the communication competence required to: 1) develop the behavior of becoming patriots by bequeathing the nation’s ideological and cultural values in the forms of simple visual and verbal texts to make them prepared to face the cultural changes effectively and efficiently, 2) make learners able to communicate orally and in writing effectively and to use the four language skills (listening, reading, writing, speaking) for creating daily relationship with their environment, families, friends and societies based on the norms with different forms of texts contain using phrasal structures and independent clauses, e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 255—280 https://doi.org/10.24843/e-jl.2019.v13.i02.p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 273 3) make decisions individually and collectively through which the learning objectives are formulated and the development of the achievement of the learning activities is measured using the performance assessment system; in this way, they are supposed to be able to develop their learning responsibility and learning strategy (self-independence learning and selfresponsibility learning), 4) to make learners acquire digital literacy needed to develop their learning skills based on their goals. based on what was described above, the ecolinguistic perspective-based syllabus is formulated and developed as presented in table 3 below: table 3 model ecolinguistic perspective-based syllabus text context linguistic elements learning material/topic learning process evaluation interpersonal intra-cultural contexts: families, friends and teachers simple phrases: noun phrase, adjective phrase and verb phrase independent clauses: independent sentences getting to know one another schooling and housing celebrations and rituals shopping environment camping cognitive linguistics in language learning sound/word perception, interpretation, comprehension, use, acquisition performance assessment: checklist, analytic rubric and holistic transactional inter-cultural contexts: authority relations (market, zoo, school, calendar etc. transcultural contexts: text types: descriptive and procedural vocabulary: 1,000 words grammar: verb expressions; tenses e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 255—280 https://doi.org/10.24843/e-jl.2019.v13.i02.p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 274 dialogue and collaboration among strangers (present, past and future) subject pronouns possessive adjectives numbers: cardinal and ordinal article: a/an, the plural nouns: -s, -ies, -es prepositions: in, from, near, at, with, there is/are uncountable nouns: little, much; some, any demonstrative pronouns: this/that, these/those declarative, negative, interrogative adverbs of frequency: usually, always, sometimes, never, rarely sequencers: first, second, then, next, later, after, then, finally the topics chosen by learners are specifically developed in the sub-topics by taking the following things into consideration. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 255—280 https://doi.org/10.24843/e-jl.2019.v13.i02.p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 275 it can be explained that sub-topic 1 to sub-topic 8 cannot be separated from one another in getting to know one another. the situation created starts from knowing the english language teacher and is continued to knowing the teachers teaching the other subjects, knowing oneself and classmates, and so forth. it is clear that one sub-topic is made to be connected to the others in the text and english language learning context from the time when the syllabus is prepared. from the ecophilosophical point of view, the holistic eco-philosophy emphasizes the interconnectedness and interdependence between people and the world (ife, 2013: 46). the animate and non-animate things are connected with one another to create a harmonious and quality life. it is this which connects syllabus, as a non-animate thing, with the situation and condition in which the class ecology, as an animate thing, can be made to be alive. topic: getting to know one another (present tense and personal pronoun) sub-topic 1. my general identity, my teacher’s identity, and my classmate’s identity 2. answering and asking simple information on my classmates 3. i like cooking, listening music, gardening, sports, raising pets or animals 4. reporting identification 5. family; nucleus family, roommates, relatives 6. family values 7. feeling; happy, calm, hungry 8. answering and asking simple information on families and family values e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 255—280 https://doi.org/10.24843/e-jl.2019.v13.i02.p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 276 the cognitive linguistic learning process can be presented in detail in table 3 below. table 3 the cognitive linguistic learning process stage activity perceiving the teacher creates the learners’ perception of the situation of the language context and text that will be biologically, ideologically, and sociolinguistically discussed. interpreting presenting the new learning material by reading it either silently or loudly to create the interpretation of the language used in the next learning skill understanding/using the learners’ interpretation is referred to in the learning material activity to gain what can be understood of the text and context of the target language which can be used in every learning activity which can show the competence in the oral and written communication based on the activities described in the learning material (trial and error) mastering the extent to which any material is mastered can be identified from the metacognitive activities in written and oral forms (writing and speaking) based on the target language skills described in the assessment description, closing the learners’ learning outcome is checked using the description of performance already prepared; it can be checked by the teacher him/herself, a colleague or another teacher. feedback is given that is the syllabus formulated based on the results of need analysis, situation analysis, ecolinguistic perspective, and the theory of sfg. a language can be acquired based on the language hierarchy-based process through which a language system used to express certain meaning between language and culture can be found (lier, 2004; holme, 2009; littlemore, 2009; janda, 2010). everybody undergoes the same language learning semiotic cognitive process which includes perceiving words, using, mastering and acquiring the target language. perceiving words can start from listening to and reading words before associating them in such a way that they will become meaningful. 5. conclusion the development of the ecolinguistic perspective-based syllabus is the result of need analysis, situation analysis and the ecolinguistic-related theories for language learning purposes. text, context, language, learning situation, learning process and assessment are the elements which cannot be separated from the implementation of the curriculum. the elements e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 255—280 https://doi.org/10.24843/e-jl.2019.v13.i02.p06 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 277 used are based on those needed for formulating the syllabus. such elements contain the content of the language activity and the language production based on the ecolinguistic theories. the language function-based content of the text takes the model dialogue integrating the natural, social and ideological dimensions with the inter-cultural, intra-cultural and trans-cultural contexts into consideration. the language elements are adjusted to the meaning which the phrases and clauses contain, and the learning situation is adjusted to the topic chosen by learners. the teaching and learning process is adjusted to the learning process based on the cognitive linguistic process. finally, assessment is made based on the language performance achieved and the language production made by learners, referred to as the performance assessment. references alsagoff, lubna, and ho cheelick. 2014. what is the structure of language?. in language in education sosial implications, edited by rita elaine silver and soe marlar lwin, 1765. bloomsbury, london. brumfit, christopher. 1984. communicative methodology in language teaching, the roles of fluency and accuracy. cambridge university press. cambridge brown. 2005. testing in language programs; 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77 representation of the use of sumbawa language during the covid 19 pandemic suparman, stkip paracendekia nw sumbawa, sumbawa, indonesia. email:mansupar52@gmail.com article info abstract* received date: 5 august 2021 accepted date: 17 august 2021 published date: 31 january 31 keywords:* representation,sumbawa,language ,covid 19, pandemic this article discussed representation of the use of sumbawa language during the covid 19 pandemic. the purpose of this study is to describe of the sentences mening by using sumbawa language, which it applied to give socialization about the corona virus 19 toward the sumbawa societies. the location of this study was conducted in sumbawa district, west nusa tenggara province, indonesia. futhermore, the method of this study used the qualitative descriptive method. then, the instruments used for collecting data implemented the documentation and photographic techniques. the result of this study classified into two points, the first the meaning of senteces related to the interpretation of fairclough, found several sentences in the sumbawa regional language, namely patis pang bale turit pemerintah advice which means that stay at home following government advice. according to the government's advice, tama ko igd means entering the emergency care unit (igd) at the hospital, and tama ko igd means entering the emergency room (er) at the hospital, and fotomu nempel pang buku yasin means your photo is stuck in yasin's book. the second the meaning of the use of the sumbawa language related to pearce which classifies it into three categories, namely icon, index and symbol. the iconic element in this study is in the form of a caricature of a medical worker, while the index is a sentence that uses the sumbawa language 'ba meling nene nene mo!ompa kami ta!' which means 'it's up to you all! we are too tired to work! furthermore, symbols are represented on images of personal protective equipment (ppe) and images of masks used by medical personnel. 1. introduction one of the communication tools that aims to convey appeals and information through language in public spaces. submission of messages through public spaces aims to provide pros and cons to events that occur in an area. in conveying messages through language in public spaces, creativity and skills are needed to support meaning, and so that the message conveyed can be achieved properly and clearly to the addressee. because the role of the punutur through the use of language through the public space is so that the speaker can receive messages from speakers in a clear and easy to understand manner. https://ojs.unud.ac.id/index.php/eol/index 78 the development of language in the public sphere from day to day has developed very rapidly, this happens because the development of technology and information occurs so rapidly. thus, the development of technology and information must also be supported by the use and design of a more creative language, and in accordance with ongoing developments or in accordance with current events. according to oktavia and hayati, (2020:page.2), language plays a very important role in certain situations and conditions in general because language can facilitate interpersonal communication in learning and interpreting things. language is the most important form of communication for humans. language serves as a communication tool to get information. furthermore, language as a means of communication can be conveyed in the form of written media and signs that accompany the writing. one form of written media that is often used by speakers to convey their ideas, thoughts, and feelings is through social media which has a big role today. a message conveyed through social media is packaged with a variety of creativity with the aim that readers can easily understand the message conveyed. various kinds of messages or information conveyed in public spaces through social media by journalists. the messages or information that are spread in the public space of social media contain events or issues about religion, social, culture, customs, politics, education and health and so on. one of the events that has caught the attention of the entire world today is the occurrence of the covid-19 pandemic (coronavirus disease 2019), which is closely related to the events of public health disturbances. according to rahman (2020: page.185) said that the corona virus is a virus popularly called covid-19 which has become a serious concern for the world community. especially since the emergence of this epidemic case in early 2020 in the city of wuhan, hubei, china. based on data from the task force for the acceleration of handling covid-19, it describes that it has spread to almost all countries in the world, where the data shows as of june 30, 2020 as many as 216 countries affected by the spread of this virus (https://covid19.go.id/) . meanwhile, on march 11, 2020 who (world health organization determined that covid-19 was a global pandemic and in indonesia was declared a national disaster, (https://www.kompas.com). with the implementation of the covid-19 pandemic case becoming a national disaster, the government has taken various ways to stop the spread of this virus, namely by imposing physical distancing, work from home, and psbb (large-scale social restrictions). with the emergence of various efforts to prevent the spread of the covid-19 virus throughout indonesia. so that these preventive measures are conveyed through the use of creative language and have artistic value through public spaces on social media. many language usage terms have sprung up and circulated in the public sphere of social media about the corona virus pandemic that has spread throughout the world, including indonesia, and it is not uncommon for the terms used to be understood differently so that they will affect further language development. in indonesia itself, not only is the development of the use of the indonesian language used in the appeal for the prevention of the covid-19 pandemic, but the role of the use of regional languages is also actively used to provide an understanding of the dangers and prevention of the spread of this virus to the public. in connection with the above explanation, the sumbawa language is one of the local languages used by the people in sumbawa district, west nusa tenggara province. so this research is focused on the study of the representation of the sumbawa language during the covid 19 pandemic. 79 2. research methods this research method is a qualitative research method. according to bungin (2011), qualitative research is research that functions to examine objects in depth and detail that aims to describe, summarize various conditions, various situations, or various phenomena in social reality. one of the phenomena or social realities that occur in the public space on social media is related to data or documents related to the spread of the covid 19 pandemic. then, according to creswell (2012) who says that documents consist of public and private records that qualitative researchers obtain about a site or participants in research, and they can include newspapers, minutes of meetings, personal journals, and letters. so based on the expert opinion above, the approach used in this research is a case study on the role of the sumbawa language in the pandemic period. according to rahardjo, (2017) explain that the case study approach is a study that examines in depth an event or activity in order to obtain in-depth information. furthermore, the data collection techniques in this study used documentation techniques and photography techniques. meanwhile, in analyzing the data using analytical descriptive techniques, where this technique aims to describe the data that has been found in this study. then the research data that has been analyzed will be presented using deductive techniques. presentation of research results using deductive techniques aims to describe evidence, facts, specific empirical data from a general conclusion that is presented or in other words a general presentation to be described, explained, or proven in a specific explanatory sentence. 3. discussions the use of the sumbawa language as one of the local languages in indonesia, is part of a discourse analysis study as a forum that discusses the phenomenon of language as a linguistic representation that is conveyed in public spaces on social medicine in the midst of the current covid-19 pandemic. making discourse using sumbawa language in public spaces on social media can be used as data in studying linguistic phenomena. furthermore, the use of the sumbawa language will reveal the use of discourse as a form of language social interaction in the public sphere through expressions, statements, appeals, invitations, and prohibitions that are downloaded on social media. the use of the sumbawa language in delivering discourses related to the corona virus 19 aims to represent communication patterns and social interactions in the process of preventing the spread of the corona virus. this is in line with the opinion of fairclough, (2013) which says that discourse is a language that can be used to represent ideas and ideas in the form of social practices that are viewed from a certain point of view. as a form of using discourse in social practice using the sumbawa language, it can be seen from the discourse on the use of the sumbawa language below. 80 figure 1; https://www.kompasiana.com based on figure 1 above, the role of social context in a discourse becomes a communication activity that is expressed in written form using the sumbawa regional language, which is known as the samawa language. the discourse on the use of the samawa language in the picture above was carried out by the sumbawa district military command 1607. the purpose of socialization using the sumbawa regional language is to function as a messenger to promote social distancing, physical distancing and preventing the spread of covid-19 in sumbawa district. the use of this regional language is so that the message conveyed is easy to accept, understand and apply by the people in sumbawa district. furthermore, there are two reasons for using the sumbawa regional language in the context of the above discourse. first, that the use of the sumbawa regional language as a local language has cultural closeness and emotional closeness between the communicator and the communicant. then the second is as a form of unrest and interpretation of the habits of residents who are not orderly and negligent in responding to the spread of the corona virus 19. besides that, the community's perspective appears as if the corona virus 19 is only an issue that is not too worrying. so that communicators or speakers in this case create social cognition to make people aware that covid 19 is a disease that causes death in very large numbers in a relatively short time. we can find this from several fragments of sentences in sumbawa in the picture above. the sentence of “bagi tau baslalir ade no nurit pencegahan corona,jaman to cuma”. this sentence means that sumbawa people who are nagging do not participate in preventing corona virus. this sentence shows a strong appeal to the people of sumbawa, so that they comply with and implement the health protocol. the speaker's cognition in this appeal arises due to unrest among sumbawa residents who have not complied with health protocols, so speakers need to urge residents to do the following activities: 81 1) sumbawa residents must always wash their hands with soap, 2) sumbawa people do not touch your face if your hands are not clean, 3) sumbawa residents must maintain a distance of at least 1 meter from other people, 4) sumbawa residents must wear masks both when sick and not sick, 5) it is better to stay at home if you do not have urgent activities outside the home. furthermore, for sumbawa residents who still heed or insist that they do not want to comply with the health protocols mentioned above, then they only have three choices, we can see this in the sentence “jaman to ada 3 pilihan”. it can see the three options in the appeal in the sentence below. patis pang bale turit anjuran pemerintah. the sentence has the meaning that staying at home follows the government's advice. the sentence usage patis pang bale, refers to the habits or culture of parents who forbid their children not to go out at night when the maghrib call to prayer has been sounded, or forbid their children not to go to a place that is considered a mystical place, because when they come to the mystical place , feared it would wreak havoc on their children. the next sentence turit anjuran pemerintah, which means following government advice. the government in terms of being a substitute for parents who urge their children to stay indoors, because the corona virus disease is a disease that can harm them, for example a mystical place that can wreak havoc on them. the sentence of tama ko igd.this sentence means entering the emergency room (er) in a hospital. entering the er for some sumbawa people is something that can bring danger and harm to themselves, so most of them avoid the er, because from their point of view when entering the er the consequences will be death, and if there is no death they must issue maintenance costs. likewise, if they do not comply with the covid 19 health protocol, the consequences will be that they will be admitted to the er. the next sentence fotomu nempel pang buku yasin. this sentence means your photo is stuck in yasin's book. the appearance of the sentence fotomu nempel pang buku yasin, shows the relationship between islamic teachings and the culture that developed in the sumbawa community. where cultural activities and islamic religious teachings are often carried out in reading tahlil and yasinan on the 1st, 3rd, 40th night until the 100th night after the death of their relatives. furthermore, on the yasin letter sheet in the qur'an, usually the family who has the intention will print several yasin letters and on the front page are usually attached the photo and the name of the deceased family. with the use of the sentence fotomu nempel pang buku yasin, this is a strong appeal to people who do not comply with the covid-19 health protocol. when they are exposed to the covid-19 virus, the consequence is that they are likely to die and after death their family will print their photos on yasin's letter. in discussing the meaning of using the sumbawa regional language in public spaces, it can also be strengthened by using a semiotic approach. semiotics is the study of signs in human life. that is, everything that is present in our lives is seen as a sign, that is, something that we must give meaning to. ferdinand de saussure (1916), saw the sign as a meeting between form and meaning. he uses the term signifiant (signifier) for the form of a sign, and signifie (signifier) for its meaning. thus, what is in our lives is seen as a "form" that has a certain "meaning" but is not personal but social, which is based on a social "agreement" (convention) (hoed, 2011: 3). meanwhile, peirce explained that semiotics is a field of science that examines the relationship between signs, objects and meanings (kaelan, 2017:163). carles moris calls it a sign process when something is a sign for several organisms (segers, 2000:5). according to sukarini (2012: 27) says that the sign is always in a process of endless change called the process of 82 unlimited semiosis (unlimited semiosis), namely the process of creating an endless series of interpretants. in analyzing the meaning of objects using the sumbawa regional language related to the corona virus 19, implementing the view of pearce (1982) which classifies into three categories, namely icons, indexes and symbols. this division can be seen in the analysis of objects using the sumbawa regional language below. figure 2; taken from private document. based on figure 2 above, the first step before analyzing the signs is to identify the signs themselves. based on the object, pierce divides the sign on the icon (icon), index (index), and symbol (symbol). by referring to the three types of signs, several types of signs can be identified as the unit of analysis under study. identification of the meaning of using the sumbawa regional language with the objects in figure 2 can be seen in table 1 below: table. 1 identification of sign objects in the use of the sumbawa language based on pearce (1982) type of sign explanation idetification of sign icon signs are related to objects because of their resemblance, for example maps, portraits. 1. caricature of a medical person index there is a close existence between the sign and the object or a causal relationship. 1. the sentence of the tagline ‘ba meling nene nene mo!ompa kami ta!’ symbol this relationship is conventional in the sense that there is a certain agreement 1. personal protective equipment (ppe) clothing symbol. 2. mask symbol 83 between the users of the sign. based on the description of the sign which includes icon (icon), index (index), and symbol (symbol) in the table above, the following is an explanation of the three classifications: 3.1. icon in this case, the caricature icon of a medical worker is manifested as a relationship between icons, indexes and symbols. an icon is a sign or object similar to the original (pierce, 1987). in the caricature a medical worker represents the original figure referred to in the caricature. the caricature is wearing a mask which indicates that during the covid-19 pandemic season all sumbawa people are required to wear masks in order to prevent the transmission of covid 19. so with the appeal with the caricature it is hoped that the sumbawa people will comply with the use of masks in their daily lives. the caricature of a medical worker has become an icon of appeal in the use of masks, because medical personnel are the spearhead and initiator in providing references or references to the real world in tackling the spread of the covid 19 virus. 3.2. index index is a sign relationship that is causal or related to cause and effect (pierce, 1987). the cause-and-effect relationship relates to how language is chosen in conveying meaning. the causal relationship to be conveyed in the object above can be seen from the causal relationship between the caricature of a medical worker and the sumbawa local language which they use in the sentence 'ba meling nene nene mo!ompa kami ta!'. the meaning of this sentence is 'it's up to you all! we are too tired to work! the relationship between a caricature of a medical worker with the sentence conveyed seems to give an appeal and information to the public that they as medical personnel are equipped with personal protective equipment (ppe) can still be infected by the covid 19 virus, especially if you are citizens who are negligent in complying with applicable health protocols. therefore, they emphasized that if people are still disobedient and negligent in carrying out their health, then it's up to you what you want to do. on the other hand, the phrase 'ba meling nene nene mo! ompa kami ta!' is an expression of disappointment for the medical staff, who have been fighting hard day and night in tackling the spread of covid 19, but it seems as if their hard work failed because of the carelessness and negligence of the community. 3.3 symbol a symbol is an agreement about an object that has been made and mutually agreed upon (pierce, 1982). for example, objects that have received mutual agreement that traffic signs in the form of red lights indicate someone must stop, yellow lights must get ready and green lights are allowed to run the vehicle. likewise, the object in figure 2 above has two kinds of symbols, namely the personal protective equipment (ppe) clothing symbol and the mask symbol. furthermore, the personal protective equipment (ppe) clothing symbol has represented that all medical personnel as a team for handling the corona virus 19 must wear the specified ppe, which aims to protect themselves from being infected with the corona virus while carrying out their duties. then, the mask symbol represents the meaning of the sign of a tool that has been agreed to prevent the transmission of the corona virus 19 through the mouth and nose in the community. 4. novelties the novelty of this research is to explain about linguistic representations, specifically local languages in helping policy makers in preventing the spread of the corona virus 19 to all 84 indonesian people. this study also tries to describe the important role of linguistics that can be interdisciplinary with the study of health sciences. furthermore, the use of the sumbawa regional language in this study shows that the regional language as the identity of the indonesian nation, is more effectively used in providing information to the people who use the regional language, because the regional language or local language has a close relationship with the culture of the speakers of the language, this can be we can see from the example sentences in the findings of this study, where each sentence used shows a relationship between the language and culture of the sumbawa people. 5. conclusion the conclusions contained in the research on the representation of the use of sumbawa language during the covid-19 pandemic include two conclusions. first, the interpretation of the meaning of the use of the sumbawa regional language is based on the opinion of fairclough, (2013) which says that discourse is a language that can be used to represent ideas and ideas in the form of social practices that are viewed from a certain point of view. as a form of using discourse in social practice using the sumbawa language, it can be seen from the discourse on the use of the sumbawa language below. in applying fairclough's interpretation, it was found several sentences in the sumbawa regional language, namely patis pang bale turit pemerintah advice which means that staying at home follows the government's advice. next, the sentence of tama ko igd.this sentence means entering the emergency room (er) in a hospital, and fotomu nempel pang buku yasin, which means that your photo is stuck to yasin's book. the second is the interpretation of the meaning of using the sumbawa language using pearce's (1982) approach which classifies it into three categories, namely icons, indexes and symbols. the iconic element in this study is in the form of a caricature of a medical worker, while the index is a sentence that uses the sumbawa language 'ba meling nene nene mo!ompa kami ta!' which means 'it's up to you all! we are too tired to work! furthermore, the symbol is represented on the image of personal protective equipment (ppe) and the image of the mask used by a medical worker in figure 2. 6. acknowledgements the writer would like to thank and appreciate those who have contributed to this current study, especially the supervisors: (1) prof. dr. drs. ida bagus putra yadyanya, m. a. ; (2) prof. dr. i wayan simpen, m.hum; (3) dr. made sri satyawati; for their crititicism, comments and suggestions which has contributed to the maximum completion of this study. beside that, the writer say thank to dr. umar, s.pd., m.pd as his colleague for completing the discussion of this study. 85 references bungin, b. 2011. penelitian kualitatif: komunikasi, ekonomi, kebijakan publik, dan ilmu sosial lainnya. jakarta: prenada media group. creswell, w., j. 2008. educational research: planning, conducting, and evaluating quantitaive and qualitative research. united state of america: pearson education, inc. deda, i., a. 2020. 3 alasan mengapa bahasa daerah penting dalam sosialisasi pencegahan corona. https://www.kompasiana.com/. accesed on march, 7 2021. gugus tugas percepatan penanganan covid-19, “beranda | gugus tugas percepatan penanganan covid-19,” covid19.go.id, accesed on april, 1, 2021. hoed, benny h. 2011. semiotik dan dinamika sosial budaya. jakarta: komunitas bambu. kaelan. 2017. filsafat bahasa semiotik dan hermeneutka. yogyakarta: paradigma. kompas cyber media, “who resmi sebut virus corona covid-19 sebagai pandemi global halaman all,” kompas.com, accesed on april, 1, 2021., https://www. kompas.com/sains/read/2020/03/12/083129823/who-resmi-sebut-virus-corona-covid19sebagai-pandemi-global. oktavia, w. & hayati, n. 2020. pola karakteristik ragam bahasa istilah pada masa pandemi covid 19 (coronavirus disease 2019).tabasa: jurnal bahasa, sastra indonesia, dan pengajarannya. vol.1, (1), 1-14. peirce, charles sanders. 1982. logic as semiotics: the theory of sign. bloomington: indiana university press. rahadjo, m. 2004. language and power: “a close look at critical sociolinguitics”. www.mujiarahardjo.com. accesed on march, 7 2021. rahman, f.,m. 2020. representasi masyarakat aktif di masa pandemi covid-19 (studi ekonomi dan sosial keberagamaan di bausasran danurejan yogyakarta). jurnal penelitian. vol.14,(2). 185-216. segers, rien t., 2000. evaluasi teks sastra. penerjemah: sumino a. suyuti, yogyakarta: adicita karya nusa. sukarini, 2012. iklan layanan masyarakat: kajian teks dan semiotik. denpasar : universitas udayana. suparman was born in the lab. terata, october 7, 1987. he is a lecturer in english at the higher school of teacher training and education of parascholars nw sumbawa, indonesia. he took his undergraduate education at ikip mataram which is now the university of mandalika mataram (undikma), majoring in english education. then, he continued his master's degree at ahmad dahlan university, yogyakarta, majoring in english education. currently, he is pursuing his doctoral education at udayana university, denpasar. he took a doctoral program in the study of linguistics. email: mansupar52@gmail.com https://www.kompasiana.com/adolfdeda https://www.kompasiana.com/ https://www/ http://www.mujiarahardjo.com/ sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 2 july 2021, pages: 272-278 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i02.p13 272 translation techniques used in monster university movie ni putu tania yesintha kristina 1 , ni made ayu widiastuti 2 1taniayesintha@gmail.com, 2ayu_widiastuti@unud.ac.id *corresponding author 1, denpasar-bali-indonesia 2, english department, faculty of humanities, udayana university article info abstract* received date: 5 march 2021 accepted date: 16 may 2021 published date: 31 july 2021 keywords:* translation, translation techniques, movie, subtitle. this article discussed the translation techniques that is used in the subtitle of the movie “monster university”. this article used ten sentences that are found in the movie script of “monster university” as the data source. qualitative and descriptive methods were used to analyze the data. this article used the theory by molina and albir (2002) to find out the translation techniques used by the translator to translate the english movie script. the result of the analysis showed that there were eight translation techniques found in the data; adaptation (2 data), borrowing (1 data), established equivalent (2 data), generalization (1 data), linguistic amplification (1 data), linguistic compression (1 data), literal (1 data), and transposition (1 data). 1. introduction nowadays, language is an essential thing for human life. for people that speak different languages, translation is a way to ease the conversation. translation, according to baker (1992), is the method of transferring meaning from one language to another using meaning equivalence. translation has been used in so many fields of human life such as in entertainment field. one of the examples of the use of translation in the field of entertainment is in movies. the globalization makes a movie with a certain language is also enjoyed by people who speaks different languages. in this case, translation of the movie or what they called a movie subtitle will help the viewer to obtain a better understanding of the movie. translating movie subtitle is not focusing about the grammar of the sentences only but also delivering the intended meaning of sl into the tl so that the viewer can obtain a better understanding of the movie. translating a movie subtitle needs a technique and strategies in order to get a better translation of the movie. as a result, the author of this study is motivated to analyze the translation techniques used to translate english subtitles to indonesian subtitles. the author uses the film monster university as a case study for analyzing its translation techniques. dan scanlon directed monster university, which was produced by kori rae, john lasseter, pete docter, andrew stanton, and lee unkrich. using molina and albir (2002) theory, this research examines the translation techniques used in translating the movie's subtitles. according to the theory of translation techniques by molina and albir (2002), there are 18 kinds of translation techniques, namely: 1) adaptation 2) amplification 3) borrowing 4) calque 5) compensation 6) description 7) discursive creation 8) established equivalence 9) generalization 10) linguistic amplification 11) linguistic compression 12) literal translation 13) modulation 14) particularization 15) reduction 16) substitution 17) transposition 18) variation. 2. research method this study uses the theory of translation techniques proposed by molina and albir (2002). the 18 translation techniques that proposed by molina and albir (2002) are literal, generalization, discursive creation, amplification, established equivalence, calque, particularization, linguistic compression, borrowing, description, adaptation, transposition, modulation, linguistic amplification, reduction, compensation, variation, and substitution. the data for this article was taken from the movie script of monster university movie, specifically the utterances of the main character, mike wazowski, and the indonesian subtitle which were taken from the website subtitlist.com. the data is collected with the following steps: 1. choosing the movie. 2. buying the movie dvd. 3. downloading the movie script and the indonesian subtitle from the internet. 4. watching the movie for several times. 5. note down the utterances found in the movie. after collecting the data, it is analyzed with the following step: 1. finding out the techniques used in translating the source text of the movie. 2. classifying the technique of translation. 3. writing a conclusion. 3. discussion the discussion explains about the classification of the utterances into its translation techniques with further explanation on why the utterance is classified as the following techniques. a. adaptation 274 it is accomplished by simply replacing a cultural element from the target text's culture for the source text's cultural element. data 1 source language : “i found a nickel!” target language : “aku menemukan koin!” the translator is using adaptation technique for the data above. as we can see in the sentence above, the word nickel is translated into koin in the target language because the word nickel in indonesian means money-coin. as it cannot be translated in the same position with the source language, the translator has made the correct decision by translating it into the word koin. the information above comes from a scene in which mike is getting off a bus and claiming to have found a nickel while holding it in his hand. data 2 source language : “cool” target language : “keren” the data above is another example of adaptation, the meaning of the word cool in the target language is dingin if translated literally. meanwhile, on sentence above, the word refers to something that interesting. therefore, it is classified as an adaptation technique. b. borrowing this technique takes word or expression directly from the sl to the tl. it could be pure or naturalized. data 3 source language : “how do i become a scarer?” target language : “bagaimana aku bisa jadi scarer?” the data above is translated using the borrowing technique. the word scarer is translated directly to scarer which is a name of a job on this movie. it is where the monsters are collecting children’s scream by sneaking into their room and scaring them. as a result, the term scarer is left untranslated because translating it into the phrase lebih menakutkan would alter the intended context. when mike is asked a question after seeing a scarer do their work, he says this. c. established equivalent this translation technique uses a term or expression that is recognized as an equivalent in the target language (by dictionaries or the language in use) (tl). data 4 source language : “hey there, freshmen.” target language : “hey mahasiswa baru.” using the established equivalent technique, the data above is translated into the target language. as can be seen from the preceding sentence, the phrase mahasiswa baru in indonesian has the same meaning as freshmen, and is a slang term for a first-year student at a university or high school (the oxford paperback dictionary, 1988). as a result, the words freshmen and the translation mahasiswa baru have the same meaning. mike says the words above the first time he sets foot on monster university. data 5 source language : “just wait, hotshot.” target language : “tunggu saja, jagoan.” the data presented above is another example of the established equivalent technique. the word hotshot is translated as jagoan in the target language. according to the an englishindonesian dictionary (1975), the proper translation for the word hotshot is jagoan. the word hotshot means tembakan panas if it is translated literally. it will not convey the same meaning that the source language (sl) intended. d. generalization generalization is done by using a more general or neutral word in the target language (tl). data 6 source language : “well, everyone, i don't mean to get emotional…” target language : “semuanya, aku tak bermaksud membuat kalian sedih…” using the generalization method, the data above is translated into the target language. as the generalization form of emotional, the word emotional is translated into sedih in the target language (tl). this sentence is spoken by mike as he exits the bus and give his friends a farewell. e. linguistic amplification when translating the source language (sl), this strategy involves adding new linguistic elements to the target language (tl). data 7 source language : “okay. good catching up.” target language : “ya. pasangan yang bagus.” the word catching up is translated as pasangan bagus in the target language (tl), regardless of the fact that it means mengejar in indonesian. mike says this when he asks his cousin, russel, to be his partner, but russel has already chosen another monster as his partner. f. linguistic compression this technique of translation is done by synthesize the linguistics elements in the target language (tl). data 8 source language : “listen, it was quite delightful meeting you and whatever that is,” 276 target language : “senang bertemu denganmu,” the expression above is translated into senang bertemu denganmu which literally means nice to meet you. although the expression in the target language has been synthesized, it still conveys the similar meaning as the source language. the above sentence is spoken by sullivan as he enters mike's room for the first time, mistaking it for his own. g. literal this technique of translation is done by literally translating sl words by words to tl. data 9 source language : “thanks joe.” target language : “terimakasih joe.” the literal translation method was used to translate the phrase above. the translator is translating the sentence word by word in the results. the word thanks are translated into the indonesian phrase terima kasih, which is the proper translation for the word thanks. mike says this sentence after he gets off the bus and thanks the bus driver. h. transposition this translation technique involves changing a grammatical category (word class) from the source language (sl) to the target language (tl). data 10 source language : “okay! first thing on my list, get registered” target language : “baik! pertama, mendaftar dulu” the transposition technique is used to translate the data above. the word registered, which is directly translatable as terdaftar, is translated as mendaftar dulu. on the text above, there is a grammatical change. mike, one of the two major protagonists, said this phrase when he first arrived to monster university. 4. novelties the translation strategies found in the movie script of “monster university” movie can be used as a source of a better understanding of the translation process of a movie script into indonesian. there are ten different data sets that have been analyzed in the previous chapter. 5. conclusion based on the data analysis in the previous chapter, it can be concluded that ten different data sets were collected from the indonesian subtitle of the movie monster university contain eight different translation techniques. the conclusion can be described as follows using molina and albir's (2002) theory to analyze the translation techniques: the monster university movie’s subtitle translator used eight different translation techniques. there are 2 data that were translated using adaptation technique; 1 data were translated using borrowing technique; 2 data were translated using established equivalent technique; 1 data were translated using generalization technique; 1 data were translated using linguistic amplification technique; 1 data were translated using linguistic compression technique; 1 data were translated using literal technique and; 1 data were translated using transposition technique. the researcher hopes that those who read this journal will gain a better understanding of translation techniques. in response to the last sentence, researchers encourage people who will translate books or films to read more and understand more about the language they will be dealing with, including its structure, grammar, slang, and so on. references echols, j. m & shadily, h. (1975). an english-indonesian dictionary. jakarta: pt gramedia pustaka utama. hawkins, j. m. (1988). the oxford paperback dictionary. great britain: oxford university press. isaac, s., & michael, w. b. 1981. handbook in research and evaluation. san diego: edits publishers. molina, l. & albir, a. h. (2002). translation techniques revisited: a dynamic and functionalist approach. barcelona, spain: university autonoma de barcelona. merriam-webster.com. 2020. definition of movie. meriam-webster. accessed on 3 august 2020. available from: https://www.merriam-webster.com/dictionary/movie. newmark, p. 1981. approaches to translation. oxford: pergamon press. newmark, p. 1988. a textbook of translation. hertfordshire: prentice hall. pinchuck, i. 1977. scientific and technical translation. london: andre deutsch scanlon, d. 2013. monster university. pixar animation studios. available from: https://subtitlist.com/subtitle/monsters-university https://www.merriam-webster.com/dictionary/movie 278 biography of author ni putu tania yesintha kristina was born in br. payogan on december, 20 th 1999. she is an undergraduate student in english department of faculty of letters in udayana university. email: taniayesintha@gmail.com ni made ayu widiastuti, s.s., m.hum. is an active lecturer in english department of faculty of letters in udayana university. email: ayu_widiastuti@unud.ac.id e-journal of linguistics the valency change strategy of adjectives in indonesian mirsa umiyati mir_zha78@yahoo.co.id magister program of linguistic warmadewa university prof. dr. ketut artawa, m.a., ph.d. artawa56@yahoo.com study program of linguistics, school of postgraduate studies, udayana university prof. dr. ida bagus putra yadnya, m.a putra-yadnya@yahoo.com study program of linguistics, school of postgraduate studies, udayana university prof. dr. i nyoman suparwa, m.hum. suparwa@gmail.com study program of linguistics, school of postgraduate studies, udayana university abstract makalah ini menerangkan tentang variasi kategori kelas kata yang bisa mengikat satu argument. kemampuan mengikat satu argument yang sangat identik dengan verba intransitive menyebabkan kategori lain yang mempunyai kemampuan sama dikatakan berfungsi sebagai predikat intransitif (intransitive predicate) dalam konteks pembahasan transitivitas. kategori lain yang bisa mengisi lot tersebut adalah adjektiva, nomina dan preposisi. analisis lfg mampu menerangkan perbedaan dan cara menentukan suatu kata sebagai predikat dalam suatu konstruksi kalimat atau tidak sebagai predikat. bagaimana variasi dari masing-masing kategori tersebut dalam kalimat?. paper ini akan mengulas dengan detail perihal tersebut. keywords: argumen, klausa simple, predikatif intransitive i. introduction the discussion of valence in relation to verbs is not a new topic for linguists all over the world. when valence is discussed, it also includes the discussion of verbs which occur as predicates. verbs can bind a number of arguments to be placed in certain position within clauses. in fact, predicates in the indonesian language are not only filled by verbs but also by other word categories. this means that adjectives in the indonesian language can also become the predicates. then the question that may emerge is whether or not the adjectives can bind a number of arguments. if it is possible for adjectives to bind a number of arguments, how many arguments can be bound by adjectives? what strategies are adopted by adjectives to bind arguments? these questions are the focus of this paper. ii. general overview on adjectives the concept of valance refers to the number of nominal arguments needed in a clause. the number of arguments needed in a clause depends on the semantic features of the verbs as the main constituent in the clauses. if the predicate of the clause needs two core arguments, these arguments need to occur explicitly. conversely, if the predicates only need one core argument, then the clause will not be grammatically correct. if the predicate only takes one core argument, then two arguments occur in the similar clause, this clause is considered non grammatical. the concept of valance is twofold: syntactical valency and semantic valency. syntactically, grammatical valency is the number of argumentwhich is needed by verbal predicate in a clause morpho syntactically. semantic valency is the number of argument which is semantically needed by verb.(payne, 1997:169-170; van valin jr. dan lapolla, 2002:147-150; haspelmath, 2002:210-211). this demonstrates that the concept of valence is understood as an element that is strongly related to the verb as the main part of a clause. in this paper, the concept of valance is related to the category of adjective. the present research is being undertaken because the adjective class can also become the predicate of a clause. if adjectives can function as predicates, they are also able to bind a number of arguments. how many arguments can possibly be bound by an adjective depends on the semantic features of the adjectives that functions as predicates. basic adjectives can only bind a core argument. there are also a number of adjectives that can bind two core arguments. further discussion concerning the ability of adjectives to bind a number of arguments can be seen below. iii. the indonesian adjectival valence a. singled-valance adjective singled-valance adjectives are adjectives that can only bind one core argument. the adjective class that can be classified as singled-valance adjective is basic adjectives which do not undergo morphological process including affixation, reduplication, and composition. the following examples (1-10) represent singled-valance adjectives used in sentences/clauses: (1) monika begitu bahagia ketika akhirnya dia dapat membawa laki-laki itu kehadapan orang tuanya (jrm, 2002: 1) (2) jono heran ketika melihat mendungnya wajah isterinya (dtw, 2007) (3) ia kagum atas kemajuan karir yang diperoleh janus (mt, 2001: 49). (4) sebenarnya aku malu kalau ayah kawin lagi (dtw, 2007). (5) isterinya pelit, suaminya royal (jrm, 2002: 24) (6) badannya lemah karena baru sembuh dari sakit (dtw, 2007: 645). (7) sorot matanya tajam bagai silet memandangku dengan tatapan mencemooh (jk) (8) bu azwar orangnya rapi (mdap 2003) (9) rumah ayah sepi ketika aku tiba di sama (mba) (10) pita kuningnya serasi dengan gaunnya (bis, 2003) the clauses (1 – 10) above are adjectival predicates which involve the use of singledvalence adjectives. the adjective bahagia in (1); heranin (2); kagum in (3); malu in(4); pelit in royal in (5); lemah in (6); tajam in (7); rapi in (8); sepi in (9), and serasi in (10), are classified into singled-valency adjective because they can only bind one core argument.the only argument bound by these adjectives are monika in (1); jono in (2); iain (3); aku in (4); isterinya and suaminya in (5); badannya in (6); sorotmatanya in (7); bu azwarorangnya in (8); rumah ayah in (9); and pita kuningnya in (10). in addition to basic adjectives, derived adjectives in indonesian also belong to the category of singled-valence adjective through affixation, reduplication, and composition. the single valence derived adjectives are represented in the following data (11 – 25): (11) dia perempuan baik-baik (jk) (12) anak itu ayu-ayu semua (pb, 2010). (13) cewek-cewek di kelasku bening-bening (sldk, 2009). (14) cowok-cowok kedokteran terkenal gagah-gagah (sni, 2007) (15) bidan di sini galak-galak (sbm). (16) oderan semakin melimpah (bht, 2010). (17) dadanya hangat bergelora (pk). (18) harman benar-benar terkejut (cmdb, 2010). (19) memerah paras adel karena keterusterangan dokter itu (dujs, 1999). (20) kemarahanku sangat mengagetkan (jmh, 2005). (21) wajahnya tampan, orangnya pintar, baik budi pula (dtkj, 1986) (22) sekujur tubuhnya basah kuyub (csa, 2010). (23) dia ramping dan lemah gemulai seperti penari (dscb, 2005). (24) perusahaannya pasti akan hancur lebur (dbad, 2010). (25) gadis itu memang cantik jelita (dbad, 2010). the adjective baik-baik in (11); ayu-ayu in (12); bening-bening in (13); gagah-gagah in (14); galak-galak in (15) and benar-benar terkejut in (18) are derived adjectives through reduplication. the adjectives melimpah in (16); hangat bergelora in (17); memerah in (19); and sangat mengagetkan in (20) are derived adjectives through affixation. the adjectives baikbudi in (21); basah kuyub in (22); lemah gemulai in (23); hancur lebur in (24); and cantik jelita in (25) are derived adjectives that have undergone composition morphological process. all adjectives in (11 – 25) are classified as singled-valence adjectives which can only bind one core argument namely dia in (11); anak itu in (12); cewek-cewek di kelasku in (13); cowok-cowok kedokteran in (14); bidan di sini in (15); oderan in (16); dadanya in (17); harman in (18); paras adel in (19); kemarahanku in (20); orangnya in (21); sekujur tubuh in (22); dia in (23); perusahaannya in (24); and gadis itu in (25). there is a high quantity of sentences in the evidence presented above which demonstrate adjectives functioning as subjects. this demonstrates that in indonesian adjectives are more frequently used as subjects than as objects or compliments. the constituent structure of single adjectival clauses can be demonstrated in the tree diagram as in (26) and (27) based on the single-valence adjective in (10) and derived adjective in (12). (26) ip fn fadj adj fprep prep n pita kuningnya serasi dengan gaunnya (27) ip fn fadj n det adj qf anak itu ayu-ayu semua in constituent structural diagram (26), it is obvious that the adjectival predicates serasionly binds a core argument which takes its subject position, pita kuningnya, and one prepositional phrase that functions as adjunct, that is dengangaunnya. this also occurs in the derived adjective ayu-ayu in (27) which it is categorized as a single-valence adjective because it can only bind a core argument anakitu, which functions as subject in the clause. iv. doubled-valence adjective doubled-valence adjectives are the adjectives that are able to bind two core arguments. these adjectives function as clausal predicates. double-valence adjectives which are basic adjectives can be found in the following sentences (28 – 43): (28) saya benci orang itu (eli) (29) ardila suka gaun berwarna orange (eli) (30) aku takut dia akan jenuh mendengarnya (jb, 2002) (31) aku malu ayah kawin lagi (dtw, 2010). (32) dia yakin orangtuanya pastiakanmenerimanya (sks, 2007) (33) saya yakin dialahpelakunya (eli). (34) aku lebih bangga anakku babak belur karena berkelahi dari pada ngumpet kayak tikus! (smj, 2007: 90: 8 – 10). (35) aku segan kuliah (dsc, 1980: 126). (36) dia takut mimpinya kembali lagi (bip, 2003: 16: 12 – 13). (37) jangankatakan kamu takut gelap (bip, 2003: 97: 21 – 24). (38) alfian begitu takut kehilangan isterinya (bip, 2003: 171, 20) (39) wanita tua itu takut alfian akan mengusirnya lagi (bip, 2003: 281: 20 – 22). (40) kami khawatir jumlah korban tewas bertambah (jp, 9 maret 2004). (41) saya yakin orang asing lebih menghargai kita (kmi, 2009: 107, 19) (42) aku muak hidup bersamanya (jrm 2002: 148, 24) (43) dia rindu kamarnya yang besar, kamarnya sendiri, bukan kamar sempit yang harus dibaginya berdua dengantika (mdap, 2001: 173, 17 – 19). all predicative adjectives in clauses are classified as doubled-valence adjectives. these two adjectives can bind two core arguments. the adjective benci in (28) can bind two core arguments saya and orang itu. the adjective suka in (29) can also bind two core arguments, ardila and gaun berwarna orange. similarly, the adjectives takut in (30), (36 – 39) can bind two core arguments, aku and dia in (30), dia and mimpinya in (36), kamu and gelap in (37), alfian and kehilangan isterinya in (38), and wanita tua itu and alfian in (39). the adjective in (31) is also a double-valence adjective because it can take two core arguments aku and ayah. this also occurs in the adjective yakin in (32), (33) and (41) are classified as double-valence adjectives since they involve two core arguments namely dia and orang tuanya in (32), saya and dia(lah) in (33), and saya and orang asing in (41). other adjectives (lebih) bangga in (34), muakin (42), and rindu in (43), can also take two core arguments that is aku and anakku in (34), aku and hidup bersamanya in (42), dia and kamarnya yang besar in (43). these three last adjectives are categorized as double-valence adjectives. the representation of constituent structure of double valence adjectival clauses can be shown in the tree diagram as in (44) based on data (40) above: ip fn fadj adj fn fn adv kami khawatir jumlahkorbantewas bertambah in the tree diagram (44), it can be seen that adjective khawatir binds two arguments, kami which syntactically occurs in the subject position, and jumlah korban tewas which syntactically occurs in the object position of that clause. v. strategy for changing single valence adjectives into double valence adjectives as has been discussed in (2), the investigation of valence changes is actually a discussion on types of verb constructions used as main clause constituents.these constructions determine the number of arguments that a verb should take. in relation to the change of verb valence, there are three types of construction that are used as the bases of discussion namely causative, applicative, and resultative. discussion of adjectival valence is rare. although it is not common, i will present and show the strategy of valence changes of adjectives in the indonesian language. thiscommences from the discussion on causative and applicative constructions. these two constructions are closely related to the valence changes of adjectives. 5.1 causative construction causative is an event that possibly occurs because one has done something or because something has happened. (goddard, 1998:260). any causative construction involves two components that are always interrelated i.e. the cause and effect. the cause and the effect are called a micro situation (micro-situation). both of these micro situation form a macro situation (macro-situation) called as the causative situation (comrie, 1989: 165). in linewith comrie(1989)andgoddard(1998)above, shibatani(1976)statedthat the easiest waytodefine thecausativeconstructionis todescribe thecausativesituation.a causativesituationis a situation thatconsists oftwoevents thatare relatedto each other, whichshowcause andeffect. an effect (t2) always occurs after and as a result of the cause (t1). the reciprocal relationshipbetween causeand effectalwaysdependsentirely on thecause. that is, theeffect will not occur ifthere is no event that can be considered as ‘the cause’. in the classification of causative constructions, comrie (1989: 165-174) used two parameters, namely the formal parameter and semantic parameter. based on the formal parameter, which is also called a parameter morphosyntax, causative construction is divided into three types, namelyanalytic causative, the morphological causative, and the lexical causative. the analytic causative is a causative that is formed by means of causative verbs; the morphological causative is formed through affixation causative, and lexical causative is expressed by means of lexiconswithout any morphological process. based on the semantic parameter, comrie (1989) classified causative construction by utilizing two subordinate parameters that are based on the level of control accepted by thecauseeand based on the adjacency of the cause and effect in macro-situation (causative). based ontheacceptablelevelof control, comrie, (1989: 171)distinguished two kind of causatives namelytruecausativeand permissive causative. in truecausative, the componentshave theabilitytocauseand effect,while permissivecausativeshave the abilitytopreventthe occurrenceand effect.agent, as the causer inthecausativeconstructionhas the potentialto control ‘the causee’. furthermore, in terms of a relation between causer and cause comrie (1989: 171) classified causative instruction into; direct causative and indirect causative. direct causative is the causative in which causer and causee have a very close relationship. the indirect causative is the causative in which causer and causee have a distant relationship. in indirect causative the causee always occurs long after the causer. unlike comrie (1989),kozinsky and polinsky(1993: 178), classifiedcausative in terms of verb coding.coding classifies causative constructions into two groups.the first group is morphological causative (sometimes referred to as synthetic causative) and the second group is syntactic causative (also known as causative analytic). morphological causative is a construction that is syntactically monoclausal. this construction uses a causative verb whose functions are embedded as a single syntactic unit. conversely, periphrastic causative or syntactic causative is a construction that is syntactically monoclausalbut has two separated syntactic units. causative adjective constructions in indonesian are usually signaled by the verb merasa and the specifierssangat, lebihand agak. with the presence of such words, it is clearly seen that there is a relation between the causer and causee. data for adjectival analytic causative in indonesia are as follows. (45) aku merasa ngeri hanya karena mendengar ceritanya. (sky : 2003) (46)makeda atau krisanti memang merasa panik ketika mendengar dirinya akan dipulangkan ke afri. (sn4 : 2006) (47) mata yang hitam itu mengikuti setiap gerak-geriknya sehingga dia merasa gerah. (bam : 2003) (48) begitu nyerinya tatapan itu sampai vania ikut merasa perih. (csa : 2010) (49) sebelum menemukan nita, aku tidak dapat merasa tenang. (dbkd : 1996) (50) saya tidak merasa nyaman dengan ulah orang itu (elis). adjectival phrases on data (45-50) are merasangeri (45), merasapanik (46), merasagerah (47), merasaperih (48), merasatenang (49) danmerasanyaman (50), all of them have causative meaning. causative type that forms adjectival phrase constructions on these five data is analytic causative marked by the word merasa. as a causative construction adjectival clause (45-50) each has two components, which are causer and causee. the causers of the five clauses are mendengarceritanya (45), mendengardirinyadipulangkankeafri (46), mata yang hitamitumengikutisetaiapgerak-geriknya (47), begitunyerinyatatapanitu (48), belummenemukan nita (49), danulah orang itu (50). the causee of the five clauses arengeri(45), panik (46), gerah (47), perih (48), tenang (49), dannyaman (50). the fact found on the data (45-50) above is that the presence of merasa makes adjectives appear as causers so that causative construction on each of the five clauses is formed. based on control level received by the causee, as part of a semantic parameter, adjectives in indonesian contain true causative. it is said so because the causee in adjective constructions of indonesian always appears from the causer. thus the causer has ability to create effects. actor argument, as the causer in this true causative construction, is potential to control whether or not the causee can occur. furthermore, based on the close relationship between the causer and the causee, adjective causatives in indonesian belong to direct causative, the causative in which the causer and the causee have a very close relationship. the effects the causee experiences, in this case, are very close to the causer. (check again the data 45-50 above). 5.2 applicative construction in indonesian if the causative construction focuses more on mutual relationship between two micro components, the causer and the causee, then the applicative construction focuses more on aspect of the increase of argument number (shibatani, 1996: 156). therefore, discussions about applicative is very closely related to verb transitivity. verbs as clause headappear naturally at the same time with a number of arguments as head clause constituents as the semantic requirement of the verbs themselves. if verbs as the clause head change morphologically the number of argument also changes. change of argument number or change of valensy following the verbs is mainly caused by affixation processes of the verbs (mainly takes place in agglutination type of languages). this can be proven with examples adopted from shibatani (1996: 159), (i) sayamenduduk-ikursi and (ii) sayaduduk di kursi. the verb duduk is a singled-valensy verb. it means that the verb dudukneeds only one head argument with a semantic role ag. in clause (ii), saya is the only head argument functioning as a subject, while kursi is not a head argument functioning as an adjunct or oblique. if the verb duduk is added with an applicative affix –i so it becomes duduki, then a change of valensy occurs here, from singled valensy to doubledvalensy because the verb duduki semantically needs two arguments, which are ag and ps, as in the clause (i) above. thus, saya and kursi in (i) are head arguments, which semantically acts as ag and ps respectively. the transitive verb beli also needs two arguments, which are ag (the one who buys) and ps (something that is bought). if the verb beli is added with benefactive affixes me-kan so it becomes membelikan, then a valensy change occurs from doubled-valensy verb to triplevalensy verb because the verb memberikansemantically needs three head arguments, which are ag, ben and tm, as in ibumembelikanronalbukugambar. the increase of number of arguments as the effect of applicative proposed by shibatani above is something that cannot be denied because lingual fact has proven its trueness. applicative, however, is not oriented merely to the increase of argument number. in the applicative there is also an act transfer mechanism from ag to ps. patient, in this case, becomes a target of locus from the act done by ag. since the target is ps, the increase of argument number occurs. the followings are adjective applicative construction types in indonesian: (51) suaranya sedater air mukanya (dbkd, 1996) (52) wajahnya tidak setampan soni (mdap, 2001: 261, 1-6). (53) mas herman terlalu memanjakan gadis itu (bis 2003) (54) majikannya tidak serajin dia mencari uang (otb, 2004) (55) saya tidak punya baju sebagus itu (jrm, 2002). adjectives in the clause (51-55) above are; sedatar (51), setampan (52), memanjakan (53), serajin (54), sebagus (55). these adjectives are modified ones from the original adjectives datar, tampan, manja, rajin and bagus. these basic adjectives are singled-valensy adjectives because they can only attain one head argument. they, therefore, act like intransitive verbs in terms of their ability to attain head arguments. after they are added with prefiksse(data 51, 52, 54 and 55) and with affix me-kan (data 53), a valensy change occurs from singled-valensy adjectives to doubled-valensyadjentives. adjective sedatar (51) attains two head arguments suaranya and air mukanya. adjectivasetampanwith negation tidak (52) also attains two head arguments wajahnya and soni. adjective memanjakanwith adverb terlalu (53) attains two head arguments mas herman and gadis itu. adjective serajin with negation tidak (54) attains two head arguments majikannya and dia. finally adjective sebagus (55) also attains two head arguments baju and itu. in this context ituis considered an argument because it refers to a noun baju, which ismentioned clause-initially. based on the data proposed above, we can see that adjectives in indonesian can attain a number of arguments. from the number of arguments they can attain, adjectives in indonesian can be classified as singled-valensy adjectives because they can attain one argument and doubled-valensyadjectives because they can attain two head arguments. the valensy change mechanism of adjectives in indonesian occurs through two constructions, i.e. analytic causative and applicative causative. vi. conclusion the indonesian language is one of the languages faced the overlapping problems in the word classes. similar with any other languages that also experiencing the same phenomenon in the overlap‘s words classes, indonesian adjective is the most ambiguous in word classes’ overlaps. syntactically, the thoroughness in the discussion of the complement clause could be the important key for making correction in reformulating the types of indonesian typology. the second reason, the morphological analysis, the findings in regarding the specific affixes that claimed to be very productive in shaping a particular the word class is also a potential suspect in the other word classes’ form especially in a particular clauses. vii. references aissen, judith. 1982. valence and coreferennce. in paul j. hopper and sandra a thompson artawa, ketut 1998. ‘ergativity and balinese syntax’. in nusa vol. 42--44. jakarta : center of langauge and culture studies. comrie, b. 1983, 1989. ‘linguistic typology’ in newmeyer, f. j. (ed.) linguistics : the cambridge survey. vol i. hal : 447--467. cambridge: cambridge university press. dixon, r.m.w. 1994. ergativity. cambridge: cambridge university press. dixon, r.m.w. 2010. basic linguistic theory, grammatical topics, vol. 2. oxford: oxford university press. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 2, july 2021, pages: 233-247 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i02.p09 233 techniques of translating indonesian legal texts into english 1 i wayan ana warmadewa university, denpasar-bali, indonesia, ana.wayan@gmail.com 2 ida ayu made puspani udayana university, denpasar, indonesia, article info abstract* received date: 6 may 2021 accepted date: 17 may 2021 published date: 31 july 2021 keywords:* translation techniques, translation procedures, equivalence, legal text, translation techniques are skills, practical arts or procedures used by translators in their translation activities. translation techniques are applied to assist translators to select the most precise and accurate equivalents in target language (tl). this study was carried out to find the techniques used by legal translators in translating legal text. the data for this study were taken from law no. 25 of 2007 and four notary deeds and two non-notary deeds. the data were qualitatively analyzed based on the theory of translation procedures by newmark (1988). the result of this study showed that fifteen translation techniques were used by legal translators. literal translation occupies the top position, followed by calque, pragmatic amplification, established equivalence, translation shift, reversed naturalization, generalization, pragmatic reduction, modulation, compensation, semantic compression, cultural adaptation, borrowing, semantic amplification and description. the result of this study denied alcaraz and hughes’ argument that literal translation is not recommended in the translation. 1. introduction translation techniques are skills, practical art or ways applied in translation activities (machali, 2000). this concept is in line with the translation techniques proposed by molina, and albir (2002) stating that translation techniques are practical ways to analyze and classify how the process of equivalence is carried out. translation techniques are required to solve various problems faced by the translators. a qualified translator must be able to overcome difficulties in translation activities as a result of cultural and language structural differences as well as ambiguities by implementing appropriate and effective techniques. conversely, translators who do not understand and are unable to use translation techniques will find difficulties to solve problems encountered in translation. bassnet-mcguire (1991) stated that: the translator who makes no attempt to understand the 'how' behind the translation process is like the driver of a rolls who has no idea what makes the car move. likewise, the mechanic who spends a lifetime taking engines apart but never goes out for a drive in the country is a fitting mailto:ana.wayan@gmail.com 234 image for the dry academician who examines the 'how' at the expense of 'what' is (bassnetmcguire, 1991) the use of translation techniques can help translators in determining the form and structure of words, phrases, clauses and sentences in their translation. in addition, translation techniques can help translators to select the most precise and accurate equivalent in target language (tl), so that equivalence can be achieved in various linguistic units. the use of translation techniques does not only result in accurate translations, but also readable and acceptable by tl text readers (users). in short, by mastering translation techniques, a translator can find out how language creativities can be carried out in translation according to its function and dynamics, and utilize this creativity to produce good and aesthetic translations. legal translators encounter various issues in translating legal texts. they are due to differences of legal language structure, culture and legal system of source language (sl) and tl. the difficulties are increasing for legal texts contain legal terminologies (terms of art). these terms of art are bound to a particular legal system and culture of a state; therefore, legal text translators have to be careful in carrying out their translation activities. to overcome these difficulties, legal translators are required to use appropriate techniques in transferring legal terminologies. translators should prioritize functional equivalents (translation by presenting tl values) in transferring the concept of terminology to provide equivalents that are easier to understand to the tl text readers, particularly for terms of art if translated literally are difficult and do not even provide any meaning of the terms. this study applied the concept of translation procedures proposed by newmark (1988) for the analysis of the translation techniques used in translating indonesian legal documents into english. it is empirically important and necessary to conduct since the translation of indonesian legal text into english is required very much by foreigners living and working in indonesia in this global era. although several studies on translation techniques have been conducted by several researchers, none of them, however, studied translation techniques of indonesian legal text into english. most of the previous studies focused on the study of translation techniques of english legal text into indonesian. that is the underlying reason why i am interested in conducting this study. 2. research methods method of research applied in this study is qualitative with a descriptive approach. the data for this study are in the form of written data. two kinds of legal text were used in this study, namely text of domestic law and private legal text. text of domestic law used in this study is law number 25 of 2007 concerning investment both indonesian as well as english version obtained from internet. meanwhile, private legal texts are in the form of lawsuits, marriage agreements, sale and purchase agreements, lease agreements, company establishment, and unofficial lease agreements in two languages obtained from lawyers (law offices), notaries and companies. all the data were segmented into smaller linguistic units, such as words, phrases, sentences to ease the analysis. firstly, the analysis was conducted by counting the percentage of each technique used in the legal text quantitatively. secondly, this quantitative method was used as the basis for the qualitative analysis. finally, the results were descriptively presented. 3. discussions 235 translation techniques were originally proposed by vinay and darbelnet (1995) using the terms of translation procedures. vinay and darlbenet sought to reveal translation activities applying a linguistic approach (munday, 2001; molina, and albir, 2002). vinay and darlbenet are experts in the field of translation who firstly classified the translation techniques. however, they did not use the term “technique” they used the term “procedure” for the concept. there are seven procedures offered. the seven procedures are classified into two groups: direct and oblique. this grouping has the same concept as the concept of literal vs. free translation. literal translation occurs when structural, lexical and morphological equivalent exist between two languages. this kind of translation is only possible if the two languages have a very close relationship. the procedures of literal translation proposed by vinay and darlbenet consist of: (1) borrowing, (2) calque, (3) literal translation. if word-for-word translation is not possible, the following procedures will be carried out: (1) transposition, (2) modulation, (3) equivalence, (4) cultural adaptation. translation techniques were also put forward by nida and taber (1969) emphasizing on cultural aspects. to cope with the difficulty in finding out equivalence from sl to tl nida and taber (1969) offered several translation techniques, such as, adjustment techniques, essential distinction, explicative paraphrasing, and naturalization. newmark (1988) also used the term “procedure” as stated by vinay and darlbenet as well as nida and taber (1969). taking into account the procedures proposed by vinay and darlbenet as well as nida and taber, newmark (1988) raised some procedures, such as, recognized translation, functional equivalent, naturalization, and translation label. this study aims at recording the translation techniques used by translators in producing good legal text translations. in addition, legal text translation techniques are summarized to capture various efforts in producing accurate translation according to sl function and dynamics. translation techniques are universal, since generally they can be applied to all language pairs, but keep in mind that each language has its own features and characteristics, so certain techniques may be more precise or easier to apply for certain language pairs. in addition to language pairs, the application of translation techniques also needs to consider type/tone of text being translated. based on the result of this study, the types and frequency or percentage of each translation technique used in the data of this study are presented in table 3. tabel 1. the frequency of translation technique used in legal text techniques of translation freq. of use (%) literal translation calque pragmatic amplification established equivalence translation shift reversed naturalization generalization pragmatic reduction modulation compensation semantic compression cultural adaptation borrowing semantic amplification description 22.79 17.99 10.74 10.45 10.16 8.41 6.53 5.80 4.21 3,05 2.90 2.03 1.30 0.87 0.29 further analysis and discussion are described below. 3.1 literal translation 236 literal translation technique which is also known as linear translation technique is basic translation technique automatically used by translators if appropriate. what is meant by "if appropriate" here is if the meaning of sl text can be properly translated and the structure of the translation complies with tl structure. newmark (1988: 68) said that literal translation should not be avoided if referential and pragmatic equivalence of sl can be achieved. this is supported by the results of this study indicating that the use of literal translation technique has the highest ranking among other translation techniques, namely 22.79%. this technique can be applied at phrasal, clausal, or sentence level using formal equivalents. this literal translation technique begins with word-for-word translation, but then the translators adjust the word structure according to the structure of tl (newmark, 1998: 46; machali, 2000: 51; nababan, 2003: 33). this literal translation technique focuses on formal equivalence and it does not pay attention to the textual context. the examples of literal translation technique are shown below. (a) sl : bab i (uu:16) tl : chapter i (b) sl : maksud dan tujuan serta kegiatan usaha (anpt:24) tl : purpose and objectives as well as business activities (c) sl : panggilan rapat itu harus mencantumkan acara, tanggal, waktu dan tempat rapat (anpt: 136) tl : calls for the meeting shall state the event, date, time and place of the meeting the examples above apply literal translation technique in their translation from indonesian (sl) into english (tl) at the phrasal level, both simple as well as complex phrases. examples (a) and (b) apply word for word equivalence. example (b), however is different, as it has undergone a structural transposition in the phrase "kegiatan usaha” which is translated into “business activities". although sl is literally translated emphasizing on formal equivalence without considering the context, a good translation can be produced because the referential meaning and effects achieved in tl are equivalent to referential meanings and effects on sl (newmark, 1988). literal translation techniques can also be applied at the sentence level as in example (c) by using formal equivalence directly. this technique contradicts the opinion of alcaraz and hughes (2002) stating that they do not recommend literal translation technique. from the results of the analysis above, it can be concluded that literal translation techniques can be applied both at the level of phrases and clauses or sentences, if the grammatical structure of phrases and clauses or sentences of sl has the same structure as tl so that formal equivalence can be directly carried out and acceptable to tl. 3.2 calque calque translation technique is actually borrowing technique translated word-for-word or literal translation since it is done by taking the lexical of sl directly but then adjusting it to the structure, typography, and orthography of tl. in general, this method is used when the sl terms are not found in tl. the translator, however have to be careful and understand the context of sl term before translating it into tl. from the results of the study, it was found that the use of calque translation technique occupies the second position with the percentage of use 17.99%. the followings are the examples of calque translation technique in this study. (a) bsu : (5) izin sebagaimana dimaksud pada ayat (4) diperoleh melalui pelayanan terpadu satu pintu. (uu:242) bsa : (5) permit set forth in paragraph (4) above shall be obtained from the one-stop integrated service. (b) bsu : nona ...., sarjana sastra, lahir di denpasar, ..., pemegang kartu tanda penduduk kota denpasar, nomor: ... (anka: 12) 237 bsa : miss ..., sarjana sastra, born in denpasar, ..., holding resident identification card of denpasar city, number: ... the underlined phrases of sl in example (a) and (b) above are translated into tl by using calque translation technique. each linguistic unit of sl has formal equivalent in tl, their grammatical structures, however, are adjusted based on the tl grammatical structure. the noun phrase pelayanan terpadu satu pintu in examole (a) is composed by h (head) m (modifier) m (modifier), while tl structure has the opposite structure, namely, mmh (modifier-modifierhead). the structural adjustment in tl is intended to produce an acceptable structure of noun phrase in the tl structure. this calque translation technique is mostly used in translating name of institutions or translating certain terms to avoid borrowing technique. that is why this technique is also known as neologism because it creates new term in tl. 3.3 pragmatic amplification pragmatic amplification technique is a translation technique applied by adding additional details or information which does not exist in the sl text. the purpose of adding this information is to ease tl readers/users to understand it. this technique is different from the linguistic amplification technique of which elements of meaning are already contained in sl unit or term, however they cannot be stated and added to tl. this technique emphasizes the elements that do not exist in the tl. and the translation results are still acceptable although they are not added to the tl, but the readers or users are uncomfortable or a bit difficult to understand it, as shown in the following example: (a) bsu : fasilitas sebagaimana dimaksud dalam pasal 18 tidak berlaku bagi penanam modal asing yang tidak berbentuk perseroan terbatas (uu:197) bsa : facitilities set forth in article 18 do not apply to any foreign investments no in form of limited liability company. the addition of any in example (a) by the translator is intended for clarity of meaning (suryawinata and hariyanto, 2016: 73). the translators insert additional words or information in order to make it easier for text readers or users to understand the content of the text. newmark (1988: 91-92) stated that additional information can be inserted in the text, at the bottom of the page (footnote) or at the end of the text (endnote), but this method is not justified in legal texts. from the results of this study, the translator has tried to make the readers or users comprehend the contents of the text without affecting the contents of the text message. it can be seen from the percentage of the application of this technique of 10.74%. 3.4 established equivalence if common or established equivalents of sl terms or words are found in tl, the translator should pick up the established ones, these equivalents are already known and popular in tl. to molina and albir (2002) stated that established equivalence are translation techniques applying terms or expressions that are commonly used or found in dictionaries or in tl as the equivalents of sl. this technique is often referred to as a recognized translation/accepted standard (newmark, 1988), while suryawinata and hariyanto (2016) referred this technique as an official equivalence. this technique occupies the fourth position in this study amongst the translation techniques used by legal text translators, namely 10.45%. the following are some examples of established equivalence techniques found in the data of this study: (a) bsu : ..., berkedudukan di badung, yang aggaran dasarnya didirikan dengan akta nomor: 03 (tiga) tertanggal 07-12-2016 (tujuh desember dua ribu enam belas) dan telah mendapat pengesahan dari menteri hukum dan hak asasi manusia republik indonesia nomor: ... (anjb: 15) 238 bsa : ..., having its domicile in badung, incorporated under the deed number 03 (three), dated 07-12-2016 (the seventh day of december two thousand sixteen) and has obtained approval from minister of law and human right of the republic of indonesia number: ... (b) bsu : yang bertandatangan di bawah ini: (nngu: 14) bsa : the undersigned hereto: the established equivalence is commonly used to translate terminologies or expressions having had formal equivalents in tl, such as name of government institution, menteri hukum dan hak asasi manusia which is translated into minister of law and human rights in example (a). this term has been recognized and accepted among the community of government offices and public in general as well as being it can be found in the dictionary. this established equivalence translation technique is also used for terminologies or expressions in certain fields or for expressions or terms commonly used in certain societies and communities, such as the expression yang bertandatangan di bawah ini in example (b) having an established equivalent with the undersigned hereto in tl. the examples above apply established translation techniques but are not official translations. what is meant by official translation (suryawinata and hariyanto, 2016) is terms or terminologies of which equivalents in tl is enacted under a decree by a government agency. for example, financial terminologies stipulated under the decree of minister of finance of the republic of indonesia number 914/kmk.01/2016 concerning standard terminologies/terms in english containing 1296 terms commonly used within the ministry of finance of the republic of indonesia. 3.5 translation shift the translation shift technique is a translation technique by changing the structure and semantic field of sl in tl (simatupang, 1999). newmark (1988) who juxtaposed formal shifts with transpositions (vinay and darbelnet, 1995) suggests that shift is a translation technique through adjustment of the grammatical form of sl in tl. catford (1965) argued that the shift technique is used because of grammatical demands, readability by the reader or user of the translation, or the style of tone translated in tl. therefore, shift can be undergone at the level of unit, category or focus, as illustrated in the following example: (a) bsu : b. penanaman modal pada bidang industri yang merupakan prioritas tinggi pada skala nasional (uu:280) bsa : b. those highly prioritized industrial sectors at national level. (b) bsu : pihak kedua berhak mengalihkan hak sewa dengan seizin dari pihak pertama sehubungan dengan pajak perolehan dari sewa; (nnsw:96) bsa : the second party reserves the right to transfer the lease rights upon the permission from the first party in relation to the acquisitio tax of the rent; (c) bsu : 3. "penanaman modal asing" adalah kegiatan menanam modal untuk melakukan usaha di wilayah negara republik indonesia yang dilakukan oleh penanam modal asing, baik yang menggunakan modal asing sepenuhnya maupun yang berpatungan dengan penanam modal dalam negeri (uu:22) bsa : 3. "foreign investment" means an investing activity to do business in the territory of the state of the republic of indonesia that is carried out by a foreign investor both by use of all of foreign capital and by engagement in a joint venture with a domestic investor. in example (a), the translator shifts the word class from noun priority in sl to verb prioritized in bsa. the shift in categories from words to phrases is used in (b), where the word 239 berhak (verb) changes to the phrase reserve the right (verb phrase). meanwhile, in (c) there is a shift in categories, namely from clause to phrase. this shift is inevitable in translation activities. the shifts as described are undergone to achieve the desired equivalence. shifts do not only occur in grammatical structures, but also occur in illocutionary acts, namely illocutionary forces which oblige the reader (user) to perform certain actions as stated in the text according to the context of the relevant situation. the following are examples of shifts in illocutionary acts found in this study. (d) bsu : pembayaran 3 tahun i/pertama pada tanggal 21-09-2019 sebesar rp. 5.000.000 dan rp ...(nnsw: 71) bsa : the payment of i/first 3 years shall be on 21-09-2019 in the amount of rp. 5,000,000 and rp. ... the addition of modal shall (d) has caused an illocutionary shift in tl. the translator adds modal shall in tl to evoke legal nuance to the translation. however, this causes a shift in illocutionary action from declarative to directive. 3.6 reversed naturalization this technique is the opposite of naturalization technique. the principle of this reversed naturalization technique is the technique of translation by returning a word or term to its original form. the words translated by reversed naturalization technique actually come from a foreign language borrowed by indonesian (sl) and are further naturalized through adjustment of the sound and the orthography. words or terms like these are found quite a lot, namely 8.41% as in the following examples: (a) bsu : "otonomi daerah" adalah, hak, wewenang dan kewajiban daerah otonom untuk mengatur dan mengurus sendiri urusan pemerintahan dan kepentingan masyarakat setempat sesuai dengan ketentuan peraturan perundang-undangan. (uu:30) bsa : regional autonomy shall be any rights, authorities, and obligations of any autonomous regions to govern or deal with the governmental interest and local community interest in accordance with the rules of law. (b) bsu : pihak kedua berhak melakukan renovasi dengan biaya sendiri (nnsw:105) bsa : the second party reserves the right to do renovation at his own expenses. the words otonomi in (a) and renovasi in (b) are derived from foreign languages (english), namely autnomy and renovation, respectively, which have undergone naturalization process with adjustment in sound and orthography. when they are translated, these two words or terminologies are only returned to their original forms, both sound and orthography. this technique is called the reversed naturalization. there are a number of words and terminology found in the data of this research translated using reversed naturalization in tl. these words and terminologies are summarized in table 3.6 below. tabel 5.7. kata-kata dan terminologi yang diterjemahkan dengan teknik naturalisasi balik markers source language target language remarks ~i ~y otonomi industri monopoli teknologi efisiensi ekonomi royalti autonomy industry monopoly technology effiency economy royalty adjustment of sound and ortography ~tas ~ty akuntabilitas accountability adjustment of sound and ortography 240 kapasitas ekternalitas fasilitas capacity externality facility ~si ~tion kompensasi repatriasi inovasi amortisasi koordinasi konsultasi arbitrasi sanksi relokasi informasi lokasi tradisi imigrasi renovasi compensation repatriation innovation amortization coordination consultation arbitration sanction relocation information location tradition immigration renovation adjustment of sound and ortography ~si ~ize realisasi realize penyesuaian bunyi dan ortografi ~tas ~ize prioritas prioritize penyesuaian bunyi dan ortografi ~si ~ence kompetensi competence penyesuaian bunyi dan ortografi ~me ~ism mekanisme mechanism penyesuaian bunyi dan ortografi ~si ~ate alokasi koordinasi allocate coordinate penyesuaian bunyi dan ortografi dividen mikro kriteria dividend micro criteria penyesuaian bunyi dan ortografi from table 3.6 above, it can be seen that reversed naturalization process from sl to tl occurs regularly, but translators need to be careful in applying this technique because there are pairs of words or terms from different languages that have the same form orthographically but different meanings, often referred to as "false friends" (in english) or faux-amis (in french). for example, the word "eksepsi", which under the legal terminology is a note of rejection or objection to an indictment being charged against a defendant. based on the tabel 3.6 above, the word "eksepsi" has a final syllable si ~ si is translated as ~ tion "exception" in tl. however, this translation is incorrect, because the equivalent of "eksepsi" is not "exception" but "objection". this faux-amis needs serious attention from legal translators, because language continues to develop dynamically and the naturalization and reversed naturalization processes will develop in line with language development. for example, the term "pusat informasi" is commonly translated into "information center", but in line with the development of information technology, this term or information department in government offices has undergone a change to be "command center" 3.7 generalization generalization is a translation technique using hypernim. this technique is the opposite of particularization translation techniques as it uses more general terminologi (molina, and albir, 2002b), or neutral (newmark, 1988) in tl. baker (2001) stated that this generalization technique is a translation technique using neutral or less expressive terminology and general words. legal translation is a translation that is specific in nature so that the terminology used is also very specific and monosemantic. this is intended to avoid inaccuracies in the interpretation of meaning in translation. this technique occupies the seventh position in this study with a frequency of 6.53%. in addition, this technique is only used in certain terms or words such as the following examples. 241 (a) bsu : ... laki-laki, wni, badung, 12-12-1966, karyawan swasta, alamat di jl. tegal sari nomor 53, br. tegal gundul, kel./ds tibubeneng, kec. kuta utara, kab. badung, prov. bali, no. ktp : ... (nnsw:9) bsa : ... male, indonesian citizen, badung,12-12-1966, private employee, address on jl. tegal sari number 53, br. tegal gundul, kl./tibubeneng village, north kuta sub-district, badung regency, bali province, id card no. : ... (b) bsu : surat izin perdagangan minuman beralkohol (siup-mb), tertanggal 31-07-2018 (tiga puluh satu juli dua ribu delapan belas), nomor: ... (anjb: 72) bsa : the certificate of alcoholic beverage trade (siup-mb) the generalization technique is analyzed based on the hierarchical structure in the field of meaning, which moves from words that have a more general meaning to a more specific one. words that have a more general meaning are called superordinates (hypernim) and more specific is called subordinate (hyponym) (baker, 2001: 20). as in (a), the ktp (kartu tanda penduduk) in sl is translated using more general term id card (identity card) in tl. id card (identity card) in tl are not only ktp, but can be in the form of student card (for students and university students), driving licenses (sim), kitas or kitap (expatriates), membership cards for professional organizations, bpjs cards, and so on. however, an exact and accurate equivalent for ktp itself is not found in tl. therefore, the translator picked id card which has a more general meaning (hypernim). likewise, surat ijin in example (b) is also translated with a more general term, namely certificate. actually, surat ijin can be translated using a more specific term, namely permit, but translators prefer to use a more general term, because seeing the form of the permit is only a piece of paper the same as a certificate (tl). the term certificate in sl does not only mean a permit, but also be a statement, deed, and diploma. 3.8 pragmatic reduction the pragmatic reduction technique is a translation technique by removing units of information in bsa (molina, and albir, 2002b). moentaha (2006) referred this technique a semantic redundancy technique, which is a translation technique by removing units of information. this means that without the presence of an abundance of units or words, sl message can be conveyed properly in tl. the examples of the pragmatic reduction technique found in the data are given below. (a) bsu : f. bahwa berdasarkan pertimbangan sebagaimana dimaksud dalam huruf a, huruf b, huruf c, huruf d dan huruf e perlu membentuk undang-undang tentang penanaman modal. (uu: 10) bsa : f. that having due regard to item a, item b, item c, item d, dan item e it is necessary to make a law concerning investment. (b) bsu : ... berkedudukan di badung, yang anggaran dasarnya didirikan dengan akta nomor 03 (tiga) tertanggal 07-12-2016 (tujuh belas december dua ribu enam belas), dan telah mendapat persetujuan dari menteri hukum dan hak asasi manusia republik indonesia nomor: ...(anjb:15) bsa : ... having its domicile in badung, incorporated under the deed number 03 (three), dated 07-12-2016 (the seventh day of december two thousand sixteen), and has obtained approval from minister of law and human right of the republic of indonesia number: ... in example (a) above, the translator removes group of words in sl. however, this omission does not interfere the meaning contained in the sentence as a whole, because according to moentaha (2016), the group of words omitted are abundance words. in addition, words that 242 are omitted include words that are not so important and their meaning is considered implicit in having due regard to. the presence of these words in tl tends to affect the unanimity of the meaning of this sentence pragmatically. omitting words or expressions in translation can be done as long as they do not affect the meaning in the context (baker, 2001: 40). loss of meaning is inevitable if words or expressions are omitted in translation (baker, 2001: 41). in the translation of legal texts, it must be avoided, loss of meaning can have legal implications. however, this technique was still used by translators even though in small numbers. from the results of this study, this pragmatic reduction technique was used 5.8%. 3.9 modulation modulation or shift of meaning (machali, 2000: 69) is a translation technique by shifting the meaning which occurs as a result of changes in perspective, point of view, or cognitive categories or other meanings, both lexically and structurally. in this modulation technique the translator reproduces the sl message in tl based on tl rules due to different perspectives (vinay darbelnet in newmark, 1988: 86). the shift of message occurs at the clause or sentence level. the forms vary widely, among others, changes in active to passive voice, changes in negative to positive meaning, and vice versa. there are two types of modulation, namely mandatory modulation and optional modulation (machali, 2000: 69). modulation is commonly carried out if the equivalent of a clause or sentence is not found in the tl so it is necessary to shift the message. for example: (a) bsu : (2) penanaman modal asing wajib dalam bentuk perseroan terbatas berdasarkan hukum indonesia dan berkedudukan di dalam wilayah negara republik indonesia, kecuali ditentukan lain oleh undang-undang. (uu: 73) bsa : (2) unless otherwise stipulated by the law, any foreign investment shall be in form of limited liability company based on the law of the republic of indonesia. in translation activities in general, and translation of legal texts in particular, structural shifts are often insufficient to get a precise, accurate and aesthetic equivalent in tl. the translators need maiking changes in perspective and point of view. this perspective change, according to newmark (1988) and vinay and darbelnet (1995) is called a semantic shift. the translator assumes that the grammatical construction of tl is the most appropriate and in compliance with tl rules. as a result of this shift in structure, shifting messages, perspectives and points of view are inevitable. this technique was not widely used by translators. it is only used by legal text translators of 4.21%. 3.10 compensation compensation translation technique is a translation technique by replacing the meaning, or pragmatic effect in one part with the meaning or pragmatic effect in another (newmark, 1988). this technique is used by transferring information (meaning components) or due to the influence of written style of sl in tl to maintain the regularity of translation in tl. in addition, this technique is used because there is no equivalent of sl writing style in tl. the following is the example of compensation techniques found in the data of this research. (a) bsu : -apabila salah satu pihak meninggal dunia, maka perjanjian ini dengan sendirinya diteruskan dan berlaku antara pihak yang masih hidup dengan ahli waris dari pihak yang meninggal dunia, atau pihak ... (nnsw: 113) bsa : -shall one of the parties pass away, then this agreement shall be automatically continued and valid between the alive party and the heirs of the dead party, or ... from the result of this study, it was found that the legal texts translators attempted to provide a pragmatic effect on tl by using the grammatical style commonly used in tl. this 243 can be seen from the distribution of the frequency of this technique used in the data of this study, namely 3.05%. in the example above, the conditional form of sl legal text is compensated into the pseudo interrogative form in the tl text, so the sl conditional sentence is disappeared, and compensated with tl conditional sentence by fronting modal shall. the use of the conditional form by fronting the modal in legal text of tl is considered to have more legalnuanced than the conditional form using if clause. 3.11 semantic compression linguistic compression technique is a translation technique carried out by streamlining the linguistic elements, as the translated elements can be simplified effectively with a smaller number of words. this technique is widely used in interpreting or dubbing. this technique is also found in this study, although the distributional frequency is not significant, namely 2.90%. the following is the example of linguistic compression techniques found in this study: (a) bsu : -hal-hal yang belum diatur atau belum cukup diatur dalam perjanjian ini akan diatur lebih lanjut secara musyawarah mufakat antara para pihak yang tertuang dalam addendum tersendiri. (nnsw: 135) bsa: -anything that has not been or is not sufficiently regulated herein shall be further settled amicably between the parties as set forth in a separate addendum; the archaic words herein, and amicably in examples above respectively compressed and implied the phrases or expression of di dalam perjanjian ini and secara musyawarah mufakat as the correct and accurate equivalents in the above textual context. 3.12 cultural adaptation cultural adaptation or cultural equivalence (newmark, 1988) is a translation technique using words or culture (in this case legal culture) that are similar to or at least close to tl culture or at least have the same effect to readers or users of tl (baker, 2001: 31). this translation technique is applied at the level of words and phrases, because the translators strive to replace elements of sl culture with the elements of tl culture. from the result of this research it was found that this technique was seldom used in tl, it was only 2.03%. translators encountered difficulties in finding the right and accurate words or terminology in accordance with the tl legal culture. this is due to differences in legal systems which have an impact on the differences in terminology used in tl. the following are examples of cultural adaptation techniques found in the data of this study: (a) bsu : dengan hormat (nngu:13) bsa : dear sir (b) bsu : ----demikian ----(anka:37) bsa : ----in witness whereof ---- the choice of the phrase dear sir to substitute dengan hormat in example (a) is an adaptation translation technique by adopting greetings of letter opening in english culture (tl). this is based on the comparison of opening greetings of official letter that are commonly used in sl is "dengan hormat", but there are several opening greetings commonly used, among others: "dear sir", "dear sirs", "dear madam", "dear minister", "dear mother ...", "dear all". dear sir was selected with an assumption that the lawsuit is a very formal letter and it addresses one person (single), namely the head of district court, regardless the gender. if the lawyer drafting this lawsuit already knows the name of the official being addressed, even though in a formal setting, the opening greeting of “dear mrs. ... or dear mr. …. possibly chosen to show nuances of kinship closeness. the use of the closing expression in witness whereof to replace demikian in 244 (b) also applied a translation technique of cultural adaptation in the closing remarks of a notary deed or legal document of non-notary deed. 3.13 borrowing borrowing technique is also referred to as loan word, namely a translation technique by directly transferring sl words into tl (newmark, 1988). borrowing is a common technique in translation activities. this technique is also called adoption by suryawinata and hariyanto, because the translators simply adopt the words or terminology in sl (suryawinata and hariyanto, 2016: 67). the translators consciously decide to use the same word or terminology in tl as found in sl. this technique is often called the transference technique (catford, 1965), which transfers directly foreign terms. this technique is generally used if no equivalent is found in tl. from the results of the study, this technique was seldom used, namely 1.30%, as shown in the example below. (a) bsu : menyatakan putusan ini dapat dijalankan lebih dahulu (uitvoerbaar nij voorraad) meskipun ada perlawan banding, kasasi, maupun verzet; (nngu: 99) bsa : to declare this decision can be carried out firstly (uitvoerbaar nij voorraad) despite of any efforts of appeal, cassation or verzet; borrowing technique in (a) already contains the loan term uitvoerbaar nij voorraad from dutch which is inserted in brackets, which means that the decision can be firstly executed first. the translator of the legal text in this case did not consider the loan term in sl and directly borrowed it back in tl. likewise, the term verzet is also directly borrowed fromsl. in addition to these two terms, the term ex aequo et bono (request for the fairest possible verdict) was also found in the text of lawsuit, bedingen (promises), beheren (management actions) and beschikking (ownership actions) in notary deed. the loan terms from sl which is taken from dutch language are only understood by lawmen and their community, and it is believed that they will not be understood by laymen, including users of translations in tl. the use of loan term is intended to show the superiority and differences of legal texts with non-legal texts. this borrowing is also intended to give an exotic or magical impression to tl text so that readers are aware of the existing differences or characteristics of sl texts (hoed, 2006: 83-96). therefore, it can be concluded that the borrowing technique used in legal translation is not always due to the absence of exact and accurate equivalent in tl, but it can also be used to maintain the tone of words, as a tribute to these words (suryawinata and hariyanto, 2016), or because there is a concern that the semiotic and cultural aspects of words or terms are disappeared when translated, and also for the sake of prestigous. 3.14 semantic amplification as explained above, linguistic amplification technique is used to make messages or meanings explicit by adding linguistic elements so the translation results are longer (molina, and albir, 2002b). this is undergone as the elements being translated do not allow it to be translated with the same or less number of words. this technique is used with assumption that by adding certain linguistic elements, the meaning to be conveyed is easier for the readers or users to understand, as shown in the following example. (a) bsu : "penanaman modal asing" adalah kegiatan menanam modal untuk melakukan usaha di wilayah negara republik indonesia yang dilakukan oleh penanam modal asing, baim yang menggunakan modal asing sepenuhnya maupun yang berpatungan dengan penanam modal dalam negeri. (uu:22) 245 bsa : "foreign investment" means an investing activity to do business in the territory of the state of the republic of indonesia that is carried out by a foreign investor both by use of all foreign capital and by engagement in a joint venture with a domestic investor; based on the results of study only a few of this technique was found in data of this study, namely 0.87%. this technique is used by adding linguistic elements or units to further clarify the meaning of terminology or description. as in (a) the equivalent of word berpatungan in tl is a joint venture, but a linguistic unit of engagement is added to it to clarify and facilitate the understanding in tl. 3.15 description description is a translation technique by providing a definition of form, concept, and/or function (newmark, 1988) of reference. this technique can be done by taking the core components of meaning (componential analysis) or by translating the concept (sense). this technique is different from the amplification technique making the implicit messages explicit. newmark (1988) distinguishes this technique into two, namely descriptive equivalents and functional equivalents. this technique is, however not widely applied in the translation of legal texts, which is only 0.87%. here is the example found in the data of this study: (a) bsu : mengingat: pasal 4 ayat (1), pasal 5 ayat (1), pasal 18 ayat (1), ayat (2) dan ayat (5), pasal 20, serta pasal 33 undang-undang dasar republik indonesia tahun 1945 (uu:11) bsa : bearing in mind: article 4 paragraph (1), article 5 paragraph (1), article 18 paragraph (1), paragraph (2) and paragraph (5), article 20 and article 33 of the 1945 constitution of the state of the republic of indonesia; the legal system and lawmaking in indonesia is different from other countries in the world, especially countries adopting common law system. they do not have “consideration clauses” in their legislation draft. therefore, when translators translate laws, translators encounter difficulty to find terminology equivalent to "mengingat" in tl. one of the ways to solve this terminological equivalent problem is to provide a description of the term. as in (a) the word "mengingat" is translated based on the concept (concept-based), namely bearing in mind "raises in the mind". 4. novelties based on the result of analysis and discussion, it is found reversed naturalization translation technique as the novelty of this study. this technique is used at the word level. this technique is particularly used for translating indonesian words (sl) deriving from english which are adopted into indonesian through naturalization process. the application of this translation technique is by reverting or returning the words or terms or legal concepts to their original form (reverse naturalization). 5. conclusion based on the result of discussion above, it can be concluded that legal text translators start translating by applying semantic techniques, namely by finding the equivalents of words or terminologies or legal concepts expressed in the sl text, then undergo adjustment of tl structure. pragmatic translation techniques are applied at the final stage to adjust the legal system, culture. fifteen translation techniques are applied by the translators, and literal translation 246 occupies the top position, followed by calque, pragmatic amplification, established equivalence, translation shift, reversed naturalization, generalization, pragmatic reduction, modulation, compensation, semantic compression, cultural adaptation, borrowing, semantic amplification and description. the result of this study rejects alcaraz and hughes’ argument that literal translation is not recommended in the translation. 6. acknowledgements in this occasion, i would like to convey great thanks to my promotor and co-promotors, without their advice and counseling this study would not come to exist. in addition, appreciation and great thanks is also delivered to the notary public and law offices for their agreement to provide me the documents used as the date source for this study. references alcaraz, e. dan hughes, b. 2002. legal translation explained. new york: st. jerome. baker, m. 2001. in other words, a course book on translation. e-library. london and new york: routledge. bassnet-mcguire, s. 1991. translation studies. new york: methuen & co. ltd. cao, d. 2007. translating law. clevedon: multilingual matters ltd. available at: http://www.multilingual-matters.com. catford, j. c. 1965. a linguistic theory of translation. london: longman. machali, r. 2000. pedoman bagi penerjemah. jakarta: pt grasindo. mellinkoff, d. 2004 the language of the law. eugene: wipf & stock publishers. moentaha, s. 2006. bahasa dan terjemahan. jakarta: kesaint blanc. molina, l., dan albir, a. h. 2002a. "translation techniques revisited: a dynamic and functional approach", meta: journal des traducteurs/meta: translators’ journal, xlvii(4), p. 498–512. molina, l., dan albir, a. h. 2002b. "translation techniques revisited", meta: journal des traducteurs, vol. xlvii(4), p. 499–512. nababan, m. r. 2003. teori menerjemahkan bahasa inggris. yogyakarta: pustaka pelajar. nababan, m. r., nuraeni, a. dan sumardinono 2012. "pengembangan model penilaian kualiatas terjemahan", kajian linguistik dan sastra, 24(1), p. 39–57. newmark, p. 1981. approaches to translation. oxford: pergamon. newmark, p. 1988. a text of translation. hertfordshire: prentice hall. nida, e. dan taber, c. r. 1969. the theory and practice of translation. leiden: j. brill. simatupang, m. d. s. 1999. pengantar teori terjemahan. jakarta: ditjen dikti. suryawinata, z. dan hariyanto, s. 2016. translation, bahasan teori & penuntun praktis menerjemahkan. revisi. yogyakarta: penerbit kanisius. vinay, j.-p. dan darbelnet, j. 1995. comparative stylistics of french and english a methodology for translation. amsterdam: john benjamins b.v. 247 biography of authors drs. i wayan ana, m.hum. was born in lembongan, 5 august 1965. he obtained his bachelor degree, and master degree from english department faculty of letters, udayana university in 1990 and 2000 repectively. currently he is active as a lecturer in warmadewa university. in addition, he is also a legal interpreter for police office, prosecutor office and courts. his research interest is translation and interpreting. he is currently completing his dissertation at udayana university. email: ana.wayan@gmail.com dr. ida ayu made puspani, m.hum., is a senior lecturer in linguistics of udayana university. she obtained her bachelor and master degree in udayana university. her doctorate degree was also obtained in udayana university, denpasar majoring in court interpreting. her research interests include various topics on linguistics. she has supervised many theses and doctorate dissertations and has attended in various national and international conferences and has written many articles in national and international journals. e-mail: dayupuspani@gmail.com mailto:ana.wayan@gmail.com mailto:dayupuspani@gmail.com sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 1 january 2022, pages: 46--58 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i01.p05 46 contribution of transposition procedure to the structural adjustments in the translation of english memorandum of understanding into indonesian 1 i gede putu sudana phd candidate of linguistics in udayana university, denpasar, indonesia, email:igedeputusudana@yahoo.com 2 ida bagus putra yadnya email: putrayadnya890@gmail.com department of linguistics, faculty of arts, udayana university, indonesia, email: putrayadnya890@gmail.com article info abstract* received date: 30 jun 2021 accepted date: 12 july 2021 published date: 31 january 2021 keywords:* keywords: transposition, structural adjustments, dynamic equivalence this current study, in which the descriptive qualitative approach is applied, is intended to reveal the extent to which the transposition procedure contributes to the structural adjustments in the translation of an english memorandum of understanding into indonesian language. the data were collected through observation using close reading and note-taking techniques and qualitatively analyzed. the structural adjustments are adopted from the theories proposed by viney and darbelnet (in aussi, 1987: 143-147) and catford (in aussi, 1987:145). the result of analysis shows that the transposition procedure highly contributes to the structural adjustments in the translation of the memorandum of understanding. they allow the translator to obtain dynamic equivalence and support the readability, acceptability and naturalness of the tl. 1. introduction structural adjustments cannot be separated from the syntactic and structural aspects. in this stage the raw results of analysis of the sl (source language) are transformed in such a way into the structural and stylistic forms of the tl (target language) that the translation product becomes readable, acceptable and natural to the target reader. as well, in this stage what is understood and interpreted from the sl is encoded again using the structures of the tl. what is important is that the translation product should be functionally equivalent to the sl. it is here that the tps (translation procedures) are needed as a consequence of the contact between two different cultural and linguistic systems. apart from that, english language as the sl and indonesian language as the tl come from two different languages which are not genetically related. as a result, in the process of translating the english memorandum into indonesian structural adjustments are positive in nature and cannot be avoided. according to aissi (1987:134), there are two factors determining what tps can be applied by the translator to translating the sl into the tl. they are (1) the nature of the textual material of the sl as the tps needed to translate scientific texts are certainly different from those applied to translate the other texts (for example, poetry) and (2) the extent to which the two languages are different from and similar to one another. vinay and darbelnet (in aussi, 1987:134) classify the tps into two. they are (1) the direct tps which are oriented towards the https://ojs.unud.ac.id/index.php/eol/index 47 sl which include borrowing, calque and literal translation and (2)and indirect tps which are oriented towards the tl which include transposition, modulation, equivalence and adaptation. this current study focuses on the contribution of the transposition procedure to the structural adjustments in the translation of an english memorandum of understanding into indonesian. 2. research method the descriptive qualitative approach was applied in the current study for two reasons. the first reason is that the study is more oriented towards the descriptions of meaning revealed through the process of interpreting data in the forms of translation units such as words, phrases and sentences. the second reason is that the data used in the study were searched out, collected, analyzed and generalized based on the observed phenomena (sutopo, 2002 in handayani, 2009, 53). the data source is a memorandum of understanding which is in the form of translation corpora (johansson, in olohan, 2004:24-25) as it is unidirectional in nature and consists of one text in two language versions, namely in english language and indonesian language. the english version is the sl and the indonesian version is the tl. the data were collected through observation using close reading and note-taking techniques. the sl was juxtaposed with the tl in such a way that different translation problems and incongruities could be identified. the problems and incongruities, which were grouped into translation units, causing the translator to make structural adjustments, were underlined before they were transferred to the data book. 3. discussion in general, transposition is one of the translation procedures in which one grammatical unit in the tl substitutes for another different grammatical unit in the sl. according to viney and darbelnet (in aussi, 1987: 143-147), transposition refers to the restructuration in which one word in the tl substitutes for another word of different word class in the sl. the syntactic and structural differences between the sl and tl cause the linguistic level to become modified and changed. therefore, this translation procedure is highly frequently used in the translation process. furthermore, viney and darbelnet classify transposition into two; they are obligatory transposition and optional transposition. 3.1 obligatory transposition obligatory transposition means that there is only one procedure which can be used to translate one translation unit from the sl into the tl and to maintain the meaning of the sl in the tl, as what is done by the translator when he/she translates an english noun phrase with the rule adjective + noun into indonesian language with the rule noun + adjective. it is the different rules that require the translator to apply the obligatory transposition translation procedure. in the text of the memorandum of understanding used as the data source in the current study, it highly contributes to the structural adjustments in its translation as shown by the following data: data 1 sl : mr. nigel stead in his individual capacity on behalf of the investor group (or such corporate entity subsequently set up by the investor group) with his office at 38b circular road, (s) 049394 hereinafter referred to as “ns” and; (stead dkk, 2006:1) tl : bapak thomas graeff dalam kapasitas individunya, (atau kesatuan bersama semacam itu yang kemudian dibentuk oleh kelompok yang kemudian dibentuk oleh thomas graeff) yang berkantor di jalan 48 circular 38b, (s) 049394 yang selanjutnya disebut “tg” dan; (kurnia, 2017:1) data 2 sl : whereas mc2, tg, and ns are desirous of joining together to form a special purporse joint venture development company to develop the project and will work together to raise the balance of capital required. (stead dkk., 2006: 1) tl : bahwa mc2, tg, dan ns berkeinginan untuk bergabung mendirikan perusahaan pengembang usaha bersama dengan tujuan khusus untuk mengembangkan proyek tersebut dan akan bekerjasama mengumpulkan kekurangan modal yang diperlukan. (kurnia, 2017:2) data 3 sl : if additional capital is required in excess of usd950,000 for the initial land closing and/or after the land closing but before additional investor capital is secured, ... (stead dkk., 2006:3) tl : jika modal tambahan diperlukan melebihi usd950.000 untuk menutup lahan awal dan/atau setelah menutup lahan tersebut namun sebelum tambahan dari penanam modal diperoleh, ... (kurnia, 2017:3) in data 1 the phrase individual capacity with the structure adjective + noun is translated into kapasitas individu with the structure noun + adjective; the phrase special purporse with the structure adjective + noun is translated into tujuan khusus with the structure noun + adjective, and the phrase additional capital in data 3 with the structure adjective + noun is translated into modal tambahan with the structure noun + adjective. in this case, the sl’s structure cannot be forced in the tl, unlike the structural calque translation procedure which allows the sl’s structure to be used in the sl as illustrated by the phrase bali post, which is translated into bali pos. 3.2 optional transposition when translating one word from the sl into the tl, the translator is frequently faced with more than one word choice. which one will be decided to be used as the translation equivalent of the word is determined by the stylistic consideration without having to change the meaning conveyed by the word (vinay and darbelnet, in venuti, 2000:88) (aussi, 1987:144-145), as illustrated by data 4 & 5 as follows: data 4 sl : there will be a monthly board meeting to review the project progress, and to make all required decisions, which will then be executed by the project manager. (stead dkk, 2006:4) tl : dewan akan mengadakan pertemuan setiap bulan untuk meninjau perkembangan proyek dan untuk membuat segala keputusan yang diperlukan, yang kemudian akan dilaksanakan oleh manajer proyek. (kurnia, 2017: 5) data 5 sl : in accordance with the master plan and the monthly board meetings, funds will be advanced from the master account to the working account. (stead dkk., 2006: 4) 49 tl : sesuai dengan rencana induk dan hasil pertemuan dewan yang diadakan setiap bulan, dana akan diajukan dari akun induk ke akun kerja. (kurnia, 2017: 5). the word monthly in data 4 and 5 above is an adjective in the sl; however, it is not translated into bulanan, which is an adjective as well in the tl. it is translated into setiap bulan, which is an adverb in the tl without having to change the meaning. if it were translated into bulanan, which is an adjective in the tl, the translation of the phrase ‘monthly board meeting’ could have been rapat bulanan dewan as another choice. data 6 sl : ..., ns and/or pdl retains the right to remove mc2 as project manager without payment of any further compensation or profit share other than that already paid up till the date of removal and mc2 will forfeit all shareholding interests in pdl. (stead dkk., 2017: 5) tl : ..., ns dan/atau pdl mempertahankan haknya untuk mengganti mc2 sebagai manajer proyek tanpa membayar kompensasi atau pembagian keuntungan lebih lanjut selain yang telah dibayarkan sampai tanggal pemberhentian mc2 sebagai manajer proyek dan mc2 akan kehilangan semua bunga yang didapat dari sahamnya di pdl (kurnia, 2017: 5-6) similarly, data 6 also shows the application of the optional transposition procedure in which the noun payment in the sl is not translated into the noun pembayaran in the tl; in fact, it is translated into the verb membayar as in this active clause the agent of the activity mentioned in the predicate is ns and/or pdl (kridalaksana, 1993: 10). if it were translated into the noun pembayaran the translation of the phrase ‘without payment of any further compensation..’ could have been tanpa pembayaran kompensasi yang lebih jauh … as another choice, which is also grammatically correct and understandable in the tl. 3.3 translation shift in translating an sl into a tl, the translator frequently has to start from the formal equivalence before acquiring the textual equivalence, leading to what is referred to as translation shift, which, according to carford (in munday, 2008:60), can be classified into (1) level shift and (2) category shift. he further classifies the category shift into (a) structural shift, (b) class shift, (c) unit shift and intra-system shift. 3.3.1 level shift this refers to the shift in which one grammatical item in the sl is translated into lexical item in the tl, as illustrated in data 7 and 8 as follows: data 7 sl : whereas ns and/or its appointed nominee has signed an akta jual beli, purchase agreement, and various access road purchase/right of use agreements which govern the overall land purchase transaction ... (stead dkk., 2006:1) tl : bahwa ns dan/atau wakil yang ditunjuknya telah menandatangani akta jual beli dan perjanjian pembelian/hak pakai berbagai akses jalan yang mengatur keseluruhan transaksi pembelian tanah ... (kurnia, 2017:1) 50 data 8 sl : all parties shall resolve any dispute arising out of or in relation to this agreement amicably. (stead dkk., 2006: 6) tl : semua pihak harus menyelesaikan perselisihan yang timbul atau berhubungan dengan perjanjian ini secara damai. (kurnia, 2017: 6) the word has in data 7 in the sl is used to express the aspect of the grammatical category used to show that the activity of signing an akta jual beli is already done; however, in the tl it is translated into the lexical item telah, as the grammatical category of this type is not available in the tl. the word shall in data 8 which is commonly used to express a future activity is not translated into akan in the tl. it is translated into harus. the reason is that this phrase is used to show the promise made by the parties involved in the agreement to do what they are supposed to do. apart from that, the word harus, as its translation equivalent in the tl, is also used to show that the agreement is a legal document. 3.3.2 category shift a) recasting or restructuring this translation procedure is applied if the sl’s structure does not exactly correspond to the tl’s. in other words, the sl’s sentence structure should be modified in such a way that it suits the use and convention of the tl. therefore, this transposition is identical with the obligatory transposition (see 3.1). i) in the phrase level adjetive + noun  noun + adjective data 9 sl : gm, rm and mc2 hereby fully admit, acknowledge and confess that they have conducted the main land transaction without securing the access road which is in contradiction with the initial understanding between gm, rm, mc2 and the investors. tl : gm, rm dan mc2 dengan ini sepenuhnya mengakui bahwa mereka menutup transaksi tanah utama tanpa mengikutisertakan tanah untuk akses jalan, yang mana hal ini bertentangan dengan kesepakatan awal antara gm, rm, mc2 dan para penanam modal. (kurnia, 2017: 14) the structural shift in the phrase level in data 9 results from the fact that the rule of the noun phrase in the tl is different from that in the sl. the rule in the sl is modifier + noun but in the sl it is noun + modifier. ii) in the clause or sentence level the sentence structure in the sl sometimes needs to be changed in such a way that it suits the use and characteristics of the tl, as exemplified in data 10 as follows: data 10 51 sl : a minimum of two director signatures will be required for all transfers, checks or disbursements of any thing. (stead dkk., 2006: 4) tl : untuk semua jenis transfer, check atau pembayaran diperlukan minimal dua tandatangan direktur. (kurnia, 2017: 5) data 10 above shows an extended simple sentence (muslich, 2010: 148) in which apart from the nuclear components (subject, predicate, object and complement) there is also one non-nuclear component used to complete the meaning of the sentence, namely an adverb used to express ‘purpose’. in short, the structural change is as follows subject + predicate + adverb of purpose (sl)  adverb of purporse + prediate + subject (tl). 3.3.3 class shift class shift will take place if the translation equivalent of one lexical item in the sl is translated into the lexical item of another word class in the tl (catford, 1965 in aussi, 1987:145). in general, class shift involves four classes of content words, namely noun, verb, adjective and adverb. however, the current study only discusses 3 (three) class shifts; they are a) noun  verb; b) adjective  noun and c) adverb  adjective a) noun  verb data 11 sl : the profit share formula is defined as; profit equals net profit after deduction of interest but after adding back project management fees and project overheads. (stead dkk., 2006: 3) tl : rumusan pembagian keuntungan adalah sebagai berikut; keuntungan sama dengan laba bersih setelah dikurangi bunga dan biaya pengelolaan proyek, dan biaya proyek ditambahkan kembali. (kurnia, 2017: 4) data 11 shows that the word ‘deduction’ is a derived noun translated into the verb dikurangi. b) adjective  noun data 12 sl : specifically, this relates to any four to five star residential oriented developments on the bukit with a listed sales price between usd225, 000 and usd500, 000. tl : secara khusus, ini berkaitan dengan pembangunan-pembangunan yang berorientasi pada hunian bintang empat atau lima di bukit dengan harga yang sudah ditentukan antara usd225, 000 dan usd500, 000. data 12 shows that the adjective ‘residential’ in the tl is translated into the noun hunian in the tl c) adverb  adjective data 13 sl : ... and any other parties to whom gm, rm, df and/or mc2 have wrongly done shall be entitled and be fully empowered to report immediately such wrongdoings and the criminal charges thereon to the police of the republic of indonesia ... (stead dkk., 2006:17) 52 tl : ... dan pria pihak lainnya yang terkena dampak perbuatan-perbuatan salah tersebut berhak dan diperdayakan secara penuh untuk segera melaporkan perbuatan-perbuatan tersebut dan untuk mengajukan tuntutan-tuntutan pidana kepada kepolisian republik indonesia ... (kurnia, 2017:19) data 13 shows that the translation equivalent of the word ‘wrongly’, which is an adverb in the sl, is salah, which is an adjective in the tl. what can be concluded from data 11, 12 and 13 is that in search for the dynamic equivalent the meaning should be maintained (larson, 1988) and the form should be adjusted to that which can be used to express the more or less exact meaning in the tl. 3.3.4 unit shift unit shift takes place if, for example, one word in the sl is translated into a phrase in the tl and vice versa. according to aussi (1987:147-148), if the translation equivalent of any lexical unit in the sl is in the lower level in the tl, contraction will take place, and if the translation equivalent of any lexical unit is in the higher level in the tl, expansion will take place. 1) contraction a) a group of words  word data 14 sl : in addition to the specific purposes set forth above, the purpose of the joint venture is also to conduct any business, ... (stead dkk., 2006:2) tl : selain tujuah khusus yang ditetapkan di atas, tujuan dari usaha patungan ini juga untuk menjalankan bisnis yang legal, ... (kurnia, 2017:2) data 14 shows that the expression ‘in addition to’ in the sl, which is a group of words, is translated into selain, which is a word in the tl. b) phrase  word data 15 sl : should mr. ali khalpey agree to purchase the grand residence and his associates agree to buy both of the ocean residences on the accelerated purchase schedule presented to him, it is agreed that ... (stead dkk., 2006: 2-3) tl : jika bapak ali khalpey sepakat untuk membeli the grand residence dan rekan-rekannya juga sepakat untuk membeli kedua the ocean residences pada skema pembelian yang dipercepat yang ditunjukan kepadanya, disepakati bahwa ... (kurnia, 2017:3) it can be seen that in data 15 the translation equivalent of ‘both of’, which is a phrase in the sl, is kedua, which is a word in the tl. 53 2) expansion unlike contraction when a lexical unit of higher level in the sl is translated into a lexical unit of lower level in the tl, expansion is a shift in which a lexical of lower unit in the sl is translated into a lexical unit of higher level in the tl. a) kata  frase data 16 sl : specifically, this relates to any four to five star residential oriented developments on the bukit with a listed sales price between usd225,000 and usd500,000. (stead dkk., 2006:7) tl : pada khususnya, ini berkaitan dengan pembangunan-pembangunan yang berorientasi pada hunian bintang empat atau lima di bukit dengan harga jual yang sudah ditentukan antara usd225.000 dan usd500.000. (kurnia, 2017:8) data 16 shows that the word ‘specifically’ in the sl is translated into pada khususnya, which is a phrase in the tl. b) phrase  clause data 17 sl ` : ... and in the event of any such delay the time for any party’s performance shall be extended for a period equal to the time lost by reason of the delay provided that ... (stead, 2006: 8) tl : ... dan jika penundaan semacam itu terjadi, yang bersangkutan akan diberikan waktu perpanjangan yang sama dengan waktu yang hilang sebagai akibat dari penundaan tersebut, asalkan ... the phrase ‘in the event of any such delay’ in data 17 is a phrase in the sl; however, its translation equivalent in the tl is jika penundaan semacam itu terjadi, which is a clause, meaning that there is a shift from phrase to clause. 3.3.5 internal shift in translation the internal shift includes the shift within one system, for example, active construction  passive construction and vice versa, plural form  singular form and vice versa, transitive form  intransitive form and vice versa, and present  past and vice versa. however, in this study, as the data available are limited, the transitive form  the intransitive form and vice versa and present  past and vice versa are not discussed. a) active  passive data 18 sl : mc2 is assigning all rights to purchase the land to ns (stead dkk., 2006:2) tl : wewenang untuk membeli tanah tersebut diberikan kepada ns oleh mc2 (kurnia, 2017:2) 54 data 18 shows the shift from active construction to passive construction in which the syntactic functions of several elements change. in the sl, as an active construction, ‘all rights to purchase the land’ functions as the object of the sentence; however, in the tl, as a passive construction, its translation equivalent wewenang untuk membeli tanah tersebut functions as the subject of the sentence, meaning that the change in view point referred to as modulation takes place. b) passive  active data 19 sl : among other opportunities, the right to purchase land directly or indirectly adjacent to the project land is included. (stead dkk., 2006:8) tl : peluang-peluang tersebut meliputi, di antaranya, hak untuk membeli tanah yang berdekatan dengan tanah proyek secara langsung atau tidak langsung. (kurnia, 2017: 9) data 18 and 29 show that, essentially, both active construction and passive construction have the same meaning; however, the interrelatedness among their elements are different, depending on which element is used as the starting point (eagleson et al., 1983: 13-14) and what information in the agreement is already known by the parties involved in it. the passive construction in the sl allows the translator to give emphasis on the final position occupied by mc2. on the other hand, if the translator considers that the agent is not important it will not be made to appear and the focus of attention is only to the essence of the massage, namely ‘the right to purchase land directly or indirectly adjacent to the project land’. data 19 shows that the focus of attention is ‘the other opportunities’. c) plural  singular data 20 sl : the initial shareholdings and subsequent profits shall be divided in the following manner between the parties (after all investments/loans from ns including the agreed interest and currency adjustment have first been repaid by the joint venture to ns). (stead dkk., 2006:3) tl : kepemilikan saham awal dan keuntungan-keuntungan selanjutnya akan dibagi di antara pihak dengan cara sebagai berikut (setelah semua investasi/pinjaman dari ns termasuk penyesuaian bunga dan mata uang yang disepakati pertama kali dilunasi oleh perusahaan patungan ke ns). (kurnia, 2017: 4) the word ‘shareholdings’ in data 20, if viewed from its form, is in plural form in the sl; however, it is translated into singular form in the tl as it is acceptable in the tl. but the word ‘profits’ in the sl is in plural form and has to be translated into plural form as well to avoid ambiguity and is expressed using a reduplication as the benefits that will be enjoyed 55 by the investors vary. the word ‘investments/loans’ in the sl is treated the same as the word ‘shareholdings’; it is translated into singular form in the tl as it is already preceded by the word semua (all) as the plural marker. d) singular  plural data 21 sl : in order to protect the interest of ns shareholders, it is agreed that all money received from the sale of land and villas, all assets acquired by the joint venture including the building of any villas will be held to the benefit of ns shareholders until such time as they receive a return of their capital ... (stead dkk., 2006: 4) tl : untuk melindungi kepentingan-kepentingan para pemegang saham ns, disepakati bahwa semua uang yang diterima dari penjualan lahan dan villa, semua aset yang diakuisisi oleh perusahaan termasuk bangunan villa apapun akan disimpan untuk kepentingan para pemegang saham ns sampai mereka mendapatkan pengembalian modal ... (kurnia, 2017:5) data 21 shows that the word ‘interest’ in the sl is in singular form; however, its translation equivalent in the tl is in plural form. based on the macro context of the text, this is intended to clarify that obtaining benefit is not the only thing expected by the shareholders. there are still several other interests as indicated in point 15 of this agreement, two of them are free stay for 10 (ten) days at the resort per unit of shareholders and the right to developing the surrounding area. e) one sentence  three sentences data 22 sl : [none of the parties shall be considered to be in default of the performance of its obligations under this agreement if the performance is directly prevented or delayed by any acts of god, fires, strikes, lockouts or labor disputes, wars, riots, acts of terrorism, earthquakes, storms, typhoons or floods and in the event of any such delay the time for any party’s performance shall be extended for a period equal to the time lost by reason of the delay provided that the party invoking such event or events shall give notice of any event of force majeure within seven (7) calender days of the happening of the event and any abatement thereof to the other parties and shall take all action necessary and reasonable under the circumstances to mitigate such prevention or delay] (stead dkk., 2006:8) tl : [apabila ada pihak yang terhalang atau tertunda melakukan kewajibankewajiban yang ditentukan dalam perjanjian ini karena bencana alam, kebakaran, pemogokan, penutupan atau perselisihan perburuhan, kekacauan, tindak terorisme, gempabumi, topan, badai atau banjir, yang 56 bersangkutan tidak digolongkan sebagai pihak yang gagal dalam melaksanakan kewajiban-kewajiban tersebut]. [jika terjadi penundaan seperti itu, yang bersangkutan akan diberikan waktu perpanjangan yang sama dengan waktu yang hilang sebagai akibat dari penundaan tersebut, asalkan yang bersangkutan menginformasikan peristiwa yang dialami tersebut di atas dalam waktu 7 (tujuh) hari kalender semenjak kejadian tersebut kepada pihak-pihak lain]. [selain itu, yang bersangkutan harus mengambil segala tindakan yang dianggap perlu dan wajar dalam suasana seperti itu untuk meredakan hal-hal yang menghalangi atau menunda tersebut]. (kurnia, 2017:9) data 22 shows that the sl is an extremely long and complex sentence, as one of the characteristics of the legal english; however, it is translated into three much shorter and simpler sentences without changing the meaning to support the degree of its readability for the target reader, especially the related local parties involved in the agreement. this is in accordance with what is stated by gunning (1968, in kolahi, 2012:358) that the text should be written using simple and short sentences without any useless words to make it easily read. the second sentence starts with the conditional subordinate conjunction jika (if) followed by an embedded clause indicating the condition required to enable what is stated in the main sentence to be able to be carried out. the third sentence starts with the conjunct selain itu (apart from that) used to mention what is not mentioned in the previous sentence (muslich, 2010: 116), namely mengambil segala tindakan yang dianggap perlu dan wajar untuk meredakan hal-hal yang menghalangi atau menunda tersebut (take all action necessary and reasonable under the circumstances to mitigate such prevention or delay). the attempt to simplify the language used in the translation is made by dividing the long and complex sentence of the sl into several shorter sentences in the tl. (bield, 2009:1) f) two sentences  one sentence data 23 sl : [if at any time mc2 ceases to be adequately capitalized to perform its functions and/obligations under this agreement, it shall immediately notify all parties and mc2 agrees to provide said notification in a timely manner in order to protect the interests of ns, tg and pdl]. [ns, tg and pdl retain all rights to alter and/or amend the terms of appoinment of mc2 including pm fees and shareholdings and profit share should mc2 fail to be adequately capitalized and or fail to perform its duties and/or obligations hereinunder]. (stead dkk., 2006:7) tl : jika sewaktu-waktu mc2 tidak punya modal yang cukup lagi untuk menjalankan fungsi-fungsi dan/atau kewajiban-kewajiban mereka berdasarkan pernjanjian ini, mereka harus segera memberitahukan kepada semua pihak dan mereka sepakat untuk menginformasikan hal tersebut kepada ns, tg dan pdl, yang tetap memiliki semua hak untuk mengubah dan/mengubah persyaratan-persyaratan yang diperlukan untuk menunjuk mc2 termasuk imbalan jasa untuk pm dan kepemilikan saham dan bagi hasil jika mc2 gagal mendapatkan modal yang cukup dan atau gagal melakukan tugas-tugas dan/atau kewajiban-kewajibannya di bawah ini. (kurnia, 2017:8). 57 in the legal language there are several steps which can be taken to create precise communication, one of which is avoiding the use of pronoun (tiersma, 1999:6). data 23 shows in the sl that the pronoun ‘they’ is not used to substitute for ns, tg and pdl in the sl when they are mentioned for the second time and so forth. this is also indicated by the use of the expression ‘the parties’ in the sl and the word para (collective plural maker referring to people who comprise a group (echols & shadily, 2008: 410) in the tl. however, in the tl when the three words are mentioned for the second time, the relative pronoun yang (who/that) is used to replace the antecedent ns, tg and pdl, allowing the two sentences in the sl to be translated into one sentence in the tl. 4. conclusion from what was discussed above, it can be concluded that the tp (transposition procedure) highly contributes to the structural adjustments in the translation of the english memorandum of understanding into indonesian. it leads the translator to the dynamic equivalence, causing the translation product to be natural, acceptable and readable. the structural adjustments in the sl also show that the translator does her best to carry the drafter of the memorandum of understanding to the target reader. she attempts to adjust the sl to the context already familiar to the target reader and to help the target reader to understand what the sl contains. the target reader does not need to process the translation product in its original context. references: aissi, layachi. 1987. an analitical study of the process of translation (with special reference to english/arabic). thesis submitted to the university of arts, department of modern languages , in fulfillment of the requirements for the degree of doctor of philosophy. echols j.m. & shadily h. 2002. kamus inggris indonesia. jakarta: pt. gramedia pustaka utama eagle r.d, threadgold and collins p.c.1983. grammar: its nature and terminology. victoria 305: pitman publishing pty ltd. olohan, m. 2004. introducting corpora in translation studies. usa and canada: routledge handayani, a. 2009. analisis ideology penerjemahan dan penilaian kualitas terjemahan istilah kedokteran dalam buku “lecture notes on clininalmedicine” (thesis) (http://www.slideshare.net/sugengh/reseach-in-translation-studies kolahi, s. 2012. a comparative study of the readability of english textbooks of translation and their persian translations. international journal of linguistics issn 1948-5425 vol. 4, no. 4. retrieved from www.macrothink.org/ijl on 8/12/2017; 1:05 am larson, m. l. 1998. maning-based translation: a guide to cross-language equivalence. (second edition). usa: university press of america, inc. munday, j. 2008. introducing translation studies. 2 nd edition. usa & canada: routledge muslich, m. 2010. garis-garis besar tatabahasa baku bahasa indonesia. cetakan kesatu. bandung: pt refika aditama olohan, m. 2004. introducting corpora in translation studies. usa and canada: routledge http://www.slideshare.net/sugengh/reseach-in-translation-studies http://www.macrothink.org/ijl%20on%208/12/2017 58 biography of authors i gede putu sudana is a doctor candidate of linguistics in udayana university, denpasar, indonesia. he was born in badung, bali in 1954. he completed his bachelor degree in udayana university, denpasar, indonesia in 1986, majoring in english language. in 1991 he completed his master degree in the university of sydney, australia, majoring in applied linguistics. he started his doctoral program in udayana university, denpasar, indonesia, in 2014. email: igedeputusudaha@yahoo.com e prof. dr. drs. ida bagus putra yadnya, ma senior lecturer at the department of linguistics, faculty of arts, udayana university, indonesia email: putrayadnya890@gmail.com sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 2, july 2022, pages: 177--xx print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i02.p03. 177 receptive language disorder in “a boy called po 2016” movie 1 cut nadira dwiyanti putera batam university, batam, indonesia, pb181210071@upbatam.ac.id 2 afriana putera batam university, batam, indonesia, afriana@puterabatam.ac.id article info abstract* received date: 16 desmebr 2021 accepted date: 24 desember 2021 published date: 31 july 2022 keywords:* autism spectrum disorder, psycholinguistics, receptive language disorder. this study used psycholinguistics approach to discover the symptoms of receptive language disorder in a boy called po movie. this study was conducted using qualitative methods. in the process of collecting data, researchers used observational methods and non-participatory techniques proposed by (sudaryanto, 2015). data collection was obtained from watching a boy called po movie. then, the data were analyzed and classified based on symptoms of receptive language disorder according to the theory of (carroll, 1985 as cited in (faida, 2020). the result of this study was that the main character of a boy called po movie had a receptive language disorder. some of the factors that caused receptive language disorder were the main character was not interested in communicating, the main character only focused on what was on his mind without paying attention to his surroundings, and the main character only thought about himself without looking at the condition of others. there were 15 data of receptive language disorder found in the movie. the 15 data consisted of 8 data on not appearing to listen, 4 data on difficulty following verbal communication, 2 data on difficulty in interpreting words or phrases, and 1 data on difficulty understanding complex sentences. 1. introduction language could not be separated from human life because it is a medium used by humans to communicate with each other. with language humans could convey their ideas, thoughts, and feelings. even so, not everyone has the ability to understand language and also produce language. the inability to understand language and produce language is known as language disorder. one of the related phenomena was seen in the special books by special kids youtube channel on june 20, 2018. chris: “abigail do you love your mom?” abigail played with blankets. abigail’s mom: “hey, ab. can you answer chris’s question?” abigail was mumbling and playing with her blankets. abigail’s mom: “she loves blankets on her head.” this quote conversation existed in the special books by special kids youtube channel on june 20, 2018 at the minute of 00:01:28. it could be seen that abigail had an inability to respond to speech. this could be seen when chris asked, "do you love your mom?" and abigail didn't listen to chris, that's why abigail's mother asked in turn. even though her mother asked, abigail still didn't answer. instead, she kept mumbling and playing with her blankets. there was no answer from abigail because she was an autistic https://ojs.unud.ac.id/index.php/eol/index mailto:pb181210071@upbatam.ac.id mailto:afriana@puterabatam.ac.id 178 person. this condition caused abigail to be unable to produce language, understand language, and also had difficulty interacting. the brain has a very important role in producing and understanding language, that is why humans need to know how brain damage affects language comprehension as well as language production. psycholinguistics is the study of psychological and neurological processes that influence human language production. carroll (2004) stated that psycholinguistics was primarily a linguistic and psychological integration. on the other hand, hartley (as cited in suherman, 2015) stated that psycholinguistics is the study of how language and mind interact in language acquisition, processing, and production. with psycholinguistics, humans could understand that when someone has a normal brain, then that person could produce language well, and also gives a clear response according to what is said. however, when a person is unable to respond according to what is being said, continues to mumble, and has difficulty producing language while communicating, the person has a language disorder. language disorder is a person's inability to understand language and also produce language. lanier (2010) defined language disorder as a person's inability to interpret, form, or use words correctly. on the other hand, language disorder according to (dulm, 2002) as affect linguistic processing, including grammar (syntax and morphology), semantics (meaning), and other components of language. field (2003) stated that language disorder divided into two, namely expressive and receptive language disorders. producing language is difficult for those with expressive language disorder. meanwhile, people with receptive language disorder have trouble interpreting language. the phenomenon of language disorder could often be found in life. one of the health conditions in which language disorders could be found is autism. autism spectrum disorder (asd) is a condition in which a person's brain nerves have problems, so that the person has difficulty producing and understanding language. according to simmons (2006), autism spectrum disorder is a neurologic illness characterized by a substantial impairment in a person's capacity to communicate and interact with others, causing them to react differently to their environment. in other words, apart from having a lack of verbal response and lack of understanding language when communicating, people with autism spectrum disorder (asd) also have poor social interaction. language disorders and autism spectrum disorders are not only found in society, but could also be found in literary works, such as: movies, dramas, novels, poetry, etc. in this case, the researcher analyzed a movie entitled a boy called po. one of the phenomena of language disorder from a boy called po could be seen below: mr. wilson : “listen to po.” po was reading the newspaper mr. wilson : “po, i can't stay up all night. you have to go to bed.” po : “wall street journal. record on december 29, you see there.” this quoted conversation existed in a boy called po movie at the minute of 00:05:15. it could be seen that po had difficulty interpreting words or phrases. po also could not interpret the condition of the people around him. mr. wilson had said if he couldn't stay up all night, he needed sleep. however, po did not understand what his father was saying, nor could he understand his father's condition, and chose to continue reading the newspaper. based on the theory of field and carroll (as cited in faida, 2020), the difficulty interpreting words or phrases experienced by po is included in the symptoms of receptive language disorders. research on language disorders is needed so that humans could find out the types and symptoms of language disorders experienced by people with autism. in addition, humans could know how to build communication with people with autism because, in 179 communicating, the speakers must have a purpose or exchange of information needed. however, in the a boy called po movie, the main character had difficulties understanding language and responding to utterances. the responses of the main character were unclear because he had autism and language disorder. thus, this research found out the symptoms of receptive language disorder in a boy called po movie based on field and carroll's theory. research on language disorders has been carried out in various countries. previous research is useful to provide an overview of the topic to be studied. there are two previous studies related to this research. the first research came from (faida, 2020) in her thesis entitled psycholinguistic analysis on language disorders of autistic characters in the miracle in cell film no.7. she used carroll's (1985) theory of language disorders. according to the findings of this study, the sufferer in this movie had expressive language disorder, which expressed as trouble finding vocabulary (repeating words and imitating). then there's receptive language disorder, which expressed it as difficulties following verbal instructions, a lack of hearing abilities, difficulty understanding complex sentences, and trouble interpreting words or phrases. another researcher came from (levia, jufrizal, & marlina, 2019) in their research entitled the study of language disorder of an autistic savant in levinson's film rain man (1988). the focus of this research was to identify the different types of language disorders in levinson's rain man film. according to the findings, the most common type of language disorder encountered by autistic savants in levinson's rain man film was expressive language disorder, which accounted for 67.7% of the total. meanwhile, for receptive language accounted for 32.3% of the total. in this paper, the researcher conducted research with the same topic, but differs in the object of research. the researchers took data from the film a boy called po and analysed all the responses of the main characters related to receptive language disorder based on field and carroll's theory. 1.1 not appearing to listen a person with a receptive language disorder is often not interested in listening to what other people have to say. in addition, people with receptive language disorder have difficulty understanding what other people are saying. as a result, they find it difficult to provide feedback during conversations. an example of an autistic person who did not appear to be listening could be seen in miracle in cell no. 7 movie which was studied by (faida, 2020). in datum 15 (faida, 2020), ji young said, “stop playing!” and yong goo replied, “sailor moon bag! pretty sailor moon bag. it’s cold.” according to faida (2020) yong goo did not listen to his interlocutor who asked him to stop playing. people with autism spectrum disorder faced this problem because they were uninterested in what other people had to say. in addition, people with autism spectrum disorder also lack of auditory, so that caused them not to respond when communicating. 1.2 difficulty following verbal communication language receptive disorder affects people's ability to understand and follow spoken instructions. they have auditory processing problems, which means their brains could not process sounds or spoken words. an example of an autistic person who had difficulty following verbal communication could be seen in miracle in cell no. 7 movie which was studied by (faida, 2020). in datum 20 (faida, 2020), su yang ho said, “quiet!” but yong goo replied, “thank you.” according to faida (2020) yong goo struggled to understand what was being spoken to him because people with receptive language disorder had trouble understanding what others were saying. that was why yong goo preferred to refuse verbal instructions from his interlocutor, and said something irrelevant to what was being said. 180 1.3 difficulty understanding complex sentence complex sentences are difficult to understand for those with receptive language disorders. furthermore, a typical error is difficulty understanding complex sentences, where a person could not absorb the long sentences he or she receives, and the grammar in those sentences is also difficult to understand. an example of an autistic person who had difficulty understanding complex sentence could be seen in my name is khan movie which was studied by (suherman, 2015). in datum 20 (suherman, 2015), zakir said, “you can't marry her, haram! and if you will do something like that then we won't have any relationship and there is no place for you in my house. she is hindu.” khan confused, “hindu?” then zakir said, “and we have differences.” and khan finally replied, “no…no difference. good people, bad people, and there is no other difference.” according to suherman (2015), zakir explained that khan was unable to marry mandira. however, khan got confused and in his perspective the difference was a good thing. khan thought that good people and bad people were equal in every way. khan struggled to comprehend complex sentences and to express himself using complex sentences. he utilized simpler phrases than children and had trouble connecting disparate and complex ideas with conjunctive linkages. 1.4 difficulty interpreting words or phrases one of the symptoms of receptive language disorder is having difficulty interpreting or analysing words or phrases that contain literal, non-literal, figurative meaning, or connotative meanings. furthermore, people with receptive language disorder have difficulty analysing the use of certain words to form meaning or tone. an example of an autistic person who had difficulty interpreting words or phrases could be seen in miracle in cell no. 7 movie which was studied by (faida, 2020). in datum 23 (faida, 2020), yesung said, “why’re you here? you’re not bad man. this is a school, not bad place. drink this.” then yong goo replied, “not school. it’s prison. all bad people.” according to faida (2020) yong goo had problems in interpreting words and phrases. it could be seen from how yong goo's reaction to his interlocutor. yong goo was unable to understand figurative language. as a result, he was unable to understand what the interlocutor had uttered. 2. research methods this study was a qualitative descriptive research proposed by (abbot, 2013). in the process of collecting data, researchers used observational methods and non-participatory techniques proposed by (sudaryanto, 2015). it means, the researchers observed the data through watching a boy called po movie. then, the researchers did not act as participants or actors in this movie. there were several steps taken by the researchers in collecting data. first, the researchers watched the a boy called po movie. second, the researchers noted the responses in the movie based on the theory in question. finally, the researchers identified these responses based on receptive language disorder by field and carroll’s theory (as cited in faida, 2020). in analysing the data, the researchers used psycholinguistics approach to see how the main character could understand language and produce language by looking at linguistic and psychological factors. lastly, this study was conducted by describing the data using words and sentences. 181 3. discussions 3.1 finding there were 15 data found on a boy called po movie showed receptive language disorder. the results of this research could be seen in the following table. table 1. receptive language disorder found in a boy called po 2016 movie no types frequency 1 not appearing to listen 8 2 difficulty following verbal communication 4 3 difficulty understanding complex sentences 1 4 difficulty interpreting words or phrases 2 total 15 based on the table above, the 15 data were split into eight data of not appearing to listen, four data of difficulty following verbal communication, two data of difficulty interpreting words or phrases, and one data of difficulty understanding complex sentences. 3.2 discussion receptive language disorder is a condition when a person has difficulty understanding language. a person suffering from receptive language disorder has several symptoms, including: not appearing to listen, difficulty following verbal communication, difficulty understanding complex sentence, and difficulty interpreting words or phrases. there were 15 data analyzed by researchers. data 1 mr. wilson : “okay, po, new rule. no food on the walls, okay? no food on the walls. alright, come on. let’s go get some sponges and clean this up.” po : “it’s your rainbow. your rainbow, daddy.” (00:06:45) (po took a bottle of sauce on the table) mr. wilson: “hey, no, no, no, no, no, no, no, no. come with me, come on.” data 1 showed that po had difficulty following verbal communication. this could be seen from po's response when his father said, "no food on the walls." instead of following his father's words, po grabbed a bottle of sauce and wanted to go back to draw rainbows on the wall. this happened because po was an autistic child. people with autism have difficulty understanding language and people with autism often think only of themselves. that was why po struggled to follow verbal instructions. data 2 po : "mac and cheese, please." mr. wilson : "no, we don't have mac and cheese today, buddy." po : "calcium's good for your bones." mr. wilson : "yeah, well, this is peanut butter and jelly which is known for it's simplicity and budgetary properties.” po : "mac and cheese, please." (00:07:19) 182 data 2 showed that po had difficulty in understanding complex sentence. this could be seen from po's response when his father tried to explain why po had to eat peanut butter and jelly. however, po still asked about the mac and cheese. this happened because po could not understand the complex sentences spoken by his father, besides that po also could not understand the conditions around him. data 3 mr. wilson : "no, po, you have to eat your sandwich. no, i am not doing this today." po : "patrick's a nice name for a boy, but i think i'll call you po." mr. wilson : "you need to eat your sandwich." po : "where's mommy?" (00:07:36) data 3 showed that po had difficulty following verbal communication. this could be seen from po's response when his father asked him to eat his sandwich. instead of following his father's words, po said something irrelevant which was, "patrick's a nice name for a boy, but i think i'll call you po." po was a child with autism. autistic people often only think about themselves. po did not want to eat a sandwich, because he asked for mac and cheese. that was why po could not follow his father's verbal communication and chose to say something irrelevant. data 4 po : "don't be afraid, daddy." mr. wilson : "afraid of what, po?" (po did not listen, he was eating his sandwich.) po : "yuck! yuck. mac and cheese, please." (00:07:55) data 4 showed that po did not listen to what his father asked. this happened because po was an autistic person. people with autism found it difficult to be interested in communicating. therefore, po’s attention was on the sandwich, and he did not had any interest in what his father had to say. that was why he did not answer his daddy’s question. data 5 teacher : "patrick." teacher : "po." (po did not listen, he was busy writing in his notebook.) teacher : "po? can you tell us what the capital city of mississippi is?" taylor : "hey, spaceman, the teacher asked you a question. teacher : "taylor, stop it. you know the answer, don't you, patrick?" po : "m-i-s-s-i-s-s-i-p-p-i." (00:08:21) data 5 showed that po did not listen to what his teacher asked. this happened because po was an autistic person. people with autism found it difficult to be interested in communicating. therefore, po only focused on his book. he was not at all interested in his teacher's words. that was why when po answered, his answer was not what his teacher expected. data 6 mr. wilson : "hey, po.” mr. wilson : “how you doing, buddy? how's that knee?" (fax machine sound) po : "bat transmission received." cathy : “patrick, i've told you not to play with that. he's obsessed with it." (00:14:11) 183 data 6 showed that po did not listen to what his teacher asked. this happened because po was an autistic person. people with autism found it difficult to be interested in communicating and would only respond when something caught their attention, as seen in the conversation above. that was why po only gave a response when he heard the sound of the fax machine. data 7 mr. wilson : "listen to me, it is not okay for other kids to pick on you at school. so daddy's gonna teach you." (po did not listen, he averted his eyes from his father.) mr. wilson: "hey, po, po, hey buddy, with me. daddy's gonna teach you how to stand up for yourself, you understand?" po : "stand up." (00:16:55) data 7 showed that po did not listen to what his father said. this could be seen from the sentence uttered by mr. wilson, "hey, po, po, hey buddy, with me.” this happened because the attention of a person with autism could be quickly distracted. po did not listen to what his father said because his attention was quickly distracted. that was why mr. wilson immediately tried to get po's attention back. data 8 mr. wilson : "po, dinnertime." (po did not listen, he was playing with his blankets and po had his own imaginary world) po : "i have to go. see ya later." (in his imaginary world) jack : "bring me back some of them noodles with the golden sauce." (the guy in po's imaginary world). mr. wilson : "po, po, dinnertime." (00:20:11) data 8 showed that po did not listen to what his father said. po was an autistic person, and someone with autism had a world of their own. this made it difficult for po to interact because he was too focused on his own imaginary world. that was why po did not listen to his father’s words. data 9 (po wanted to touch the spinning propeller of the toy plane). mr. wilson : "po!" mr. wilson : "po! freeze, freeze!" (po touched the spinning propeller of the toy plane). (00:29:48) data 9 showed that po did not listen to what his father's scream, as a result his finger was injured by the plane's propeller. this happened because people with autism were completely unaware of what was around them when they focused on something that interests them. that was why po did not listen his father's screams, because his focus was on the plane's rotating propeller. data 10 mr. wilson : "hey, po, i'll be right back. stay here, okay?" mr. wilson : "stay right here." po : "big ouchie." (00:30:23) data 10 showed that po did not listen to his father’s utterances. this happened because po was not interested in what his father had to say. po was an autistic person. people with autism found it difficult to be interested in communicating. on top of that, po's focus was only on his injured finger, that was why instead of answering his father's question, he said, "big ouchie." 184 data 11 bill : "patrick." (there was a blanket covering po's head). bill : "patrick." mr. wilson : "po." po : "patrick's a nice name for a boy, but i think i'll call you po." bill : "well, hey, po. my name's bill." po : "okay, bill." (00:38:14) data 11 showed that po did not listen to what bill said. there were two factors that kept po from answering bill. first, po had his own imaginary world, so he did not listen to what bill had to say. second, bill called po by his real name, patrick. it could be seen that po only responded when his father called him, "po." so, it could be concluded that po would only respond when people called him po instead of patrick. data 12 mr. wilson : "po, daddy really needs some quiet time right now, okay?" po : "amelia carr has a beautiful voice." mr. wilson : "po, daddy is very happy that you have a friend at school." po : "she has two daddies." mr. wilson : "i know, but, if you're going to stay in here right now, i need you to be quiet." po : "don't be afraid, daddy." mr. wilson : "be afraid of what, po?" po : "where's mommy?" mr. wilson : "po, i need quiet, right now. please." po : "oh, okay, daddy." (fax machine sound.) po : "fax machine, daddy!" (00:43:40) data 12 showed that po had difficulty following verbal communication. it could be seen from po's responses when his father asked him to be quiet. instead of being silent or obeying his father's orders, po continued to say something. this happened because people with autism often only think about themselves, they also often ignore the people around them. po had difficulty following his father's orders because he only thought about himself, and he also did not understand how his father condition. that was why po continued to say something. data 13 po : "toy store." mr. wilson : "no, the toy store's not there anymore, po, you know that." po : "let's go to the toy store." mr. wilson : "no, it's not there anymore." data 13 showed that po had difficulty interpreting words or phrases. it could be seen from po's responses when his father tried to explain the toy store was not there anymore. po could not interpret what his father said, because all he could remember was that the toy store was still there. data 14 po : "where's mommy?" mr. wilson : "stop it, will you stop it please?" po took a shoe on display in front of the shop mr. wilson : "no, no, hey, you can't take a shoe. no, you can't touch that." po : "where's mommy?" 185 data 14 showed that po had difficulty interpreting words or phrases. it could be seen from po's responses when his father said, "stop it, will you stop it please?" po could not understand what his father meant, because he only thought about himself, and did not care about his father's condition. po could not interpret his father's words which implied discomfort with the question about his mother. that was why po kept asking where his mother was. data 15 po : "where's mommy?" mr. wilson : "stop it." mr. wilson : "no, hey, give me." po : "where's mommy?" mr. wilson : "po, stop!" po : "where's mommy?" mr. wilson : "stop it!" data 15 showed that po had difficulty following verbal communication. it could be seen from po's responses when his father asked him to stop asking about his mom. instead of being silent or obeying his father's orders, po continued to ask his mother. this happened because po only thought about himself, and did not understand his father's feelings. his father did not like it when po asked where his mother was, but po had difficulty understanding his father's feelings. that was why po kept asking where his mother was. 4. conclusion this study identified the symptoms of receptive language disorder using carroll's (1985) theory. researchers found that the main character from the movie a boy called po showed all the symptoms of receptive language disorder. there were 15 data found, the data consisted of 8 data for appearing to listen, 4 data for difficulty following verbal communication, 2 data for difficulty interpreting words or phrases, and last one data for difficulty understanding complex sentences. from the 15 data found, it could be concluded that the main character of the film a boy called po suffered from receptive language disorders. in other words, the main character had difficulties in understanding the language. there were several factors that affect the main character's difficulty in understanding language. first, people with autism were not interested in communicating. second, people with autism only focused on what's on their minds. third, people with autism only thought about themselves. finally, people with autism found it difficult to understand the situation around them. this study was important because readers could find out what the symptoms were experienced when someone suffered from receptive language disorder. in addition, this research could also be expected to help readers in communicating with people with autism. references abbot, m. l. and j. m. 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(2011). autism and pervasive developmental disorders (j. l. matson & p. sturmey, eds.). new york: springer. levia, r., jufrizal, & marlina, l. (2019). the study of language disorder of an autistic savant portrayed in levinson’s rain man film (1988). e-journal of english language & literature, 8(1). sartika, r. f. m. (2020). an analysis of language disorders suffered by the main character in it movie. uin sunan ampel surabaya, surabaya. sitorus, c. r. n. (2017). language disorder in autistic children at yayasan tali kasih medan: a psycholinguistic analysis. university of sumatera utara. suherman. (2015). language disorder of main character in the movie my name is khan. state islamic univesity of alauddin makassar. sudaryanto. (1993). method dan teknik analysis bahasa. yogyakarta: duta wacana university press. 187 biography of authors cut nadira dwiyanti is currently an undergraduate seventh-semester student and soon to be graduated from university. she took english literature at putera batam university. her research interest are autism spectrum disorder, psycholinguistics, and language disorder. email: pb181210071@upbatam.ac.id afriana, s.s., m.pd. is the lecturer in english department, faculty of sosial sciences and humanities, university of putera batam. her area of expert is english correspondence, english language, and language studies. she earned her bachelor degree in university of andalas west sumatra and her master degree of english language education in padang state university, west sumatra email: afriana@puterabatam.ac.id mailto:pb181210071@upbatam.ac.id mailto:afriana@puterabatam.ac.id sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 1, january 2022, pages: 107--115 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i01.p011 107 the impact of using reading for meaning strategy toward student’s reading comprehension umar 1 , universitas teknologi sumbawa, ntb, indonesia. email:umar@uts.ac.id suparman 2, stkip paracendekia nw sumbawa, sumbawa, indonesia. email:mansupar52@gmail.com article info abstract* received date: 26 nopember 2021 accepted date: 01 desember 2021 published date: 31 january 2022 keywords:* reading, meaning and comprehension. this study was aimed at finding out the student’s reading comprehension by using reading for meaning strategy of the eleventh grade students of sman 1 lape in academic year 2020/2021.the method of this research was an experimental research. the participants of this research were the eleventh grade students of sman 1 lape academic year 2020/2021. the sample of this researh are consisted 32 of students in the control class and 31 students in the experimental class. the data collection of this research was pre test and post test. then, data was analyzed by using spss. the reseult of this research was student’s reading comprehension by using reading for meaning strategy of the eleventh grade students of sman 1 lape in academic year 2020/2021 wa significant. futhermore, the mean score of the reading comprehension ability of the students taught by using conventional strategies of the eleventh grade students of sman 1 lape was 78.87. there was a significant difference between the reading comprehension ability of the students taught by using reading for meaning strategy and that of the students taught by using conventional strategies of the eleventh grade students of sman1 lape. 1. introduction language is the system of communication in speech and writing that is used by people of a particular country or area (hornby, 2010: 829; richards & schmidt, 2010: 311). language is a means of communication, which helps people convey ideas, opinions, thoughts, and feelings for example, english language. english teaching has become a compulsory subject in many countries, for example, in indonesia. in indonesia, it is taught as a foreign language. it is called teaching english as a foreign language (tefl). it refers to teaching english to students whose first language is not english (richards & schmidt, 2010: 546). there were four english skills; listening, speaking, reading, and writing due to the fact that these skills are important. in line with ristati, suparwa, sudipa & dhanawaty (2019) that the teaching of english subject in indonesian schools includes four skills, namely listening, speaking, reading, and writing. then, one of skills analyzed in this research was reading skill. reading skill is important because students can learn to read. in addition, it would help students to read texts in english either for their career, study purposes, or simply for pleasure (harmer, 2011: 99). https://ojs.unud.ac.id/index.php/eol/index 108 according to leaver et al. (2005: 10) argues that reading is termed a receptive skill. receptive means is that the reader receives input from a writer. the reader rarely has the opportunity to question the author about what he or she really had in mind when writing a text. however, in reading, a reader can, at least, read the text multiple times in order to make sense of it. moreover, bennete (2001: 23) argues that reading is a symbolic process of seeing an item or symbol and translating it into an idea or image. images are processed into concepts and whole dimensions of thought. reading comprehension is a process of getting meaning of strange lexical items (synonym and antonym), finding reference, indentifying main point, finding explicitly and implicitly stated information (hartatik et al., 2012: 100). in other words, reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language (snow, 2002: xiii). moreover, nunan (2005: 71) assert that reading comprehension refers to reading for meaning, understanding, and entertainment. it involves higher-order thinking skills and is much more complex than merely decoding specific words. all in all, reading comprehension is defined as the reader’s ability to comprehend the writer’s ideas and interpret them effectively. futhemore, the ssuccessful reading depends upon having available a repertoire of decoding and comprehension skills and strategies. according to young (2013: 2) states that reading is a complex cognitive and linguistic process. it involves decoding alphabetic symbols, drawing upon experiences and language, and using strategies effectively to make meaning. reading comprehension consists of four elements: the reader, the text, and the activity for reading. these elements interrelate in reading comprehension, an interrelationship that occurs within a larger sociocultural context that shapes and is shaped by the reader and that interacts with each of the elements iteratively throughout the process of reading (snow, 2002: xiii). according to franata, simpen, & dhanawaty (2020) that language learning can be made easier by applying several learning approaches.there were many strategy for teaching reading involved reading aloud, reading guide, partner reading, bottom-up, top-down, reading for meaning, and so forth. in this research the strategy for teaching skill was reading for meanig. according to reilly et al. (2009: 10-11) explain that reading for meaning strategy was a strategy that uses simple statements to help students develop informed, evidence-based interpretations of the texts they read. silver et all. add (2007: 83) say that in a reading for meaning lesson, students are provided with simple statements that help them preview and predict before reading, actively search for relevant evidence during reading, and reflect on and synthesize what they have learned after reading. the advantage of reading for meaning were effective for the students with reading difficulties, to comprehend reading texts easily so that they become better readers, and more interactive in their teaching and this strategy was compatible with student’s condition. based on the explanation above the purpose of this research to analyzed the impact of using reading for meaning strategy toward student’s reading comprehension the eleventh grade students of sman 1 lape sumbawa regency. 2. research methods the method of this research was an experimental research. according to ary et al (2010: 641) explain experimental research was research in which the investigator manipulates one or more independent variables (the treatment) and observes the effect on one or more dependent variables. in addition, the type of an experimental research used in thi research was a quasiexperiment design. the quasi-experiment was an experimental situation in which the researcher 109 assigns, but not randomly, participants to groups because the experimenter cannot artificially create groups for the experiment (creswell ,2012: 309). futhermore, the quasi-experiment designs which is the nonrandomized control group, which apply the pretest–posttest design. 3. discussions a. data analysis a. the pre-test of experimental group the researcher took class xi ips 1 as an experimental group. in the experimental group there were thirty one students as participants. the experimental group was given a pretest. the pretest was administered on january 7, 2020 to the experimental group. it lasted about ninety minutes. each student answered fifty questions of multiple choices. each question had five options. the pretest was intended to know the students’ ability in reading comprehension. during the pretest, the students were not allowed to work together. after the students finished doing the pretest, the researcher graded the test. the following table illustrates the result of the pretest of experimental group. table 1 the result of the pretest of experimental group item experimental group mean 69.03 standard deviation 4.902 range 15 sum 2140 highest score 75 lowest score 60 based on the table above, the mean score of the pretest of experimental group was 69.03 with the standard deviation of 4.902. the sum was 2140, the high score was 75, the low score was 60, and the range was 15. in frequency, the breakdown of the experimental group’s pretest score is as follows: pre test diagram 110 b. the post-test of experimental group the posttest of experimental group was administered on april 7, 2020. the duration was 90 minutes. the test was administered by giving reading comprehension test to the students. the researcher gave 50 items in the form of multiple choices. each question consisted of 5 options. the posttest was intended to measure the students’ ability in reading comprehension. after the students finished doing the posttest, the researcher graded the test. the following table shows the result of the posttest of experimental group. table 2 the result of the posttest of experimental group item experimental group mean 78.87 standard deviation 5.117 range 15 sum 2445 highest score 85 lowest score 70 based on the table above, the mean score of the posttest of experimental group was 78.87 with the standard deviation of 5.117. the sum was 2445 the range was 15, the highest score was 85, and the lowest score was 70. in frequency, the breakdown of the experimental group’s posttest score is as follows: pos-test 111 c. the pre-test of control group the researcher took class xi ips 2 as a control group. in the control group there were thirty two students as participants. the control group was given a pretest. the pretest was administered on january 7, 2020 to the control group. it lasted about ninety minutes. each student answered fifty questions of multiple choices. each question had five options. the pretest was intended to know the students’ ability in reading comprehension. during the pretest, the students were not allowed to work together. after the students finished doing the pretest, the researcher graded the test. the following table illustrates the result of the pretest of control group. table 3 the result of the pretest of control group item control group mean 66.56 standard deviation 4.990 range 15 sum 2130 highest score 75 lowest score 60 based on the table above, the mean score of the pretest of control group was 66.56 with the standard deviation of 4.990. the sum was 2130, the range was 15. the highest score was 75, and the lowest score was 60. in frequency, the breakdown of the control group’s pretest score is as follows: pre-test diagram 112 d.the post-test of control group the posttest of control group was administered on april 7, 2020.the duration was 90 minutes. the test was administered by giving reading comprehension test to the students. the researcher gave 50 items in the form of multiple choices. each question consisted of 5 options. the posttest was intended to measure the students’ ability in reading comprehension. after the students finished doing the posttest, the researcher graded the test. the following table shows the result of students’ posttest of control group. table 4 the result of the posttest of control group item control group mean 74.37 standard deviation 3.757 range 10 sum 2380 highest score 80 lowest score 70 the mean score of the posttest for control group was 74.37 with the standard deviation of 3.757, the sum was 2380, and range was 10. the highest score was 80, and the lowest score was 70. in frequency, the breakdown of the control group’s posttest score is as follows: post-test diagram 113 b. inferential analysis 1. normality testing the researcher conducted normality testing to know whether the data were normally distributed or not. the computation showed in kolmogorov-smirnov that the data in pretest and posttest for both experimental and control group were normally distributed based on the calculation by using spss as follows: table 5 the result of the normality testing variables p value α statement pre experimental post experimental 0.191 0.200 0.05 0.05 normal normal pre control post control 0.248 0.222 0.05 0.05 normal normal based on the table, the data of pretest and posttest in experimental group is normal. it can be stated that because the value of p (probability) is higher than 0.05 (α). the value of p from the pre-test is 0.191(0.191 > 0.05) while the value of p from the post-test is 0.200 (0.200 > 0.05). subsequently the data in the control group are also normally distributed. it is because the value of p is higher than 0.05. the value of p from the pre-test is 0.248 (0.248>0.05) whilst the value of p from the post-test is 0.222 (0.222 > 0.05). 4. novelties the novelty in this study the process of studying english in reading comprehension showed that the applied of the using reading for meaning strategy more effective, because the situation in the classroom more active and all the student have the opportunity to share all their ideas. besides that, there are some new vocabularies that student can be used and gained during the process of class reading comprehension. 114 5. conclusion the result analysis showed that the mean score of the reading comprehension ability of the students after taught by using reading for meaning strategy was 78.87. it was significantly higher than that of reading comprehension ability of the students before taught by using reading for meaning strategy by score 69.03. the mean score of the reading comprehension ability of the students after taught by using conventional strategies was 74.37. it was slightly higher than that of reading comprehension ability of the students before taught by using conventional strategies by score 66.56. reading for meaning strategy was appropriate as a good strategy to be employed in teaching reading comprehension namely narrative, hortatory exposition, and spoof for the eleventh grade students of sman 1 lape because it can increase the reading comprehension ability of the students. in addition, it can help the students to be motivated to read and fun. in addition, teaching reading comprehension by using reading for meaning strategy is more effective than teaching reading comprehension by using other strategies. it can be concluded that teaching reading comprehension by using reading for meaning strategy was more effective. it was proven that f_calculated was higher than f_table (13.105>1.697), the p value was higher than the significance level (0.000<0.05). 6. acknowledgements the writer would like to thank and appreciate those who have contributed to this current study, especially the (1) prof. dr. drs. ida bagus putra yadyanya, m. a. ; (2) prof. dr. i wayan simpen, m.hum; (3) dr. made sri satyawati; for their crititicism, comments and suggestions which has contributed to the maximum completion of this study. the english teachers of sman 1 lape who always support writer during research in his english class. 115 references ary, donald., jacobs, l.c., sorensen, chris., and razavieh, asghar. 2010. introduction to research in education 8 th edition. canada: wadsworth cengage learning. bennete, joseph. 2001. a course in light speed reading. salem: jbennette. creswell, john. w. 2012. educational research: planning, conducting, and evaluating quantitative and qualitative research 4 th edition. boston: pearson. franata, i. p., simpen, i. w., & dhanawaty, n. m. (2020). improvement of english speaking ability in 7th grade students of ganesha junior high school denpasar through tandur method. e-linguistics of journal, 14(2), 242-256. harmer, jeremy. 2011. how to teach english. oxford: pearson longman. hartatik, sugi., asib, adib., and martono. 2012. the effectiveness of analytic teams technique to teach reading comprehension viewed from students intelligence. hornby, a s. 2010. oxford advanced learner’s dictionary. oxford: oxford university press. leaver, b.l., ehrman, m, and shektman, b. 2005. achieving success in second language acquisition. new york: cambridge university press. nunan, david. 2005. practical english language teaching: young learners. mcgraw: hill. reilly, elizabeth r., silver, harvey f., and perini, matthew j. 2009. the thoughtful education guide to reading for meaning. california: a sage company. richards, j. c., and schmidt, richard. 2010. longman dictionary of language teaching and applied linguistics. harlow: pearson. ristati, suparwa, i. n., sudipa, i. n., & dhanawaty, n. m. (2019). improving dayaknese speaking learners’ english pronunciation. e-journal linguistics, 13(2), 290-302. snow, catherine. 2002. reading for understanding. pittsburgh: rand education. young, beverly l. 2013. preparing teachers to teach effectively. california: the california university press. biography of author dr. umar, s.pd., m.pd is a lecturer at the management of innovation of universitas teknologi sumbawa. his research interests are speaking strategies, english writing, language learning strategies, reading in a foreign language, education management, and semantics analysis. he can be reached at; 1) umar@uts.ac.id, 2) sinta: 5986209 3) scopus: 57212196658 4) google scholar: kog4kioaaaaj 5) orcid: 0000-0003-2485-9138 6) research gate : umar_umar19 suparman was born in the lab. terata, october 7, 1987. he is a lecturer in english at the higher school of teacher training and education of paracendekia nw sumbawa, indonesia. he took his undergraduate education at ikip mataram which is now the university of mandalika mataram (undikma), majoring in english education. then, he continued his master's degree at ahmad dahlan university, yogyakarta, majoring in english education. currently, he is pursuing his doctoral education at udayana university, denpasar. he took a doctoral program in the study of linguistics. email: mansupar52@gmail.com e-journal of linguistics form and meaning of ti'i ka discourse in mbasa wini ritual of rongga ethnic in flores ni wayan sumitri e-mail : sumitri2000@yahoo.com institute of teacher training pgri bali prof. dr. i nyoman weda kusuma, m.s e-mail : weda_kusuma@yahoo.com study program of linguistics, school of postgraduate studies, udayana university prof. dr. i nyoman suarka, m.s e-mail : tuarik4@yahoo.com study program of linguistics, school of postgraduate studies, udayana university dr. fransiscus bustan, m.lib bustan@yahoo.com nusa cendana university abstract this article describes the results of research on the form and meaning of ti'i ka discourse (td) that is the food offering ritual to the ancestors in mbasa wini rituals in rongga ethnic of flores. mbasa wini ritual is the new-year ritual of traditional agricultural in rongga ethnic. theoretical framework to guide is cultural linguistic supported by discourse, symbolic interactions and hermeneutics theories. this research is a descriptive study based on the philosophy of phenomenology. the location of the study is in the distribution of rongga ethnic region with the main location in the sambi village sub-district of kota komba, east manggarai regency. methods of data collection are observation, interviews, and documentary studies. the data collection technique is recording and note-taking. the main data sources are rongga ethnic residing in sambi village that were represented by four key informants. the data were analyzed qualitatively using induction method. the results showed that the form and meaning of td is unique in the context of the situation of mbasa wini ritual and socio-cultural context of rongga ethnic. the specificity of the form is characterized by the use of complex sentences as meaning container that exposed rongga ethnic conceptualization of the world. type meanings include religious meaning, social, economic, and aesthetic. religious significance related to the conceptualization of the existence of god, the spirit of ancestors, and nature spirits. the social significance is marked by the presence of people gathered as rituals participants and communication between them by using language of rongga as a medium. economic significance with regard to the economic system that was involved by rongga ethnic is agricultural and farming systems. political meaning is marked by power differences between ritual leaders and rites participants. aesthetical meaning is reflected in the use of phonological parallelism in the form of assonance, rhyme, and alliteration. it is recommended that the government of east manggarai district document tdmw in printed and electronic, as well as the rongga ethnic to make the mechanism of inheritance through mbasa wini rituals regularly and intensively every year. keywords: forms, meanings, ti'ika discourse, mbasa wini ritual, rongga ethnic mailto:sumitri2000@yahoo.com mailto:weda_kusuma@yahoo.com mailto:tuarik4@yahoo.com mailto:bustan@yahoo.com 1. introduction rongga ethnic is one of the minority ethnic in the district of kota komba, east manggarai regency, east nusa tenggara (ntt), with a population of about 8,000 people from 11 957 residents of sub-district of kota komba. in addition to the number of the population, rongga ethnic identified as minority ethnic because they do not have the same power and the opportunity to participate in manggarai ethnic group as the dominant group (arka, 2013: 75). rongga ethnic is spread over several villages in the village tanarata, watu nggene village, bamo village, and the village of komba. the number of tribal (clan) which are included in the rongga ethnic is as much as 22 ethnic tribes, namely liti, motu, laja, iowa, nggeli, savu, raghi, sera, sui, wio, naru, nggenga, nggejo, signs, roka, ramba, ria, kewi , pau, poso, langgo, and wake (sumitri, 2005: 36). ethnic rongga has its own culture with the unique pattern as a marker selfhood and distinguishing feature of rongga ethnic. the specificity of the cultural patterns of rongga ethnic is reflected, among others, in the mbasa wini ritual. lexically, the word (verb) mbasa means 'spark' and the word (noun) wini means 'seed' which refers to the seeds of plants such as maize (java) and rice (acres). in line with the background of socio-cultural context of rongga ethnic, mbasa wini ritual is a ritual sprinkling of chicken blood on the seeds before planting in the garden in the new planting season. mbasa wini ritual is the new year of traditional agricultural rituals of rongga ethnic. judging from the structure, mbasa wini rituals supervise some kind of ritual as a subordinate element and one of them is a ti'i ka ritual. lexically, the word (verb) ti'i means 'give' and the word (noun) ka means 'eat'. based on the background context, the ti'i ka ritual is ritual of offering food to the ancestral spirits in order to inform the ancestral spirits that they want to celebrate the mbasa wini ritual. ti'ika ritual is conducted at night in a traditional house as the opening of core ritual of mbasa wini. types of animals for the offering are two red roosters that are slaughtered and grilled/burned. with regard to several matters reviewed above as the background of thought, this study presented specifically and deeply concerning form and meaning of ti'i ka discourse (hereinafter abbreviated td) spoken in ti'i ka rituals as part of a mbasa wini ritual of rongga ethnic. researchers are interested in doing this research because of the form and meaning of the td in mbasa wini ritual has distinctive characteristics in revealing the rongga ethnic conceptualization of the world. however, most of the people in rongga ethnic, especially the educated younger generation, are no longer accurately grasp the characteristics of form and meaning of td in the mbasa wini ritual. in addition to these reasons, the study was done also because there has been no research that specifically examines and in depth of form and meaning of td in the mbasa wini rituals as an identity symbol of rongga ethnic. 2. theoretical framework this study rests on the culture linguistic theory of with it is supported by several related theories, including the theory of discourse, symbolic interactionism and hermeneutics. 2.1 linguistic theory of culture linguistic culture is one of the theoretical perspectives in cognitive linguistics that examines the relationship between language, culture, and the conceptualization of a society. linguistic culture examines language through the prism of culture to discover the cultural conceptualization of knowledge embedded in a public forum. the use of language as a reflection of the cultural conceptualization of a society reflected in the discourse because discourse clinging to the language in its use as a means of communication (palmer, 1996: 10-26; foley, 1991: 3-5). the basic concept that became the platform of thinking in linguistic culture is language, culture, and conceptualization. in the perspective of cultural linguistics, language is understood not only as a cultural activity, but also the cultural elements. the understanding framework is related to a de vito (1970: 7), which defines language as a system of symbols that is reflexive, systematic, structured and used by humans as citizens of a community to catalog objects, events, and their relationships in the world. language is a container in which the meaning lists conceptualization of culture that includes an overview perspective of community groups citizens concerned to the world. the conceptual framework is interwoven in a single overall unity with cultural meanings that make up the map of knowledge shared by the community concerned. the knowledge map contains a factual picture of the world that's going on and that the symbolic object of which the referent only exists at the level of ideational or contained in the knowledge map of the community group residents concerned. as with the words or language terms, words or culture terms have broad definitions with diverse meanings framework (kaplan and albert, 1999: 4). therefore, the concept of culture which becomes the guide of thinking in this study refers to the concept of culture in social anthropology that defines culture as the premise that organizes his thoughts and feelings, knowledge maps, and a system of symbols and meanings (ochs, 1988: 5). the main focus which is the target of the study is related to meaning because the meaning relates to culture as a form of symbolic world as a place where a variety of mental and cognitive load in the form of knowledge, beliefs, norms, and values are produced, and stored (cassirier, 1987: 63-68). culture is the whole meaning, values, customs, ideas, and symbols that are applicable in the reality of life of a community (kaplan and manners, 1999: 124). according sutrisno (1990: 60), culture is a world of meaning and values that are communicated through symbols. the meaning is the content view of life of a society and values mean something valuable that is used as a guide and a decent of living teaching. the symbol refers to a set of agreed mark used by the culture supporting community and serve as a means for them to represent and describe the specific entity. symbol is conventional, but it can be organized, recorded, and communicated (odgen and richards, 1972: 9). 2.2 theory of discourse in the perspective of culture linguistic, according to bustan (2005), discourse is a meaning container that contains a set of norms and values that connect the language forms with the socio-cultural context which underlie the use of language in a communication event. the relation between language forms and context is framed in such a way by the speakers in question to be a discourse as a venue for the process of producing and interpreting meaning. in line with the presence of the discourse as dialectic between events and meaning, ricour (1966) defines discourse as a language event or languages in use. 2.3 symbolic interactions symbolic interactionism is used as a theoretical perspective in this study because the main focus in symbolic interactions is to find the meaning behind the sensual. behavior and human interaction can be distinguished as shown through meaningful symbols (muhadjir, 1998: 135). referring to blumer (in mulyana, 2002: 72-73), the three major premises used as a bridge of thinking in interpreting the meaning is as follows: an individual responds to something symbolically appropriate with limitation they gave to his situation faced; meaning is the result of social interaction that is negotiated through language; and the meaning interpreted by the individual may change from time to time as the situation changes in the social interaction. the three premises were further elaborated by the method of ethnographic semantics because the primary focus of the method is to understand the system of cultural meaning in the language. language and meaning are understood as a cultural reality, as disclosed by spradley (1997: 23) that the language not only serves as a tool to communicate the reality, but also a tool to construct reality. since the reality is always ambiguous, then the interpretation of the mechanism must be done in depth in order to reach a level of understanding of the cultural conceptualization shown in the map of knowledge of society. 2.4 theory of hermeneutics hermeneutic theory is used in this study because the idea of the meaning is the fundamental concepts in hermeneutics. according to palmer (2003: 9), hermeneutics is the study of understanding, especially the understanding of the meaning of a text as the description of the human impression toward the work (bungin, 2005). according to bleicher and gadamer (in ochs, 1988: 20), meaning is obtained through a complex interaction between the speakers and commentators, including the conditions of production and interpretation of meaning. the interpretation is the meaning deconstruction endeavor that is still shrouded in a text. symbols in the form of words and language are the meanings explicitness, so that hermeneutics aims at removing the mystery from a symbol that is done by lifting the veil on the forces of the unknown and hidden in those symbols. therefore, according to geertz (2001: 382), the analysis of culture is not just studying the problem of meaning as a pure charged symbols or system symbols. cases on customs or public behavior should be observed for cultures find its articulation through the flow of behavior or social action as a reflection and expression of the cultural system. 3. research method this study is descriptive research that is based on the philosophy of phenomenology. in harmony with its philosophical foundation, this research is based on factual data and the data is described as it is and is in accordance with the reality found in the time of the study. the location of the study is the rongga ethnic region distribution, with the main location is in the sub-village of sambi the tanarata village territory. methods of data collection are observation, interviews, and documentary studies. recording and note-taking techniques are applied in the data collecting. the main data sources are the people rongga ethnic who inhabit sub-village of sambi, tanarata village, as the main location of the study, which are represented by two key informants. referring to the view of faisal (1990: 44-45), spradley (1997: 35-52), and sudikan (2001: 9), the main criteria for the selection of key informants were as follows: (1) has a relatively broad insight and in-depth knowledge about the relationship of language, culture, and conceptualization rongga ethnic, as reflected in the characteristics of form and meaning the td in mbasa wini rituals; (2) adult males aged at least 40; (3) physical and mental health; and (4) community leaders. the data were analyzed qualitatively using induction-conceptualization, meaning that the analysis of the data move toward abstraction and the concept of locally-ideographic about the form and meaning of the td in mbasa wini ritual. the process and mechanism of data analysis is conducted on an ongoing basis since the beginning of data collection to the report results of this research was completed. the results of data analysis are made by the researcher were negotiated and discussed with the key informants in order to obtain compliance with the conceptualization of culture mentioned in their knowledge map of form and meaning of td in the mbasa wini ritual. 4. results and discussion in line with the focus and scope of the targeted aspects of study, the form and meaning of td in mbasa wini ritual of rongga ethnic was presented and described in this section. 4.1 form of td in mbasa wini ritual the characteristics of td forms in mbasa wini ritual is peculiar appropriate with mbasa wini ritual specific context of situation and socio-cultural context of rongga ethnic. the distinctiveness as distinguishing characteristic peculiarities of td in mbasa wini ritual form can be viewed and listened to on a few fragments below. (01) renge meu embu nusi ndia kami dhete manu listen you ancestor now we hold chicken nunu meu ramba tau ti’i kamu meu bhate inform you so that make give you all (02) li ma'i ika hake manu ndia let's come to eat meat chicken this ramba ma'e menge bhate meu embu woso so not hungry all you ancestor many (03) denghi ne kami ana embu woso ask by our children grand chidren a lot li’ ti’i ka rebha, bhagi ko pawa let’s give that good for that good (04) ndia tara dhete kamu manu this because hold you a chicken tau nunu meu embu nusi want to tell you ancestors (05) komba ndia kami tau adha evening this we hold customary ko adha kau mbasa wini that is customary you wet seed (06) ramba tau nggoti ne mula bhate one uma kami in order want planted with plant all in kebun kami dhengi ne kami mai sama po’o ka nake manu ndia beg with we let’s together sit eat meat chicken this as shown on the above data, the fragment (01) is a multi-storey complex sentences formed from two clauses, that is renge meu embu nusi 'listen ye the ancestors' as the main clause and kami ndnia dhete manu 'now we hold the chicken' as an subordinate clause . the main clause is in the form of imperative sentence that is characterized by the use of words (verbs) renge 'listen' as a predicate that is distributed at the beginning of a sentence or the word precedes the position of (second person plural pronoun) meu 'you' as the subject. the word meu is in apposition with embu nusi 'ancestral spirits' as the recipients of the message are to assume the role as intercessor request they convey to the lord. the essence of the content of the message is that the ancestral spirits willing to hear petitions that they convey. the narrative a prayer request begins with the slaughter of a red chicken as a means of offering, as seen in the clause ndia kami dhete manu 'now we hold the chicken' in order to feed the spirit ancestors. multilevel complex sentences in the second row consists of two clauses, namely nunu meu 'tell you' as the main clause and ramba tau ti'i kamu meu bhate. 'in order to feed you all ' is as a subordinate clause. as mentioned above, the word meu 'you' in the first clause and the second clause is both plural pronouns refers to ancestral spirits as the recipient of the messages conveyed in the sentence or clause. fragment (02) is a compound sentence with the main clause is li ma'i ka hake manu ndia 'come eat this chicken meat' and the subordinate clause is ramba ma'e menge bhate meu embu woso 'to make you all the ancestors less hungry'. the main clause is in the imperative sentence which is characterized by the use of words (particle) li 'come on' in combination with words clusters (serial verbs) mai ka 'come eat' as predicate and noun phrases (np) hake manu ndia as objects. judging from the essence of the message contents, the sentence is to invite the ancestral spirits to come and eat the chicken they dedicate together to keep the spirits not hungry. invitation was disclosed in the clause of ramba ma'e menge bhate meu embu woso 'to keep you all the ancestral spirit not hungry'. this clause is in the mode of hortative which is characterized by the use of words (function word) ramba 'in order / so' as a hortative marker that is preceding group words ma'e menge ' do not be hungry' as a predicate. the group ma'e menge consists of words (function word) ma'e 'don’t', which serves as a negation marker that function as companion category that precedes the word (verb) menge 'hungry'. in the conceptualization of rongga ethnic, ancestral spirits are mystical association with its own hierarchical structure in line with the order of birth so as to ancestral spirits were called embu woso. word cluster embu woso is a numeral noun phrase (num-np.) that is constructed from the word (noun) embu as constituents of the head and the word (numeral) woso as subordinate constituents. noun phrase is in apposition with the word (second person plural pronoun) meu which refers to all the spirits of the ancestors. the above fragment implies transcendental reconciliation with the ancestral spirits and rongga ethnic social reconciliation by referring to the ancestral pattern of behavior as a reference. based on the reality of textual form, physically the appearance of fragment (03) is a parallel compound sentence formed from two related independent clauses syntactically and semantically. the two independent clauses are dhengi ne kami ana embu woso 'request with our children and grandchildren a lot' and li ti'i ko rebha, bhagi ko pawa 'let's give the good, for the good'. the first clause has the imperative mood characterized by the use of words (verbs) dhengi 'requested' of which the distribution precedes the subject kami ana embu woso. the word cluster kami ana embu woso is formed from the word (first person plural pronoun) kami 'we' with its apposition ana embu woso ‘a lot children and grandchildren'. this apposition is a noun phrase (np), which is formed from the noun phrase (np) ana embu 'children and grand children' as the head constituents of the word (adjective) woso 'a lot' as subordinate constituents. noun phrase (np) ana embu is formed of the word (noun) ana 'child' as the head constituent and the word (adjective) embu 'grandchild' as subordinate constituents. the essence of the content of the message is a request to the ancestral spirits that are all willing to hear grandchildren’s plea (ana embu woso) conveyed. the second clause is a compound sentence formed from two clauses, namely li ti'i ko rebha and bhagi ko pawa. li ti'i ko rebha clause 'let's give a good' has imperative mood that is characterized by the use of words (particles) li 'let' the distribution precedes the word (verb) ti'i 'give' and followed by adjective phrases (f-adj.) rebha ko 'good' as the object / complement. the use of the word (particle) li reinforces the meaning of the message in the form of the good things (ko rebha) as an object / complement of the word (verb) ti'i. the clause bhagi ko pawa 'for good' in imperative mood that is characterized by the use of words (verbs) bhagi 'for' and the distribution is in the initial position precedes the word (second person plural pronoun) kami 'we' that undergoes ellipsis. both clauses above are in the elliptical sentence (incomplete sentence) as a result of the integration of clauses li ti'i ko rebha and clause (li) bhagi ko pawa, with elliptic words (both plural pronoun) kami as subjects. this pronoun was originally distributed in the middle position between words (verbs) ti'i as the predicate and the word (adjective phrase-fadj.) ko rebha in the first clause and the word (verb) baghi as the predicate and the word (adjective phrase.) ko pawa in the second clause, in addition to the elliptic words (particles) li in the second clause. both clauses relate lexico-semantic because the word (verb) ti'i is synonymous with the word (verb) bhagi and word (adjective) rebha is synonymous with the word (adjective) pawa. the essence of the content of the message is a request to the ancestral spirits so willing to share the good things like fertility and plant growth in the rich harvest fields so they do not experience food shortages (sumitri, 2005; se et al, 2012). fragment (04) is a complex sentence that appears in the indicative mood. the compound sentence is made up of clauses, i.e. ndia tara dhete kau manu 'it's because you hold the chicken' as the main clause and the clause tau nunu meu embu nusi 'want to let you know of ancestral spirits' is a dependent clause. the essence of the message conveyed in the main clause is a goal they sacrificed chickens in ritual ti'i ka is to inform the ancestral spirits that they would celebrate mbasa wini ritual as a sign that the new season is about to begin. in contrast to some earlier fragments, fragment (05) is a single sentence in the indicative mood. the essence of the content of the message is to inform that the ancestral spirits on this night (komba ndia) they carry out traditional ceremonies (adha), the ceremonial mbasa wini. the traditional ceremony was held not of their volition themselves , but follows the rules of cultural heritage. mbasa wini rituals is understood as a form of respect for the rongga ethnic ancestors. fragment (06) is a coordinative sentence which is formed of two independent clauses, namely tau nggoti ramba, ne mula bhate one uma kami 'to be willing to planting, transplanting all in our garden' and dhengi ne kami mai sama po'o, ka nake manu ndia 'request to let us sit down together, eat this chicken. "the first clause provides information to the ancestral spirits that they want to plant in all the land they have and the second clause contains a request to the ancestral spirits to sit together to eat chicken offerings. 4.2 the meaning of td in the mbasa wini ritual in line with cultural conceptualization of rongga ethnic, td in mbasa wini ritual implies a set of meanings that reveal the essence of the message of rongga ethnic view of the world, both the world that in fact occurred and symbolic world. based on the conceptualization embedded in the knowledge map of rongga ethnic, meaning strokes of td spoken in the context of mbasa wini ritual include religious, social, economic, and aesthetic. 4.2.1 religious meaning the religious meaning of td in the mbasa wini rituals related to the conceptualization of rongga ethnic about the existence of god and the ancestral spirits. god and the ancestral spirits are understood by rongga ethnic as supernatural powers or superhuman powers that determine the existence, viability and sustainability of their lives as human beings and society. although not expressed explicitly, in the conceptualization of rongga ethnic, god is understood as a supreme being because he is a major estuary which is the goal of all petitions that they convey, no exception is delivered through the td in mbasa wini ritual. in the conceptualization of rongga ethnic, ancestral spirits is understood as an intermediary prayer requests to god. as shown in the data (01) and (04), the conceptualization of rongga ethnic of the existence of ancestral spirits reflected in embu nusi expression as an adjective attribute to ancestral spirits or ancestors in the language of rongga. 4.2.2 social meaning as well as cultural discourse that is spoken in the context of other rituals, td manifested in the context of mbasa wini ritual rongga ethnic has social effectiveness with the content of a particular social significance. stripe of social meaning in td of the mbasa wini rituals is marked by a gathering of people who assume the role as rituals participants and eat together as a vehicle for reconciliation among them, in addition to the face to face language of communication among them by using language of rongga as a medium. in addition to carrying out communicative function, rongga language they use in the context of the ritual situation implies that the integrative function of integrating them as an ethnic group originating from the blood and the home of the descendants of the same parent. 4.2.3 economic meaning in line with ritual situation context that plays as the background, td manifested in a mbasa wini ritual context imply economic significance of the agricultural system that was involved in rongga ethnic. although not expressed explicitly, the agricultural system that was involved by rongga ethnic is dry land farming systems with the main types of crops grown are maize and rice. 4.2.4 meaning of political political meaning is characterized by the difference in power among the leaders and participants of ritual rites. ritual leader who once served as a central speaker of td has a higher power than the structure of the rite participants. differences in the structure of power were temporary because it only applies during the td's narrative takes place. after a whole series of mbasa wini ritual activities carried out, the men concerned have equal status with other citizens. 4.2.5 meaning of aesthetic in line with the reality of textual form that looks physically, aesthetical meaning of td in the mbasa wini rituals is not so prominent. aesthetical meaning is reflected in the use of phonological parallelism form of assonance, rhyme, and alliteration. as shown in the data (01), the assonance type used is symmetric and asymmetric assonance structure. the symmetrical structure of assonance is reflected in the phenomenon of vowel phonemes model e-e in the word renge 'hear' in partner with the words dhete 'hold'. asymmetric assonance structure is reflected in the phenomenon of vowel phonemes show a-u in the word kau 'you' in partner with the words manu 'chicken'. 5. conclusions and recommendations 5.1 conclusions ` as the crystallization of the main ideas presented above, some conclusions can be put forward. first, the form and meaning of td in the mbasa wini ritual of rongga ethnic has distinctive characteristics. second, the peculiarities of language form of the td mbasa wini is characterized by the use of complex sentences as the means of organizing meaning that reveal the essence of the message of rongga ethnic conceptualization of the world's. third, according to the conceptualization of rongga ethnic, td in mbasa wini ritual implies a set of meanings which consists of religious meaning, social, economic, and aesthetic. religious significance is related to the conceptualization of rongga ethnic about the existence of god and the ancestral spirits. the social significance is marked by the presence of people gathering, and the communication among them by using rongga language as a medium. economic significance associated with dry land farming system that was involved by rongga ethnic. political meaning is characterized by differences in the structure of power among ritual leaders and participants of rites. aesthetic meaning is reflected in the use of phonological parallelism in the form of symmetric and asymmetric assonance structured. 5.2 recommendations seeing that the form of td in the mbasa wini ritual is a means of storing meaning that exposed rongga ethnic conceptualization of the world, some suggestions can be put forward through this study. first, it recommended that the government of east manggarai district document the td of mbasa wini ritual in printed and electronic form for the sake of preservation and retention of its existence as a means of storing meaning that reveal the rongga ethnic conceptualization of the world. secondly, it is suggested that the citizens of rongga ethnic make the mechanism of inheritance of td through annual mbasa wini rituals regularly and intensively according to the rules of the ancestors. references arka, i wayan. 2010. "maintaning vera in rongga: struggle over culture, tradition, and language in modern manggarai, flores, indonesia." in an endangered languages of austronesian. margaret florey (editor). oxford: oxford university press. arka, i wayan, et al. 2012. rongga-indonesian dictionary: with english words trackers indonesia-rongga. jakarta: atma jaya university. bungin, b. 2008. qualitative research: communication, economics, public policy, and other social studies. jakarta: kencana. bustan, franciscus, 2005. tudak cultural discourse in penti ritual in ethnic groups of manggarai, west flores: a study of cultural linguistics. dissertation: graduate program udayana university. cassirer. e. 1987. man and culture: an essay on man. translated by alois a. nugroho. jakarta: gramedia. de vito, joseph a. 1970. the psychology of speech and language: an introduction to psycholinguistics. new york: random house. faisal, s.1990. qualitative research: fundamentals and applications. malang: asih asah asuh foundation. foley, john miles. 1981. 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"religion as culture system" in truth deconstruction: theory seven critique of religion. daniel l. pals (ed). translated by i. r. muzir and m. shukri. yogyakarta: ircisod. kaplan, d. and albert, a.m. 1999. theory of culture. translated by landung simatupang. yogyakarta: student center. muhadjir, noeng. 1995. qualitative research methodology: study in positivistic, rationalistic, phenomenology, realism metaphisic. yogyakarta: rake sarasi. ochs, e. 1988. culture and language development: a language acquisition in a samoan village. cambridge: cambridge university press. palmer, gb 1996. toward a theory of cultural linguistics. austin, usa: the university of texas press. ricoueur, p. 1996. interpretation theory. discourse and surplus meaning. translated by haniah. jakarta: language advancement and development centre, the ministry of education and culture. spradley, james p. 1997. ethnographic methods. introduction amri marzali. yogyakarta: tiara wacana. sumitri, ni wayan. 2005. ritual dhasa java on ethnic communities of rongga, manggarai, east nusa tenggara. thesis: in cultural studies graduate studies program udayana university. sumitri, ni wayan and arka, i wayan. 2013. ritual folklore of ethnic rongga vera flores: window now for past and future. in folklore and folklife in the life of the modern world: unity and diversity. yogyakarta: ombak. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 2 july 2021, pages: 162-170 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i02.p02 162 social pragmatic failure of indonesian mandarin learners at elementary level 1 liu dan dan nanchang normal university, china email:yf4248203@163.com 2 i made suastra department of linguistic, faculty of arts, udayana university, indonesia, email: madesuastra@yahoo.com 3 elvira septevany department of tourism, politeknik negeri bali, indonesia, email: elvira_s@pnb.ac.id article info abstract* received date: 15 march 2021 accepted date: 22 april 2021 published date: 31 july 2021 keywords:* social pragmatic failure, mandarin language, indonesian learners, elementary stage the aim of this study is to help indonesian learners avoid the failure of social pragmatics in intercultural communication and achieve successful communication goals. the data collection technique was carried out in two ways, the one way was done by distributing questionnaires given by google form, and the other way was done by direct observation when the author had daily conversations with indonesian learners which were followed up with orthographic recording and note-taking techniques. the sampling technique was carried out by purposive sampling. the samples used were students at the elementary level learning mandarin at universitas hasanuddin and sekolah islam athirah of indonesia. through analyze, the results of the usage of mandarin with a contextual approach, we find that there are 4 main types of social pragmatic failures committed by indonesian learners at their elementary stage. these four types social pragmatic failures consist of failure to address people, failure to greeting, failure to farewell, and failure to ask for permission. 1. introduction cross cultural communication occurs in the native-non-native interactions and any communication between two people who, in any particular domain, do not share a common linguistic or cultural background. if a second language learner wants to be proficient in a foreign language, he must pay attention to the cultivation of pragmatic competence. according to thomas (1983) pragmatic competence is the ability to use language effectively to achieve certain goals and understand language in context. liu (2002) believes that pragmatic competence refers to the ability of listeners to understand the meaning and intention of others and to accurately express their own meaning and intention on the basis of their knowledge of context. the lack of pragmatic competence of l2 students can lead to pragmatic failure. pragmatic failure refers to the failure to correctly understand the speaker’s intention, which eventually leads to communication failure. they can be divided into pragmalinguistic failure and sociopragmatic failure (thomas, 1983). 163 pragmalinguistic failure, which occurs when the pragmatic force mapped by s(speaker) onto a given utterance is systematically different from the force most frequently assigned to it by native speakers of the target language, or when speech act strategies are inappropriately transferred from l1 to l2, and sociopragmatic failure, a term which refer to the social conditions placed on language in use. in other words, pragmalinguistic failure is basically a linguistic problem, caused by differences in the linguistic encoding of pragmatic force, while sociopragmatic failure stems from cross-culturally different perceptions of what costitutes appropriate linguistic behaviour. however, in the process of learning chinese, due to various reasons, various pragmatic errors often appear, which affect the furthermore improvement of language learning. (he,2020) the social pragmatic failure occurs in the process of cross-cultural communication, based on common daily life (zhao,2017). many studies have shown that a wealth of language knowledge does not necessarily ensure proper language use, and the acceptability of grammar does not equal the acceptability of pragmatics(dong,2010). the result of research conducted by chen (2011) shows that there is about 41% pragmatic failure which occurs in using mandarin auxiliary verb “了 le” in the context. l2 teachers often ignore pragmatics, because of teaching difficulties, and instead focus on the grammatical aspects of the language (amaya, 2008). the social pragmatic failures need to be calculated, analyzed more deeply in order to reduce or avoid pragmatic failures. this article focus on the social pragmatic failures of indonesian mandarin learners at their elementary level, it is hoped that this research will arouse mandarin teachers’ attention to the social pragmatic failure. 2. research method there are two data collection techniques which involved in this study, the first one is questionnaire in google form, the second one is direct observation which conducted daily conversations with learners in the process teaching chinese in indonesia these conversations are recorded and organized into written materials. the sampling technique is carried out by purposive sampling, namely the sampling technique for data sources with certain considerations (sugiyono, 2010). the data collection of this research is in accordance with the sociolinguistic research method by taking into account the context of language use. the students of elementary stage of learning mandarin at hasanuddin university and athirah islam school are selected as the sample in this research. the failure of mandarin are analyzed using a contextual approach. the contextual approach is a learning concepts that help teachers connect between material ones taught to students' real world situations and encourage students to create the relationship between the knowledge it has and its application in their life as family and community members. (nurhadi, 2002). 3. discussion indonesian learners often fail to implement mandarin when they learn mandarin as a foreign/ second language, especially for learners at elementary level. after daily observation and ask the learners with questionnaire, we find that there are four types of expressive social pragmatic failures in usage of mandarin, such as failures to address person (称呼偏误 chēnghu piān wù), failures to greeting (招呼语偏误 zhāohū yǔ piān wù), failure to farewell (道别偏误 dàobié piān wù), and failures to ask for permission (请求偏误 qǐngqiú piān wù). 164 3. 1. failures to address the person 称 chēng 呼 hu 偏 piān 误 wù in interpersonal communication, choosing the right and proper address reflects one's own upbringing, the degree of respect for each other, and even the degree of the development of the relationship between the two sides and social customs. therefore, it should not be used indiscriminately. sun & niu (2014) state that ”in the exchanges with foreign students, we found that their chinese address terms, especially social address terms, are used in a very innocent way, and there are many problems.” in the indonesian environment there are several ways of addressing the person. if we do not know someone's name, we can call “nona (miss)” for a young lady, call “ibu (mam)” for a woman, call “bapak (sir)” for a man. however, it is easier to call someone if the position of the person is known, for example “dok (doctor)”, “bu guru (teacher)” or “pak guru (teacher)”. this kind of addressing also applies to chinese environment. however, there is difference to addressing the person when the someone’s position is added with his family name, as in the example of table 1. table 1. addressing person in mandarin and indonesian chinese environment title/position+family name indonesian environment name (family nama)+ title/position liu 老师 dosen liu zhang 教授 professor zhang wang 医生 dokter wang li 经理 manager li the examples above show that there are differences in addressing the person in indonesian and mandarin environment. in the indonesian environment, the way to addressing someone can be stated with the position first and then followed by the person's name or family name. on the other hand, in mandarin environment, the way to addressing someone can be stated with his family name first, and then followed by his position/title. at the beginning of the mandarin language learning, because of the interference of mother tougne, the failures of addressing teachers often produced by indonesian learners, they usually wrongly address “liu laoshi” to “laoshi liu”, or address “dandan laoshi” to “laoshi dandan”. although been corrected several times by teachers, indonesian students are still going to go wrong when address their teachers. the reason for this failure is that the positions of the central words and modifiers in mandarin and indonesian are different. in chinese, the central word is in the behind and the modifier is in the front, while in indonesian, the central word is in the front and the modifier is in the behind. in the other word, the focus of an indonesian sentence is in the front, and the focus of a mandarin sentence is in the behind. so, the addressing term always fails to apply especially to indonesian students at the elementary stage. they always reverse the position of someone’s name 165 or family name with their title, for example laoshi liu, jiaoshou zhang, yisheng wang, and jingli li. 3.2. failures to greeting 招 zhā o 呼 hu 偏 piā n 误 wù greeting words exist in every language, and each language maybe has a different way of greeting. for example, “hello”, “hi”, and “how are you?” are used to express greetings between the english, “halo” or “apa kabar?” are used to express greetings between the indonesian, “assalamu alaikum” is used to express greetings between the arabs, and “om swastyastu” is used to the greetings between the hindus in indonesia. there are many kinds of greeting words in mandarin, such as “你 nǐ 好 hǎo ”, “您 nín 好 hǎo ”, “您 nín 好 hǎo 吗 ma ”, “去 qù 哪 nǎ 儿 er ? ”, “吃 chī 了 le 吗 ma ?”. the pragmatic function of these greetings is different depending on the situation. “你 nǐ 好 hǎo ” is a greeting which usually used at the first time when you meet an unknown person. “你 nǐ 好 hǎo ” is a greeting which used for those who are more respected, who are older or have higher social status. “你好吗?” is a greeting which used for friends who are already familiar but in situations that have not been met in a long time. “ 去 qù 哪 nǎ 儿 er ?” is a greeting used among acquaintances when seeing him walking. “吃 chī 了 le 吗 ma ” is the greeting used in the period of time before and after eating. indonesian students often use the above greetings incorrectly, especially at the elementary stage. for example, the first time they meet the chinese, indonesian students directly use “你 nǐ 好 hǎo 吗 ma ?” instead of using “你 nǐ 好 hǎo ”；when the chinese teacher asks all the students “你 nǐ 们 men 好 hǎo !” in class, most students answer with “好 hǎo ” instead of “老 lǎo 师 shī 好 hǎo !” or “您 nín 好 hǎo ”. figure 1 below shows that out of 49 students, there are 25 students who answered correctly, 23 students who answered incorrectly, and 1 student who did not know how to use it. this data shows that 50% of indonesian learners have understood the use of the greeting words “你 nǐ 好 hǎo 吗 ma ?”. however, 23 students who answered incorrectly. there are many reasons for this kind of social pragmatic failure. the first one is the teaching materials that do not introduce the pragmatic rules of “how are you?”, besides that it was also caused by the teaching method. teachers usually use the translation method so that forgot to tell the students the context of its use. figure 1. questionnaire result instead, survey data shows that there are 25 students who answer correctly. the success of using the social pragmatic terms can be traced form teachers. in the question of “how often your teachers pay attention to pragmatic?”. 166 for the function of teachers, we ask the learners “when teaching a language item, does your teacher often explain how to use and what situation is more appropriate to use that sentence?”. the result shows that 82% of teachers often teach the pragmatic rules of a sentence. figure 2. questionnaire value of teacher pay attention about pragmatic according to he ying (2020), there are three reasons for pragmatic mistakes: culture, knowledge and negative transfer from mother tongue. pragmatic failures usually appear in the process of using language. in general, language use needs a particular cultural environment, and it's not easy to understand. because each country has a unique culture, a different language and the rules of communication, so when learning a second language or a foreign language, students find it very difficult to master the pragmatic rules and change their inherent thinking habits in communication. 3.3 failure to say goodbye in mandarin the failure of this farewell is often expressed by indonesian learners especially at the basic level. the most commonly spoken phrase is “*老 lǎo 师 shī 我 wǒ 先 xiān 去 qù 了 le ” (teacher, i will go first). 老 lǎo 师 shī 我 wǒ 先 xiā n 去 qù 了 le guru saya duluan pergi (partikel) the expression *老 lǎo 师 shī 我 wǒ 先 xiā n 去 qù 了 le is often pronounced by indonesian learners when separating from their teacher. in this context, the use of the verb “去 qù ” is not suitable. it should be more appropriate to use the verb “走 zǒu ” because “走 zǒu ” in mandarin means “going” and used in saying goodbye with people and the word “走 zǒu ” emphasizes the meaning of “leave” a place. its purpose is not clear. whereas “去 qù ” in mandarin means “to go to-”, usually followed by a place, the word “去 qù ” emphasizes more “purpose”. it can be seen in figure 3 below. 167 figure 3. map of 走 zǒu and 去 qù the picture above shows the use of the verbs “走 zǒu ” and “去 qù ”. the verb “走 zǒu ” is used when the speaker plans to leave from somewhere while the verb “去 qù ” is used when the speaker plans to go somewhere. another example is the following: 1. 他 tā 刚 gā ng 走 zǒu 。he's just leaving. 2. 我 wǒ 明 míng 天 tiā n 要 yà o 走 zǒu 了 le 。tomorrow i'm leaving. 3. 他 tā 去 qù 北 běi 京 jīng 了 le 。he went to beijing. 4. 你 nǐ 要 yà o 去 qù 哪 nǎ 儿 r ？where are you going？ most of the pragmatic failures are due to negative transfer of the mother tongue. translation in textbooks sometimes confuses learners. the verbs “走 zǒu ” and “去 qù ” are usually the same translated into english as “go” or indonesian as “pergi”. meanwhile, in kbbi, the verb “go” has three meanings, namely: (1) walking (moving) forward: he goes to the bathroom; he goes to the market. (2) leave (somewhere): he has already left here. (3) and departs: having locked the door of the house, he goes to his workplace; at five in the morning he went to the station. (kbbi) here, the meaning of (1) is equal to (3) refers to the verb “走 zǒu ” in mandarin. guru or teacher cannot translate the verb “去 qù ” in a simple way. so the connotation and denotation in the target language of the same mother tongue is different from a verb also causes learner pragmatic errors at the beginning of the second language learning process. 3.4 failures to ask for permission 请 qǐng 求 qiú 偏 piā n 误 wù in this section, the failure to ask permission is also often encountered by indonesian learners, especially at the basic level. for example, when indonesian learners ask permission to their teachers because they cannot follow the lessons as usual. 1. 老 lǎo 师 shī ：明 míng 天 tiān 你 nǐ 来 lái 上 shàng 课 kè 吗 ma ？ *学 xué 生 shēng ：老 lǎo 师 shī ，我 wǒ 不 bú 会 huì ，明 míng 天 tiān 我 wǒ 要 yāo 去 qù 医 yī 院 yuàn 。 168 it should be 老 lǎo 师 shī ：明 míng 天 tiā n 你 nǐ 来 lá i 上 shà ng 课 kè 吗 ma ？ 学 xué 生 shēng ：老 lǎo 师 shī ，对 duì 不 bu 起 qǐ ，我 wǒ 不 bù 能 néng 来 lá i ，明 míng 天 tiā n 我 wǒ 要 yā o 去 qù 医 yī 院 yuà n 。 明 míng 天 tiā n 你 nǐ 来 lá i 上 shà ng 课 kè 上 shà ng 课 kè besok anda datang belajar kah? 老 lǎo 师 shī 对 duì 不 bu 起 qǐ ，我 wǒ 不 bù 能 néng 来 lá i 明 míng 天 tiā n 我 wǒ 要 yā o 。 去 qù 医 yī 院 yuà n guru mohon maaf besok saya mau pergi rumah sakit 2. 老 lǎo 师 shī ： 你 nǐ 今 jīn 天 tiā n 要 yà o 来 lá i 吗 ma ？ *学 xué 生 shēng ：老 lǎo 师 shī ，我 wǒ 今 jīn 天 tiā n 不 bú 会 huì 来 lá i ，我 wǒ 有 yǒu 事 shì 儿 er 。 it should be 老 lǎo 师 shī ： 你 nǐ 今 jīn 天 tiā n 要 yà o 来 lá i 吗 ma ？ 学 xué 生 shēng ：老 lǎo 师 shī ，不 bù 好 hǎo 意 yì 思 sī ，我 wǒ 今 jīn 天 tiā n 不 bù 能 néng 来 lá i ，我 wǒ 有 yǒu 事 shì 儿 er 。 你 nǐ 今 jīn 天 tiā n 要 yà o 来 lá i 吗 ma ？ besok anda datang belajar kah? 老 lǎo 师 shī 不 bù 好 hǎo 意 yì 思 sī ， 我 wǒ 今 jīn 天 tiā n 不 bù 能 néng 来 lá i ， 我 wǒ 有 yǒu 。 事 shì 儿 er guru mohon maaf saya hari ini tidak dapat datang saya ada urusan. the same conversation of (1) and (2), both asked the teacher for permission, but the two did not use the word “不 bù 好 hǎo 意 yì 思 sī sorry”. in chinese culture, teachers are so respected by society that a student and a student’s parents must respect their teacher and hear the teacher’s orders. in a campus or school environment, the words of the teacher are most listened to. at the time of requesting permission must apologize first then submit a request for permission. indonesian learners who have first learned mandarin and do not yet understand chinese culture in terms of asking permission will directly ask permission without expressing an apology in advance. in addition, example (2) above shows the misuse of the auxiliary word “会 huì ”. the auxiliary word “会 huì ” should be changed to the auxiliary word “不 bù 能 néng ”. the auxiliary word “不 bù 能 néng ” is used when a person has the ability to do so but is unable to do so due to several factors (objective factors). meanwhile, the auxiliary word “不 bú 会 huì ” is used when someone doesn't know how to do it. “to the hospital” and “have business” are two reasons that are included in the objective factor, so it should use the auxiliary word “不 bù 能 néng ” instead of the auxiliary word “ 不 bú 会 huì ”. indonesian learners only know that these two phrases can be used but do not yet understand the context of their use. 169 4. conclusion due to the interference of their mother tongue and the lack of mastery of mandarin pragmatic rules, indonesian students who have just learned mandarin have appeared a lot of social pragmatic failures. social pragmatic failures of indonesian mandarin learners at their elementary level can be seen from the failures to address the person in mandarin, failures to greeting in mandarin, failures to say goodbye in mandarin, and failures to ask for permission in mandarin. the emergence of social pragmatic failures is a common phenomenon that will accompany the whole process of mandarin language acquisition. mandarin language teachers and students need to work together in the learning process to reduce the pragmatic failures step by step and gradually improve the students’ mandarin level. references: amaya, l. f. 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(2014). 在穗外国留学生称呼语研究 a study on the address of foreign students in guangzhou.语言文字应用 application of language,01, 120-127. sugiyono. (2010). metode penelitian pendidikan (pendekatan kuantitatif, kualitatif dan r & d). bandung: alfabeta, 128. thomas, j. (1983). cross-cultural pragmatic failure. applied linguistics, 20(2) 91-112. yuwen, dong (2010). 对外汉语教学视野下的汉语语用研究 [j]the study of chinese pragmatics from the perspective of teaching chinese as a foreign languagee.international journal of chinese,1(00):199-204. 170 biography of authors liu dan dan is a doctor candidate of linguistics in udayana university, denpasar, indonesia. she was born in henan, china, in 1982. by 2006, she finished her bachelor degree from zhengzhou university, major in chinese language and culture. in 2010 she got her master degree from the same university, major in comparative literature and world literature. at the same year, she studied master again in hasannudin university, majoring indonesian language and literature, and finished by 2015. after that, she continued to doctoral study program of linguistics in udayana university, denpasar, indonesia. now she works in the international cooperation and exchange center of nanchang normal university, china. email: yf4248203@163.com prof. drs. i made suastra is senior lecturer at faculty of arts, undergraduate udayana university from 1993 until now. email: made_suastra@unud.ac.id elvira septevany was born in makassar, indonesia, in 1989. she studied in nanchang university, china, majoring in linguistic and applied linguistic from 2015 to 2018 . now she is a lecturer in tourism department, politeknik negeri bali,indonesia. email: elvira_s@pnb.ac.id mailto:firstauthor@gmail.com mailto:made_suastra@unud.ac.id sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 1, january 2021, pages: 47-58 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i01.p06 47 the students' perception of reading examination using google form nining fitriani stekom university, semarang, indonesia ningjeporo@gmail.com article info abstract* received date:20 november 2020 accepted date:24 november 2020 published date:31 january 2021 keywords:* perception, reading examination, google form. the purpose of this study was to determine the perception of students majoring in accounting, batch 2019, stekom university semarang on reading examination using google form. the method used in this research was descriptive quantitative. the location of the research was conducted in the accounting department of stekom university. the study population was 80 students majoring in accounting, batch 2019, stekom university, all of which were used as research samples. sources of data in this study were primary and secondary data sources. data collection techniques using a questionnaire or questionnaire and documentation study. data analysis was carried out descriptively using spss 16. the results of this study stated that most students had the perception that the reading examination using google form was not good, and only a few students had the perception that the reading examination using google form was good. this is because the reading examination using google form has not been able to improve student scores. in addition, reading examination using google form is considered difficult and ineffective and inefficient. 1. introduction in the development of an increasingly globalized world, english is needed to communicate and interact between various countries. english is very much needed to support the development of science and technology and the demands of an increasingly advanced and modern era. mastery of english skills as an international communication tool aims to socialize in the era of globalization. by mastering the english, someone will have a higher selling value than others. there are at least several important reasons for learning and mastering english, that is (dewi and lulut, 2018: 145-146): a) english is the language most often used by foreign language speakers around the world. b) mastering english can increase person's value and will be more respected in the international world of work. c) english is the international language used in communication, especially in the business world, one example is communication in business. d) many learning resources, both from books and internet media, use english. so, by mastering english, one can increase knowledge from these various sources. one of the important english skills to be learned and mastered that is reading skill (herlina, 2016: 29). reading skill are an interactive process involving readers, reading and context. this skill involves the ability to derive meaning from written text (silliman and wilkinson in herlina, 2016: 30). reading skill in learning english is considered important https://ojs.unud.ac.id/index.php/eol/index 48 because it can determine how well a person is able to absorb information obtained from written texts. the importance of reading skill in the global era makes it mandatory for everyone to master it, including students. students as the nation's next generation and as a foundation for the development of a country should master english, including reading skill. students are required to have reading skill because many learning sources both from books and internet media use english. so, by mastering english, students can increase their knowledge from various sources (dewi and lulut, 2018: 146). in addition, in the current global era, students are required to take part in many international activities such as student exchanges, conferences, summer schools, competitions, internships, and others, where these international activities require the ability to read in english. the importance of mastering reading in english makes students have to improve their reading skills. the higher the reading ability of students, the higher the level of student understanding of a writing (mulyadi, 2015). in addition, students will also understand the outline of a text more quickly, so that students will save more time. in measuring how much a student's reading ability, so reading examinations are held in english courses. reading examination is a systematic method for gathering information and making conclusions about a student's ability or quality or success in reading (manalu., et al. 2019: 16). in order to collect information on students' reading comprehension improvement, it is important to carry out several reading assessments. unlike speaking and writing, the reading process cannot be seen and observed specifically. for that, all reading assessments must be done appropriately. several considerations are needed in designing reading assessments, such as types of written text genres, components of reading ability assessments and special assignments. there are several methods that can be used to do reading examination, one of which is google form. google forms is one of the new methods used in reading examination because currently the world of education cannot be separated from the development of digital penetration. digital penetration makes technology always used in everything including in the learning process, such as reading examination. google form is a service from google that allows someone to create surveys, questions and answers with online form features that can be customized as needed. so, by using google form, one can get answers directly from several people. success in reading examination using google form, apart from being dependent on mastery of the material, also depends on the interaction process that begins with the perception of educational actors, that is students on reading examination (oktariyani and yani, 2019: 48). perception is a process that is preceded by a sensing process, which is the process of receiving a stimulus by an individual through the senses (mashuri in oktariyani and yani, 2019: 49). therefore, the perceptual process cannot be separated from the sensing process, and the sensing process occurs every time, that is when the individual receives a stimulus that hits him through the senses. based on this opinion, it is clear that the perception is the assumption of a person in understanding information about their environment through the five senses like students in arguing about reading examination using google form, both in terms of goals, foundations and benefits through seeing and hearing students. perception is something that is quite important for everyone before that person is directly involved in carrying out every activity. this is because it needs consideration before carrying out an activity, so that something that is done is truly appropriate and profitable. through perception, a person will continue to make contact with the environment and the activities that will be carried out. the main thing for them to do is to express their perceptions of the reading examination, which will affect their desire to increase their value in the reading examination (oktariyani and yani, 2019: 48). 49 there are several previous studies used in this research, including research conducted by untari (2020) which states that the benefits of online reading have had a substantial effect on the knowledge of learners' comprehension, and that students have strongly focused on the educational evaluation they read. furthermore, research conducted by sibuea (2018), which states that classroom was a satisfying lms for blended learning in pengantar linguistik umum (plu) course because of its features, user-friendliness, and appropriateness in higher education program. then the research conducted by muhfiyanti and siti (2018), which states that the average student gives a good perception of the learning material of specialization in english. this research was conducted on students majoring in accounting, batch 2019, stekom university semarang. the object of this study was chosen because the average reading score using google form was still low, that is 68, and there were even some students whose scores were below the average. in fact, the reading ability in english is an important component that students must have in this global era. the low reading ability is also caused by the students' perception of reading examination using google form, where reading examination using google form is still considered difficult. for this reason, research on student perception of reading examination using google form is very necessary. so, the purpose of this study was to determine the perception of students majoring in accounting, batch 2019, stekom university semarang on reading examination using google form. 2. research methods this type of research is descriptive quantitative. the quantitative research method according to sugiyono (2017: 8) is a research method based on the philosophy of positivism, used to research on certain populations or samples, data collection using research instruments, quantitative or statistical data analysis with the aim of testing predetermined hypotheses. while descriptive research is a research method that aims to describe and explain the conditions that exist in the research object based on the factors and data collected, then compiled systematically (sugiyono, 2017: 238). the approach used in this research is a survey approach (non-experimental). survey research is research that takes a sample from a population and uses a questionnaire as the main data collection tool. the questionnaire contains a number of questions that must be answered by respondents (maksum in oktariyani and rani, 2019: 149). there are four main characteristics of survey research, that is: 1) using a questionnaire as the main instrument, 2) a large number of research subjects, 3) not giving treatment and 4) using deductive logic as a frame of mind. this research was conducted on students majoring in accounting, batch 2019, stekom university semarang. the object of this study was chosen because the average reading score using google form was still low, that is 68, and there were even some students whose scores were below the average. in fact, the reading ability in english is an important component that students must have in this global era. the variable in this study was the student's perception of reading examination using google form. perception is the assumption of a person in understanding information about their environment through their five senses, like students in arguing about reading examination using google form, both in terms of goals, foundations and benefits through students' seeing and hearing. students' perception of reading examination using google form in this study were measured by several dimensions, including: (sibuea, 2018:8-10): a) what do you think about reading examination. b) do you like reading examination. c) what is your opinion on using goole form in reading examination? is it easy or difficult to use. d) what is your opinion about the implementation of reading examination using google form. e) does google form supported you in the reading examination. f) how long did it take you to understand how to use google form in 50 reading examination. g) did the lecturer used google form in reading examinatio effectively and efficiently. h) is google form appropriate for reading examination in the next semester. i) do you think google form can be implemented for other examination. j) what your opinion about the use of google form in reading examination. the population of this study were 80 students majoring in accounting, batch 2019 at stekom university semarang. furthermore, the sampling technique in this study is total sampling. total sampling is a sampling technique in which the number of samples is the same as the population (sugiyono, 2017: 51). the reason for taking total sampling is because according to sugiyono (sugiyono, 2017: 51) the total population is less than 100, the entire population is used as the research sample. so that the number of samples in this study were 80 students majoring in accounting, batch 2019, stekom university semarang. sources of data in this study are primary and secondary. primary data sources are data sources obtained directly from the original sources in the form of questionnaires, and others. primary data used in this study is data obtained from respondents' responses to the question items in the questionnaire. furthermore, secondary data sources are data sources obtained through intermediary media indirectly in the form of notebooks, existing evidence, or archives, both published and not generally published. secondary data used in this study are data obtained from university documents and archives that are related to this research. then the data is obtained from books, websites, journals, and others. data collection in this study was carried out using a questionnaire and documentation study. a questionnaire is a list of questions given to people who are willing to provide perceptions according to user requests. the steps used by the researcher are: a) researchers distribute questionnaires to each sample. b) from each sample, answers are obtained in accordance with the questions given. c) all the students' answers are the data obtained in this study which are then analyzed. meanwhile, documentation study is a data collection technique in which researcher investigate written objects such as university data, books, magazines, documents, regulations, and others. the data obtained in this research is quantitative data which is then analyzed descriptively. data analysis was performed using spss 16 which aims to describe each question item related to student perceptions of reading examination using google form. furthermore, data analysis was also carried out by clarifying the average student's perception of reading examination using google form whether it was categorized as good, moderate, or bad. 3. findings a. research location overview the university of computer science and technology (stekom university) is a private university located in semarang, central java, indonesia. formerly known as the pat academy. the main campus is located in jalan majapahit no.605, pedurungan kidul, pedurungan district, semarang city, central java. stekom university has a career development center in the form of a 3-storey 3000 m2 building located at jalan majapahit no.304, pedurungan, semarang. the history of the development of the university of computer science and technology (stekom university) begins with a computer and electronics course institute pat which was founded in 1982. the computer and electronics course institute pat is committed to providing quality courses at affordable prices as stated in the initial slogan of the pat course, that is "costeffective, quality guaranteed, pass ready to work". in its development, the computer and electronics course institute pat continues to advance and has several branches in central java and has received an award from the ministry of education and culture of central java province as the first winner in exemplary courses in 51 central java. furthermore, this course institution continued and in 1994 changed its form to the pat academy with the minister of education and culture decree no. 04 / d / 0/1994 with study programs in electronic engineering (diploma iii) and computer engineering (diploma iii) (stekom university, 2020). s time went on, the pat academy made innovations and adjusted the level of education, until 2002, according to the minister of education decree no. 235 / d / o / 2002, the pat academy changed its shape to the college of computer and electronics (stekom) or often referred to as stekom-pat with three study programs, that is (1) computer systems, (2) electronics engineering, and (3) computer engineering. over time, stekom continues to develop by adding 8 study programs, that is: (1) graphic design (strata i), (2) information management (strata i), (3) computerized accounting (diploma iv), (4) computer graphics (diploma iii), and (5) computerized accounting (diploma iii) and added with 3 pre-existing study programs (stekom university, 2020). the aspiration to change the form from a high school to a university has emerged since 2018, therefore the pat foundation combines 2 institutions, that is the provision stmik which is under the auspices of the pelita bangsa provision foundation and the abdi husada midwifery academy which is under the abdi sesami foundation semarang to become university of science and computer technology (stekom university) through the minister of education and culture decree no. 604 / m / 2020 by adding 2 new study programs, that is s1 business study program and s1 entrepreneurship (stekom university, 2020). the development of stekom university continues to grow until there are 13 study programs at stekom university under the auspices of the prima agus teknik (pat) foundation which was founded by dr.ir. agus wibowo, m. kom., m, si., m.m. the 13 study programs are: (1) informatics engineering (s1), (2) computer systems (s1), (3) information systems (s1), (4) entrepreneurship (s1), (5) graphic design (s1), (6) business (s1), (7) computerized accounting (d4), (8) information management (d4), (9) computerized accounting (d3) ), (10) electronic engineering (d3), (11) computer graphics (d3), (12) computer engineering (d3), (13) midwifery (d3) (stekom university, 2020). meanwhile, the focus of this research is the computerized accounting department (d4) with 80 students in class 2019. the vision of stekom university is "stekom university to be a superior university that produces graduates with international insight and high competence in their fields (expertise) who are accompanied by an entrepreneurial spirit and noble character". while the missions of stekom university are: (1) carrying out higher education within the scope of e-business and computer technology which prioritizes excellence in science and technology and forms noble moral characters. (2) participating in the intellectual life of the nation and advancing the welfare of the nation through the implementation of higher education by implementing the tridarma of higher education (education, research and community service), to improve the quality of indonesia's human resources. (3) carry out community service activities, especially in the field of e-business technology and computers as a form of social responsibility. (4) carry out cooperation with external parties within the scope of the tridharma of higher education (stekom university, 2020). furthermore, stekom university continues to make various innovations both in teaching methods and teaching-learning processes, supporting facilities, or facilities and infrastructure, so that stekom university can provide as much useful provision for its graduates to be able to compete and innovate in the world of work. 52 b. respondent characteristics characteristics of respondents by age table 1 characteristics of respondents by age no age frequency percentage 1 < 17 years 4 5% 2 17 – 18 years 24 30% 3 19 – 20 years 33 41,2% 4 > 20 years 19 23,8% total 80 100% based on table 1, it can be seen that the average age of the respondents is 19-20 years with a total of 33 respondents (41.2%). meanwhile, the lowest average age of respondents was <17 years with a total of 4 respondents (5%). so it can be concluded that most of the respondents are in their teens, where adolescence is the age who likes to perceive everything. these perceptions will affect their performance in everyday life. characteristics of respondents by gender table 2 characteristics of respondents by gender no gender frequency percentage 1 male 34 42,5% 2 female 46 57,5% total 80 100% based on table 2, it can be seen that the average gender of the respondents is female with a total of 46 respondents (57.5%). furthermore, respondents with male gender were 34 respondents (42.5%). in this case, both male and female respondents perceived the reading examination using google form as difficult. c. students' perceptions of reading examination using google form at the end of the semester a survey was conducted to find out students' opinions and perceptions about reading examination using google form after being used for one semester in english class 1. this survey was conducted online and distributed via google form, so that students can do it on their own gadgets. the survey consists of two parts; the first part is about the respondent's description which includes the gender and age of students. the second part consists of ten questions about student perceptions about reading examination using google form. questions 1 “what do you think about reading examination?” table 3 the frequency of respondents' answers to question items 1 53 no answers frequency percentage 1 difficult 68 85% 2 easy 12 15% total 80 100% based on table 3, it can be seen that the average students stated that reading examination was difficult with a frequency of 68 respondents (85%). furthermore, 12 respondents (15%) stated that reading examination was easy. some respondents stated that the reading examination is difficult because they did not have many vocabulary and did not know how to pronounce well. this is evident from the class average score of only 68 and there are some students who score below the class average. questions 2 “do you like reading examination?” table 4 the frequency of respondents' answers to question items 2 no answers frequency percentage 1 don’t like 62 77,5% 2 like 18 22,5% total 80 100% based on table 4, it can be seen that the average students stated that they did not like reading examination with a frequency of 62 respondents (77.5%). furthermore, 18 respondents (22.5%) said they liked reading examination. some respondents stated that they did not like the reading examination because they considered that the reading examination is boring and difficult. questions 3 “what is your opinion on using goole form in reading examination? is it easy or difficult to use?” table 5 the frequency of respondents' answers to question items 3 no answers frequency percentage 1 difficult 63 78,75% 2 easy 17 21,25% total 80 100% based on table 5, it can be seen that the average students stated that the using of google form in reading examination was difficult with a frequency of 63 students (78.75%), while 17 students stated that using google form in reading examination was easy (21, 25%). some respondents stated that using google form in reading examination is difficult because google form can only be accessed through gadget or laptop so that students have to read questions on a laptop or gadget screen, and this makes it difficult for them. questions 4 “what is your opinion about the implementation of reading examination using google form?” table 6 54 the frequency of respondents' answers to question items 4 no answers frequency percentage 1 very bad 8 10% 2 bad 10 12,5% 3 moderate 23 28,75% 4 good 32 40% 5 very good 7 8,75% total 80 100% based on table 6, it can be seen that the average students stated that the implementation of reading examination using google form was good with a frequency of 32 respondents (40%). only 8 respondents (10%) stated that the implementation of reading examination using google form was very bad. this is because the implementation of reading examination using google form is always on time, the questions asked are easy to understand and do not cause ambiguous meaning. questions 5 “does google form supported you in the reading examination?” table 7 the frequency of respondents' answers to question items 5 no answers frequency percentage 1 no 45 56,25% 2 yes 35 43,75% total 80 100% based on table 7, it can be seen that the average students stated that the google form not supported them in the reading examination with a frequency of 45 students (56.25%), while the students who stated that google form supported them in the reading examination were 35 students ( 43.75%). the number of the two is not much different because they actually believe that using google forms has advantages and disadvantages. the advantage is that it is more practical because they can do reading examination using gadget or laptop, but on the one hand, using laptop and gadget in reading examination makes them feel difficult to read. questions 6 “how long did it take you to understand how to use google form in reading examination?” table 8 the frequency of respondents' answers to question items 6 no answers frequency percentage 1 > 2 days 3 3,75% 2 2 days 7 8,75% 3 1 day 15 18,75% 4 < 1 day 55 68,75% total 80 100% 55 based on table 8, it can be seen that the average students stated that they only needed less than a day to understand how to use google form in reading examination with a frequency of 55 students (68.75%). meanwhile, only 3 students needed time> 2 days to understand how to use google form in reading examination (3.75%). this is because the use of google forms is very common so that students do not find it difficult to understand how to use google form in reading examination.. questions 7 “did the lecturer used google form in reading examination effectively and efficiently?” table 9 the frequency of respondents' answers to question items 7 no answers frequency percentage 1 no 42 52,5% 2 yes 38 47,5% total 80 100% based on table 9, it can be seen that the average students stated that the lecturer not used google form in reading examination effectively and efficiently with a frequency of 42 students (52.5%), while students stated that the lecturer not used google form in reading examination effectively and efficiently as many as 38 students (47.5%). this is because the use of google form in reading examination has not been able to improve student scores. the use of google form in reading examination also makes students find it difficult to read questions. questions 8 “is google form appropriate for reading examination in the next semester?” table 10 the frequency of respondents' answers to question items 8 no answers frequency percentage 1 no 45 56,25% 2 yes 35 43,75% total 80 100% based on table 10, it can be seen that the average students stated that the google form is not appropriate for reading examination in the next semester with a frequency of 45 students (56.25%). meanwhile, there were 35 students who stated that the google form was appropriate for reading examination in the next semester (43.75%). this is because the use of google form in reading examination is not effective and efficient. questions 9 “do you think google form can be implemented for other examination?” table 11 the frequency of respondents' answers to question items 9 no answers frequency percentage 1 no 25 31,25% 2 yes 55 68,75% total 80 100% 56 based on table 11, it can be seen that the average students stated that google form can be implemented for other examination with a frequency of 55 students (68.75%), while students who state that google form can not be implemented for other examination are 25 students ( 31.25%). this is because the using of google form in other examinations is very possible, especially in exact sciences which do not require a lot of reading such as in reading examination. questions 10 “what your personal opinion about the use of google form in reading examination?” table 12 the frequency of respondents' answers to question items 10 no answers frequency percentage 1 negative 52 65% 2 positive 28 35% total 80 100% based on table 12, it can be seen that the average students stated that the personal opinion about the using of google form in reading examination was negative with a frequency of 52 students (65%). meanwhile, there were 28 students who stated that personal opinion about the use of google form in reading examination was positive (35%). this is because the using of google form in reading examination is not effective and efficient. category of student perception of reading examination using google form table 13 student perception category no answers frequency percentage 1 bad 40 50% 2 moderate 25 31,25% 3 good 15 18,75% total 80 100% based on table 13, it can be seen that the average students have the perception that reading examination using google form is bad with a frequency of 40 students (50%). meanwhile, 25 students had the perception that reading examination using google form was moderate (31.25%). then, students who had the perception that reading examination using google form were good were 15 students (18.75%). this is because based on respondents' answers to questions 1-10 on average they answered negatively and stated that the reading examination using google form was difficult and ineffective and inefficient. 4. novelties research conducted by untari (2020) entitled "learners 'perception on their online reading comprehension at english education department", stated that the benefits of online reading have had a substantial effect on the knowledge of learners' comprehension, and that students have strongly focused on the educational evaluation they read. furthermore, research conducted by sibuea (2018) entitled "students' perceptions on the use of google classroom to support blended learning for the introduction to general linguistics course", stated that 57 classroom was a satisfying lms for blended learning in pengantar linguistik umum (plu) course because of its features, user-friendliness, and appropriateness in higher education program. then the research conducted by muhfiyanti and siti (2018) with the title "student perceptions of english learning material of specialization in sma n 15 semarang students", stated that, on average, students gave good perceptions of the learning material of specialization in english. based on several studies that have been conducted, it was found that the using of google form in reading examination is new and has never been studied in relation to student perception of this matter. 5. conclusion most students have a perception that reading examination using google form is bad, and only a few students have a perception that reading examination using google form is good. this is because the reading examination using google form has not been able to improve student scores. in addition, reading examination using google form is considered difficult and ineffective and inefficient. references dewi, nuna mustikawati dan lulut widyaningrum. 2018. pendampingan penguatan literasi bahasa inggris anak melalui “multiple stories reading”. dimas – volume 18, nomor 1, may 2018. herlina. 2016. meningkatkan keterampilan membaca pemahaman bahasa inggris melalui metode sq4r. visi pptk paudni scientific journals vol. 11, no. 1, june 2016. manalu, dewi; kammer tuahman sipayung; dan febrika dwi lestari. 2019. an analysis of students reading final examination by using item analysis program on eleventh grade of sma negeri 8 medan. journal of english teaching & applied linguistics, vol.01, no.01 (2019). muhfiyanti dan siti aimah. 2018. persepsi siswa terhadap materi pembelajaran bahasa inggris peminatan pada siswa sma n 15 semarang. proceedings of the unimus student national seminar (vol. 1, 2018). mulyadi. 2015. tingkat keterbacaan reading materials dalam mata kuliah telaah teks bahasa inggris stain pamekasan. nuansa 2015;12(1):135-150, doi 10.19105/nuansa.v12i1.700. oktariyani dan rani puspa juwita. 2019. persepsi siswa terhadap media pembelajaran bahasa inggris berbasis local learning. baturaja journal education technology, vol 3 no 1 (2019):149-151. sibuea, todo. 2018. students' perceptions on the use of google classroom to support blended learning for the pengantar linguistik umum course. lingua, scientific journal of language and culture, vol. 14 september 2018, doi: 10.35962/lingua.v14i2.45. stekom university. 2020. data profil universitas stekom. retrieved at https://stekom.ac.id/site/profilpt. accessed on 08 november 2020, pukul 14:01 wib. sugiyono. 2017. metode penelitian: kuantitatif, kualitatif dan r&d. bandung: alfabeta. https://doaj.org/toc/2442-8078 https://doi.org/10.19105/nuansa.v12i1.700 https://stekom.ac.id/site/profilpt 58 untari, mazkhina berlian. 2020. learners’ perception on their online reading comprehension at english education department. penelitian, pendidikan, dan pembelajaran journal, vol 15, no 28 (2020). biography of authors nining fitriani, m.pd, m.kom was born in jepara on november 27th, 1984. she is a lecturer in stekom university semarang, department of computerized accounting, indonesia ph. +6285226954954. she graduated her bachelor degree in the faculty of letter, semarang state university in 2009. she finished her master degree in the postgraduate program, magister program, semarang state university in 2013. last, she finished her master degree of information system program at satya wacana christian university in 2020. email: ningjeporo@gmail.com https://translate.googleusercontent.com/translate_c?depth=1&hl=en&prev=search&pto=aue&rurl=translate.google.com&sl=id&sp=nmt4&u=http://riset.unisma.ac.id/index.php/jp3/issue/view/603&usg=alkjrhisl0grtvps__fjic_l5yw2pd7_eg https://translate.googleusercontent.com/translate_c?depth=1&hl=en&prev=search&pto=aue&rurl=translate.google.com&sl=id&sp=nmt4&u=http://riset.unisma.ac.id/index.php/jp3/issue/view/603&usg=alkjrhisl0grtvps__fjic_l5yw2pd7_eg sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 1, january 2022, pages: 136—144 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i01.p14 136 impoliteness strategies found in deddy corbuzier's podcast on youtube 1 agnes novalia putera batam university, batam, indonesia pb181210014@upbatam.ac.id 2 ambalegin putera batam university, batam, indonesia ambalegin@puterabatam.ac.id article info abstract* received date: 21 september 2021 accepted date: 29 september 2021 published date: 31 january 2022 keywords:* face threatening acts, impoliteness, impoliteness strategies, pragmatic this study aimed at determining impoliteness strategies in a talk show entitled deddy corbuzier podcast on youtube. in this research, the researchers used a theory from culpeper (1996). the researcher used qualitative method to analyse the impoliteness strategies in this study. this research used impoliteness strategies. the data source of the research was the talk show deddy corbuzier podcast on youtube. this research contained utterances from the conversational dialogues in the talk show. each utterance had several types of impoliteness strategies. in collecting data, this research used the non-participatory technique and observation method by sudaryanto (2015). next, the data analyzed with the pragmatic identification method. this research found 15 data examined from the type of impoliteness strategy and the results were divided into bald on record impoliteness (5 data), positive impoliteness (4 data), negative impoliteness (3 data), mock politeness or sarcasm (2 data), withhold politeness (1 data). the most common strategy used by deddy corbuzier podcast on youtube was bald on record impoliteness. 1. introduction human and language are two inseparable items, without which human language is a statue that cannot carry out activities, where language is also useful for conveying ideas, emotions, and desires that are suddenly or voluntarily carried out by the human being (sapir, 2004), it means that language has a very strong influence on human life, it can also be said to be very inherent to humans so that through language, the words issued by humans can express themselves. one of the related phenomena can be seen in a video podcast on youtube the title is deddy corbuzier podcast on june 26, 2021. uya( speaker): “then, why did you say my son, wear a wibu shirt, use deodorant first so he does not smell like onions?” denise (hearer): “i remind you; i've never insulted your son smelling of onions?” uya (speaker):” but the context of your words, the direction to my son” (00:04:3300:05:05). from the conversation above, it can be concluded that the sentence is impoliteness in language because in the conversation the speaker feels that the listener has mocked his child. https://ojs.unud.ac.id/index.php/eol/index mailto:pb181210014@upbatam.ac.id mailto:ambalegin@puterabatam.ac.id 137 impoliteness is not only encountered when talking directly to someone, but can also be encountered when watching a movie, in a commercial, or from a religious show on television or youtube, human will find words that use language that is not polite even when people share messages with someone, friends, sometimes without realizing the language is not polite. according to culpeper, (1996) there are five strategic points in impoliteness: 1. bald on record impoliteness, 2. positive impoliteness, 3. negative impoliteness, 4. sarcasm or pretend politeness, and 5. restraining politeness. on the five strategies above, the researchers focused on negative impoliteness to understand and to become a necessity to understand the meaning of the phenomenon to be studied. language impoliteness is currently being done very deliberately by containing inappropriate words or with unpleasant language so the listener's face uncomfortable. research on impoliteness was done by some researchers. erza & hamzah, (2018) examined the strategy of impoliteness used by haters on instagram comment artists using a pragmatic approach which aimed to find the type of impoliteness strategic and the result that the researcher found 200 comments in the artist's comment column, from the analysis of these comments there is 5 strategic impoliteness in it, namely: bald on record impoliteness, positive impoliteness. negative impoliteness, sarcasm, or mock politeness, withhold politeness. alias & yahaya (2019) found 2 problems that occurred. the first, this negative impoliteness was the most dominant type of nasty strategy used in their comments on the issue. the second, dominant type of impoliteness strategy used sarcasm or mock politeness, followed by bald-on record strategy. from the previous research, there were similarities and differences from the research conducted. the similarities of the two previous research used by culpeper's (1996) theory to explain impoliteness strategies. the second, this research used an observational qualitative method with a non-participatory technique by sudaryanto (2015). the difference between the two previous researches used different data sources. erza & hamzah (2018) used instagram comments from male-female entertainers as a data source and alias & yahaya (2019) used malaysian netizens in responding to music videos from drag queens as a data source. 1.1 face threatening acts c.levinson & steven (1987) explained that the face threatening act (fta) is an unpleasant action that aims to make inconvenience to the interlocutor. brown and levinson in stockwell (2002 p.23) divided into two types of fta, namely positive face and negative face. negative face is a desire that does not want to be limited in the actions taken while a positive face is an act to get along in a community. 1.2 politeness sijabat (2020) stated politeness ought to have a bargain when the speaker conveyed the utterances to the listener who had a diverse course, age, and position. 1.3 impoliteness strategies strategies impoliteness is a way of listening to a speech that is spoken disrespectfully. this strategy created to let people know and understand how profanity can occur in a way that social interactions do. this strategy can be found in the activities that are done daily because everyone in the interaction association always used this strategy. this strategy is usually characterized by attacking faces first, throwing jokes at others, saying false remarks to others, not answering what others are asking, and saying profanity clearly. according to culpeper (1996, p.356) strategic impoliteness is divided into five parts namely; bald on record impoliteness, positive impoliteness, negative impoliteness, sarcasm politeness, and withhold politeness. 1.3.1 bald on record impoliteness 138 the face-threatening act (fta) fta is conducted in a direct, clear, unambiguous, and concise manner in circumstances where the face is irrelevant or minimized (culpeper, 1996). in other words, this strategy is used to attack someone directly by using ambiguous words. example: “just tie him power pole, the depraved human beings” (mara, 2018). “you eat shit” (chintiabela, 2017). 1.3.2 positive impoliteness positive impoliteness tends to attack the positive face of others especially attacking the face of someone who has a close relationship with them to show disapproval. such as; ignore, snub the other fail to acknowledge the other’s presence; exclude the other from an activity; use obscure or secretive language; seek disagreement, like selecting a sensitive topic (mirhosseini et al., 2017). example: teacher: “have you finished, akbar, come here‟ akbar: ”why it is always me, mam?” (dani, 2017). 1.3.3 negative impoliteness the use of strategies is designed to damage the negative facial desires of the recipient such as demeaning, scornful, or mocking (culpeper, 1996). example: a: “beware you fat. you can only cheat. that’s your habit‟ (dani, 2017). b: “only 1, bill”. 1.3.4 sarcasm or mock politeness the fta conducted using an insincere courtesy strategy, and thus remains a surface realization, or it could also be said to promote disharmony without openly insulting/acting disrespectfully towards the listener (culpeper, 1996). example: “if only the prisoner just the ordinary citizen, law is not fair for its facilities” (mara, 2018). 1.3.5 withhold politeness the absence of politeness work where it would be expected such as, not giving thanks to what someone gives is an act of intentional impropriety (culpeper, 1996). these strategies are expected when the speaker does not behave as expected. example: denise: (give a bucket of flowers) deddy: (silent) “when the speaker who should be thanking the listener, but the speaker is reluctant to say it and just stays silent” (mohammed & abbas, 2015). 2. research methods in this research, the researcher used a qualitative descriptive study by creswell, (2014). the theory of research was impoliteness in deddy corbuzier podcast on youtube. the purpose of this research described the type of strategic impoliteness on the utterances of research. the data collection carried out by the researchers used the observational method (sudaryanto, 2015). the research used the technique to collect the data required to use non-participatory techniques where researchers was not directly involved in these activities. in analysing the data, the researcher used the pragmatic identity method, which was a method that analysed by sudaryanto,(2015). 3. discussions 3.1. finding 139 this research found impoliteness strategies in podcast talk shows on youtube. this research aimed to find out the most common strategies found in interviews. in this research, the researcher determined the strategy proposed by (culpeper, 1996). no strategies of impoliteness total 1 bald on record impoliteness 5 2 positive impoliteness 4 3 negative impoliteness 3 4 off-record impoliteness 2 5 withhold politeness 1 table 3.1 strategies of impoliteness 3.2 discussion 3.2.1 bald on record impoliteness data 1 deddy (speaker): “you really like making trouble!” denise (listener): “why?” deddy (speaker): “that's why so many people hate you!” from the conversation above at 00:01:43 00:01:48, the sentence contained the strategy of bald on record impoliteness. the speaker made the hearer uncomfortable. the speaker conveyed these words spontaneously, firmly, and to the point without thinking about the hearer’s feelings. data 2 deddy (speaker): “if you give something, think about it first!” denise (listener): “you are unethical, if you are given something, you are grateful instead of complaining!” from the conversation above at 00:01:56 00:02:41, the speaker and the listener used words that make both offended, the sentences issued by the two attack each other with each other. words that issued clear, unambiguously, and spontaneously attack each other. data 3 deddy(speaker): “i can't hear you, it's not clear what you're saying!” denise (listener): “i know you invited me to your event to insult me, right?” deddy (speaker): “who said he wanted to keep an eye on you!” from the conversation above at 00:04:49 00:04:55, the listener felt he was not appreciated as a guest star in the event, because the speaker did not seem serious when talking to the listener that was why the listener directly said it. data 4 140 denise (listener): “if i really don't have any work, you should guide me, don't say i don't deserve to be in the entertainment world!” deddy (speaker): “oh that’s right.” from the conversation above at 00:26:00 00:26:10, the listener conveyed his frustration towards someone to the speaker here the listener stroked his opponent's face firmly, clearly, and unambiguously. data 5 denise: on tv, you look small you know. deddy: your small tv maybe! yes, everything on television must be small denise: oh yeah, don't be mad from conversation above at 00:22:26-00:22:29, in this sentence contained a bald on record strategy where the sentence contained words that satirize the interlocutor. 4.2.2 positive impoliteness the use of this positive impoliteness strategy designed to weaken the recipient's desire for positive faces. positive rudeness is also the act of focusing on you and ignoring others, avoiding crowds, and being indifferent. data 1 denise (listener): “you, as a senior, must guide me! don’t say that in public!” deddy (speaker): “ha-ha, i've been whispering but there's a microphone here so a lot of people are listening.” from the conversation above at 00:04:59 00:05:05, the sentence spoken by the listener referred to as positive impoliteness because the listener felt uncomfortable by the speaker. data 2 deddy (speaker): “you're not sad? they say you're like that?” denise (listener): “why am i sad, i'm not what they say!” from the conversation above at 00:09:19 00:09:53, this sentence was positive impoliteness because the listener stated that she did not care what people say about him. because she did not feel like she was doing that. data 3 deddy (speaker): “why the device doesn't fall on you” denise (listener): “you’re bad boy!” from the conversation above at 00:18:44 00:18:50, this sentence was also referred to as positive politeness because the listener stated that she was not comfortable with what the speaker previously said to the listener. data 4 deddy (speaker): “you don't think like that when you insult people?” denise (listener): “no, because i feel like they started it first” from the conversation above at 00:26:22 00:26:26, in this sentence also called positive politeness because the listener stated that she did not care because the listener was not the one who started it first. 3.2.3 negative impoliteness 141 the use of negative politeness strategies was designed to damage the negative face of the other person. negative face refers to the need not to be coerced or harassed by others but negative impoliteness can also be shown, teasing the opponent's face. data 1 denise (listener): “maybe worried at first” deddy (speaker): “worried why?” denise (listener): “every day they call me a bitch in my social media comments” from the conversation above at 00:09:11 – 00:09:20, there was a sentence that humiliates the listener, people underestimate and ridicule the listener it gone into negative impoliteness. data 2 deddy (speaker): “why are you looking for a fuss with the artist?” denise (listener): “if i make a fuss with a celebgram, there's no profit with me” from the conversation above at 00:05:22 00:05:24, a sentence where the listeners looked down on someone and think they were not on the same level and that gone into the strategy of negative impoliteness. data 3 denise (listener): “this is a problem with indonesian artists. telling people to make works, it's my turn to make works, they just laugh at me.” deddy (speaker): “uh i didn't ask you to make a masterpiece!” from the conversation above at 00:30:01 00:30:24, the listener felt belittled because when the listener made work, but the work was not appreciated and even laughed at. from this, it can be said that the sentence was classified as negative impoliteness. 3.2.4 withhold politeness this strategy is an impoliteness that is intentionally not carried out or the absence of courtesy to work in the expected place. data 1 denise: “you're wrong, if you give something, say thank you, not complain.” deddy: “you are wrong, look who you wrote then who did you give it to” denise: “technical error” from the conversation above at 00:02:38 00:02:46, the listener was annoyed with the speaker because at that time the listener gave the speaker a flower but he did not thank him, instead complained because there was an error in printing the name but the listener had already said that it was a technical error from the sentence above was grouped as withhold politeness. 3.2.5 sarcasm or mock politeness this strategy is used to aim at satirizing the listener's face. data 1 denise: “what do you think?” deddy: “is that a song?” denise: “yes, song that's what i just sang” from the conversation above at 00:28:37 00:28:38, it led to the strategy of sarcasm or mock politeness because from these words it contained a satire that refered to the listener. 142 data 2 denis: (plays his song) deddy: wait a minute, please turn off the song! denise: why did you turn it off? deddy: autotunes clearly visible! from the conversation above at 00:29:12 00:29:20, there were words that had strategic meaning sarcasm politeness, where the speaker had a purpose which is to insinuate the listener with the words he uttered. 4. conclusion in this research it can be concluded that impoliteness is an activity carried out for the purpose of damaging a person's face or identity and this study also analyzed insolence based on five strategies, namely bald on record, positive impoliteness, negative impoliteness, withhold politeness and sarcasm or mock politeness, where the strategy. this research used to analyze the insolence in the reality show entitled deddy corbuzier podcast on youtube. from this research, five strategies were found in deddy corbuzier's podcast on youtube. this research found 15 data examined from the type of impoliteness strategy and the results were divided into bald on record impoliteness (5 data), positive impoliteness (4 data), negative impoliteness (3 data), mock politeness or sarcasm (2 data), withhold politeness (1 data). the most common strategy used by deddy corbuzier podcast on youtube was bald on record impoliteness. references alias, a., & yahaya, m. q. a. (2019). impoliteness strategies used by malaysian netizens in response to the music videos of drag queen. international journal of social science research, 1(2). c.levinson, & steven, p. b. &. (1987). politeness: some universals in language usage. cambridge: cambridge university pres. chintiabela, g. (2017). a pragmatic analysis of impoliteness strategies in carrie movie. sastra inggris quill, 6(1). creswell, j. w. (2014). research design: qualitative, quantitative, and mixed methods approaches (4th ed.). sage publications. culpeper, j. (1996). towards an anatomy of impoliteness. 20. dani, e. p. (2017). impoliteness strategies used by male and female student in classroom interaction. jurnal mantik penusa, 1(2). erza, s., & hamzah. (2018). impoliteness used by haters on instagram comments of male-female entertainers. e-journal of english language & literature, 7(1). mara, v. s. (2018). impoliteness strategies used by supporters and detractors of ahok in their online comments by gender. e-journal of english language & literature, 7(1). mirhosseini, m., mardanshahi, m., & dowlatabadi, h. (2017). impoliteness strategies based on culpaper’s model: an analysis of gender differences between two characters in the movie 143 mother. journal of applied linguistics and language research, 4(3). mohammed, h. n., & abbas, n. f. (2015). pragmatics of impoliteness and rudeness. american international journal of social science, 4(6). sapir, e. (2004). language an introduction to the study of speech. new york: harcourt, brace& co. sijabat, m., & ambalegin, a. (2020). the strategies of positive and negative politeness reflected in “ the last song” novel by nicholas sparks. science humanity journal, 1(1). stockwell, p. (2002). sociolinguistics: a resource book for students. routledge. sudaryanto. (2015). metode dan teknik analisis bahasa. sanata darma university press. 144 biography of authors agnes novalia was born in batam on august, 23 th 1999. she is an undergraduate student in english literature departement faculty of social sciences and humanities in putera batam university. email: agnesnovalia23@gmail.com ambalegin, s.pd., m.pd. is an active lecturer in english literature departement faculty of social sciences and humanities in putera batam university. email: abhiambalegin@yahoo.co.id sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 2, july 2022, pages: 156—169 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i02.p01 156 english second language strategies for teaching irregular plural noun morphological inflection farisani thomas nephawe university of venda, south africa farisani.nephawe @univen.ac.za ftnephawe@gmail.com article info abstract* received date: 26 january 2022 accepted date: 31 january 2022 published date: 31 july 2022 keywords:* irregular nouns, morphemes, morphological inflection, word classes, zero-inflection nouns are one basic component of the syntactic category of the english language because they can be used as subjects, direct objects, indirect objects, subject complements, object complements, appositives, or adjectives of sentences. transforming regular nouns from singular to plural forms is comprehensible since the usual patterning is used. converting irregular nouns from singular to plural forms causes difficulties to non-native learners of english since conversion does not follow the usual patterning. the study examined english second language strategies for teaching irregular plural noun morphological inflection to grade 8 learners. the researcher used a quantitative research design because the results could be analysed mathematically and statistically. a probability technique was used to randomly sample 25 participants whose ages ranged from 14 to 16 at ndaedzo secondary school in limpopo province, south africa. a statistical package for social sciences version 22 was utilised to interpret the findings. initially, the participants were incompetent in this regard but after utilising the ‘irregular plurals reversi memory game’, and ‘irregular plural nouns in movement game’ strategies, learners’ performance improved remarkably. the research recommends teaching irregular plural noun morphological inflection using the games. 1. introduction parts of speech are a major building block the english language grammar because they are found elsewhere in communication. however, they pose numerous challenges to the second language learners (l2) since their home languages do not have similar syntactic categories. parts of speech comprise verbs, nouns, adjectives, adverbs, prepositions, pronouns, conjunctions, determiners, and interjections (khan, 2020). the grouping of these word classes, namely: open (lexical) and closed word (function) classes requires learners’ competency in the use of the english language. according to nordquist (2020), word classes are grouped according to their functions in sentences. nouns, verbs, adjectives are grouped into ‘open word’ classes because https://www.thoughtco.com/sentence-grammar-1692087 157 they can be transformed from one class to another. for example, noun to verbs in ‘song /sing’, noun to nouns, for example, ‘song/songster’, nouns to adjectives in: ‘adjustment/adjustable’, adjective to adjective in ‘black/blackened’, and vice versa. in contrast, adverbs, pronouns, prepositions, conjunctions, articles or determiners, and interjections. cannot be transformed from one class to another. hence, it is difficult for the l2 learners to be competent in the morphological inflection of the irregular plural nouns without basic understanding of nouns. nouns are words or phrases referring to a person such as ‘godfrey chaucer’, an animal like ‘pig’, a place ‘ottawa’, a quality as in ‘kindness’, an idea like ‘injustice’, action such as ‘modeling, or a thing like ‘computer’. they can be used as a subject or object of a sentence or as the object of a preposition than any part of the word classes. even though the non-native languages have their respective nouns, transforming them from singular to plural forms in english causes tremendous difficulties because their morphological inflection is quite different. nouns can be combined with determiners to serve as the subject of noun phrase or sentence, interpreted as singular or plural, and replaced with a pronoun to refer to an entity, quality, state, action, or concept (merriam-webster, 2021). the countable nouns are used after the articles ‘a’ or ‘an’, or after a number or any word referring to something greater than one, for example, ‘a stone’, ‘an apple’ or ‘trucks’. non -countable/mass such as ‘sugar’ and ‘spices’ are not fronted with these articles. nominal suffixes indicate plurality as in the noun colleges, genitive case in college’s or “plurality and genitive case in cumulation” (schlechtweg & corbett, 2021:384), for example, ‘colleges’. nouns, like verbs, have stems consisting of singular and plural regular and irregular stems. the number of a noun concerns inflectional morphology while morphemes incorporate meanings of words and how they are conjugated from singular to plural forms, for example, ‘dog/dogs’. geiser (202:14) asserts that they are the “smallest meaningful element” in languages while morphology concerns words formation using affixes including prefixes, suffixes, and roots. as regards inflectional morphology, variation phenomena involve different parts of speech and different characteristics, namely: nouns, pronouns, verbs, and adverbs and quantifiers (mendívil-giró, 2021). english words are transformed from singular to plural forms using the inflectional morphemes and the derivational morphemes. the inflection adds a grammatical affix (jurafksy & martin, 2017) to the base forms or stem of words to modify their meanings or create new words of similar classes. nonetheless, the derivation process involves word stem affixation resulting in words that are different from their classes. irregular plural noun morphological inflectional comprises number, tense, agreement, or case to grammaticalise words and their meanings. contrarily, morphology concerns the inner structure of words while morpheme entails the smallest unit of grammar. the grammar of words incorporates form, structure, meaning, relations between words, and the ways new words are formed (audring & masini, 2022). this becomes a difficult exercise as most l2 learners has little or no contact at all with the english language outside the classroom environment although having a good proficiency in it has become one most essential requirement and qualification (naser, 2017). english grammar exerts numerous problems among learners as they cannot comprehend different mechanisms of inflection (silver & martins, 2012). conway (1998) claims that: the english language is overburdened with idiosyncratic grammatical features, a legacy of its eclectic accretion over 1500 years. one unfortunate consequence of this otherwise admirable richness is that automatically generating correct english is fraught with difficulty. composing the simplest of sentences may require quite sophisticated semantic understanding to enable the correct syntax to be chosen. even at the lexical level, it can be a complex matter to correctly inflect the individual words of a sentence to reflect their number, person, mood, case, etc. 158 based on the preceding quotation, conway postulates that english grammar competence calls for strategies for mastering the language as difficulties in the irregular plural noun morphological inflection know no border. nordquist (2019:1) argues that since “there are no easy rules, unfortunately, for irregular plurals in english, they simply have to be learnt and remembered’. not all nouns conform to the standard pattern. in fact, some of the most common english nouns have irregular plural forms, such as woman/women. nonetheless, difficulties in the inflection of irregular plural nouns can be minimised if comprehensive mastery is done. for example, in monash university, australia, a computational analysis of the morphological rules in the school of computer science and software engineering was captured to boost the irregular plural noun morphological inflection competence. in the process, the following ‘finite-state automaton’ was utilised to describe the inflectional morphology (jurafksy & martin, 2017) of nouns: adapted from morphology: word formation, fsas, and fsts comp-550 so far it is evident that sometimes, when two morphemes are combined, additional changes happen at the boundary. when combining the noun stem ‘box’, for example, with the plural morpheme ‘-s’ the noun ‘boxes’ is formed than ‘*boxs’. the ‘-e’ slips in between the stem and the suffix although the insertion of the suffix ‘-es’ at the morpheme boundary is not arbitrary. it is in line with a rule stating that an ‘-e’ is inserted when a morpheme ends in ‘-s’, ‘-x’ or ‘-z’ (wall street english, 2022) and is conjugated with the ‘-s’ suffix. as regards bound morphemes, inflectional morphology condenses linguistic information including case, gender, number, tenses, and agreement to a word, but a word retains its basic meaning rendering it a similar category. singular regular nouns can be changed into regular plurals using the suffix ‘-s’ or ‘-es’ (wall street english, 2022) to nouns ending in consonants including ‘s’, ‘x’, ‘ch’, ‘sh’, ‘o’, ‘y’, and ‘f’ (tree valley academy, 2021). they follow a usual pattern of inflection from singular to plural nouns, for example, ‘cliff/cliffs’ and ‘bush/bushes’. the albert team (2021) postulates these suffixes make the inflection of regular plural nouns easier to learn, write or read. in contrast, the inflection of irregular plural nouns does not follow a usual pattern as there are various ways of inflection. for example, the vowels ‘-ou’ in ‘mouse’ and ‘louse’ can be replaced by ‘i’ and consonant ‘-s’ with ‘-c’ as in ‘mice’ and ‘lice’. the noun ending ‘-um’ becomes ‘-a’ as in ‘bacterium/bacteria’. also, zero-inflection (nordquist, 2020) can be used to form plural ‘spacecraft’ from the singular ‘spacecraft’. the irregular plurals nouns ending in ‘-f’ change the ‘f’ to a ‘-ves’ in ‘leaf/leaves’. however, some exceptions occur in the inflection of irregular nouns as in ‘proof/proofs’. the irregular nouns ending in -o take -es as in ‘hero/heroes’. some irregular plural nouns are formed by changing ‘-oo’ to ‘-ee’ as in the amlaut plurals foot/feet and man/men but not *foots/mens’ notwithstanding the addition of the ‘-s’ ending to the regular nouns such as ‘pans’ and ‘pens’ (rinvolucri, 1984), or ‘-a’ to ‘-en’, for example, ‘woman/ women’. furthermore, some irregular singular nouns require a substantial amount of modification to the other forms such as ‘penny/pence’ in british usage where the 1 penny becomes ‘pennies’. https://www.thoughtco.com/irregular-plural-nouns-1691046 https://en.wikipedia.org/wiki/zero_(linguistics) 159 the irregular plural nouns from latin and greek change ‘-us’ to ‘-i’ in ‘radius/radii’ although ‘radiuses’ is acceptable. the latin ‘alumnus’ [foster son] changes into ‘alumni’ in the second declension. however, in the first declension ‘-a’ bears a plural form ‘-ae’ in alumna [foster daughter] that becomes alumnae (silver & martins, 2012). the ending in ‘-um’ takes ‘-a’ as in curriculum/curricula. the ‘-ix’ in ‘appendix’, for example, takes ‘-ces’ and ‘-xes’ in ‘appendices’ or ‘appendixes’. similarly, nouns ending in ‘-x’ in ‘index’ take similar form ‘indecis’ and ‘indexes’ whereas in ‘ox’ it takes a rather different form ‘-en’ to form ‘oxen’. in the greek irregular nouns, the ending ‘-us’ takes ‘-es’ in octopus/octopuses’ while ‘is’ uses ‘-es’ in analysis/analyses but not ‘analysises’ and ‘axis/axes’ (also a plural of ‘axe’) but not ‘axises’. the ending ‘-ma’ takes ‘-ta’ in stigma/stigmata while ‘-on’ change to ‘-a’ in ‘criterion/criteria’. nevertheless, in the english language both regular and irregular noun endings can be used in one sentence although their endings are different from one another, for example, ‘wanga bought two pairs of shoes from three different women’ where ‘shoes’ is regular while ‘women’ is irregular. 1.2 theoretical framework the current research was underpinned by martin haspelmath (1996: 43) regarding the ‘word-class-changing inflection and morphological theory’. this theory states that derivational affixes can change the word-class of their base, while inflection affixes do not. haspelmath argues that this idea lost the important discernments about the nature of inflection and derivation because it does not recognise the word-class-changing inflection. the word-class-changing markers can be inflectional, and the property of being word-class-changing is different from the property of derivational morphology. therefore, the derivational affixes and inflectional wordclass-inflection are extant, and they are transpositional derivational morphology because they can change the word-class of their base or word stem. the word-class-changing derivational affixes can change from one class to another, for example, adjectives can be changed to nouns, verbs to adjectives, verbs to nouns, nouns to verbs, nouns to nouns, and so forth. in addition, transpositional inflectional morphology on the irregular plural nouns can occur in word classes including nouns to nouns, nouns to adjectives, nouns to verbs, verbs to adjectives, verbs to nouns, and adjectives to adjectives. haspelmath (1996) regards the changing of adverbs to adjectives as ‘attributivizer’. conversely, the changing of nouns to verbs is called ‘predicativiser’. haspelmath, therefore, contends that the word-class changing exist. also, haspelmath advises that all linguists should be apprehensive that word-class exists in english since the belief that transpositional morphology is derivational and found everywhere in literature. the existence of the morphological inflection is indirect and implicit. the derivational affixes can transform the grammatical class by adding the derivational suffix ‘ful’ as in the noun ‘care’ to form the adjective ‘careful’. therefore, the derivational and inflectional affix can change syntactic category of the word stem in the distribution of class membership and if t affixes are removed from the words, stems remain. nielsen (2016) contends that the inflectional rules do not change word classes while derivation ones can, and that derivation rules transform the syntactic category of their base, whereas inflection rules do not. in this situation he is biased since irregular plural noun inflection can change word classes. according to haspelmath (1996:46) both inflection and derivation exists in english even though drijkoningen (1994) argues that transpositional morphology of the irregular plural nouns mechanically belongs to derivation. however, it is inflectional if it determines the resulting word class. haspelmath claims that this view is convincing although he used old terminologies instead of grammatical paradigms. his derivational formations are described by listing them individually 160 in a dictionary although grammar and dictionary are universal. they are inflectional, regular, general, and productive notwithstanding they are derivational, irregular, defective, and unproductive. therefore, it is evident that the inflectional morphology of the irregular plural nouns exists. haspelmath contends that structures of words can be described using abstract paradigms only if new words can be formed according to the rule, namely: ‘regular’ if words do not have any additional idiosyncratic properties. besides, they are ‘general’ when all bases to which the rule could apply allow the formation of the word. conversely, if a rule is unproductive, irregular, and defective, an abstract paradigm is not appropriate for the description, and each form must be listed individually in the dictionary. an example given by haspelmath shows that in a germanic language, participles can be formed from any verb, they are maximally general, and their forms and meanings show almost no idiosyncrasies, and the meaning is regular and productive. the inflection and derivation are, therefore, not absolute but allow for gradience and fuzzy boundaries. productivity, regularity, and generality are constituent properties, not two-fold, all-or-nothing features. the “inflection and derivation are prototypical inflection than prototypical derivation” (haspelmath, 1996:47) and that inflection is a relevant morphology to syntax. he claims that the verb can be used as a modifier rather than argumentative. thus, word classes are inflectional because they can change from one class to another. case (2019:12) asserts that learners “generally have much more trouble understanding and using the countable nouns like ‘people’ and ‘some sheep’ as well as uncountable ones like sand and hair, and often from very early in their language learning. the most common problems faced by learners regarding the irregular plural nouns, according to him, including not knowing that a word is irregular and so just adding an ‘-s’ as usual as in ‘four *childs’ x, knowing that a word is irregular but not having memorised the right irregular form, not knowing if a form is singular or plural, for example, ‘*one media is…’ x, adding an ‘-s’ to irregular plurals to make a kind of double plural like ‘*the childrens…’ x, correcting themselves even when the regular plural is also okay or even more common than the irregular version and unnecessarily changing the sentence such as ‘*the curriculums…’ to ‘the curricula…’, matching an irregular plural without ‘-s’ with a singular verb due to thinking that an irregular plural is uncountable, for example, ‘*there is much sheep on the hills’ x, and only knowing the plural form particularly if it is more common as in ‘bacteria’ and ‘strata’. further, the trickiest noun is ‘data’ pluralising ‘datum’ as on the face value it sounds like singular and uncountable noun although it is not, and increasingly acceptable in british english than american english taking the plural noun ‘data’. the “teaching irregular plural noun morphological inflection to learners can be a rather complex because they do not understand the existence” (silver & martins, 2012:20) of various irregular plural noun endings. according to hoang (2021) different teachers might be using unfounded methodologies for teaching the english language. on this basis, it is a requirement for these teachers to develop innovative teaching strategies in this regard. vygotsky’s (1980) social constructivist learning theory addresses methods, concepts, and foundation principles in teaching and learning. it states that learning can be active within the social relationship paradigms as knowledge is socially constructed with or without the teachers’ guidance. he believes that that “individuals learn via social interactions with other individuals and that children learn best in an adult-child sociocultural environment” (vygotsky, 1978:8). also, he argues that learning becomes effective when the learners imitate their role models (geiser, 2021). nonetheless, this theory blends the teacher-guided and the student-centred priorities. also, isaacs (2018) maintains that ‘the montessori theory’ attests that learning occurs effectively with the use of games. according to forbes (2021), in teaching and learning 161 the educational games related to multicultural competency have consistently been utilised such as ‘the empathy game’ used by anderton and king (2016) to increase students’ empathic abilities and self-awareness. educational game learning leads to creativity and innovative orientations (james & nerantzi, 2019). through educational games, learners enjoy and get motivated in learning since they can connect theory and practice as well as offer support to learning activities. in this regard, blanton (2017) estimates that games entrench learning and educational theory without altering the game constructs. thus, learners can practise discipline-specific competence in teaching and learning. when the irregular plural noun morphological inflection becomes difficult for learners especially those who cannot follow any logical rules due to language delays, make a list of irregular plural nouns word pairs that are commonly used or pose serious challenges to learners. decide on how to be present them. these nouns can be written on flashcards or index cards together with pictures available online or in a clipart. initially, target at least 20 difficult words and then drill the morphological inflection of the irregular plural nouns, as in the consonant ‘f’ letter changing into ‘-ves’ than ‘-s’. a singular word can be mentioned and ask them to make sentences with the word pairs like ‘foot/feet’ that are repeated more than twice. correct them during conversations by starting with at least 10% of the work and gradually and gently proceeding to more percentages like 90-100%. then ‘speech and language therapy guide’ by ms carrie’s e-book can be used to train them further. correspondingly, the ‘plurality for ipad' game can be used for advanced learners. the simplest way is to allow them to play or give up as they wish and consequently lose all the cards from that round if they make a mistake before they stick the longest string of correct answers during the game for a win. learners win if they manage 12 cards in a row without making a mistake (case, 2019). for perfect practice, cards can be placed in a column to represent a ladder and get learners to start from its bottom again every time a mistake is made. the non-native learners of english language are expected to be competent in the inflection of irregular plural nouns. this requires the teachers’ innovative strategies for counteracting any development of errors caused by poor competence in this regard. 1.3 strategies for teaching irregular plural noun morphological inflection although there are different teaching strategies including ‘noughts and crosses’, ‘grammar tennis’, ‘back-wiring’, ‘odd one out’ and ‘word search’, “games can be used to tackle irregular” (rinvolucri, 1984) plural noun morphological inflection. as forbes (2021) claims educational games are useful in teaching and learning irregular plural noun morphological inflection, various games including the irregular plurals reversi memory game or othello like the japanese ‘go’ game (verner, 2021), the irregular plural noun board game, the irregular plurals simplest responses game, the irregular plurals storytelling game, and ‘irregular plural nouns in movement game’ (rinvolucri, 2002) can be used. however, in the current research the focus was on the following two games: https://apps.apple.com/za/app/plurality/id541578918 https://apps.apple.com/za/app/plurality/id541578918 162 1.3.1 irregular plurals reversi memory game according to verner (2021), “the game itself is simple, and it is easy to modify for use in class.” in this context, the game board was not even necessary since it just used simple playing cards to set up a game. following case’s (2019) suggested instructions, the researchers cut up one pack of cards per group of two to four learners, leaving the two halves of one card with the singular and plural still joined to each other. in the process, each square of the table was not cut out. cards were given out and learners were asked to fold them so that one side had the singular and the other the plural. they were placed anywhere on the table as learners pleased. the researcher made sure that each pair of players had a flat surface to play on. one player was on the number side of the card while another was on the pattern. the researcher started with four cards on the table in a two-by-two grid alternating pattern and number sides. players strategically placed cards so that more cards of their side showed at the end of the game. to turn cards to their side, a player placed one of the cards at the end of a row whose other end card matched their side. then all the cards were flipped in that row to show their side. this means that in a row of three cards, pattern-number-number, a player placed a pattern card at the opposite end and then turn all the cards to show the player’s side, pattern-pattern-pattern-pattern (case, 2019). when the original row was number-pattern-number, the player of the pattern side was unable to play a card on that row. the researcher decided whether players could be allowed to play diagonal rows in their game. it was possible to play a card so that players could turn cards in more than one row. at the end of the game, the player with the most cards showing on their side won it. the cards were labelled with the target structure by writing the words on the cards. some irregular plural nouns were printed on labels and then affixed to the playing cards. players were instructed to choose a card and indicate what they thought was on the other side. they said ‘one…’, for example, with the singular version, and ‘some…’ with the plural version to help them check. the players then turned the card over to check, leaving it the other way up. they continued doing this with other cards until they gave up or made a mistake. when a mistake was made before they gave up, they could not take any of the cards that they guessed correctly in that round and scored one point for each. all the correct cards stayed on the table for the next player to try the other way round as they were then upside down. the next player then did the same with cards that other players tried before, new ones that anyone had not tried yet, or probably a mix of both kinds. each time, they could quit after just one card or theoretically continued until the whole table was cleared at once or they lost all the cards from that round after making a mistake. after all the cards were taken, the game was stopped. the players wrote ‘one’ and ‘some’ on the right side of each card and tested one another orally using an ‘un-cut-up’ copy of the worksheets. when players had gained an understanding of the word pairs, they constructed sentences like ‘i saw one woman, but two women disappeared’. sentences were repeated from the most common pairs to the complex, for example, ‘one octopus swam in the water when three octopuses chased a prey’. the researcher influenced learners to create paragraphs or held conversations. in contrast, when constructing sentences wrongly, for example, ‘there were many sheeps’ (case, 2019) or ‘many woman work can iron dresses’, they were corrected gradually and gently. in these sentences, the words ‘sheeps’ and ‘woman’ are ungrammatical. likewise, learners were taught productive techniques such as ‘one datum, two data, three data’. however, the researcher dwelt on their existing knowledge to elicit the idea gained using the simple regular inflection and irregular plural presentation when mistakes are still made by learners. some cards to cut up in the advanced/senior phase included irregular plural nouns such as innings, analysis, bacterium, species, spacecraft, mouse, ox, and automaton. nevertheless, if irregular plurals reversi memory game was unproductive, the following game was utilised: 163 1.3.2 irregular plural nouns in movement game the researcher previously chose a dozen irregular plurals and got learners to push their chairs against the walls to form two parallel lines facing him and equidistant from the side walls of the room (rinvolucri, 1984). one column was the ‘singular team’ and the other the ‘plural. the researcher shouted, for example, ‘mouse’ and a member of the singular team rushed to the wall, while someone from the other team tried to stop the player from getting there. when they managed to touch their classmates, then they joined their team. the game continued with more singular or plural forms of irregular nouns and the researcher lingered on the initial sound of the words, to build up excitement. the team that got to the end with more students won the game. based on the preceding discussion, the researcher aimed to examine the irregular plural noun morphological inflection by the grade 8 learners at nadedzo secondary school as an attempt to answer the questions: 1) what types of teaching strategies can be used in the inflection of irregular plural nouns? (1) how the identified teaching strategies can be used in the inflection of irregular plural nouns? (3) what are the causes of poor competence in the inflection of irregular plural nouns? 2. research methodology the researchers utilised a hermeneutic interpretive phenomenological (hip) methodology. they envisaged understanding the meaning and the interpretation of the learners’ experiences in using a game approach (creswell, 2014) and the other techniques relevant for teaching and learning the irregular plural nouns regarding the morphological inflection. the research adopted a quantitative design due to valid research outcomes (abuhamda, bsharat & ismail, 2021) it provides based on mathematical calculations and statistics. the post-positivist arguments dealt with knowledge, cause-and-effect reasoning, reduction to individual variables, and theory tests using a questionnaire (basias & pollalis, 2018). predetermined data collection emphasising quantification in data collection and analysis was used. the reality of the establishment and the variables were counted with numbers (abuhamda et al, 2021). also, integrity, trustworthiness, and authenticity concerning the correctness of the results were used. the probability sampling technique was used to examine the teaching of 15 grade 8 participants who were randomly sampled as the research population at ndaedzo secondary school in limpopo province, south africa. therefore, the envisaged game strategies “steered the way of creating a socially constructed environment” (forbes, 2021:59) that enable learning using experiences and reflection. the collection of data was based on (1) the provision of a questionnaire, (2) participants’ choices from a set of pre-defined responses to the questionnaire, and (3) the natural setting of the questionnaire’s response “to provide backbone structure to researcher for planning of answering the research questions’ (pawar, 2021). a list of subsequent themes with multiple choice answers typed in sequence and printed to draw data from the participants (aryal, 2017). the closed-ended questions were used, and empirical data were classified using a coding technique. learners’ answers were grouped according to the frequency of occurrence. leithwood, harris, and hopkins’ (2020) findings were used to entrench data authorisation using their internal reliability. in addition, the seriousness of the participants towards the questionnaire necessitated the reliability and trustworthiness of their competence that did not completely represent the consistent reliability (mohajan, 2017). the statistical package for social sciences version 22 was used in the interpretations of data. the research was conducted within the rules and regulations of the university of venda ethical guidelines. the participants were informed about the purpose of 164 the research, their safety, anonymity and confidentiality, absence of remuneration as well as data storage before the research was conducted. 3. results and discussions as the research aimed at examining the english l2 strategies for teaching irregular plural noun morphological inflection, eventually data reduction was invaluable for sorting, selecting, classifying, and eliminating irrelevant data against the focus of the research. nevertheless, relevant data were interpreted and presented according to the research aim. the conclusion was based on the depiction of the research findings, verification of data, specification, and validation of the results. the next questionnaires dealt with the envisage innovative strategies. table 1: irregular plural nouns reversi memory game questions participants’ responses correct responses incorrect responses 1) two (spacecraft/ spacecrafts) disappeared into the sky 85.8% 14.2% 2) an (automata/automaton) is a self-propelled machine 88.7% 11.3% 3) (data/datum) are usually collected in research 91.9% 8.1% 4) uncle bought three (oxens/oxen) last week. 94.0% 6.0% 5) she made more (analyses/analysis) of covid-19 pandemic 79.6% 20.4% although the morphological inflection of irregular plural nouns is challenging to the english l2, it was evident that after using the irregular plural nouns reversi memory game strategy, learners performed extraordinarily. for example, 85.8% of the participants in question 1 were competent. they could select the answer ‘spacecraft’ which was in line with the objective of this research paper. the participants knew that the irregular noun 'spacecraft' requires plural zero-inflection. additionally, they knew that the addition of an ‘-s’ to ‘spacecraft’ is not consistent with the formation of irregular nouns. this discovery supports forbes’ (2021) suggestion that educational games are useful in teaching irregular plural nouns. however, the minority (14.2%) were incompetent as they selected the noun ‘spacecraft’ as their correct answer. they might have been confused by the rule regarding the regular noun inflection. this rule states that the ‘-s’ or ‘-es’ ending is added to the stem of regular nouns during pluralisation. this finding is in line with case’s (2019) claim that learners are troubled with the inflection of irregular nouns. question 2 shows that the majority (87.7%) of the participants mastered the morphological inflection of irregular plural nouns as they selected the answer ‘automaton’ although it was used vis-à-vis the topic of the research. they knew that the irregular noun ‘automata’ is plural while ‘automaton’ is singular. since the nature of the question ‘an (automata/automaton) is a selfpropelled machine’ is in a singular form requiring a singular answer ‘automaton’, the participants did not find any difficulty. similarly, this detection is congruent with forbes’ (2021) suggestion https://en.wikipedia.org/wiki/zero_(linguistics) 165 that educational games are useful in the teaching of irregular plural nouns. contrarily, the minority (11.1%) of the participants were incompetent as they selected the answer ‘automata’ hoping that it might be singular. they did not know that the irregular nouns can be pluralised by adding a suffix ‘-a’. this outcome is in line with conway’s (1998) claim that to correctly inflect the individual words of a sentence to reflect their number, person, mood, or case is a complex matter. it was evident from question 3 that after utilising this game, the majority (91.9%) were competent in the irregular plural noun morphological inflection. they knew that the irregular noun ‘data’ is in the plural form and selected it for an answer than ‘datum’ which was in the singular form. anyhow, they might have dissected the question further and realised that the presence of the main verb ‘are’ requires the plural noun for consistency purposes. the discovery is congruent with case’s (2019) claim that learners find it easy to pluralise the irregular nouns if the irregular plural noun reversi memory game is used. however, the minority (9.1%) of the participants were incompetent because they selected the singular noun ‘datum’ which was not in line with the form of a question. the participants were puzzled by the difference between the irregular nouns ‘data’ and ‘datum’. they might have judged the nouns according to their length and thought that since ‘datum’ is longer than ‘data’ it might be a correct answer. further, they lacked competence in the use of the plural verb ‘are’ because they would have selected the answer ‘data’. the outcome is in contrast with nordquist’s (2020) suggestion that games are useful in the teaching of irregular plural nouns. question 4 strongly supported the idea that the irregular plural noun reversi memory game is important to eliminate difficulties face the english l2 learners because a large number (94.0%) of the participants selected the answer ‘oxen’. they were never confused by the addition of an ‘-s’ ending to the ungrammatical word ‘oxens’ they knew that the suffix ‘-en’ can be added to the irregular nouns to make them plural. this discovery is in line with forbes (2021) who suggests that educational games are useful in teaching irregular plural nouns. nonetheless, only 6.0% of the participants were incompetent in the use of the irregular plural noun morphological inflection. they elected the answer ‘oxens’ which is nowhere in the english dictionary. they might have been confused by the rule on the formation of the regular plural nouns. this rule states that the suffix ‘-s’ can be used in the pluralisation of irregular nouns. correspondingly, they ignored the inflection of the suffix ‘-en’ to the stem of the singular nouns during their pluralisation. this result is congruent with case’s (2019) suggestion that sometimes the english l2 learners are challenged by the inflection of irregular nouns. even question 5 shows that the majority (79.6%) of the participants were competent in the inflection of the irregular nouns because they selected the irregular plural nouns ‘analyses’. they understood the difference between the noun ‘analyses’ and ‘analysis’. they knew that the irregular noun ‘analysis’ could be turned into plural form by changing the vowel ‘-i’ for ‘-e’. the use of the adjective 'more' in this question indicated that they were dealing with the plural noun forms. the finding supports forbes (2021) who suggests that games are useful in the learning of the irregular plural noun morphological inflection. conversely, 20.4% of the participants did not perform well in this question. they chose the answer ‘analysis’ regardless of the presence of the word ‘more’ which gave them a hint to the plurality of the analysis made. moreover, they could not show their competence in the changes occurring in vowels ‘-i’ and ‘-e’. this outcome is congruent with conway’s (1998) suggestion that english automatically generating correct english is fraught with difficulty. nevertheless, although it is worrisome that 20.4% of the participants did not perform better, in this questionnaire, most participants performed exceptionally using the irregular plural nouns reversi memory game strategy. thus, the indispensability of this game can likewise be noted in the following graph: 166 24 1 23 3 96% 4% 88% 12% 0 10 20 30 40 50 60 70 80 90 100 women womens sheep sheeps n u m b e r o f le a rn e rs learners responses he has two (womens/women) and four (sheep/sheeps). frequency percent figure 1: irregular plural nouns in movement game in this figure, the majority (24 amounting to 96% and 22 to 88%) participants were competent in the irregular plural noun morphological inflection because they could select the correct irregular plural nouns ‘women’ and ‘sheep’. the participants knew that irregular countable nouns can be formed using various ways. similarly, they knew the noun ‘woman’ does not require the addition of an ‘-s’ since vowel ‘-e’ can replace ‘-a’ during the pluralisation procedure to form ‘women’. for example, the noun ‘sheep’ does not need the suffix ‘-s’ because it is pluralised by using the zero-inflection process. this discovery is in line with nordquist’s (2020) suggestion that the ‘irregular plural nouns in movement game’ in the teaching of irregular plural nouns. conversely, only 1 participant amounting to 4% and 3 to 12% were incompetent. they selected the ungrammatical answers ‘womens’ and ‘sheeps’ as they might have been confused by the rule regarding the inflection of regular nouns. the finding is congruent with silver and martins’ (2012) suggestion that irregular plural nouns causes difficulties to learners. this rule states that 167 when the regular nouns are changed from singular to plural forms the ‘-s’ or ‘-es’ ending is morphed to the nouns. further, they disregarded the rule regarding the substitution of the ‘-a’ vowel in favour of ‘-e’ and the zero-modification (wall street english, 2022) of some irregular nouns. also, the ‘irregular plural nouns in movement game’ is an excellent strategy for teaching in this regard. 4. conclusion and recommendation from the study findings established using questionnaires for examining english l2 learners’ competence in the irregular plural noun morphological inflection, the fundamental conclusions are (1) the identifying the profound innovative strategies for teaching this inflection and for addressing the difficulties faced by learners, (2) understanding that the proficiency of teaching the inflection in this essence, (3) understating that the ‘irregular plural nouns reversi memory game’ and the ‘irregular plural nouns in movement game’ strategies are ground-breaking and relevant in the learning of english. in both questionnaires, the effectiveness of the two identified strategies enabled learners to perform outstandingly even though there were some poor competencies established by the researcher. nevertheless, that was quite natural to come across such encounters in any learning environment. the discoveries in this research paper are in line with the objective of the research, namely: to examine the innovative strategies for teaching irregular plural noun morphological inflection to non-native learners. therefore, the identification of the strategies useful in the teaching of the irregular plural noun, in this situation, guaranteed the proper communication in both the academic and the social epitomes. in conformity with the conclusions mentioned in the preceding paragraph of the current research, the next suggestions are (1) workshopping teachers regularly in the innovative teaching strategies such as the ‘irregular plural nouns reversi memory game’ and ‘irregular plural nouns in movement game’ useful for teaching the irregular plural noun morphological inflection, (2) exposing learners to practice this inflection, (3) inspiring researchers to conduct further studies on the formation of the irregular plural nouns (4) integrating the game strategies in the teaching of irregular plural nouns in the school syllabus and (5) encouraging the curriculum developers to incorporate these strategies in their curricular. references abuhamda, e., 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(2012). irregular plurals: an ingenious way of teaching grammar. eduser: revista de educacao, 4(2), 12-29. the albert team (2021). irregular nouns: definition, examples, & exercises. online available at https://www.albert.io/blog/irregular-nouns/[accessed on 29 january 2022]. tree valley academy. (2021). printable plural nouns worksheets for kids. online available at: http://www.treevalleyacademy.com[accessed on 11january 2022]. verner, s. (2021). 10 fun ways to use reversi to teach grammar. online available at: https://busyteacher.org[accessed on 15 january 2022]. vygotsky, l. s. (1980). mind in society: the development of higher psychological processes. harvard university press. vygotsky, l. s. (1978). interaction between learning and development. readings on the development of children, 23(3),34-41. wall street english (2022). irregular plural noun. online available at: https://www.wallstreetenglish.com/exercises/irregular-plural-nouns[accessed on 22 january 202] biography of author foto farisani thomas nephawe is an instructor of english communication skills (ecs) in the department of english, media studies and linguistics at the university of venda (univen), limpopo province, south africa. he is currently a coordinator of community engagement, linkages and partnerships at the same university. he earned his mphil in second language studies at the university of stellenbosch, south africa, and phd in english at univen. his scholarly interests include english language teaching, pragmatics, and communication skills. https://www.thoughtco.com/richard-nordquist-1688331 https://www.thoughtco.com/richard-nordquist-1688331 https://www.thoughtco.com/part-of-speech-english-grammar-1691590 https://www.researchgate.net/publication/352055750_6_type_of_research_and_type_research_design?enrichid=rgreq-023689ae69408dd3e44aa6f3af701dc9-xxx&enrichsource=y292zxjqywdlozm1mja1ntc1mdtbuzoxmdmwmtqzodk2mtkwotg0qde2mji2mty4nti2odk%3d&el=1_x_3&_esc=publicationcoverpdf https://www.albert.io/blog/irregular-nouns/%5baccessed http://www.treevalleyacademy.com[accessed/ https://busyteacher.org[accessed/ https://www.wallstreetenglish.com/exercises/irregular-plural-nouns%5baccessed sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 2, july 2023, pages: 182--191 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i02.p07 182 translating illocutionary verbs of quick chat in mobile legends bang bang 1 dina isnaeni putriaji universitas negeri surabaya, surabaya, indonesia, dina.19049@mhs.unesa.ac.id 2 widyastuti universitas negeri surabaya, surabaya, indonesia, widyas@unesa.ac.id article info abstract* received date: 3 february 2023 accepted date: 27 march 2023 published date: 31 july 2023 keywords:* illocutionary act, illocutionary verb, game translation the global enthusiasm for online games requires the game developer and publisher to provide various language translations. the players require to communicate and strategize well to win the match. the quick chat used by mlbb players to communicate and build strategy must be translated as appropriate to the context. this research investigated the translation techniques applied to the quick chat verb in mlbb. translation techniques are important for transmitting the message from st to tt. since quick chat primarily consists of verbs, this research focuses on the translation of illocutionary verbs of quick chat in mlbb. this research applied qualitative methods. directive and assertive are the two illocutionary verbs found in 30 randomly selected data. furthermore, five translation techniques applied in the illocutionary verbs are the literal, transposition, amplification, modulation, and reduction technique. additionally, this study also reveals that the transposition technique changes the type of illocutionary acts from directive to assertive. therefore, the selection of translation techniques should be appropriate to preserve the message and purpose of the quick chat. 1. introduction existing research on game translation focuses on game localization around ludological and narratological perspectives (purnama et al., 2016). localization in games generally translates terms from one culture to another or translates cultural materials. for example, cai's (2022) research discusses translation strategies for culture-loaded words. other research discusses game asset translation which includes audio, visual, and text in the game (purnama et al., 2016). another scholar also states that a game tends to involve more text and is highly narrative-driven, it has more translation implications (mangiron, 2004, as cited in mangiron & o’hagan, 2006). in addition to mediating the interaction between the player and the game interface or human-computer interaction (newman, 2004), translation also mediates the interaction among players. advances in gaming technology are able to emphasize the social aspect of gaming, which is enhanced by gaming engines that allow communication across borders and time zones through online play options (bernal-merino, 2013). therefore, this research focuses on players' communication in the study of pragmatics. one type of game that has interaction between players is a multiplayer game. mobile legend bang bang (mlbb) is a type of multiplayer online battle arena (moba) game where two teams beat each other by destroying the enemy base (hermawan et al., 2020) and are assisted by minions or small soldiers (mawalia, 2020). mlbb, developed by moonton technology co. ltd., has several modes of play, including classic, rank, survival, brawl, vs a.i., custom, and arcade. classic, the basic or primary game mode, is played in groups. two groups of 5 players will fight to defend the home base and destroy the enemy's base. there must be excellent teamwork to win the game as it is played in groups. therefore, mlbb provides several features for players to communicate, such as voice chat, chat, and quick chat. the voice chat feature is like a telephone that allows players to communicate verbally. voice chat requires a high internet connection, leading players to prefer to communicate via text, either chat or quick chat (ryan, 2018). chat is a communication feature that players use manually. the manual 183 means that players must type the text they want to convey. since this feature is cumbersome and inefficient, players often use quick chat. the quick chat feature is an automatic text communication feature. automatic means that players do not need to type the text they want to convey to other players but select the available text. therefore, this study focuses on the quick chat feature as the players’ most favorite communication feature. quick chat contains several texts classified into three categories based on their functions: communicate, defend, and attack. moonton has categorized this division based on the function of each quick chat. players communicate through quick chat to provide or encourage performance of an action. this quick chat function is in line with yule (1996), who stated that speakers produce utterances with a purpose. speakers say something intentionally with the expectation that the purpose is accomplished. utterances that contain this purpose are called illocutionary acts. in accordance with searle & vanderveken (1989) that the speaker intends to produce a certain effect by getting the hearer to recognize the speaker’s intention to produce that effect when performing an illocutionary act in the literal utterance of a sentence. the characteristic of quick chat is that it has a concise structure, such as a verb followed by a noun. some quick chats even only contain a verb. this quick chat gives the players an easy way to motivate each other on what to do or what to act while playing the game. since the most essential part of quick chat is the verb, this research focuses on the translation of the illocutionary verb of quick chat from english to indonesian. there are five types of illocutionary acts including assertive, commissive, directive, declarative, and expressive (searle & vanderveken, 1989). these five illocutionary acts hold different kinds of illocutionary verbs as follows. the first illocutionary, assertive, is generally utilized to provide information and state the speaker's circumstances. in this illocutionary, the listener only needs to know the speaker's condition. searle mentions that assert, affirm, state, claim, disclaim, deny, argue, rebut, assure, inform, remind, notify, object, report, predict, retrodict, suggest, insist, conjecture, hypothesize, guess, swear, testify, admit, confess, accuse, blame, complain, criticize, praise, boast, and lament are included in the assertive category. the second illocutionary is commissive, in which the speaker's point of utterance is decided to commit to the speaker's future actions. illocutionary verbs categorized as commissive are commit, threaten, promise, vow, pledge, swear, consent, accept, refuse, offer, bid, assure, guarantee, warrant, covenant, contract, and bet. the next is directive illocutionary which usually attempts to get the hearer to do something and is made in a mode that allows the hearer the option of refusal or in a mode where refusal is precluded. searle mentions 24 verbs included in directive illocutionary verbs, namely direct, ask, request, urge, tell, demand, require, order, command, forbid, prohibit, enjoin, permit, insist, suggest, advise, recommend, warn, beg, entreat, supplicate, beseech, implore, and pray. declarative illocutionary manifests when the speaker's utterance changes the object or person. declare, resign, adjourn, nominate, approve, confirm, disapprove, endorse, disclaim, renounce, denounce, repudiate, bless, curse, excommunicate, consecrate, christen, abbreviate, name, and call are part of this illocutionary. the last is expressive illocutionary. this illocutionary delivers the speaker's feelings and/or circumstances to the hearer. this illocutionary consists of apologies, thank, condole, congratulate, complain, lament, protest, deplore, boast, compliment, praise, welcome, and greet. translating illocutionary acts is an important aspect to study because it is an essential part of quick chat. the interaction among players with different language backgrounds is the basis for providing several language options in quick chat. thus, this game is enjoyable for players from different countries. as supported by mangiron (2007), one of the causes leading to game success is internationalization and globalization through the translation process. kumala (2020) writes that translation is the process of transferring one language as the source language (sl) into another as the target language (tl) involving the same meaning. similar to newmark's (2001) definitions, translation is the attempt to replace a written message from one language with another with the same message. larson (1998) provides more details that translation is the study of the lexicon, grammatical structure, communication situation, and cultural context of the sl communicated through the natural forms of the tl. despite the translation perspective, a source text (st) and target text (tt) should have the same value, called equivalence. house (2009: 29) defines equivalence as a message that fulfills a similar 184 function. instead, a particular st will have many different translation texts that can be called 'equivalent to the st in different ways, depending on how the message is conveyed. the equivalence of tt in quick chat needs to be analyzed to ensure that the messages contained in it are in accordance with st. therefore, players can utilize it depending on the game's situation. inappropriate translation could affect the player's performance in forming the group strategy. through translation techniques, the translation process is studied to provide the best way to translate a text or utterance. the category of translation techniques is needed to describe the actual steps taken by the translator in each textual unit and obtain precise data about the general methodological option chosen. molina & albir (2002) proposed 18 translation techniques classification. newmark? the following is a detailed explanation of molina and albir's theory. the adaptation technique replaces the st cultural element with the one from the target culture. the amplification technique introduces detail unformulated in the st. borrowing technique taking an expression straight from another language. there are two types of borrowing which are pure and naturalized borrowing. pure borrowing doesn’t change any element in the expression borrowed, while naturalize borrowing changes the morphological and phonological form according to the tt principle. calque technique translated word for word literally. it borrows the form of two or more morphemes. the compensation technique introduces an st element of information or stylistic effect in another place in the tt because it cannot be reflected in the same place as in the st. the description technique replaces an expression with a description of its form and/or function. the discursive creation technique establishes a temporary equivalence that is totally unpredictable out of context. the established equivalent technique uses a recognizable expression as an equivalent in the tt. the generalization technique uses the more neutral term in the tt. literal technique translates word-for-word expression. modulation technique changes the point of view lexically or structurally. the particularization technique uses a more precise or concrete term. the reduction technique suppresses the st information without changing the meaning. the substitution technique changes linguistic elements for paralinguistic elements. the transposition technique changes the grammatical category of the terminology. there are some previous studies related to game translation. the first study by ratulangi (2018) discusses game translation techniques at the phrase level of heroes' background in mlbb. ratulangi concluded that there are 10 translation techniques applied to heroes’ backgrounds including reduction, transposition, compensation, modulation, amplification, borrowing-naturalization, particularization, established equivalent, generalization, and calque. these translation techniques have several aims such for eliminating information that has been explained in the previous sentence, avoiding word wastage, naturalizing the tt, changing the grammatical form of plural or singular in the tt, simplifying the text, and maintaining the logicality of the text (ratulangi, 2018). however, this research only focuses on the translation technique of the heroes' background and does not reveal the correlation between the use of translation techniques and the players' gameplay. therefore, this current study discusses translation techniques in one of the mlbb features, quick chat, which directly contributes to the players' gameplay. the second previous study comes from putri's research on game features (2021) employed the translation strategies of character classes, skills, and gears in the role-playing game darkness rises. apart from the context of text translation, putri also analyzed the strategy of writing the text using the spatialization strategy. she found that game translation requires appropriate textual and non-textual translation strategies. textually, the proper translation strategy allows the players to understand the gameplay despite being confined by space limitations. on the non-textual side, the right visual strategy can convey information to the player easily without the problem of space limitations. in the mlbb quick chat feature, the text display of st and tt does not differ significantly. st and tt quick chat applied the same font, color, and visual. therefore, the present study focuses on the textual strategy of translating illocutionary verbs of the quick chat. to accomplish this purpose, the following are two research question utilized to conduct this study: 1) what illocutionary acts in the quick chat are used by the player to communicate and build a strategy with each member of the team?; 2) what are the translation techniques of illocutionary verbs in the quick chat used by the player to communicate and build a strategy with each member of the team? 185 2. research methods this research focuses on the translation technique of illocutionary verbs in quick chat. therefore, this research applies the descriptive qualitative method. according to fraenkel & wallen (2009), qualitative research is research with the occurrence of natural attitudes or behavior. qualitative research has a natural setting, the data commonly in a form of words or pictures rather than a number, and more concerned with the process than the outcomes of the product. furthermore, bogdan and taylor (1984) explained that the qualitative approach uses descriptive data in the same manner as verbal or nonverbal utterances or words from the object of the study. the object of this study is the quick chat in the mlbb, specifically the illocutionary verbs found on these quick chats. the source language is english while the target language is indonesian. the data was collected from the basic or default quick chat list in the preparation menu of the game. the collected data was then randomly selected in the amount of 30 data with details of 10 quick chats in the communication category, 10 quick chats in the defend category, and 10 quick chats in the attack category. these 30 data were analyzed to determine the illocutionary acts used by looking at the illocutionary verbs in each quick chat category. then the illocutionary verbs translation technique was analyzed. thus, the translation techniques of illocutionary verbs in the quick chat are revealed based on molina & albir's translation technique. 3. discussions this section will display the analysis proses on the quick chat category according to their respective functions. the first sub-chapter discusses the illocutionary acts, illocutionary verb shifts, and translation techniques of the quick chat communication category. the second sub-chapter discusses the illocutionary acts, illocutionary verb shifts, and translation techniques of the quick chat defense category. the third sub-chapter discusses the illocutionary acts, illocutionary verb shifts, and translation techniques of the quick chat attack category. 3.1 quick chat communication category the quick chat communication category contains a variety of basic communication-oriented cues to greet, apologize, or compliment teammates. this category is the most basic cue but should be included in the quick chat option. it is necessary to praise the teammates when they do something good or apologize when doing something wrong. however, in this category, many cues lead to providing information or suggestions to teammates. many directives and assertive illocutionary acts are found in this quick chat category. from 10 data taken in the quick chat communication category, 9 quick chats be classified as directive illocutionary verbs, and the other one is assertive. 3.1.1 directive illocutionary acts of communication category the two types of directive illocutionary verbs identified are request and suggest. request allows for the possibility of refusal. a request can be granted or refused by the hearer. suggest is weak directives, compared to stronger directive insist. suggest has a special mode of achievement of its illocutionary point, which is persistence. table 1 directive illocutionary verb shifting and translation technique no source text target text illocutionary verb shifting translation technique 1 let me farm alone saya ingin farm sendiri. assertive (inform) modulation 2 let me farm first aku akan farming terlebih dahulu assertive (inform) modulation 3 come take the purple buff kemari ambil buff ungu directive (suggest) literal this quick chat can be used when players are farming (looking for gold by killing monsters or opponent minions) but are disturbed by other teammates. players farm to get gold so they can buy the equipment needed. however, when two or more players farm together, they will share the gold earned. 186 therefore, the availability of quick chat 1 allows players to convey their intentions to have other teammates farm separately. in this situation, the teammates have two choices: to follow the player’s request or to refuse it. this condition corresponds to the illocutionary verb request, which allows for the responsibility of refusal. the illocutionary verb in quick chat 1 is 'let,' which is then translated to 'ingin' or means want. this illocutionary verb changes from directive to assertive because it changes the value of 'let,' which is a request, to 'want,' which only informs. instead of using 'biarkan,' the role of the verb 'let' changed from requesting to giving information by translates it into 'ingin' or want. quick chat 2 has the illocutionary verb let,' which indicates that condition as quick chat 1. the speaker asks the teammates to provide a chance to ‘farm first.’ this quick chat is usually used when players want to farm before finally attacking the opponent. farming is a way to prepare for battle and perform the best gameplay. as teammates may give a chance or ignore the speaker's request, this verb belongs to the directive request category. instead of using 'biarkan,' the role of the verb 'let' changed from requesting to giving information by translates it into ‘akan’ or will. this change causes the illocutionary verbs to shift from request to inform. the illocutionary verb shift in quick chat 1 and 2 affect the point of view of the verb—this change in point of view results in a modulation translation technique. therefore, the change of point of view due to the change of illocutionary verbs is the product of the translation technique, modulation. quick chat 3 has the illocutionary verb ‘come’ and ‘take,' which indicates that the player suggests teammates take the ‘purple buff.’ this situation may indicate that the speaker does not need the ‘purple buff’ and leaves it to other teammates. other teammates may take the ‘purple buff’ or do not need it, just like the speaker. this condition is compatible with the requirement for constructing an illocutionary verb 'suggest' where there is persistence. the speaker still gives the suggestion even though others are against or ignore the suggestion. example 2 uses a literal translation technique. this technique translates the source language into the target language word-by-word (interlinear) according to the grammatical equivalent of the target language (linear). this technique doesn’t change the illocutionary verb with equivalent word choices. 3.1.2 assertive illocutionary acts of communication category one assertive illocutionary from the communication category is inform. inform is to assert to a hearer with the additional preparatory condition that the hearer does not know what he is being informed. the quick chat 4 is ' i'll go push with the minions, ' which translates into 'aku akan menghancurkan turret bersama minion.' this quick chat has the illocutionary verb 'go push,' which indicates the speaker's desire to destroy the turret. the speaker did not ask for help or command other teammates to do this with him. however, the speaker wanted to let his teammates know what he would do. therefore, this illocutionary verb belongs to assertive inform. example 4 uses the amplification technique where the additional information is written in the tt. the word 'push' in st was translated by adding a description of 'destroying turret' to split the object. the amplification technique in example 4 still maintains the assertive inform function of the tt. 3.2 quick chat defend category the quick chat defend category consists of various defend-oriented cues of taking action to protect something such as ‘defend the high ground’, ‘need assistance’, and many others. the defend category is used when a player has to take action to protect his base or teammates. therefore, this category requires more players to perform an action. thus, many directive illocutionary verbs are found in this category. even all 10 data taken in the quick chat of the defend category contain illocutionary directive verbs. 3.2.1 directive illocutionary acts of defend category the three types of directive illocutionary verbs identified are warn, order, and request. warn is to notify or make (someone) aware of a state of affairs that the speaker presupposes is not in the hearer’s interest. order is similar to command. they have a greater degree of strength than telling. this greater degree of strength derives from the fact that when one issues a command or an order one invokes a position of power or authority over the hearer. order does not require an institutional structure of authority, but command does. table 2 187 directive illocutionary verb shifting and translation technique no source text target text illocutionary verb shifting translation technique 5 beware of ambush hati-hati penyergapan directive (warn) literal 6 protect our damage dealer. lindungi damage dealer. directive (order) literal 7 need assistance! butuh bantuan! directive (suggest) literal quick chat 5 has the illocutionary 'beware,' which shows the speaker's intention to alert teammates about something dangerous, which is 'ambush.' this quick chat can be used when players notify that there are enemies who are gathering and hiding to get ready to attack teammates. this quick chat is uttered as a warning to other teammates. this condition corresponds to the illocutionary verb 'warn,' which indicates that the teammates does not expect an 'ambush.' therefore, 'beware' belongs to the illocutionary verb 'warn.' to build good teamwork, a teammate who knows the danger should warn the other. quick chat 6 has the illocutionary 'protect,' which indicates the speaker's intention to request, suggest, or order. this quick chat is likely to be uttered when the situation is chaotic or in a big battle, requiring teammates to work according to their respective roles. when the 'damage dealer' is deemed essential and under some pressure, then other teammates should give support. this quick chat conveys the player's message to teammates about what to do in that situation. therefore, this illocutionary belongs to 'order' which requires the hearer to do what the speaker says. quick chat 7 has the illocutionary 'need,' which shows a request for help or ‘assistance’ from teammates. situations that bring up this quick chat are usually players who are in a precarious situation, such as facing a stronger enemy or facing an enemy that attacks together/ambushes. this situation indicates that the player is in need of help from other teammates. however, since there is no guarantee that the teammates will be able to help, this illocutionary verb is covered under the 'request' verb, which allows for refusal. the three examples above maintain the illocutionary verb in the role of the directive. the translation technique applied is the literal translation technique, where the translation is done word by word without changing the st's point of view or grammatical structure. this technique does not affect the role of the illocutionary verb, resulting in the same directive purpose. 3.3 quick chat attack category the quick chat attack category consists of various offense-oriented cues of taking action to hurt or damage something. from the 10 data taken in the quick chat category attack, 9 quick chats are listed as directive illocutionary verbs, and another one is an assertive illocutionary verb. 3.3.1 directive illocutionary acts of attack category the three types of directive illocutionary verbs identified are order, suggest and request. as explained earlier, directive order, suggest, and request have a role in conveying messages with different purposes. table 3 directive illocutionary verb shifting and translation technique no source text target text illocutionary verb shifting translation technique 8 kill the charge hero eliminasi hero yang menyerang directive (order) modulation 9 push first. hancurkan turret terlebih dahulu. directive (suggest) amplification 10 wait for me tunggu saya directive (request) literal 188 quick chat 8 has the illocutionary verb 'kill,' which has the power to order teammates to do the action. this power arises because of the conditions that cause the usage of this quick chat. just as quick chat 6 is utilized during critical conditions, so is quick chat 8. this condition causes the power to arise in the illocutionary verb 'order,' where teammates inevitably have to perform the act of killing. st and tt, in this example, maintain a sense of order. despite the fact that this example utilizes the same modulation technique as examples 1 and 3, it does not change the role of the illocutionary verb. this persistence occurs because the modulation technique in this example only changes the verb in terms of cognitive category. the word 'elimination' to replace 'kill' is a euphemism that avoids using harsh words to enhance the impression of the sentence. quick chat 9 has the illocutionary 'push,' which indicates a situation where the player advises what steps to take. this quick chat is usually triggered when the team's condition is quite good and nothing urgent. it is just that players utter an advice to 'push' or destroy enemy turrets. since this is not a mandatory action for teammates, this verb is categorized as suggest. this condition is compatible with the requirement for constructing an illocutionary verb 'suggest' where there is persistence. therefore, the player continues to do the thing even though others are against or ignore it. there is no alteration in the illocutionary verb, indicated by the same power to give advice. this example employs the amplification technique to introduce details not formulated in the st. quick chat 10 has the illocutionary 'wait,' which indicates that the speaker can be categorized as asking teammates to go together. this condition is not too critical and does not require a response from teammates. therefore, this illocutionary verb belongs to the request category. the illocutionary verb that has been translated into 'wait' does not result in the shift of the directive illocutionary verb function. this example uses a literal translation technique that does not change the illocutionary function of the verb. 3.3.2 assertive illocutionary acts of attack category the last quick chat is number 11 which is classified as assertive illocutionary because it has a purpose only to inform. the quick chat is ‘i’ll take the buff’ which is then translated became ‘saya ambil buff.’ the illocutionary verb from st is ‘will take’ transferred into ‘ambil’ only. the illocutionary verb in tt doesn’t shift the sense of inform. however, the ‘will’ verb, which indicates the time sequence, is omitted in the tt. therefore, it can be concluded that his illocutionary verb translation applied the reduction technique. 4. novelties this research discussed the translation study of the illocutionary verb under the pragmatics study of illocutionary acts. illocutionary verbs are found in quick chat used by mlbb players to communicate. this study is conducted to improve the translation quality by analyzing the change of illocutionary verbs of utterances. good translation quality can increase user satisfaction and enhance the popularity of the game. in addition, game translation studies can also support the development of the translation science of popular culture. the development of a culture that demands the development of learning is one of the encouragements in game translation study. 5. conclusion to sum up the analysis, there are two types of illocutionary acts and five different translation techniques applied to the illocutionary verbs in the quick chat of mlbb. the illocutionary acts found in the quick chat of mlbb are directive and assertive. the type of directive illocutionary includes request, suggest, warn, and order. the type of assertive illocutionary is inform. the quick chat communication category consists of directive inform, directive suggest, and assertive inform of illocutionary. the quick chat defend category consist of directive request, warn, and order. the quick chat attack category consists of directive request, suggest, order, and assertive inform. the translation technique found in each illocutionary verb is transposition, literal, modulation, amplification, and reduction. the translation technique applied in the illocutionary verbs does not affect the function of the illocutionary, except for the modulation technique. this translation technique shifts the illocutionary verb directive request into assertive inform. the illocutionary verb shifting maintains the st message in the tt but removes the element of asking and the possibility of teammates responding to the speaker. for future research, it is recommended to analyze the other part of quick chat including cultural 189 material. this acknowledgment is important in order to improve the quality of translation in quick chat. 190 references bernal-merino, m. a. 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(2020). translation strategies: translating local short stories from indonesian into english. retain, 8(2), 99–110. https://ejournal.unesa.ac.id/index.php/retain/article/view/33277 larson, m. l. (1998). meaning-based translation. in b. brown (ed.), paper knowledge . toward a media history of documents (2nd ed.). university press of america. mangiron, c. (2007). video games localisation: posing new challenges to the translator. perspectives: studies in translatology, 14(4), 306–323. https://doi.org/10.1080/09076760708669046 mangiron, c., & o’hagan, m. (2006). game localisation: unleashing imagination with ‘restricted’ translation. journal of specialised translation, 6, 10–21. mawalia, k. al. (2020). the impact of the mobile legend game in creating virtual reality. indonesian journal of social sciences, 12(2), 49–61. https://doi.org/10.20473/ijss.v12i2.22908 molina, l., & albir, a. h. (2002). translation techniques revisited: a dynamic and functionalist approach. meta, 47(4), 498–512. https://doi.org/10.7202/008033ar newman, j. (2004). videogames (p. cobley (ed.); 1st ed.). routledge. purnama, l. s., purnomo, l. a., & nugrahani, d. (2016). let the game begin: ergodic as an approach for video game. register journal, 9(2), 107–123. https://doi.org/https://doi.org/10.18326/rgt.v9i2.107-123 putri, n. o. p. (2021). meaning transfer and space concern negotiation from character classes, skills, and gears in nexon’s darkness rises. english language and literature as media of communication during pandemic, 5(2), 372–380. ratulangi, k. d. (2018). an analysis phrase level translation techniques applied on heroes background in mobile legend: bang-bang game. lire journal (journal of linguistics and literature), 2(2), 76–82. https://doi.org/10.33019/lire.v2i2.31 ryan, i. (2018). word formation processes in mobile legends: bang bang. (unpublished undergraduate final project), diponegoro university, indonesia. searle, j. r., & vanderveken, d. (1989). foundations of illocutionary logic. in international studies in philosophy (pp. 179-211). cambridge: cambridge university press. https://doi.org/10.5840/intstudphil198921355 taylor, s., bogdan, r., & devault, m. (2015). introduction to qualitative research methods (4th ed.). wiley. retrieved from https://www.perlego.com/book/994310/introduction-to-qualitative-researchmethods-a-guidebook-and-resource-pdf (original work published 2015) yule, g. (1996). pragmatics. in h. g. widdowson (ed.), the social science encyclopedia (pp. 47–56). oxford: oxford university press. https://doi.org/10.4324/9781315884318-16 191 biography of authors dina isnaeni putriaji is a student in the english literature study program at universitas negeri surabaya, faculty of languages and arts, surabaya, indonesia, ph. +6285784863550 email: dinaisnaenip@gmail.com dr. widyastuti, s.s., m.pd. was born in jember on june 26 th , 1972. she is a lecturer in the english department of the faculty of language and arts, universitas negeri surabaya. she graduated with her bachelor’s degree in the faculty of letters at universitas negeri jember in 1995. she finished her master’s degree in the postgraduate program, magister program, linguistics studies, unesa in 2006. her doctorate was completed in translation studies in the universitas sebelas maret, surakarta postgraduate program in 2000. onomastics in translation and interpersonal meanings has been her research project since 2006. she is currently the chief editor of language horizon journal in unesa. email: widyas@unesa.ac.id scopus id: 55899436800 / https://orcid.org/0000-0001-5380-6225 mailto:dinaisnaenip@gmail.com mailto:widyas@unesa.ac.id https://orcid.org/0000-0001-5380-6225 sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 1 january 2023, pages: 01--07 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i01.p01 1 the chinese pinyin system scheme－an effective tool for international chinese language teaching 1 liu dan dan international cooperation & exchange center, nanchang normal university, china, email:yf4248203@163.com 2 lu xing school of international studies, henan normal university, china, email: 124360898@qq.com 3 elvira septevany department of tourism, politeknik negeri bali, indonesia, email: elvira_s@pnb.ac.id article info abstract* received date: 1 nopember 2022 accepted date: 21 nopember 2022 published date: 31 january 2023 keywords:* the chinese pinyin system scheme, international chinese teaching, uses, pinyin teaching as a tool for legal spelling and phonetic transcription of chinese, the chinese pinyin system scheme is an indispensable tool for international chinese teaching. international chinese teachers should systematically understand it in theory, pay attention to some details in the teaching of chinese phonetic alphabet, improve the teaching effect of chinese phonetic alphabet, and avoid detours. 1. introduction at present, more and more foreigners are beginning to learn chinese as a second foreign language. according to relevant statistics, "by the end of 2021, more than 180 countries and regions have carried out chinese education, and 76 countries have incorporated chinese into their national education systems. more than 25 million foreigners are learning chinese, and nearly 200 million people have learned and used chinese in total."(ministry of education,2022) the first thing that chinese learners come into contact with is pinyin. as the legal spelling and phonetic notation tool of chinese, the chinese pinyin system scheme is the "cornerstone of international chinese teaching" (zhao,2013) and the standard and authority that should be followed when learning pinyin. "the application of the chinese pinyin system scheme in the teaching of chinese as a foreign language has become an irresistible world trend."( lü,1983) article 18 of the law of the people's republic of china on the national common language stipulates that "the chinese pinyin system scheme is used as a tool for spelling and 2 phonetic transcription of the national common language and characters. the chinese pinyin system scheme is a unified standard for the spelling of chinese names, place names and the roman alphabet of chinese documents, and is used in areas where chinese characters are inconvenient or cannot be used."(law of the people's republic of china on standard chinese language,2022)the chinese pinyin system scheme adopts the internationally popular latin alphabet, so it is easy for foreign learners to master and facilitate international cultural exchanges. it is an effective tool for teaching and learning chinese putonghua. 2. research method this study mainly uses interviews method. the main interview objects are indonesian local chinese teachers. they are from universitas hasanuddin, universitas negeri makassar, politeknik negeri bali, and universitas udayana. the chinese pinyin issues that need to be noticed by chinese learners are based on the 8-year international chinese teaching practice observation of researchers. 3. discussion 3.1 the uses of the chinese pinyin system scheme in international chinese teaching as an effective tool, the chinese pinyin system scheme has many uses in international chinese teaching: 3.1.1 a “ magic weapon” for international chinese teachers. the chinese pinyin system scheme is a programmatic document in the teaching of chinese phonetic alphabet. international chinese teachers should be familiar with its content, know its nature, and know its reason. they should accurately and systematically master the chinese phonetic system, practice basic skills, and pronounce accurate sounds. only in this way can they correct pronunciation and correct pronunciation in chinese teaching. 3.1.2 a “crutch” for foreign students to learn chinese. the chinese pinyin system scheme is written in the international common latin alphabet, which makes foreign students not feel strange when they see them at first sight. to some extent, it eliminates their fear of "the most difficult language in the world" and makes them quickly enter the learning state. it can be said that pinyin learning is a crutch for foreign students to learn chinese. making good use of this crutch in the early stage is conducive to the learning of chinese characters and grammar later. 3.1.3 an effective pinyin typing tool. after learning the chinese pinyin system scheme, foreign students can use the "pinyin input method" or "sougou pinyin input method" to complete the learning and working tasks such as typing, sending wechat messages, and sending emails, so as to achieve the goal of real communication with chinese people. students only need to download the "sougou pinyin input method" app on the computer to achieve pinyin input. for example, five stroke input and stroke input, pinyin input makes the learning journey of foreign chinese learners more convenient. 3 3.1.4 an important speech recognition tool. students who have learned pinyin well generally have good pronunciation. when they issue a string of notes, modern speech recognition systems can correctly recognize their chinese pronunciation, which enhances their confidence and reduces the trouble of typing. 3.1.5 mastering chinese pinyin by using the phonetic order to search the dictionary. at present, the common ways to look up dictionaries are radical retrieval and pinyin retrieval. the former is to search for chinese characters according to the number of the first stroke, while the latter is to search for chinese characters through the sequence of sounds. having mastered the chinese pinyin, foreign students can use the phonetic order to search chinese characters smoothly and quickly. in a word, the chinese pinyin system scheme has many uses in international chinese teaching. however, in the practice of international chinese teaching, "the chinese pinyin system scheme has not attracted enough attention in the minds of teachers. many teachers only know what the chinese pinyin system scheme is, but do not know why it is. during the teaching process, they cannot give correct explanations to the chinese pinyin system scheme. there is no way to correct the students' pronunciation, explain it inaccurately, and lack of oral and ear skills. therefore, in chinese teaching and learning, there is still considerable space to discover of the chinese pinyin system scheme".(zhao,2013) 3.2 some details needing attention in phonetic teaching in the practice of teaching chinese as a foreign language, many chinese teachers have encountered problems in using the chinese pinyin system scheme. some scholars believe that this is the "defect" (ding,2007)or "problem" (li,2017)(ye,1997)of the chinese pinyin system scheme. in fact, most of these problems are caused by the lack of comprehensive understanding of the chinese phonetic system by international chinese teachers. many teachers do not understand the subtle differences between the spelling form and the actual pronunciation, resulting in problems of one kind or another. these detailed problems include several -i problems in letter spelling, -u and -ü problems, ong and iong problems, in and ing problems, abbreviation problem ofiou, uen, uei) , -o and -uo problems. this paper attempts to analyze these problems and put forward suggestions, hoping to help the international chinese pinyin teaching. 3.2.1 pay attention to the three i as a teacher of chinese as a foreign language, when teaching pinyin, we must pay attention to the three “-i” in pinyin. although they are all written as -i, their pronunciation is not all pronounced as [i]. for example: position of -i real pronunciation examples behind the initial j-,q-,and xbe read as [i] ji[ tɕi] qi[tɕ’i ] xi[ ɕi] behind the initial z-,c-,and sbe read as[ɿ] zi[tsɿ] ci[ts’ɿ] si[sɿ] behind the initial zh-,ch-,and sh be read asʅ] zhi[tʂʅ] chi[tʂ’ʅ] shi[ʂʅ] from the above table, we can easily see that the pronunciation of i is different after different initials. therefore, when teaching chinese pinyin, we must emphasize it repeatedly, and don't be confused by the writing form of pinyin. 4 here are some examples of common words. words that can be read as [i] such as:鸡蛋( jī dàn)，生气( shēnɡ qì)，西瓜( xī ɡua) words that can be read as read [ɿ] such as:汉字( hàn zì)，一次( yí cì)，死亡( sǐ wánɡ) words that can be read as read[ʅ]such as:知道( zhī dào)，吃饭( chī fàn)，老师( lǎo shī) during teaching and learning, teachers and students must pay attention to distinguish the i in the following words, and must not mispronounce it. 司机( sī jī)，十四( shí sì)，四十( sì shí)，祭祀( jì sì)，其实( qí shí)，喜事( xǐ shì)， 刺激( cì jī)，四肢( sì zhī)，启齿( qǐ chǐ)，知悉( zhī xī) and so on. in the early stage of pinyin teaching, omitting the -i behind z, c, s and zh, ch, sh can avoid students mixing with ji, qi, xi, which is easier to accept. 3.2.2 pay attention to -u and -ü -u and -ü are both round lip high vowels, one of which is the front high vowel, the other is the rear high vowel. they have different scope of application and cannot be misused. -u and -ü can be combined with n and l to form nu, lu, nü, lü, but j, q, x can only be combined with -ü, not with u. n l j q x u nu lu ü nü lü jü qü xü be written as “ju” be written as “qu” be written as “xu” it is easy to be confused here, it is easy to be confused. when ü is spelled with j, q and x, it is written as ju, qu, and xu, in other words, the two points above u are omitted. this is where foreigners are prone to make mistakes when learning chinese pinyin. international chinese teachers must pay attention in teaching. here are some examples of common words. the words that can be read as -u: 努力( nǔ lì)，陆地( lù dì) and so on. the words that can be read as -ü: 女孩( nǚ hái)，绿色( lǜ sè)，举行( jǔ xínɡ)，来去( lái qù)，需要( xū yào) and so on. the consonants and vowels in chinese have a strong regularity.mastering the rules of consonants and vowels can prevent learners from making mistakes in pinyin and spelling. for example, j, q, x can be spelled with the vowels of qichihu (finals begin with i) and cuokouhu (finals begin with -ü ), but cannot be spelled with the vowels of kaikou (finals do not begin with -i, -u -ü) and hekouhu (finals begin with -u ).(zhao,2013) there is no syllable "qu" in chinese, "qu" cannot be pronounced as [tɕ’u]. another example is that the retroflex sounds zh, ch, sh, r cannot be matched with the vowels of qiqihu(finals begin with -i ) and cuokouhu(finals begin with -ü ), and the “师（shī）”in the word of"老师( lǎo shī)" cannot be pronounced [ʂi]. some scholars suggest that in the early stage of pinyin teaching, ju, qu and xu should be written as jü, qü and xü first. after a period of practice, when students get used to this pronunciation, they should be rewritten as ju, qu and xu. 5 3.2.3 pay attention to -ong and -iong -ong and -iong are both nasal finals, their actual pronunciations are ong[uŋ] and [yŋ]. the chinese pinyin scheme uses "ong, iong" to denote [uŋ] and [yŋ] without "ung, üng" to make the character clear and avoid mixing of handwritten u and ü. in practical teaching, chinese learners often mispronounce ong and iong as [[oŋ] and [iŋ], for example, they mispronounce the "红( hóng)" as [xoŋ] and mispronounce the "熊" as [ ɕoŋ]. here are some examples of other words. words with -ong are such as: 东边( dōnɡ biān)、通过( tōnɡ ɡuò)、农民( nónɡ mín)、 龙( lónɡ)、工人( ɡōnɡ rén)、空调( kōnɡ tiáo)、红色( hónɡ sè)、中国( zhōnɡ ɡuó)、充满 ( chōnɡ mǎn)、容貌( rónɡ mào)、匆忙( cōnɡ mánɡ)、松鼠( sōnɡ shǔ) and so on. words with -iong are such as:窘迫( jiǒnɡ pò)、穷困( qiónɡ kùn)、兄弟( xiōnɡ dì)、拥抱 ( yōnɡ bào) and so on. at the beginning of pinyin teaching, ong can also be rewritten as ung and iong as üng. after students master the actual pronunciation, they can rewrite to -ong and -iong again. 3.2.4 pay attention to -in and -ing "the actual pronunciation of -in and -ing is [iən] [iən], actually there's a weak transition [ə] in the middle, so it's very short and vague when you spell it. it is difficult to pronounce in and ing without this sound. in fact, it is very difficult to say in and ing alphabetically. this must be told to foreign students."(huang & liao,2017) here are some examples of other words. words with -in are such as:宾馆( bīn ɡuǎn)，拼音( pīn yīn)，敏感( mǐn ɡǎn)，您( ní n)，森林( sēn lín)，一斤( yì jīn)，亲爱( qīn ài)，新书( xīn shū)，因为( yīn wéi) and so on. words with -ing are such as:冰箱( bīnɡ xiānɡ)，平静( pínɡ jìnɡ)，名字( mínɡ zì)，叮嘱 ( dīnɡ zhǔ)，听到( tīnɡ dào)，宁静( nínɡ jìnɡ)，零( línɡ)，北京( běi jīnɡ)，请进( qǐnɡ jì n)，星星( xīnɡ xinɡ)，应该( yīnɡ ɡāi) and so on. when designing the teaching of -in and -ing, teachers need to inform students that the middle “e” should be read quickly, lightly and briefly, and do not stay for too long. 3.2.5 pay attention to the abbreviation of -iou, -uen, and -uei according to the chinese pinyin system scheme, -iou, -uei, and -uen should be abbreviated as -iu, -ui, and -un when they are in front of the initials, such as niu, ɡui, lun, and the vowels which been abbreviated will cause certain cognitive difficulties for beginners, who will get used to reading that pronunciation directly mispronounce as [iu],[ui], and [un]. here are some examples of other words. some of the words abbreviated -iou to -iu are such as:谬论( miù lùn)，丢失( diū shī)，牛 奶( niú nǎi)，溜走( liū zǒu)，纠正( jiū zhènɡ)，秋天( qiū tiān)，休息( xiū xī) and so on. some of the words abbreviated -uei to -ui are such as:对错( duì cuò)，大腿( dà tuǐ)，规 定( ɡuī dìnɡ)，吃亏( chī kuī)，灰色( huī sè)，追求( zhuī qiú)，吹牛( chuī niú)，喝水( hē shuǐ)，锐意( ruì yì)，嘴巴( zuǐ ba)，催促( cuī cù)，虽然( suī rán) and so on. 6 some of the words abbreviated -uen to -un are such as:蹲下( dūn xià)，吞下( tūn xià)，无 论( wú lùn)，棍子(ɡùn zi)，困难( kùn nán)，结婚( jié hūn)，准备( zhǔn bèi)，春天( chūn tiān)，顺利( shùn lì)，湿润( shī rùn)，尊敬( zūn jìnɡ)，村子( cūn zi)，孙子( sūn zi) and so on. in the primary stage of chinese pinyin teaching, students must be taught in accordance with their aptitude according to the characteristics of their mother tongue. international chinese teachers can complete the pinyin according to the teaching needs, for example, the spelling of "xiu" is written as xi(o)u, "gui" is written as gu(e)i; "gun" is written as gu(e)n. this variant serves as a phonetic cue that the bracketed vowel should be omitted in formal writing. 3.2.6 pay attention to -o and -uo in the final table of the chinese pinyin system scheme, there are two pronunciations -o and -uo, which should be paid attention to in teaching chinese pinyin as a foreign language. -o is pronounced as [o] only when it is used alone, such as "o", which means "already know". when the -o is spelt with other initials, the pronunciation changes to -uo, such as bo [puo], po [p 'uo], mo [muo], fo [fuo], etc. in the actual teaching of pinyin, we can also make a temporary change and add the intermediate voice in the middle, so that the teaching effect may be better. 4. conclusion to sum up, chinese phonetic teaching is not achieved overnight, need to work hard in the theory and practice.the key in the chinese phonetic teaching is to allow students to set up a kind of correct pinyin concept: in the chinese pinyin system scheme , there is not a one-to-one relationship between letters and sounds, and you can't exactly equate alphabetic pinyin with actual pronunciation ".(wang,2005)under the guidance of this concept, teachers should step by step guide students to pronounce according to the actual pronunciation, rather than simply looking at the appearance of letters to spell. in addition, teachers should not be too strict with the pronunciation of foreign students at the beginning stage, because there are many chinese people who cannot pronounce well with zh, ch, sh, r and j, q, x , and this does not affect the communication between them. therefore, in the initial phonetic teaching, teachers should tolerate some phonetic errors of foreign students, as long as it does not affect communication, appropriate mistakes are allowed and accepted. references: ding dimeng(2007). deficiencies and correction of the chinese pinyin system scheme in teaching chinese as a foreign language [j]. journal of shanghai university (social sciences),119-122. law of the people's republic of china on standard chinese language (www.gov.cn), october 29, 2022 huang borong, liao xudong(2017). modern chinese, sixth edition: higher education press,(06).76-77. lü bisong(1983). application of hanyu pinyin scheme in teaching chinese as a foreign language [j]. character reform,(06):2-5. li jili(2017)n. problems and suggestions of the chinese pinyin system scheme in teaching chinese as a foreign language [j]. quality education in western china,3(04):266-267.] ministry of education: more than 25 million foreigners are learning chinese and nearly 200 million people are learning and using chinese (baidu.com), october 29, 2022 7 wang lijia(2005). "the chinese pinyin system scheme" and world chinese phonetics teaching [j]. world chinese teaching,:5-11+116. ye jun(1997). some problems in the application of the chinese pinyin system scheme in teaching chinese as a foreign language [j]. chinese language construction,(08):36-37. zhao jinming(2013).the chinese pinyin system scheme: the cornerstone of international chinese language teaching [j]. language application,(s1):81-87. biography of authors liu dan dan was born in henan, china, in 1982. by 2006, she finished her bachelor degree from zhengzhou university, major in chinese language and culture. in 2010 she got her master degree from the same university, major in comparative literature and world literature. at the same year, she studied master again in hasannudin university, majoring indonesian language and literature, and finished by 2015. after that, she continued to doctoral study program of linguistics in udayana university, denpasar, indonesia,and finished by 2021. now she works in the international cooperation and exchange center of nanchang normal university, china. email: yf4248203@163.com lu xing was born in henan, china, in 1989. by 2012, he finished his bachelor degree from tianjin foreign study university, china, major in english language and culture. in 2016 he got his master degree from beihua university, china, major in education: chinese teaching. by 2021, he finished his doctor degree from udayana university, indonesia, major in linguistics. now he is a lecturer at school of international studies, henan normal university, china. email: 124360898@qq.com elvira septevany was born in makassar, indonesia, in 1989. she studied in nanchang university, china, majoring in linguistic and applied linguistic from 2015 to 2018 . now she is a lecturer in tourism department, politeknik negeri bali,indonesia. email: elvira_s@pnb.ac.id mailto:firstauthor@gmail.com the_chinese_pinyin_system_scheme introduction research_method discussion conclusion references sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 1, january 2021, pages: 83-87 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i01.p10 83 the perlocutionary acts of the characters in wonder a novel by r.j. palacio ni wayan prami wahyudiantari denpasar, indonesia, amy.wahyudiantari@gmail.com article info abstract* received date: 20 november 2020 accepted date: 24 november 2020 published date: 31 january 2021 keywords:* perlocutionary acts, utterances, characters this research discusses the use of perlocutionary acts uttered by the characters in wonder a novel by r.j. palacio. it explores how the acts of perlocutionary are conveyed by the characters in the whole novel. the purpose of this study are to find the type of perlocutionary acts uttered by the main characters, the intended meaning of utterances, and the character’s purposes in using such perlocutionary acts. this research applies pragmatics theory about speech acts to analyze the use of perlocutionary acts in conversations. this study is qualitative research and it uses document as the source of the data that is wonder a novel by r.j. palacio. the result of this study show that there are three types of perlocutionary uttered by the characters. the types of the illocutionary acts are verbal perlocutionary acts, non verbal perlocutionary acts and verbal non verbal perlocutionary acts. those utterances have the intended meanings that are influenced by the context of situation in every phenomenon. 1. introduction speech acts have been found in the language of communication. speech act is product of an utterance under certain conditions and the smallest of the communication language that determines the meaning of the sentence. speech act is a pragmatic element that involves a speaker, listener or reader. in its application, speech acts used by several disciplines. the terms of speech act appears because the speakers utter something not merely stating speech, but also have the intent behind utterance. on any occasion, the action performed by producing an utterance will consist of three related acts, first locutionary act, which is the basic act of utterance, or producing of meaningful linguistic expression. second is illocutionary act, the intended meaning of the utterance by the speaker. third is perlocutionary act the action that results from the locution. in communicated with other people can be done in various ways which one of them is done by speech. speech is an activity of public speaking or giving speeches to express their opinions, or give an idea about something. speech is usually performed by a person who gives speeches and statements about some things / events that are important and should be discussed. a speech produce by the speaker must have purpose and function, which is addressed to the listener to convey information to the listener. as in daily conversation, conversation that happens in a novel can be one of the objects to be analyzed because novel is the reflection of social life. in this occasion, this study concerns with the use of illocutionary acts produced by the characters in wonder a novel by r.j. palacio. https://ojs.unud.ac.id/index.php/eol/index 84 this study is a research about a novel called wonder with the main character named auggie who has a genetic disorder called mandibulofacial dysostosis, so he got a lot of abuse from his classmates at school. in this novel there are many obvious phenomena that happen and make the characters produce various speech acts in a variety of events, such as verbal, non verbal and verbal non verbal sppech acts which pragmatically indicate the perlocutionary acts. the characters in this novel seem to have different intentions by uttering the perlocutionary utterances which are influenced by the context of situation. therefore, this study is conducted to know the types of perlocutionary acts by the characters, the intended meanings of utterances, and also the speakers' purposes in uttering the utterances. in regard to express the feelings, people do not only produce utterances containing grammatical structure, but also certain acts performed via those utterances. the speaker normally expects that the act performed through the utterance will be recognized by the hearer. after that, the hearer can give the response as the effect of utterance that has been uttered. one of the functions of speech act is to convey information to others. 2. research methods according to searle (1969:25), "in the perlocutionary instance, an act is performed by saying something. for example, if someone shouts 'fire' and by that act causes people to exit a building which they believe to be on fire, they have performed the perlocutionary act of convincing other people to exit the building.. thre are three types of perlocutionary act : verbal perlocutionary act, non verbal perlocutionary acts and verbal non verbal perlocutionary act. this study is a qualitative research. qualitative research is a research based on descriptive data without using quantification and statistical procedures (mackey and gass, 162163). this research uses document as the source of the data that is a novel titled wonder by r.j. palacio. furthermore, the utterances that indicate perlocutionary acts are given highlight and rewritten to get the clear data. from the data that have been gained, the utterances are classified based on the types. then it is analyzed further to know the intended meaning, the reasons, and the way main characters produce utterances which are influenced by the context. 3. discussions the result of this study shows that there are 272 perlocutionary utterances that uttered by the characters in wonder a novel by r.j. palacio. perlocutionary acts which are categorized into some types namely verbal perlocutionary act, non verbal perlocutionary acts and verbal non verbal perlocutionary act. a. verbal perlocutionary act julian : "are you talking about the baby chicks in science? those get donated to a farm at the end of every school year. but they hatch new ones every year in science. so august will be able to see them again in the spring." (page 30) mom : "oh, good, they were so cute, august." (page 30) julian explained that the baby chicks in science class have been donated to the farm at the end of each school year. besides that, julian explained that the chicken eggs will hatch again in the spring and august will be able to see this. mother told auggie that the chicks were very cute. the speech spoken by the mother is a type of variation of verbal perlocutionary act because the mother strengthens the statements given by julian by using words without actions. 85 b. non verbal perlocutionary act mr. thusman : "thanks so much for coming, guys—especially since school doesn’t start until next month!" all of them nodded. (page 23) mr. tushman was grateful that jack, julian and charlotte wanted to come to school even though they were still in the atmosphere of school holidays until next week, jack, julian and charlotte just nodded but neither of them said anything. jack, jullian and charlotte use non-verbal perlocutionary act because they do not respond to mr. tushman's gratitude with words but through actions. c. verbal non verbal perlocutionary act auggie: “why i’m so ugly mommy?” mom : "no, baby, you're not . . ." wiping my tears with the back of her hand. she kissed me all over my face. she kissed my eyes that came down too far. she kissed my cheeks that looked punched in. she kissed my tortoise mouth (page 50) auggie who asked why he was born with such a terrible face, why he was not born normal like his friends, why he had to experience bullying. mother encouraged auggie as she wiped her tears and kissed her face, kissed her eyes that fell to her cheeks, kissed her cheeks which looked swollen as if they had been beaten and kissed her turtle-shaped mouth. the speech spoken by the mother is verbal non-verbal perlocution because she encourages auggie by using words accompanied by actions and expressions 4. novelties based on the description in the analysis results, it can be explained that the theoretical findings in this study are that there is a main character in nw, namely auggie who is a protagonist, besides that there are also protagonist supporting figures including mrs. auggie, father auggie, via, justin, jack, mr. tushman, summer , mr. browne, mrs. petosa, miranda and veronica. for supporting roles, the protagonists in nw include julian, eddie, henry and amos. in this nw, the mother character is a character who greatly influences auggie's life, the mother makes many big decisions in auggie's life, the mother sacrifices many things and sacrifices her own happiness for auggie, sometimes auggie feels that what her mother does makes her often get bullies from friends her friend. but finally he realized that what mother did to make auggie a strong and tough person and a smart child and inspired many people until auggie received the highest award from his school. meanwhile, you think auggie is a gift, you are very grateful to have auggie in her life. auggie teaches the meaning of patience, teaches sincerity and teaches the meaning of genuine love. mother thought auggie was a miracle. it can be said that findings of this study are in this novel are full of bullying, there are a lot of stories that violate the principle of appreciation because in this novel auggie gets a lot of bullying both verbally, physically and mentally. this is of course different from romance novels which are full of seductive, romantic, and utterly devoted speeches and utterances that are full of longing and affection. 5. conclusion research about perlocutionary acts on character in wonder has succeeded in finding, identifying, classifying, analyzing and explaining the perlocutionary acts of the characters in the novel. however, there are many things that can be explored from this novel, especially from a non-linguistic aspect. therefore, other researchers can carry out further research related to non 86 linguistic aspects and to base this research, this research can be used as a reference source so that more in-depth related research is produced. for the government, this research is expected to be one of the considerations for making policies regarding bullying that occurs in society, especially that which occurs in children both verbally and non-verbally (physically). the government is expected to also control bullying that occurs in schools, public places or through social media. therefore, it is hoped that everyone can maintain their speech acts so as not to harm others and not disturb someone psychologically. for teachers at school (teachers), the teacher should teach how students should speak to their friends without offending other people's feelings. do not make fun of and give mock names to his friends. not bullying his friends, both verbal and non-verbal bullying. for researchers in the field of linguistics, this study is expected to be used as additional reference material and become further comparison material for conducting linguistic studies, especially on pragmatic studies. the results of this study are expected to provide a scientific explanation to readers about speech acts. this study analyzes the type of speech acts, the application of cooperation principle in novel, and the application of the politeness principle to characters in novel where it can become linguistic documentation so that it can be a reference for further research. in addition, this research is also expected to provide input and add insight, especially regarding pragmatic studies on speech acys for linguists, researchers or the general public. for language teachers (lecturers), this research is expected to be a reference in teaching pragmatics courses. through this research, teachers can provide explanations and provide examples of speech acts regarding the types of speech acts, the role of the principle of cooperation in ovel, and the principle of politeness which is part of pragmatic teaching. references: austin, john langshaw. 1962. how to do things with words. oxfordnew york: oxford university press. bach, kent. and r. m. harnish. 1979. linguistics communication and speech acts. cambridge mass: the mit press bach, kent. 1999. the semantics-pragmatics interface from different points of view. oxford: elsevier halliday, 1985. language, context and text. aspect of language in a social persfective. victoria: deakin university. kasper. g. and rose k. r. 2006. pragmatic development in second language. oxford: blackwell kiefer, r. w. 2008. remote sensing and image interpretation. usa: john walley and sons. krippendorf, klaus. 2004. content analysis: an introduction to its methodology. london: sage publications. leech. geoffrey. 1983. the principles of pragmatics. london and new york: longman levinson. c. stephen. 1983. pragmatics. cambridge: cambridge university press. searle, r. john. 1969. speect acts: an essay in the philosophy of language. london and new york: cambridge university. searle, r. john. 1977. speech act. cambridge: cambridge university press. searle, r. john. 1979. expression and meaning. cambridge: cambridge university press. yule, george. 1996. pragmatics. oxford: oxford university press. 87 biography of author ni wayan prami wahyudiantari, s.pd, m.pd was born ini mataram on june 8 th 1987. she is a lecturer in universitas pendidikan mandalika. she graduated her bachelor’s degree in ikip mataram in 2009. she finished her master degree im the post graduate program, magister program in ganesha university in 2012. she continue her study in doctoral degree in 2014. currently she is completing her dissertation at udayana university. biography of author ni wayan prami wahyudiantari,s.pd.,m.pd. was born in mataram on juny 08 th 1987. she is lecturer in mandalika university, faculty of teacher training and education, mataram, nusa tenggara barat, indonesia, ph. +6281339728111. she finished his master degree in the postgraduate program, magister program, english education, negeri surabaya university of education in 2012. email: amy.wahyudiantari@gmail.com e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 2, july 2021, pages: 218-225 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i02.p07 218 meaning representation and religious symbols occur in baiturrahmah grand mosque, denpasar-bali ita fitriana, s.s., m.a. universitas jenderal soedirman, department of japanese, purwokerto, jawa tengah, indonesia. email: ita.fitriana@unsoed.ac.id article info abstract* received date: 22 february 2021 accepted date: 28 frbruary 2021 published date: 31 july 2021 keywords: * meaning, religious symbols, mosque, linguistics, landscape apart from being a place of worship, mosques also have cultural elements that can be researched, especially writing in and around them. this study uses the concept of landscape linguistics as a basis for explaining the meaning and symbols of religion including the writings on the baiturrahmah great mosque in denpasar. the purpose of this study was to determine the meaning and religious symbols behind the writing surrounding the mosque environment. this study used a qualitative methodology, where the writings about the mosque were recorded with a cellphone camera and analysed one by one. the results obtained from this study are not only the meaning displayed by the baiturrahmah grand mosque, but also the religious symbols scattered in the writings around the mosque. starting from writing the name of the mosque, writing on the place of ablution, writing on a charity box, a notice board, calligraphy in the room, to writing on sandals. all these writings if examined further turned out to have a variety of functions, namely information, promotions, prohibitions, appeals, decorations in the mosque. 1. introduction 1.1. background mosque or masjid is a place where muslims pray. masjid articulated from arabic means the place for five times prayers. regardless if it means as a plain to put ( َمْسِجد) forehead bow down, then it transforms into َمْسَجد . literally, masjid (َمْسِجد ) means place to bow down. later, it grows greater until people start to identify masjid as a building for muslims to pray (al-qahthani, 2009). islam is a religion brought from jazeera, arab to indonesia. its arrival then started culture acculturation between the origin and the new one. although the acculturation between cultures has happened for centuries, yet islamic principles and cultures are still known on present day. a simple example is about toilet instalment, its instalment is not allowed to be faced into qibla. in addition, mosque must face the qibla or west. 219 figure 1 location map of the baiturrahmah grand mosque, denpasar exterior writings and symbols occurred along with baiturrahmah grand mosque, denpasar is the objects of this landscape linguistic study. specifically, this mosque is in ahmad yani no.72a st, dauh puri raja, north denpasar, denpasar, bali. this relatively span-new study is categorized as landscape linguistic. landscape linguistic deals with situations and written facts of a territory, place, and society. hence, it includes banners, signposts, even posters that using language spread in public places. 1.2. research problems this research formulated from several questions on the output of meaning representation and religious symbols in baiturrahmah mosque exteriors. these are the questions; 1) how is the landscape linguistic situation in baiturrahmah mosque? 2) how are the messages delivered through meanings and religious symbols on exterior writings in baiturrahmah mosque? 1.3. theoretical framework 1.3.1. landscape linguistic landscape linguistic is the presence of language among spaces and places. this study has been in development in recent few years as areas of interest and cooperation between linguists, sociolinguists, sociologists, psychologists, culture geographer and several scientific disciplines (ben-rafael, shohamy, & barni, 2010, p. xi). landscape linguistic becomes a method to observe the evolution of urban space. signs of landscape linguistic appears as an identity of a certain city and nearly “speak the language” to its people one time. collective identity theory, making progress along in space concept that mostly relevant in landscape linguistic study. landry and bourhis (1997) stated that landscape linguistic is not just a casual information indicator yet it also represents symbols to communicate relativity power and linguistic community’s status in certain locations, fundamentals of language landscape is to identify special characteristics of certain language community (bourhis, 1992). based on function, the writings are meant to deliver information to everyone nearby the mosque. meanwhile, symbolically those writings belong to a specific community as an identity. 1.3.2. meanings of public places symbol meaning also known as semantic in linguistic. through a proper study, a symbol can be deciphered to gain intentions of its creator. a public place is contrasted with private space, for example, our living room. moreover, a public place is a place for everyone to share space 220 between individual or groups (ex: government). usually, the owner has rights of a place/ objects for its operation (blommaert, 2013, p.48). a symbol is indeed very close to social culture, possibly it runs our lives, even humans are known as symbolic being. thus, not surprisingly if ernst cassirer mentions human as being who handles symbols (animal symbolicum). while space can be experienced by human and their senses as a physical response (sense’s sensitivity affects the space), thus in another way it can be felt as comfortable, safe, and psychologically. mentally, space can emerge perceptions in human to handle current space conditions (wardani, 2010,p.4). 1.4. research method this research prefers qualitative method to conduct, which by collecting visual repertory or pictures of writings occurred in baiturrahmah mosque. all pictures are owned and captured by the author. photos can be very significant in conducting landscape linguistic research therefore it captures language issue among places, and it can be done easier through phone camera (puzey, 2016). every photo will be observed by using two exterior signs as objects, correspondingly with landy and bourhuis (1997) said that informational function gained by studying writings from linguistic aspect; as well as symbolic functions see language through its interactions. the symbolic function also deciphers the message from landscape linguistic facts, a hierarchy of a language, and explains landscape establishment. 2. analysis 2.1. forecourt writings figure 2 front view of baiturrahmah mosque this picture is taken from the front side of the mosque, which faces qibla. calligraphy is written there, it says allah in arabic. then, the writings of the mosque’s name “baiturrahmah” is printed green. functionally, “baiturrahmah mosque” writing aims to tell everyone that the building is masjid/ mosque, a place to pray for muslims. symbolically, alphabetical use of “baiturrahmah” is to help people to be able to read that this building is a mosque, even it is not written in arabic. it also depicts a combination of two languages. constructed by masjid and baiturrahmah which means “home of blessings” come from arabic, while raya “besar” is taken from indonesian. moreover, green paintings represent the religious symbol. they believe green is prophet muhammad saw’s favourite colour. equally important, the mosque has calligraphy of allah which put underneath and centred to the writings. based on its function, calligraphy as decoration to adorn mosque’s 221 exterior. as a symbol, allah calligraphy represents god worshipped by muslims. it is written in al-quran, surah taha’14 saying “indeed i am allah. there is no deity except me, so worship me and establish prayer for my remembrance”. 2.2. “milik masjid/ property of masjid” writings on sandals figure 3 sandals with the words "belonging to the mosque" an epic thing can be seen in the picture above. sandals are quite different here since “milik masjid” writings are branded on those sandals. functionally, those are signs to be noticed that sandals are the mosque’s property, not the private one. henceforth, they will not be replaced by visitor’s sandals. those sandals are for internal use only such as restroom needs and taking wudu (ablution). equally important, those writings are the symbol of islam which loves hygiene. wherefore, visitors are instructed to wear sandals to take ablution or restroom purpose to keep them clean. notably, this is mentioned in hadith 328 “cleanliness is next to godliness”. in essence, it can be articulated that aspects of prayers including cleanliness among bodies, clothes, places, etc. this also can be seen in 5 times prayers that require everyone to be absolutely hygiene. 2.3. asma’ul husna writings 222 figure 4 asma’ul husna's writing in the mosque (arabic: األسماء الحسنى, translate. al-asm alusn ) is the etymology of asma’ul husna that means magnificent names (al-buthoni, 2011). it has been written in al-quran, “and the most beautiful names belong to allah, therefore call upon him by them (with his attributes)! leave who distort (the meanings of) the names of allah. they will be required for what they have been doing.” (qs al-a’raaf:180). al-husna means (sublime), in this verse it explains his sublimity is perfection because his names represent values of perfections that have no flaws of all kind (“al-qawaa’idul mutsla” (p. 21) in al-buthoni, 2011). functionally, asma’ul husna writings are purposed for the mosque’s interior decoration. they are written in arabic to preserve its original value. visitors who are not able to read arabic will have a problem in understanding those writings. as symbols, they indicate the ethnic arabian attributes and represent religious value in islam. 2.4. ablution area writings figure 5 male ablution place on the left before entering the mosque 223 this writing can be found on the left side of the restrooms and ablution area. men’s ablution area is located on the west side of the building, while women’s area is on the east side. both are separated, and for women’s ablution area, partitions are installed to make the area more secluded because visitors are likely to loosing parts of their clothes to keep it dry. functionally, it informs visitors as a sign if a current place is for men/ women’s ablution. as a symbol, the writing indicates that men/ women ablution areas are supposed to be separated as it is prohibited to see each other’s aurah unless it is their mahram. as stated in rasulullah shallallahu‘alaihi wasallam’s hadith, asma bint abu bakar once met him with nearly transparent clothes on. then he looked away and said “dear asma, actually a woman if it is already baligh, should not be seen from him except this and this”, he pointed at his face and both palms (hadith. abu daud 4140, in al irwa [6/203]). maliki and hanafi also stated if female’s aurah is their entire body except for face and palms according to the hadith. otherwise, hambali and syafi’i said the aurah is the entire body (purnama, 2019). 2.5. charity box writings figure 6 the writing on the charity box charity box is usually completely locked and only opens to collect the money from donors. functionally, the writing aims to persuade everyone to donate for the mosque’s parking area establishment. baiturrahmah mosque is located next to the main road and has no parking lot for visitors’ vehicles. symbolically, the writing represents visitor’s sincerity for donating to help the mosque’s development. 2.6. announcement banner 224 figure 7 signs of notice if there is worship this type of banner is usually deployed near the mosque in some religious events. the banner is quite modest, even its writing does not represent any exaggeration announcement. mostly, it informs if there is a religious event conducted nearby. based on its function, it aims to give information according to the current religious event and to ask people to take an alternative route due to the event. example picture above, it appears that the banner can be used as an advertisement media. the banner advertises a product of seasoned flour with various flavour. because of symbol, the banner represents the tolerance act of a religion that currently conducting their event by taking alternative routes so they will not be bothered. 3. conclusion not only the meaning displayed by the baiturrahmah grand mosque, but also the religious symbols scattered in the writings around the mosque. starting from writing the name of the mosque, writing on the place of ablution, writing on a charity box, a notice board, calligraphy in the room, to writing on sandals. all of these writings if examined further turned out to have a variety of functions, namely information, promotions, prohibitions, appeals, decorations in the mosque. references al-buthoni, a. b. (2011, maret 31). keindahan asmaul husna. retrieved from muslim.or.id: https://muslim.or.id/5802-keindahan-asmaul-husna.html#_ftn3 al-qahthani, s. s. (2009, september 18). al manhaj. retrieved from al manhaj: https://almanhaj.or.id/2524-pengertian-masjid.html ben-rafael, e., shohamy , e., & barni, m. (2010). introduction: an approach to an ‘ordered disorder’. in e. ben-rafael, e. shohamy, & m. barni, linguistic landscape in the city (pp. xi-xxviii). bristol: mpg books group. blommaert, j. (2013). ethnography, superdiversity and linguistic landscapes: chronicles of complexity. ontario: multilingual matters. bourhis, r. (1992). la langue d'affichage publique et commerciale au québec: plan de recherche pour l'élaboration d'une loi linguistique. québec: conseil de la langue française. darodjat, & wahyudiana. (2014). memfungsikan masjid sebagai pusat pendidikan untuk membentuk peradaban islam. islamadina volume xiii, 1-13. landry, r., & bourhis, r. (1997). linguistic landscape and ethnolinguistic vitality an empirical study. journal of language and social psychology, 23-49. 225 purnama, y. (2019, juni 03). adab-adab berpakaian bagi muslim dan muslimah. retrieved from muslim.or.id: https://muslim.or.id/47057-adab-adab-berpakaian-bagi-muslim-danmuslimah.html puzey, g. (2016). linguistic landscapes. in c. hough, the oxford handbook of names and naming (pp. 476-496). oxford: oxford university press. wardani, l. k. (2010). fungsi, makna dan simbol sebuah kajian teoritik. seminar jelajah arsitektur nusantara 101010, 1-10. biography of author ita fitriana, s.s., m.a. was born in nganjuk on may 25th, 1987. she is japanese lecturer in universitas jenderal soedirman, department of japanese, purwokerto, jawa tengah, indonesia. she graduated her bachelor degree in the faculty of cultural sciences universitas gadjah mada in 2009 and finished a master degree in the postgraduate program, magister program, linguistic studies, universitas gadjah mada in 2013. currently pursuing his doctoral education in the postgraduate program, linguistics study program, universitas udayana. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 211—232 https://doi.org/10.24843/e-jl.2019.v13.i02.p03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 211 the development system of linguistic experience on the debate text of presidential candidate of the republic of indonesia 2014 – 2019 1 irma setiawan, muhammadiyah university of mataram 2 i ketut darma laksana, darmalaksana27@yahoo.com,udayana university 3 mahyuni, yonmahy@yahoo.com, mataram university 4 i nyoman udayana, nyoman_udayana@unud.ac.id, udayana university *corresponding author: irmasetiawan9@gmail.com received date: 03-02-2018 accepted date: 20-03-2018 published date: 31-07-2019 abstract—the presidential candidate debate text development system is a sort of linguistic experience elements reflecting the speaker's way of thinking related to the policies of the nation and state. the text development might indicate the policy intended by a presidential candidate to build the nation and state. based upon this, there are three factors behind the selection of this topic to research; namely, empirical, practical, and theoretical factors. this study is conducted aimed at describing various issues concerning the development of the linguistic experience of the two presidential candidates in improving the national and international welfare and international politics-national resilience. systemic functional linguistic (sfl) theory initiated by halliday (1985,1991, 2004, 2014) is used as the grounded theory in this study. this study employs qualitative descriptive approach with linguistic phenomenological paradigm. various data types analyzed in this study include words, phrases, clauses, group phrases, and text units. the data use taken from the recorded of audio-visual candidate debate text (cdt) in stage i and ii. the research instruments used in this study are text validation tables and contexts. along with some advanced techniques, documentation and observation were conducted to collect the data. meanwhile, in processing the data collected, this study passed several stages; namely, data classification, segmentation, and codification. to analyze the data processed, this study employed several stages namely reduction, presentation, and verification. the results of this study show that prabowo subianto (ps) tended to use dynamic linear text development pattern, whereas joko widodo (jw) tended to use a constant linear text development pattern. keywords: development system of linguistic experience, text of debate, and systemic functional linguistics (sfl) 1. introduction the presidential candidate debate is part of a set of presidential election activities in a country. the presidential candidate debate is a mandatory activity undertaken by countries holding the presidential democratic system. debate is aimed at introducing, socializing, and giving political education to all parties involved in it. however, in some countries in the world, the political debate his actually taken place less conducive, due to various political interests. for example, presidential debate from democrat party presidential candidate, hillary clinton debating with republican presidential candidate, donald trump, in 2016 argued against taxation policies (bhattarai et al. 2018), presidential political turmoil in lebanon (potter, 2016 ), the mailto:darmalaksana27@yahoo.com mailto:yonmahy@yahoo.com mailto:nyoman_udayana@unud.ac.id mailto:irmasetiawan9@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 211—232 https://doi.org/10.24843/e-jl.2019.v13.i02.p03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 212 community conflict in the election of the governor of the province of lagos, negria (ajilore, 2015), president buhari's political speech in response to the parliamentary chaos in nigeria (koussouhon & dossoumou, 2015), and various political issues of presidential elections in the united states including race, group or community, handling immigrants, and so forth (benoit & airne, 2005). various examples of such political issues also exist in some areas in asia including in indonesia. the presidential debate in indonesia usually raises various issues essentially consisting of three main factors, namely empirical, practical, and theoretical phenomena. the empirical phenomena attracting attention in organizing presidential debate in 2014 were the social attitude of the language of the presidential candidates, the involvement of the media in the process of winning the presidential candidate, and the political and social conditions of the society. various linguistic contents of the presidential candidate which are persuasive and euphemism precisely raise an attitude of excessive fanaticism in society. as a result, indonesian society are divided into pros and cons coalition. the same thing happens to the smallest community in society, namely family life (household). the family members split into two group due to different attitudes towards and perceptions of the presidential candidates. academicians as well as political observers, purba (okezone, 23/3/14) describes thes phenomena in the national media news headline entitled "warring with your own brother" which essentially alludes to horizontal conflicts of indonesian society due to the influence of the presidential election in 2014. the involvement of media in playing political issues to favor or weaken one of the presidential candidates further aggravated the 2014 presidential site. the media tended to intervene and lead to voter perceptions through political languages. eriyanto (2012: 32) claims that the media is only dominated by dominant groups and become a means of discrediting other groups. practical phenomenon in organizing presidential debate in 2014 that attracts the attention of researcher is the language practice of the presidential candidates, the procedure of debate, and the mechanism of debate broadcast on the television. both candidates' language strategies tend to leverage personal experiences to build a nation. the contents of the debate of the presidential candidates were largely sourced from survey evidence according to their own expert team without any comparison, so it could lead to the subjective claims. the activities of the presidential debate were held by the general election commission (gec) directly supervised by e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 211—232 https://doi.org/10.24843/e-jl.2019.v13.i02.p03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 213 the election supervisory board. broadcasting the presidential debate must be guarded by the public. in this case, the researcher is obliged to monitor and analyze, the mechanism of organizing the event funded by the state. the researcher's attitude controlled the debate show based on article 17 paragraph 2 of the acc no. 40 of 1999 impressing on public participation in overseeing media broadcasts, the printed andelectronic. the theoretical phenomenon that encourages the researcher to analyze the presidential debate 2014 is the scheme of linguistic experience and the lack of some related previous research. halliday (2014: 13) states in the study of systemic functional linguistic, that linguistic experience which stems from non-linguistic experiences communicated by participants is called a text. the existence of the text cannot be interpreted without the presence of context. therefore, linguistic experience in the study of systematic functional linguistics is constructed from the text and its context with elements of analysis including: type, scope, value, and orientation. based upon this, these recent years research on the study of texts and contexts based on systematic functional linguistics theory (sflt) conducted: bhattarai, et.al. (2015), potter (2016), ajilore (2015), koussouhon & dossoumou (2015), and benoit & airne (2005) are the five studies leaving gaps that have not been discovered previously, namely the debate scheme that contains the level dominance and the range or reach of clauses of language based on the study of systematic functional linguistics theory. the fifth methodological concept of the aforementioned research mostly refers to concept of firth which is claimed as the most influential concept in europe. firth idea is dominantly influenced by some structural linguistic theories of saussure, hjemslev, malinowski, and the ideology of prague (sinar, 2012: 14). firth's view seeks to look at the language in its use and its functions on the basis of the various systems in the language. this is the one developed by the pragueists who see that the function of language is derived from interrelated forms, systems (structures), mutual determination, and stratification (young, 2011: 625). the novelty of this research is to analyze the scheme and range of the utterances delivered by both candidates in presidential debate based on the transitivity system which includes text analysis in the form of process, participants, and circumcision. the three units of analysis of transitivity systems have analytical elements such as: (1) the process including material, mental, relational, behavioral, verbal, and existential analysis; (2) participants including the main e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 211—232 https://doi.org/10.24843/e-jl.2019.v13.i02.p03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 214 participants (participants i and ii) and other participants, 3) circumstance including time and place extent, location of time and place, way, contingency, cause, angle, matter, and source. the overall analysis of the transitivity system is presented based on the analytical tools that have the nature of the process of high – low realization, the nature of single and plural participants, inclusive and exclusive. the context analysis is used to investigate ideological motives in the text of the presidential debate based on the cultural and situational context. the expected result of this study is to obtain the schematic and range of clauses of the utterance from the linguistic presentation system of presidential candidates, namely, prabowo subianto (pb) and joko widodo (jw) on the text of the presidential debate of the republic of indonesia 2014 2019. based upon this, the exposure of the linguistic experience is aimed at describing the transitivity system which includes analysis of processes, participants, circumstances, and the range or reach of the three elements of systemic analysis. the use of range on process, participant, and circumstance analysis can represent the focus and direction of the policies of both candidates. based on the above empirical, practical, and theoretical phenomena, this study becomes very interesting to conduct using on the theory of systematic functional linguistics. the researcher analyzed the function of linguistic experience exposure. analyzed the ideological contents based on the social context of the text. the current research presence is intended to explore and map the scheme and content of the 2014 presidential debate text. in addition, the study of the text of political debate based on systematic functional linguistics theory has never been conducted by any previous researchers so this study is expected to be one of the analytical formulas and additional variations to the method of discourse investigation, especially to oral text, such as the text of the presidential debate. 2. research method the research approach used in this study is qualitative research design aimed at describing and analyzing transitivity system, situational context, and cultural context. hence, detailed understanding of the scheme and range of discussion of the two candidates during the debate can be obtained. the data in the form of oral data were transcribed wholly so that the data in the form words, phrases, group phrases, clauses, and text units could be obtained. acc the data come from the e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 211—232 https://doi.org/10.24843/e-jl.2019.v13.i02.p03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 215 utterances of the candidates during the debate. data transcripts or cdt 2014 serve as the primary data of research because the data were obtained by the researcher directly from the data source, while the secondary data are in the form of supporting data obtained from written text or library. the data source in this study was adobted from the audio-visual tape (video) of 2014 presidential debate broadcast through television. the debate video was divided into five rounds, namely, the first round of presidential was stage and vice-presidential debate, the second round was the first stage of the debate, the third round of the second stage of the debate, the fourth round was the first stage of the debate, and the fifth round was stage the presidential and vicepresidential debate. the research instrument was divided into two; namely, the main and supporting instruments. the main instrument in this study is the researcher himself as human resource in the study. in this case the researcher used a validation instrument in the form of a functional validation table to observe the systematic functioning of every text forming element, such as words, phrases, groups, and clauses. furthermore, supporting instruments are more in the form of supporting equipment in searching, collecting, determining, and analyzing data. this research enploxed to descriptive method because the data were collected qualitatively by describing the language scheme and the subject of presidential talk on debate text of 2014. to describe text units and context in 2014 presidential debate text, several data collection techniques were used; namely, documentation and observation techniques. the method of analysis used by the researcher was inductive method, meaning that the way of thinking in this study departs from the rules that are specific to determine the general principle. the analytical technique used was qualitative technique because the collected data were processed and analyzed descriptively. miles and huberman (1992: 16) propose an interactive and comprehensive step of analysis covering the steps of data reduction, presentation, and verification. in this research the data are presented using formal and informal methode. the informal method is intended to present all forms of speech in the form of numbers and descriptions of words, phrases, group phrases, clauses, units of text, and text. formal methode is intended to present the result of research in the form of symbols or signs (mahsun, 2007: 123 and sudaryanto, 015: 144). e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 211—232 https://doi.org/10.24843/e-jl.2019.v13.i02.p03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 216 3. theoritical framework systemic functional linguistics theory (sflt) is a model of linguistic study developed by halliday (1985; 1991; 2004; 2014) of the university of sydney australia. halliday adopted many teaching linguistic theories from european linguists, such as firth (english). the development of halliday's ideology is dominantly influenced by the linguistic principle of the prague flow. young (2011: 625) describes the views of the ideology of prague on several things in linguistic theory, namely: (a) the view of language as an interconnected network, (b) the view of language as a system consisting of multilevel or stratified sub-systems , (c) the more emphasis on the functional aspects of the language, and (d) the existence of view of towards the form coming from the function. sflt mainly focus on language relation with context. sflt is based on two basic concepts that distinguish it from other linguistic theories, namely; (a) language is a social phenomenon in the form of social semiotics and (b) language is a text that is in strong relation with the social context so that the study of language is never independent on the social context. the sflt has been discussed in the last four editions of halliday's book (1985; 1991; 2004; 2014). text development system is a network where the patterns of information developments from one clause to another clause are loaded, contributing to a unity of comprehensive information. the analysis of the pattern of text development can explain the participants’ way of thinking in preparing ideas or argument during the language use. halliday (2014) and saragih (2006: 93) state that the development of texts can be conducted through the expansion of clauses covering themes and rhemes. furthermore, halliday (2014: 119) adds that the theme in the conversation system is considered as old information (given) and rheme is new information. yet, both of them become a systemic unit in the presidential candidates’ speech act. the tool of the use of theme-rheme is helpful and beneficial for investigating the patterns of conversations of the candidates, whether the concept offered has logical realization or otherwise contains only political promises. in addition, the pattern of text development in a candidate's conversation can represent the regularity, continuity, and harmony between old and new information so that it can affect the understanding and mindset of the voters and even they switch to vote for them. here is an example of a development pattern on cdt 2014. (next page) e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 211—232 https://doi.org/10.24843/e-jl.2019.v13.i02.p03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 217 pattern 1 1. t1 r1 “penambahan penduduk kita sangat luar biasa terjadi ledakan penduduk 5 juta orang tiap tahun lahir//” (the explosion of our population is very extraordinary with 5 million inhabitants per year born) 2. tr1 r2 “justru itulah strategi kami tutup kebocoran amankan kekayaan negara) (that is precisely our strategy to close the leak, secure the state's wealth) 3. tr1 r3 “kita investasikan kepada kesehatan dan pendidikan//” (we invest in health and education) 4. tr2 r4 “dengan kesehatan dan pendidikan kita bisa menumbuhkan kesadaran masyarakat dengan cara persuasif untuk menerima program-program keluarga berencana//” (with health and education, we can raise public awareness in a persuasive way to receive family planning programs) (data 1) pattern 1 follow, an inconsistant development structure (zig-zag). the process of development is formed from r to be t1 in clause 2. t1 becomes t2 in clause 3. then there is a focus transition r2 into t3 in clause 4. the abstraction of pattern 1 is considered more complicated when compared with pattern 2 tending to be symmetrical and simpler. pattern 2 1. t1 r1 (saya berdiri di sini) (i am standing here) 2. t1 r2 (karena saya bertemu ibu eli tukang cuci dari mando) (because i met mrs. eli, a washer from manado) 3. t1 r3 (saya bertemu pak abdullah nelayan dari belawan) (i met mr. abdullah, a fisherman from belawan) 4. t1 r4 (saya juga bertemu pak azad seorang guru di jawa barat) (i also met mr. azad, a teacher in west java) (data 2) pattern 2 shows the process of developing linear theme, meaning that development occurs quite regularly by starting the focus of old information t then being t1 in clause 2, being t2 in clause 3, and being t3 in clause 4. development of such a theme is quite systematic and simple. pattern 1 and pattern 2 are examplety of forms of text development within the cdt. the existence of these two patterns can represent the way of thinking of the two presidential candidates in expressing their ideas, views, and arguments through the debate. a simple way of thinking tends to make it easier for people to understand their vision mission, wherlas the complicated one can make it difficult for the people to understand every program proposed by the candidates. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 211—232 https://doi.org/10.24843/e-jl.2019.v13.i02.p03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 218 4. results and discussion text development system is a set of networks of several clauses making the unity of information. text development can represent the speaker's way of thinking. in addition, the direction of text development can contribute the understanding of the hearers or audiences of information unity. halliday (2014); saragih (2006: 93) state that the text development system can be investigated through the progression of the use of theme rheme. the pattern of text development can be known by positioning the theme rheme in each clause. as explained previously, that them is a reflection of old information and this rheme is a form of new information, that can determine the purpose of the material development of the utterances uttered by participants. related to that, the result of ps and jw statement on tdc i and ii shows three patterns; namely, linear, zig-zag pattern and multiple pattern (mixed-pattern). all patterns are derived from the analysis of the utterances of the two presidential candidates at each session or stage of debate. 4.1 linear pattern linear pattern is a form of development of one-way text connecting theme i theme ii theme iii theme iv, and so on or rheme i rheme ii rheme iii rheme iv, and so on. this pattern of theme is considered a simple pattern since it pictures one-way text development. in addition, linear thematic progression tends not to randomly position the material. it eases audiences or listeners to understand each description of the participant. the analysis of text development pattern on ps and jw statements or utterances in cdt i and ii indicates the existence of the use of constant pattern. based on the examination on the use of linear pattern on the utterances produced by both presidential candidates, two patterns of thematic progression are discovered; namely, linear pattern, and dynamic pattern. 4.1.1 constant-linear pattern the constant linear pattern is a form of text that has not changed in the theme and rheme. it can be stated that there is no development of one clause in the expressed element and the element describing something in the clause. this pattern can align with the form of a clause that is full repetition meaning where a repetition of the whole clause appears. the levels of the use of constant linear pattern on the text development pattern used by both presidential candidates are presented as follows: e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 211—232 https://doi.org/10.24843/e-jl.2019.v13.i02.p03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 219 table 4.1: the level of the use of constant-linear pattern by both presidential candidates candidate level of the use number of use (unit of text) tdc i tdc ii ps 1 1 jw 2 2 the level of the use of the text with constant linear pattern presented in table 4.1 above shows different patterns of text development used by both candidates. it is indicated that jw dominates the use of constant linear patterns with 2 units of text, while constant linear ps is only found in 1 unit of text. this pattern has no development in the theme-rheme. as a result, repetitive information would be obtained by the audiences. furthermore, the constant linear pattern on the utterances produced by both candidates shows a policy lap. the lap found here determines the purpose of the policies used by the two presidential candidates to lead indonesia. the example of the text development is presented below. prabowo subianto (ps) units i: “perbaikan kebijakan pemerintah” (the improvement of government policy) 1. t1 r1 2. t1 r1 3. t1 r1 4. t1 r1 5. t2 rt1 “kita perbaiki bidang dan sector]//” (we fix area and sector) “ kalo sudah baik untuk apa kita perbaiki [bidang dan sektor]//” (if it is good, for what we fix [area dan sector]//” “kalo sudah baik kita pertahankan [bidang dan sektor]//” (if it is good we maintain [ area and sector]) “kita teruskan [bidang dan sektor]//” (we keep it up [area and sector]) “jadi kebetulan harus diakui [oleh kita] bahwa dalam hal politik luar negeri iya pemerintah sby//” (so fortunately, it should be admitted [by us] that in terms of international politic yes it is sby government) (data 3) the topic of the utterances produced by ps in data 3 highlights whether or not the improvements to previous government policies on the area or sector are considered productive policies. besides, the plot of the text does not develop in the aspect of theme and rheme. it can be e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 211—232 https://doi.org/10.24843/e-jl.2019.v13.i02.p03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 220 observed from the purpose of the progression of the word kita (we) t1 and the phrase bidang (area) and sektor (sector) as r1 of the first clause are not progressed in the second, third and fourth clauses. calon presiden joko widodo (jw) units vi: “perbaikan sistem pelayanan” (the improvement of service system) 1. t1 r1 2. t2 r1 3. t2 r1 4. t2 r1 5. t1 r2 6. tr1 rt2 7. tr1 r3 8. tr1 rt2 “bahwa ini adalah [sistem]//” (that it is a [system]) “[kita] membangun sistem//” (we develop system) “[kita] membangun sistem//” (we develop system) “dan [kita] mengontrol sistem itu dengan cara apa? ya dengan sistem kartu ini (sambil menunjukkan kartu ditangan kanan)//” (and how [we] control the system ? yes by this card system-while showing the card on his right hand-) “anggaranya ada//” (there is budget) “tapi kalo sistemnya tidak dibangun [oleh kita]//” (but if the system is not built [by us]) “sistemnya tidak ada manajemen pengawas yang baik//” (the system has no good supervisory management) “sistemnya tidak dikontrol [oleh kita] di lapangan//” (the system is not controlled [by us] in the field) (data 4) the utterances produced by jw’s statement on data 4 is linearly constant, meaning that there is no theme and rheme development or progression in some clauses within a unit of text. the topic of the jw’s utterance describes the national service system improvement policy. the service system improvement components include health services through kis (kartu indonesia sehat/healthy indonesia card) and policy monitoring system. `the text development pattern shows t2 and r1 are not developed or progressed in the first, second, third, and fourth clauses. subsequently, active clause structure changes into passive; consquently, the development of theme (t1) is reversed into rheme (rt1) and rheme progression (r1) becomes the theme (tr1) in the sixth, seventh, and eighth clauses. 4.1.2 dynamic-linear pattern dynamic linear pattern is a text form undergoing a development process in the scope of theme or rheme. it reflects that one clause can experience theme-rheme progression or development. from the results of the analysis of the utterances produced by the two candidates e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 211—232 https://doi.org/10.24843/e-jl.2019.v13.i02.p03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 221 on cdt i and ii, this study only found dynamic linear pattern of text with the rheme development. this pattern focuses on the end of the clause, resulting in the development of the rheme of clause. conversely, the constant nature of the theme structure indicates the absence of development of old information, leading to information development is resulted. this pattern positions the participant's focus on the explanatory statement in the clause. in addition, the text units of rheme development only undergo the development of the material on the clarifying element of the clause. the level of use of dynamic linear text development pattern on tdc i and ii by the two candidates is presented as follows: table 4.2: level of the use of dynamic-linear pattern by both presidential candidates candidate level of the use number of the use (unit of text) tdc i tdc ii ps 3 6 9 jw 2 4 6 table 4.2 shows that ps has 9 units of dynamic linear pattern of text, whereas jw has 6 linear pattern text units. it shows that ps is more dominant in using dynamic linear text pattern than jw is. the dynamic linear text pattern has a simple groove, making it easier for every participant to understand. this pattern positions the theme as a constant element and puts dynamic information in the clause. then, the dynamic linear text pattern has an outreach on some policies submitted by both candidates. the lap shows the goal of the policy which is the priority of both candidates. the examples of dynamic linear text development by the two presidential candidates are presented as follows. prabowo subianto (ps) units iii: “kebijakan pembangunan ekonomi dan kesejahteraan rakyat” (economy development policy and prosperity) 1. t1 r1 2. t1 r2 3. t1 r3 4. t1 r4 5. t1 r5 “kami akan dalam 5 tahun meminimalkan korupsi dari apbd dan apbn//” (we will minimize corruption from apbd/ local government budget and apbn/national budget) “kami akan naikan penghasilan rata-rata rakyat indonesia 2,5 kali lipat//” (we will increase per-capita income the people of indonesia 2.5 times) “kami akan menambah sawa 2 juta hektar//” (we will add 2 million hectares field) “kami akan menambah 2 juta hektar untuk bioetanol //”(we will add 2 million hectares field for bioethanol) “kami akan membangun 3.000 km jalan raya/ 4.000 km kereta e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 211—232 https://doi.org/10.24843/e-jl.2019.v13.i02.p03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 222 6. t1 r6 api/ 8 pelabuhan//” (we will build 3,000 km highway / 4,000 km railway / 8 ports) “kami akan membuat bank tani dan nelayan dan bank koprasi dan lembaga tabung haji//” ( we will build bank for farmers, fishermen, and a cooperative bank and hajj saving institution ) (data 5) the statement produced by ps in data 5 shows the dynamic linear pattern of text development. positioning our words as dynamic clauses is regular because it has a one-way direction. the pattern positions the words into of the first clause, t2 of the second clause, t3 of the third clause, t4 of the fourth clause, t5 of the fifth clause, and t5 of the sixth clause. then dynamic elements show different information in each clause. the information contains the policy plan of economic development and people's welfare by ps. the plot of dynamic linear development begins with clauses of statements about reducing corruption, increasing per-capita incomes, adding agricultural land, building highways, railway cranes, harbors, farmers and fishermen banks, cooperative banks and hajj savings institutions. calon presiden joko widodo (jw) unit 3: “tekad kepimimpinan jw” (leadership determination of jw) 1. t1 r1 2. t1 r2 3. t1 r3 4. t1 r4 5. t1 r5 6. t1 r6 7. t1 r7 8. t1 r8 9. t1 r9 “saya joko widodo saya lahir di sini//” (i am joko widodo i was born here) “saya besar di sini//” (i grow here) “saya dididik [oleh guru] di sini//” (i was educated [by teachers] her) “dan saya seutuhnya adalah indonesia//” (i am truly indonesia) “saya tegaskan//” (i affirm) “saya dan pak jk siap memimpin indonesia//” (i and mr. jk are ready to lead indonesia) “dan saya tegaskan//” (and i affirm) “bahwa saya hanya tunduk kepada konstitusi//” (that i only stand on the constitution) “saya hanya tunduk kepada kehendak rakyatrakyat indonesia//” (i am only loyal to the will of indonesia citizens) (data 6) e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 211—232 https://doi.org/10.24843/e-jl.2019.v13.i02.p03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 223 data 6 contains the utterances produced by jw that shows dynamic linear pattern. the topic of the utterances is his leadership determination if he would be elected as president 2014 2019. the text development begins with the use of the word saya (i) which belongs to single inclusive word. the word saya (i) has position as t1 of first clause, t2 of the second clause, t3 of the third clause, t4 of the fourth clause, t5 of the fifth clause, t6 of the clause six, t7 of the seventh clause, t8 of the clause eighth, and t9 of the ninth clause. each theme of the jw utterance focuses on his determination to lead the nation and state because he was born and raised in indonesia, the place where he got education, and he affirmed that he only stood on the constitution and the people of indonesia. 4.2 zig-zag pattern zig-zag pattern is a form of development of two-way text that connects the theme and dynamic into a flow of textual thinking, such as theme i which becomes dynamic ii, dynamic ii which becomes theme iii, theme iii which becomes dynamic iv, and so on. statements with intricate patterns are complex, meaning the text of a speaker must associate the theme and dynamic elements in rotation in a unit of text, while the listener must carefully listen to the theme and dynamic descriptions alternately. from the results of ps and jw text unit analysis on tdc i and ii, this study finds the level of usage use of the zig-zag pattern, as follows. table 4.3: level of the use of zig-zag pattern by both presidential candidates candidate level of the use number of use (unit of text) tdc i tdc ii ps 2 1 3 jw table 4.3 shows the level of the use of text with a zig-zag pattern only by the ps. ps has 2 units of the use of text, while jw has no use, meaning that the ps dominates the statement with a zig-zag pattern. the form of a zig-zag pattern in a unit of text generally constructs the theme into dynamic information, instead dynamically into the theme information. both forms of this construction require the listening and understanding of listeners to the policies presented by the presidential candidate. the data can be seen in this scheme below. prabowo subianto (ps) units 1 : “tujuan bernegara untuk kemakmuran” (the purpose of the state for prosperity) 1. t1 r1 2. tr1 r2 “kita mengerti [tujuan negara] //” (we understand [the purpose of this country]) “tujuan kita bernegara adalah [kemakmuran]// (the purpose of our country is [prosperity]) e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 211—232 https://doi.org/10.24843/e-jl.2019.v13.i02.p03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 224 3. tr2 r3 4. t1 r2 “untuk kemakmuran bersama// (for mutual prosperity) “masalahnya adalah [upaya] bagaimana mencapai itu [kemakmuran]?//” ("the problem is [effort] how to achieve that [prosperity]?) (data 7) ps’s statement in data 7 mixed pattern. text information obtained is the purpose of the country to achieve the nation's prosperity. the description of this information uses the progression of r1 tr1 and r2 tr2. it means that the word tujuan (purpose) is the first dynamic undergoing the process of putting it into a dynamic first theme in the second clause. furthermore, the word kemakmuran (prosperity) as the second dynamic in the second clause becomes the second dynamic theme in the third clause. this pattern shows a zig-zag pattern in positioning a dynamic theme in each clause. 4.3 multiple pattern the multiple pattern is a composite of linear pattern and zig-zag pattern of text within a single unit of text. this study found a tendency to use linear or zig-zag patterns within a unit of text. this research divides the two forms of mixed patterns, i.e., mixed-linear patterns and mixedzigzag patterns. 4.3.1 mixed-linear pattern the mixed-linear pattern is a linear pattern of text between linear and zig-zag, but it is dominated by the linear patter. this pattern has the nature of the text that is considered more easily understood than the zig-zag pattern because the speaker will tend to speak orderly and facilitate the listener to follow the way of participants’ utterances. from the analysis of text pattern of ps and jw’s statement in cdt i and ii, this research found the level of the use of text of mixed linear pattern as follows. table 4.4 : level of the use of mixed-linear pattern by both presidential candidates candidate level of the use number (unit of text) tdc i tdc ii ps 16 20 36 jw 26 26 52 table 4.4 above presents the level of use of linear mixed pattern of a text. from the analysis results in the table, jw dominated the use of linear mixed pattern of text totaling 52 units of text, while ps only used 36 units of text. therefore, jw’s utterance was considered by other e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 211—232 https://doi.org/10.24843/e-jl.2019.v13.i02.p03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 225 participants to be simpler than the ps’s utterance since the nature of the linear text leads the listener to understanding the text content simply. the data are described as follow. prabowo subianto (ps) unit 3 : “pengamanan kekuatan dan kekayaan nasional” (the security of national strength and wealth) 1. t1 r1 2. t1 r2 3. tr2 r3 4. t2 r3 5. t3 r3 6. tr3 r4 nah karena itu politik luar negeri mau tidak mau adalah cermin dari kondisi dalam negeri//” (well, therefore, international politic will inevitably be a reflection of domestic conditions “politik luar negeri tidak akan berarti kalo kekuatan dalam negeri kita lemah//” (foreign/international politic will be meaningless if our domestic strength is weak) karena itu saya terus menerus selalu bicara tentang bagaimana indonesia mengamankan kekuatan nasionalnya dan mengamankan kekayaan nasionalnya//” (therefore i keep talking constantly about how indonesia secures its national power and secures its national wealth) “bagaimana indonesia mengamankan kekuatan nasionalnya//” (how indonesia secures its national power) “ dan [bagaimana] mengamankan kekayaan nasionalnya//” (and [how] secured its national wealth) “[kekuatan dan kekayaan nasional] ini yang menjadi fundamental//” (this [national strength and wealth] is fundamental) (data 8) data 8 is categorized as the same category as data 384 which is a mixedlinear text pattern. the topics of utterances were delivered by ps on questioning about how to improve people's welfare? this question was asked by ps to jw. the question addressed by ps includes the importance of maintaining or securing national strength and wealth to strengthen the function and influence of the indonesian international politics. the flow of information in the text begins with the phrase politik luar negeri (international politics) as the initial theme and kekuatan (strength) kekayaan nasional (national wealth) as dynamic. the information process shows the first clause t1 t1 the second clause, r2 second clause tr2 third clause, r3 third clause r3 fourth clause, and r3 of the fifth clause tr3 the sixth clause. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 211—232 https://doi.org/10.24843/e-jl.2019.v13.i02.p03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 226 joko widodo (jw) units 4 : “peningkatan peran dubes” (the role empowerment of ambassadors) 1. t1 r1 2. tr1 r2 3. tr1 r3 4. tr1 r4 5. tr1 r5 6. tr5 r6 7. tr5 r7 8. t2 r7 “kita harus diperkuat bagi dubes-dubes//” (we must be strengthened for the ambassadors) “[dubes-dubes] yang berada di asia//” ([ambassador] in asia) “artinya apa dubes-dubes kita harus menjadi marketer//” ( that means what, our ambassadors should be marketer) “[dubes-dubes] harus mampu memarketing [produk-produk]//” ([ambassadors] should be able to market products) “[dubes-dubes] mampu memasarkan produk-produk//” ([ambassadors] are able to market products) “[produk-produk] yang ada di daerah-daerah//” ([products] that exist in the regions) “baik produk industri kecil baik produk-produk ukm yang sebetulnya ini mempunyai daya saing tinggi karena harganya yang masih sangat kompetitif//” (both small industry products both small and medium business products that actually have a high competitiveness because the price is still very competitive) “harganya punya daya saing//” (the price is still very competitive) (data 9) the statement delivered by jw in data 9 is indicated as a text developed by a linear mixture pattern. the topic of the text produced by jw stated the role empowerment of ambassador. the ambassador was expected by jw to become a market player, meaning that ambassador should be able to market local products as well as to enhance competitive competitiveness of small and middle economy or business products. furthermore, the dynamic theme line shows the word of duta besar (ambassador) to dynamic in r1 of the first clause tr1 of the second clause tr1 of the third clause tr1 of the fourth clause tr1 of the fifth clause. the words produk-produk (products) and harga (prices) become dynamic on r5 fifth clause tr5 of the fifth clause and r7 becomes tr7 r7 of the eighth clause. it is alarmed that the text unit of data 6 has text that starts from a dynamic then becomes a theme; therefore, this research did not find any form originated from the theme. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 211—232 https://doi.org/10.24843/e-jl.2019.v13.i02.p03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 227 4.3.2 mixedzig-zag pattern the mixed-zig-zag pattern is composed of zig-zag and linear text patterns, but it is dominated by zig-zag patterns. the nature of this type of text is considered complicated because it has irregular progression and tends to start from a dynamic and each track tends to load from the theme dynamic theme -dynamic, and so on. from the results of the analysis, this study toward the text pattern of utterances produced by ps and jw in cdt i and ii. the level of use of mixed zig-zag patterns dominated by zig-zag pattern can be seen in table 6.15 below. table 6.15: level of the use of mixed zig-zag pattern by both presidential candidates candidate level of use number of use (unit of text) tdc i tdc ii ps 7 5 12 jw 5 6 11 table 6.15 shows the use of mixed zig-zag pattern of text produced by both candidates. ps dominates the use of linear mixed pattern of text. the level of use by ps to taked 12 units of text, whereas in the jw statement there are found 11 units of text were found. the example of the data is presented as follows. prabowo subianto (ps) units 3: “penanganan ancaman nansional” (handling national threats) 1. t1 r1 2. t2 rt1 3. t3 rt1 4. t1 r2 5. tr2 r3 6. t1 r4 7. t4 rt1 “nggak...nggak ancaman terbesar ya//” (no…not the biggest threat ) “baik kalo begitu saya simpulkan ancaman terbesar dari luar negeri dan ancaman terbesar dari dalam negeri//” (well so i conclude the greatest threat from abroad and the greatest threat from within the country) “baik saya liat ancaman terbesar dari dalam negeri//” (well i see the biggest threat from within the country) “[ancaman terbesar dari dalam negeri] adalah bahwa negara-negara e.. lain atau negara-negara tertentu//” ("[the greatest threat from within the country] is that of other countries or certain countries) “[negara-negara e..lain atau negara-negara tertentu] yang akan mengklaim wilayah nasional kita//” ("[other countries or certain countries] that will claim our national territory “dan [ancaman] ini menurut saya//” (and the [threat] is in my opinion) “harus kita hadapi [ancaman]//” (should we face [threat]) e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 211—232 https://doi.org/10.24843/e-jl.2019.v13.i02.p03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 228 8. t1 r5 9. t1 r6 “kalu ancaman terbesar dari dalam negeri menurut saya//” (the greatest threat from our country in my opinion) “[ancaman terbesar dari dalam negeri] adalah kemiskinan//” "[the greatest threat from within the country] is poverty) (data 10) the text unit in data 10 is linearly mixed. ps declares policy on the handling of national threats. threats can be sourced from within and outside the country. the domestic threat is the biggest threat to the government. the form of threat is poverty. the government must be able to handle the problem of poverty. it is followed by the threat of foreign claim of the territory of indonesia by the foreign countries. this issue often occurs among neighboring countries. the information progression in the text starts from the word ancaman (threat) to the theme in the t1 of first clause r1 of the second clause r1 of the third clause t1 of the fourth clause t1 of the clause r1 of seventh clause t1 of the eighth clause t1 of the ninth clause. the words negara-negara lain (other states) become dynamic in r2 of the fourth clause t2 of the fifth clause. joko widodo (jw) units 4: “sistem pertahanan cyber dan hybrid” (cyber and hybrid defence system) 1. t1 r1 2. tr1 r2 3. tr1 r3 4. tr3 r4 5. tr4 r5 “oleh sebab itu ke depan kita harus mempunyai sebuah sebuah dron atau sebuah ee... pesawat tanpa awak//” (therefore in the future we must have a dron or an ee ... unmanned aircraft) “[sebuah dron atau sebuah ee... pesawat tanpa awak] yang kita pasang di tiga kawasan//” ("[a dron or an ee ... unmanned aircraft] that we install in three regions “dan dengan dron ini kita bisa melihat [kekayaan maritim kita]//” (and with this drone we can see [our maritime property]) “di mana ada kekayaan maritim kita//” (where our maritime wealth is) “[kekayaan maritim kita] yang diambil oleh kapal-kapal//” ("[our maritime wealth] taken by ships) e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 211—232 https://doi.org/10.24843/e-jl.2019.v13.i02.p03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 229 6. tr5 r6 7. tr1 r7 8. t2 r8 9. t 3 r8 10. rt1 r9 11. tr9 r10 12. t4 r8 “[kapal-kapal] yang masuk ke area perairan kita//” ("[ships] coming into our water area) “dron ini ada tiga kegunaan yang pertama untuk pertahanan kita//” (this dron has the first three uses for our defense) “yang kedua [kita] bisa untuk mengejar [ilegal fishing]//” (the second [we] can to catch [illegal fishing]) “kalo ada ilegal fishing//” (if there is illegal fishing) “kemudian yang ketiga juga bisa kita pakek//” (then the third one can also we use) “untuk [kita] mengejar/ [ilegal fishing]//” (for [us] to chase [[illegal fishing]) “kalau ada ilegal loging//” (if there is illegal loging) (data 11) the text pattern in data 11 is linear mixed pattern of text. jw informed topics of information about cyber and hybrid defense systems. to realize this policy, jw required indonesia to have dron (drone) or unmanned aircraft. for jw, the dron has numerous functions such as to monitor indonesia's maritime wealth, pursue the perpetrators of illegal fishing and illegal logging in indonesia's forests. the flow of each utterance on the unit of text begins with the word dron ... peawat tanpa awak (unmanned aircraft) becomes dynamic in r1 of the first clause t1 of the second clause t1 of the third clause t1 of the seventh clause r8 of the eighth clause r8 of the ninth clause r10 of the eleventh clause r8 of the twelfth clause. the word kekayaan maritim (maritime wealth) becomes dynamic in r3 of the third clause t3 of the fourth clause. the word ships become dynamic in r5 of the fifth clause t5 of the sixth clause. the word kita (our) becomes dynamic in r9 of the tenth clause t9 of the eleventh clause. notes on data 11 is that it was not found a form originated by theme, so the mixed zig-zag pattern is sourced from the progression of dynamic-theme-dynamic. 5. novelties the text development system has two other developmental units; there are the pattern of linear theme (i.e., static and dynamic) and mixed pattern (multiple pattern) with the direction of theme-rheme development. the pattern can be presented as follows. a) static-linear sub-pattern tends to be fully repetitive on the theme-rheme section such as: t1i > t1ii > t1iii > t1iv and r1i > r1ii > r1iii > r1iv. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 211—232 https://doi.org/10.24843/e-jl.2019.v13.i02.p03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 230 b) dynamic-linear sub-pattern tends to be partially repetitive on one the theme-rheme section , such as : t1i > t1ii > t1iii > t1iv and r1 ^ r2 ^ r3 ^ r4 or t1 ^ t2 ^ t3 ^ t4 and r1i > r1ii > r1iii > r1iv. c) the mixed-linear sub-pattern is composed of linear and zig-zag pattern, but it is dominated by the linear patter, such as: t1i > t1ii ^ r2 ^ t2 ^ r3iii > r3iv > r3v ^ t3vi. d) the mixed-zig-zag sub-pattern is composed of zig-zag and linear text patterns, but it is dominated by zig-zag patterns such as: r1 ^ t1ii >t1iii ^ r3 ^ t3iv ^ r4 ^ t4v ^ r5 ^ t5vi. 6. conclusion the text development system on the utterances produced by ps and jw has a difference. it was found that dynamic linear text development pattern (e.g. t1i > t1ii > t1iii > t1iv and r1 ^ r2 ^ r3 ^ r4 and r1i > r1ii > r1iii > r1iv.) was tended to be used by ps. this pattern reaches the range of statements covering the policy of economy development and national welfare and procurement of armaments. he also tended to use the development of texts with a zig-zag pattern (e.g. pattern t1i > r1ii > t1iii > r1iv) with range of statements including the purpose of the state for prosperity and security. meanwhile, jw tended to use a constant linear text development pattern with a range of statement range including: improvement of national service system (e.g. patterns t1i > t1ii > t1iii > t1iv dan r1i > r1ii > r1iii > r1iv.) and development of text with a mixed-linear pattern covering the improvement of minimum wage policies and the role empowerment of ambassadors (e.g. t1i > t1ii ^ r2 ^ t2 ^ r3iii > r3iv > r3v ^ t3vi.) references: ajilore, oluwateniola oluwabukola. 2015. acclaims, attacks and deferences in nigerian gubernatorial debate. in discurse & communication vol. 9 (1) . london: sage london: sage, p: 3 – 18. benoit, william l. dan david airne. 2005. a funcyional analysis of american vice presidential debates. in argumentation and advocacy vol.41(spring).us: montana, p: 225 – 236. bhattarai, keshab, paul bachman, frank conte, jonathan haughton, michael head, and david g. tuerck. 2018. tax plan debates in the us presidential election: a dynamic cge analysis of growth and redistribution trade-offs. economic modelling. 68(1):529-542. e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 211—232 https://doi.org/10.24843/e-jl.2019.v13.i02.p03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 231 halliday, m.a.k.. 1985. “systemics background”. in: benson, j. d. and w.s. greaves, editors. systemic perpectives on discourse, vol. i, norwood: ablex publishing. p: 1-15. halliday, m.a.k.. 1991. an introduction to functional grammar 2 th . london: edward arnold. halliday, m.a.k.. 2004. an introduction to functional grammar 3 th . revised by christian m.i.m matthiessen. london: hodder arnold. halliday, m.a.k. 2014. introducing to functional grammar 4 th . revised by christian m.i.m. matthiessen. london: routledge. jones, jason dan shận wareing. 2007. bahasa dan politik. 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http://news.okezone.com/read/2014/08/23/367/1028783/ e-journal of linguistics doaj indexed (since 15 sep 2015) january 2019 vol. 13 no. 2 p: 211—232 https://doi.org/10.24843/e-jl.2019.v13.i02.p03 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 232 young, lynne. 2011. systemic functional linguistics. in james simpson, editor. the routledge handbook of applied linguistics. london: routledge. p: 625-637. 7. acknowledgements my gratitude is delivered to the team of examiners, prof. dr. aron meko mbete, prof. dr. i nengah sudipa, m.a., prof. dr. i wayan simpen. m.hum. dr. putu sutama, m.s., and dr. made sri satyawati, s.s., m.hum., for their advice, criticism, motivation, appreciation, and moral support, so that this research can be accomplished. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 1, january 2022, pages: 86--95 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i01.p09 86 the linguistic phenomenon found in the instagram caption account of the @bahasa_bali made sani damayanthi muliawan universitas warmadewa, denpasar, indonesia. email : muliawansanidama@gmail.com article info abstract* received date: 5 august 2021 accepted date: 17 august 2021 published date: 31 january 31 keywords:* instagram caption, code mixing, code switching, speech acts this research is entitled "the linguistic phenomenon found in the instagram caption account of the @bahasa_bali" which aims to find the code mixing and code switching for the linguistic phenomenon contained in the instagram caption of the @bahasa_bali account. the data collected was analyzed descriptively using qualitative methods in the instagram caption of the @bahasa_bali account. the data in the form of code switching and code mixing in the speech found on the caption are analyzed for the function of the speech act using searle's version of speech act theory which divides speech acts into three namely locutionary, illocutionary, and perlocutionary. from the results of this study, it can be concluded that the form of code switching and code mixing in the speech contained in the instagram @bahasa_bali caption is in the form of words and phrases. the speech acts of code switching and code mixing are in the form of locutionary and illocutionary speech acts which have assertive, directive, and expressive functions. the factors in the use of code switching in speech are because balinese language which is the main language has not been able to provide equivalent words that are in accordance with the intentions of the speaker and speech partner. the factors that influence the use of code mixing in everyday speech are both speakers and speech partners who both master balinese, bahasa and english so that there is contact between the three languages both national languages, regional, and foreign in a communication. https://ojs.unud.ac.id/index.php/eol/index mailto:muliawansanidama@gmail.com 87 1. introduction in a multicultural and multilingual society, the use of more than one language when communicating is a common linguistic phenomenon. mastery of more than one language requires a person to choose the language to be used. there is a tendency to expand knowledge and insight, encouraging the global community to compete to maximize their potential, especially in mastering language. this resulted also developing phenomenon language contact are no longer limited to the national language and regional languages, but also between the national language with a foreign language, the local language with a foreign language, even contact between the three languages both national languages, regional, and foreign in a communication. this event can then lead to code switching and code mixing. code switching is one aspect of language dependence in a bilingual or multilingual society. that is, in a bilingual or multilingual society, it is very possible for a speaker to use various codes in his speech acts according to the situation and various aspects that surround it. rokhman (2013) asserts that in a multilingual society it is almost impossible for someone to use one language absolutely without using another language or elements of another language because between one language and another language has a dependency in a multilingual society. discussions about code switching are always followed by discussions about code mixing. code switching includes a model of speaking style which is one aspect of language dependence in a multicultural and multilingual society. it is a fact that in such a society it is almost impossible for a speaker to use one language without the slightest use of other languages or elements of language. according to richard et.al. (1985), code switching is a transition from the use of one language to another. code switching can occur when a speaker uses one language and the interlocutor answers in another language. a speaker speaks one language and then switches to using another language in the middle of the conversation, or even in the middle of a sentence. according to nababan (1991), the concept of code switching also includes events when a speaker switches from one language variety to another or from one dialect to another. from the opinions above, it can be concluded that code switching is a symptom of a transition from one language to another, from one variation to another, or it can also be a transition from one variety to another. while code mixing according to chaer and agustina (2010) explains that in code mixing there is a main code or basic code that is used and has its functions and autonomy, while the other codes involved in the event are only in the form of pieces, without a function or autonomy as a code of a speaker, for example in indonesian, many slips of foreign language fragments such as english or regional languages. it can be said to have mixed code. it can be 88 concluded that code mixing is an event of using two or more languages in a communication by including fragments or elements of another language because there are some words or terms that cannot be conveyed so that it requires the use of regional/foreign languages or varieties. code mixing is the use of one language by consistently inserting language elements that insert into other languages. kridalaksana (2001) translates code mixing as (1) interference, (2) the use of language units from one language to another to expand language style or language variety. the phenomenon of code switching and code mixing can occur both in non-formal language situations, for example in everyday conversations and in formal situations. the phenomenon of code switching and code mixing can also be found in instagram captions such as the phenomenon of code switching and code mixing found on caption of the instagram account @bahasa_bali. instagram caption is a way for users to describe the intent or explanation in writing about content in the form of photo or video content. instagram account @bahasa_bali is an educational instagram account that focuses on learning balinese language and script. this account has been around since 2017 until now and is actively creating content about balinese language, script and culture. based on initial observations, the instagram account @bahasa_bali was followed by 6,729 followers from various backgrounds, including age, social, culture, region, and various languages. so that it is very possible for code switching and code mixing to occur in the caption used by admin of the @bahasa_bali instagram account. code switching and code-mixing already thrives in indonesia in line with the times. in fact, the phenomenon of code switching has become a trend among the speaker community today. the phenomenon of code switching and code mixing has become so widespread that this phenomenon has turned into language behaviour. from the explanation above, this research will discuss about how the form of code switching and code mixing is in the @bahasa_bali instagram caption and how the speech act functions in the use of code switching and code mixing in the @bahasa_bali instagram caption. 2. research methods according to mukhtar (2013) qualitative descriptive research method is a method used by researchers to find knowledge or theory of research at a certain time. according to nazir (2014) descriptive method is a method in examining the status of a group of people, an object, a condition, a system of thought, or a class of events in the present. the purpose of this descriptive 89 research is to make a systematic, factual and accurate description, picture or painting of the facts, characteristics and relationships between the phenomena under investigation. nazir (2014). therefore, the method used in this research is descriptive qualitative. the data collected was analyzed descriptively using qualitative methods about code switching and code mixing in the speech contained in the instagram caption of the @bahasa_bali account. the data in the form of code switching and code mixing in the speech found on the caption are analyzed for the function of the speech act using searle's version of speech act theory which divides speech acts into three namely locutionary, illocutionary, and perlocutionary (searle, 1969). the perlocutionary act is an act of growing influence (effect) on the speech partner. this speech act is called the act of affecting someone. illocutionary acts are acts of doing something with a specific purpose and function. this speech act can be said as the act of doing something. 3. discussions from the research, the main language used by the @bahasa_bali account is balinese. this happens because the @bahasa_bali instagram account focuses on educating its followers about balinese language, literature and culture. the linguistic phenomena found in the speech on caption are code switching and code mixing. the form of code switching and code-mixing found on caption of @bahasa_bali is as follow: 90 figure 1. data 1 caption on first data "tulungin mimin lakar download ton..” is an code switching form. “download” is a process of transmitting a file or data from a computer system to another computer system. in this speech, code switching using the word download is used because in balinese there is no special word that is equivalent to is a process of transmitting a file or data. the speech act of code switching "download" is a speech act (illocutionary) requesting. requesting is a directive function. this word is used in context (communication) with fellow users, by involving speech participants who come from the same community, through speech channels in oral form. 91 figure. 2 data 2 caption on second data is form of code switching “sesuratan aksara bali sane patut, dumogi mawiguna elingan save lan share ngih…tag semeton, sawitara sane lianan” the form of code switching in the caption is the use of words “save”, “share” and “tag”. the word “save” refers to how to save, the word “share” refers to how to share content that has been uploaded and “tag” is a way to mark content. that used because in balinese there is no special word that is equivalent for words “save”, “share” and “tag”. the speech act of code switching “save”, “share” and “tag” is a speech act (illocutionary) requesting. requesting is a directive function, where the admin of the @bahasa_bali account asks his followers to save the content he uploads, share and tag it with other instagram users. 92 figure 3. data 3 code mixing found on third data, the caption is “bakat ban maca ton ? ketik di kolom komentar!”. phrase “ketik di kolom komentar” is a phrase in bahasa, this is because speakers or admins from @bahasa_bali and followers of the @bahasa_bali account or speech partners both master bahasa. “ketik di kolom komentar”” is a speech act (illocutionary) directing. directing is a directive function, the admin directs followers to answer the answer if they can read the balinese script contained in the photo upload. this phrase is used in context (communication) with fellow instagram users who master the indonesian language, by involving speech participants who come from the same community, through speech channels in written form. 93 figure 4. data 4 on the fourth data, the instagram caption for the @bahasa_bali account is "yeay…sane sampun join group wa @bahasa_bali, stiker sampun prasida kaanggen. wenten 60 stiker whatsapp aksara bali”. this caption contain code switching dan code mixing, form of code switching are “yeay”, “stiker whatsapp”, “whatsapp” and form of code mixing is “join group wa”. the words “yeay”, “stiker whatsapp” and “whatsapp” on the caption because there are no words in balinese that can be used to represent the word “yeay”, “stiker whatsapp” and “whatsapp”. the “yeay” is represent to yes used in certain circumstances to express happiness. the words “stiker whatsapp” and “whatsapp”, used as a representation of the communication platform and the whatsapp sticker is one of the features in the whatsapp application in the form of images and messages. the speech act of mixed code "yeay", "whatsapp sticker", "whatsapp" is a speech act (locutionary) statement. statement is an assertive function. these word are used in the context (communication) between content creators and followers of the @bahasa_bali account who both master the language, by involving speech participants who 94 come from the same community, through speech channels in written form. the form of code mixing “join group wa” is a speech act (illocutionary) directing. directing is a directive function, the admin directs followers to join whatsapp group of @bahasa_bali in order to be able to use whatsapp stickers that have been created by the instagram account of @bahasa_bali. this phrase is used in context (communication) with fellow instagram users who speak english, by involving speech participants who come from the same community, through speech channels in written form. 4. novelties the linguistic phenomenon of code mixing and code switching found in the instagram caption of the @bahasa_bali account is due to the diversity of ethnicity, race, culture and language that exist in instagram users, especially between speakers, namely the @bahasa_bali account manager who creates content with speech partners, namely followers of the instagram account as a content connoisseur. the phenomenon of code mixing and code switching occurs to perfect and enrich a language so that communication between speakers and their interlocutors can occur properly. 5. conclusion from the results of this study, it can be concluded that the form of code switching and code mixing in the speech contained in the instagram @bahasa_bali caption is in the form of words and phrases. the speech acts of code switching and code mixing are in the form of locutionary and illocutionary speech acts which have assertive, directive, and expressive functions. the factors in the use of code switching in speech are because balinese language which is the main language has not been able to provide equivalent words that are in accordance with the intentions of the speaker and speech partner. the factors that influence the use of code mixing in everyday speech are both speakers and speech partners who both master balinese, bahasa and english so that there is contact between the three languages both national languages, regional, and foreign in a communication. 95 reference chaer, abdul dan leonie agustina. 2010. sosiolinguistik:perkenalan awal. jakarta: rineka cipta. kridalaksana, harimukti. 2001. kamus linguistik. jakarta: pt gramedia pustaka. utama. mukhtar. 2013. metode praktis penelitian deskriptif kualitatif. jakarta selatan : referensi (gp press group). nababan, p.w.j. 1987. ilmu pragmatik. jakarta: depdikbud nazir, moh. (2014). metode penelitian. bogor: ghalia indonesia. ridwan. (2009). metode & teknik menyusun proposal penelitian. jakarta: alfabeta. richard et.al. 1985. longman dictionary of applied linguistics. england: longman rokhman, fathur. 2013. sosiolinguistik: suatu pendekatan pembelajaran bahasa dalam masyarakat multikultural. yogyakarta: graha ilmu searle, john r. (1969). speech act : an essay in the philosophy of languages . new york : cambridge university biography of author made sani damayanthi muliawan, s.s, m.hum is a lecturer in warmadewa university. she graduated from faculty of letter warmadewa university in 2015. she obtained her magister program in magister of linguistrik from warmadewa university in 2017. she is currently a doctor candidate in linguistic at udayana university. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 1, january 2021, pages: 104-110 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i01.p13 104 an analysis of students’ writing essay ability in english through class group presentation on fifth semester of stkip paracendekia nw sumbawa umar stkip paracendekia n w sumbawa umar@stkipparacendekianw.ac.id article info abstract* received date: 26 november 2020 accepted date: 30 november 2020 published date:31 january 2021 keywords:* writing essay, group presentation this is a quantitative descriptive research. the objective of this research was to know the influence of class group presentation in improving the students’ writing essay of english language learning. the participants of this research were 11 of the fifth semester students of stkip paracendekia nw sumbawa. data collecting instrument used structurally arranged questionnaires, and written test. the data was analyzed by quantitative method. the data analyzed technique employed descriptive statistics through percentage techniques. the result of the research showed that there were 8 students or 72.73% gain in the best category level of skill, there were 3 students or 27.27% gain in good category level of skill, and the mean score was 81.27 in the level of best category. data from questionnaire, 9 students with 81.82% stated they strongly agreed that the implementation of group class presentation more active during teaching and learning process of writing essay. 1. intruduction english is one of the most important languages which is used in many countries as the mean of communication. in line with manafe (2020) states that in this globalization era, the role of english in various aspects of life becomes more dominant and very important. she further argues this language is also used as a communication tool to conduct relations between countries around the world. english as a foreign language for indonesian students makes the subject of writing become more difficult for the efl learners. consequently, students may have difficulties in doing this activity because it involves multifaceted process such as produce a particular feeling or impression, arrangement, script, and refinement. according to sabilah (2018: 5) teaching english as a foreign language in indonesia requires an intensive attention to make learners euphoric and excited to learn and must be fully oriented to maintain their english mastery. mailto:umar@stkipparacendekianw.ac.id 105 according to ristati, suparwa, sudipa & dhanawaty (2019) that the teaching of english subject in indonesian schools includes four skills, namely listening, speaking, reading, and writing. in learning a new language, there are four skills must be mastered by learners. one of skill taught in english teaching is english writing skill. in line with susilawati (2017) that writing skill is one skill that needs to be developed in english teaching. writing is an activity or work of writing books, poems, stories and so on (perrault, 2008). writing is one of the most difficult skill for esl and efl learners in english language learning. according to rass (2001) that writing is a difficult skill for native speakers and non-native speakers; because writers must be able write it in multiple issues such as content, organization, purpose, audience, vocabularies and mechanics such as punctuation, spelling, and capitalization. it supported by perkins & brutten (1990) state that writing ability should be learned as a whole rather than as a series as a separate element. in line with falk (1979), state that when a student writes a composition, he/she is involved with all aspects of language during the process of composing a piece of writing. the fact showed that most students’ collage has not been able to write english well. one reason is that english is not the language of instruction as well as malaysia which had english as a language of instruction in the country (alwasilah, 1985). this makes the learners only learn the language at school during english lessons take place. besides, with a monotonous learning method, then english becomes a boring subject for them, especially in writing class learning. the phenomena above also occurred in the fifth semester students of stkip paracendekia nw sumbawa. english writing essay ability of these students from semester to semester is still low. this can be seen in such cases like when students try to express their ideas in english writing essay. the students lack of exploring activity or ideas in making their writing essay skill well. as stated by rohmah (2009) the lack of exploring activity influenced the students’ writing skill, especially skill in organizing their ideas. these problems above can be overcome by applying new strategies, and innovation method in teaching. teachers should use different ways of teaching writing to improve the students writing skill. in line with franata, simpen, & dhanawaty (2020) that language learning can be made easier by applying several learning approaches. therefore, the researcher would try to improve students’ writing essay ability through class group presentation. according to slavin (1995) that learning in group can develop self-confidence, sympathy, and love. based on the background above, the issues can be formulated as follows; to what extent the influence of class presentation to improve essay writing students’ ability of the fifth semester of stkip paracendekia nw sumbawa? 2. reseach method research design the present study used quantitative descriptive. the data were obtained from students’ questionnaires and written test of english, in which the data collecting instrument used structurally arranged questionnaires, and written test. the research data was analyzed by quantitative method. the data analysis technique employed descriptive statistics through percentage techniques. as stated by creswell (2014, p. 5), that quantitative method is to analyze the data consisting of numbers which can be analyzed based on statistical procedures. participants the participants in this research are 11 students of the fifth semester of stkip paracendekia nw sumbawa in academic year 2020-2021. 106 instruments the research instruments employ to collect data for this study are questionnaires, and writing test. the questionnaires delivered to students. the students’ questions consisted of 5 closed-questions design in english and the writing test generates all of the students. data collection a. the instruments were used questionnaires and writing test. the data was collected from september – november 2020. the students and the rates were told that they would be involved in a research project. the students’ essays were collected after they were assigned to write an essay. b. questionnaire the researcher explained clearly the purposes of administering the questionnaire about the students’ writing essay problems which are to find the students’ writing essay problems, the factors affecting their performance. the questionnaire sheets distributed to participants. oral instructions and explanations gave in detail to the participants by the researcher, before they answer the questionnaire to avoid any misunderstanding. data analysis there were two types of data utilized: (1) the data from the students’ written test result, and (2) the students’ questionnaire. data of the students’ written test result was to analyze the extent influence of group class presentation to improve the ability of writing essay of english learning. data was analyzed by using descriptive statistics. the criterion of sukardi (2008) was used to analyze the test result as follows: criteria of the students’ skills table 1 no score (%) level of skill 1. 80%-100% best 2. 65%-79,99% good 3. 54%-64,99% fair 4. 40%-53,99 less 5. 0%-39,99% poor the data from the result of the students’ questionnaire was analyzed by using the likert scale: 5 – strongly agree, 4 – agree, 3 – not really agree, 2 – disagree, 1 – strongly disagree. data were analyzed by employing the spss version 20 program. questionnaire sheet table 2 indicator n likert scale sa a nra da sd teachers’ strategy and approach during the teaching-learning process influence language learning result (a) 11 in teaching writing essay, teachers implemented theory during the class process (b) 11 class interactive more effective in language learning process (c) 11 the implementation of group class presentation more 11 107 active during teaching and learning process of writing essay (d) the monotone strategy and approach, make students bore in english language learning process (e) 11 3. discussion the result of this study were taken from the learners’ writing essay test with the total of 11 (n=11) sheets. based on the criteria of the students’ skills result by using criterion of sukardi (2008), it was found that there were 8 students or 72.73% gain level of skill was best, and there were 8 students or 27.27% gain level of skill was good. descriptive statistics table 3 n range minimum maximum sum mean std. deviation variance total 11 22 71 93 894 81.27 6.798 46.218 valid n (listwise) 11 based on the spss calculation (see table 3), show that the result of writing essay english language learning for the fifth semester of students stkip paracendekia nw sumbawa, as follows: the mean score is 81.27 of 11 students; the lowest score was 71, and the highest score was 93. the percentages of the students’ writing essay as follows: 18.18% students gained the score of 71; 9.09% students gained the score of 75; 18.18% students gained the score of 81; 9.09% students gained the score of 82; 18.18% students gained the score of 83; 9.09% students gained the score of 86; 9.09% students gained the score of 88; and 9.09% students gained the score of 93. it can be concluded that the class group presentation able to improve writing essay (see chart 1). chat 1 108 based on the questionnaire result above the response of the 11 students as follows: in the indicator of teachers’ strategy and approach during the teaching-learning process influence language learning result (a), there were 10 students who strongly agree (sa), 1 student who agree (a). the percentages of the students’ respond to the indicator a, that there were 90.9% students who strongly agree (sa), 9.1% students who agree (a). it can be concluded that teachers’ strategy and approach can improve writing essay. in the indicator of in teaching writing essay, teachers implemented theory during the class process (b), there was 1 student who did not really agree (nra), 7 students who disagree (da), and 3 students who strongly disagree (sd). the percentages of the students’ respond to the indicator b, that there were 9.1% students who did not really agree (nra), 63.63% students who disagree (da), and 27.27% students who strongly disagree (sd). it can be concluded that in teaching writing essay, teachers implemented theory during the class process cannot improve students’ writing essay. in the indicator of class interactive more effective in language learning process (c), there are 9 students who strongly agree (sa), 2 students who agree (a). the percentages of the students’ respond to the indicator c, that there were 81.82% students who strongly agree (sa), 18.18% students who agree (a). it can be concluded that class interactive more effective in language learning process. in the indicator of the implementation of group class presentation more active during teaching and learning process of writing essay (d), there are 9 students who strongly agree (sa), 2 students who agree (a). the percentages of the students’ respond to the indicator d, that there were 81.82% students who strongly agree (sa), 18.18% students who agree (a). it can be concluded that the implementation of group class presentation more active during teaching and learning process of writing essay. in the indicator of the monotone strategy and approach, make students bore in english language learning process (e), there were 10 students who strongly agree (sa), 1 student who agree (a). the percentages of the students’ respond to the indicator e, that there were 90.9% students who strongly agree (sa), 9.1% students who agree (a). it can be concluded that the monotone strategy and approach, make students bore in english language learning process. the students’ questionnaire result above can be seen on this chart (see chart 2). chat 2 109 4. novelty the novelty in this study the process of studying english in writing essay showed that the applied of class group presentation more effective, because the situation in the classroom more active and all the student have the opportunity to share all their ideas. besides that, there are some new vocabularies that student can be used and gained during the process of class group presentation. 5. conclusions based on the data presented in the previous chapter, it can be concluded that the use of class group presentation can improve in writing essay ability of the fifth semester students of stkip paracendekia nw sumbawa. based on the discussion above, conclusions can be taken as follows: first, based on the criteria of the students’ skills result by using criterion of sukardi (2008), it was found that there were 8 students or 72.73% gain in the best category level of skill, there were 3 students or 27.27% gain in good category level of skill, and the average score was 81.27 in the level of best category. second, based on the spss calculation (see table 3), show that the result of writing essay english language learning for the fifth semester of students stkip paracendekia nw sumbawa, as follows: the minimum score was 71, the maximum score was 93, and the mean score was 81.27 of 11 students. it was the best category of level skill. it can be concluded that the implementation of class group presentation influenced the ability of writing essay. third, the result of the students’ questionnaire showed that from the 11 students, as the respondents of the research, 9 students with 81.82% stated they strongly agreed that the implementation of group class presentation more active during teaching and learning process of writing essay. it means class group presentation able to improve writing essay of the fifth semester students of stkip paracendekia nw sumbawa. references: alwasilah a. c. 1985. sosiologi bahasa. bandung: angkasa. creswell, j. w. (2014). research design, pendekatan kualitatif, kuantitatif, dan mixed. third edition. pustaka pelajar: yogyakarta. falk, j. s. (1979). language acquisition and the teaching and learning of writing." college english, 41, 436-47. franata, i. p., simpen, i. w., & dhanawaty, n. m. (2020). improvement of english speaking ability in 7th grade students of ganesha junior high school denpasar through tandur method. e-linguistics of journal, 14(2), 242-256. manafe, e. m. (2020). the use of group discussions to improve the achievement in speaking skill. e-journal of linguistics, 14(2), 276-289. perrault, s. j. (2008). merriam-webster’s advanced learner’s english dictionary. new york: merriam-webster, inc. perkins, k & brutten, s. r. (1990). writing: a holistic or atomistic entity? journal of basic writing, 9 (1), 75-84. rass, heinrich (2001). difficulties in teaching and learning grammar in an efl context. international journal of instruction. 4(2). pissn: 1694-609x. ristati, suparwa, i. n., sudipa, i. n., & dhanawaty, n. m. (2019). improving dayaknesespeaking learners’ english pronunciation. e-journal linguistics, 13(2), 290-302. rohmah, g. n. (2009). how to write autonomously: practical and simple guide to improve the students writing skill. malang: uin malang press. 110 sabilah, fardini. 2018. designing the intercultural teaching using “dialogic reading” strategies for the english students at primary schools, e-journal of linguistics, 12(1), 1-14. slavin, r. e. 1995. cooperative learning: theory, research and practice. allyn and bacon: boston. sukardi. (2008). evaluasi pendidikan. jakarta: pt bumi angkasa. susilawati, f. (2017). teaching writing of narrative text through digital comic. journal of english and education, 5(2), 103-111. biography of author dr. umar, s.pd., m.pd is a lecturer at the english department of stkip paracendekia nw sumbawa. his research interests are speaking strategies, english writing, language learning strategies, reading in a foreign language, and semantics analysis. he can be reached at; 1) umar@stkipparacendekianw.ac.id, 2) sinta: 5986209 3) scopus: 57212196658 4) google scholar: kog4kioaaaaj 5) orcid: 0000-0003-2485-9138 6) research gate : umar_umar19 mailto:umar@stkipparacendekianw.ac.id sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 1, january 2021, pages: 111-125 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i01.p14 111 prepositional phrase and its translations found in the novel “budha, a story of enlightenment” i made juliarta universitas bali dwipa, bali, indonesia, madejuliarta330@gmail.com article info abstract* received date: 4 december 2020 accepted date: 7 december 2020 published date: 31 january 2021 keywords:* prepositional phrases, translation, simple preposition, complex preposition. the novel “budha, a story of englightenment” is one of popular novels with new york times best selling authors. this novel tells story as an icon of peace and serenity. the sentences with prepositional phrase and their translations from english into indonesian are found in this novel. therefore, the author is interested in analyzing the translation process occured in translating the source text into target text. the source text is analyzed and viewed to find out the translation of prepositional phrase. the translation is the proccess of transferring form from the first language into second language using semantic structure. this study aims at analyzing the source text and get the meaning and its translation. it is stated that a prepositional phrase is a group of words consisting of a preposition, its object, and any words modifying the object. a prepositional phrase also modifies a verb or a noun. there are two kinds of prepositional phrases which are called adverbial phrases and adjectival phrases. there are some complex prepositional phrases. those are as for, except for, according to, by means, on the part of, etc. this present study is intended to: (i) identify the types of lexical and syntactical forms of the english prepositional phrases found in the data source “budha, a story of englightenment”, (ii) analyze the types of shifts of prepositional phrases that were applied in the translation from source text into target text in the novel “budha, a story of englightenment” 1. introduction the translation can be meant as the proccess of transferring the form from the first language into the second language by using semantic structure. the source language must be transferred and held constant and the form of its translation may change. however, the translation activities do not only deal with transferring language from one language into another language, but also deal with the most important thing. those are the process of transferring the message and the meaning from source language into target language. catford (1965) stated that as a process, translation is always performed in a given direction from a source language into target language. there are some dificulties in translating an english text into indonesian. besides, there are also some external factors that contribute to such differences that is called as a culture. however, there are some strategies and procedures that can be done to the solutions to such difficulties. it is important for the translator to make assesment as needed in order to make the product of translation to be readable and understandable. as an object in this study, in translating an english text into indonesian, the use of prepositions can be one of the things that make the process of 112 translation to be complicated. it can be seen from the illustration that the preposition ‘with’ is equivalent to ‘dengan’. the prepositions can contribute to the fact that it is difficult to translate prepositional phrase into target text. therefore, this inspires the author of this study to discuss the prepositional phrase and its translation analysis. in analyzing the translation process, the author choose the novel entitled budha, a story of englightenment. it is a novel that was written by dheepak chopra. the author tried to bring the buddha back to life in this gripping account of the young prince who abandoned his inheritance to discover his true calling. this study analyzes the syntax structure of prepositional phrase and finds out about the form of prepositional phrase found in the novel. in analyzing the prepositional phrase in the translation process occured, this study used the theory proposed by jackson (2000). according to the theory of prepositional phrase that is proposed by jackson (2000), phrase is divided into noun phrase, verb phrase, adjective phrase, adverbial phrase and prepositional phrase. prepositional phrase can be meant as a combination of two elements “preposition’ and ‘phrase’. in prepositional phrase, there are the relation between a noun and a verb. moreover, downing and locke (2006) stated that preposition consists of two types. those are simple preposition and complex preposition. in simple preposition, preposition has single prepositional particle. part of single prepositional particle are: about, across, after, around, as, at, in, towards, etc. in complex preposition, preposition is formed by the combination of two prepositional particles. it is separated with a noun, an adjective, an adverb, and even phrases. the complex prepositional particles are as follows: as for, except, according to, by means, in return for, on the part of, etc. it is stated that simple prepositional phrase is a phrase consisting of a single prepositional word and followed by modifiers or complements. the complements consist of a noun, a noun group, a pronoun, an adverb, an adjective, a prepositional phrase, and a wh-clause. in complex prepositional phrase, phrase consists of two or three prepositions. it is modified with a noun, noun group, a pronoun, an adverb, an adjective. 2. research methods in analyzing the translation process, this study uses the theory of prepositional phrase that is proposed by downing and locke (2006). there are two types of prepositional phrases. those are simple prepositional phrase and complex prepositional phrase. the theory of prepositional phrase proposed by downing and locke (2006) stated that in simple prepositional phrase, a phrase consists of a single prepositional word and it is followed by modifiers or complements. the complements can be a noun, a noun group, a pronoun, an adverb, an adjective, a prepositional phrase. in complex prepositional phrase, it consists of two or three prepositions and mostly modified with noun, noun group, adverb, adjective, preposition, conjunction. the modifiers can be a noun, an adjective, an adverb, and preposition, or phrase. this study also uses the theory of translation to analyze the translation shift found in the sentence containing english prepositional phrase. in analizing the translation process, this study also uses the theory proposed by catford (1965) in order to analyze the translation process which occurred in the sentence containing prepositional phrase. in the translation of shift, catford (1965) stated that, shift is the departure from formal correspondence in the process from the sl into the tl. the translation shift is applied to have the natural equivalent of the source text message into the target text. moreover, catford (1965) stated that the translation shift divides the shift in translation into two types, namely: level/rank shift and category shift. catford (1965) considers that there are two types of shift, namely: (1) shift of level and (2) shift of category. the translation process in this study is applied using the theory proposed by catford (1965). the form 113 of prepositional phrase is analyzed using the theory that is proposed by downing and locke (2006). in the category of shift, it is stated as the departures from formal correspondence in translation. it is stated that formal correspondence is any grammatical category in the target language which can be said to occupy the same position in the system of the target language as the given source language category in the source language system. the category of shift can be divided again into structure shifts, class shifts, unit shift, and intra-system shifts. structure shift is the changing of words sequence in a sentence. in the intra-system shift, it refers to the shifts that occurs internally, within the system; that is for those cases where the source and the target language possess systems which approximately correspond formally as to their constitution, but when translation gets selection of a non-corresponding term in the target language system. intrasystem shifts can happen when a term is singular in the source language and its textual equivalent is plural. moreover, halliday stated that a class as that grouping of members of a given unit that is defined by operation in the structure of the unit next above. it is stated that class-shift occurs when the translation equivalent of a sl item is a member of a different class from the original item. translation-shift is used as the focus of analysis because the translator has shifted the forms to keep the meaning constant so that the messages can be communicative and natural. this study tries to find out the shifts in form and meaning of prepositional phrase from english into indonesian language. this is conducted because the core of equivalence and shifts are in the form and meaning. as we can see that an equivalence and shifts, the meaning is more important than the form. the data used in this study is the novel entitled “budha, a story of englightenment”. the data source is written in english. the reason of using this novel as the data source is because there are some english prepositional phrases found in this novel. the novel that is used is one of popular novels with the best author. this study used the technique called teknik pilah that is proposed by (sudaryanto, 2015). the data source is written in two languages, namely: english and indonesian language. the data source is analyzed in english. moreover, downing and locke (2006) stated that preposition consists of two types. those are simple preposition and complex preposition. it can be seen that in simple preposition, preposition has single prepositional particle. part of single prepositional particles are: about, across, after, around, as, at, in, towards, etc. in complex preposition, the preposition can be formed by the combination of two prepositional particles. it can be separated with a noun, an adjective, an adverb, and even phrases. the complex prepositional particles are as follows: as for, except, according to, by means, in return for, on the part of, etc. it is stated that simple prepositional phrase is a phrase consisting of a single prepositional word and followed by modifiers or complements. the complements are consisting of a noun, a noun group, a pronoun, an adverb, an adjective, a prepositional phrase, and a wh-clause. in complex prepositional phrase, phrase consists of two or three prepositions. it can be modified with a noun, noun group, a pronoun, an adverb, an adjective. this study also uses intra-system shift that is proposed by catford which refers to the shifts that occurs internally, within the system; that is for those cases where the source and the target language possess systems which approximately correspond formally as to their constitution, but when translation involves selection of a non-corresponding term in the target language system. it is stated that intra-system shifts occurs when a term is singular in the source language and its textual equivalent is plural. 114 3. discussions text i he needed a weakness to exploit, and he was confident the enemy had left one for him . (12) ia ingin mengetahui kelemahan musuh dan sangat yakin pasti musuhnya sudah menunjukkan kekurangan. (9) we can see from the prepositional phrase that is available in text i stating that prepositional phrase for him is formed by using preposition (for) +pronoun (him). pronoun is used to complete the form of prepositional phrase. it is called as simple preposition. we can see the syntactix structure of prepositional phrase for him, as follows: pp p np pronoun for him the prepositional phrase that is available in text i can be categorized as a simple prepositional phrase because it only has one preposition. as we can see from the sentence in text i that the prepositional phrase for him is not translated. meanwhile, a word confident is translated into a phrase sangat yakin. the theory used in translating this is the theory proposed by catford, stating that this type of translation shift is called a unit shift involving a change in rank. the unit shift occurs when the translation equivalent of a source text unit at one rank. it is stated that unit shift can be meant as the change in rank, that is, the departure from formal correspondence in which the translation equivalent of a unit at one rank in the source language. this shift is called as unit shift, that is, a change in higher rank that translates confident into sangat yakin. text ii along with his army, the king would kneel in the temple and pray before he went to war, but he put no trust in divine help. (12) bersama tentaranya, sang raja berlutut di kuil dan berdoa sebelum berangkat perang. (10) it can be seen from english prepositional phrase in text ii, that preposition with his army is formed by using preposition (with) + possesive (his) + noun (army). it is categorized as a simple prepositional phrase because it only has one preposition with. we can see the syntactic structure of english prepositional phrase, as follows: 115 pp p np poss n with his army the prepositional phrase that is available in text ii can be categorized as a simple prepositional phrase because it only has one preposition. as we can see from the sentence in text ii that the prepositional phrase with his army is translated into tentaranya. the theory that is used in translating this preposition is proposed by catford, stating that this type of translation shift is called a unit shift involving a change in rank. the unit shift occurs when the translation equivalent of a source text unit at one rank. it is stated that unit shift can be meant as the change in rank, that is, the departure from formal correspondence in which the translation equivalent of a unit at one rank in the source language. this shift is called unit shift, that is, a change in lower rank that is translating with his army into tentaranya. text iii suddhodana was a warrior king, and the first thing to know about him is this, he mistook himself for a god. (12) suddhodana adalah raja perang, satu hal yang perlu diketahui tentangnya adalah ia mengira dirinya dewa. (10) we can see from the english prepositional phrase for a god, the preposition consists of preposition for + determiner a + noun god. this kind of preposition is categorized as a simple prepositional phrase as it consists of preposition, determiner, and a noun. here is the syntactic structure of english prepositional phrase for a god. pp p np determiner n for a god we can see from prepositional phrase that is available in text iii that it is categorized as a simple prepositional phrase because it only has one preposition. it can be seen from prepositional phrase in text iii that the prepositional phrase for a god is translated into dewa. the theory used in translating this preposition is proposed by catford, stating that this type of translation shift is called a unit shift involving a change in rank. the unit shift can occur when the translation equivalent of a source text unit at one rank. it is stated that unit shift can be meant as the change in rank, that is, the departure from formal correspondence in which the translation 116 equivalent of a unit at one rank in the source language. this shift is called unit shift, that is, a change in lower rank that is translating for a god into dewa. text iv by the time he came to the battlefield, its roiling activity and the smells that assaulted his nostrils. (13) begitu ia tiba di medan perang, gemuruh dan bau busuk yang tercium, hidungnya – bau jerami dan darah. (13) it can be seen from the english prepositional phrase in text iv, by the time, the prepositional phrase consists of preposition by + determiner the + noun time. it is categorized as a simple prepositional phrase as it consists of preposition, determiner, and a noun. here is the syntactic structure of english prepositional phrase by the time. pp p np det n by the time it can be seen from prepositional phrase in text iv that it is categorized as a simple prepositional phrase because it only has one preposition. as we can see from prepositional phrase in text iv that the prepositional phrase by the time is translated into begitu. the theory that is used in translating this preposition is proposed by catford, stating that this type of translation shift is called a unit shift involving a change in rank. the unit shift can occur when the translation equivalent of a source text unit at one rank. it is stated that unit shift can be meant as the change in rank, that is, the departure from formal correspondence in which the translation equivalent of a unit at one rank in the source language. this shift is called unit shift, that is, a change in lower rank that is translating by the time into sehingga. text v his sword whirled as he split a man’s head with a single blow. (14) pedangnya berputar-putar saat ia memenggal kepala seorang pria dengan sekali tebas. (11) prepositional phrase with a single blow is formed by using preposition with + determiner a + adjective single + noun blow. here is the syntactic structure of english prepositional phrase with a single blow. 117 pp p np det adj. n with a single blow we can see from prepositional phrase in text v that it is categorized as a simple prepositional phrase because it only has one preposition. it can be seen from prepositional phrase in text v that the prepositional phrase with a single blow is translated into dengan sekali tebas. unit shift in lower rank occured in translating his word into pedangnya. text vi it was a meager company, consisting of six soldiers too old to serve in the war astride six nags too weak to charge the enemy. (15) kelompok yang menyertai maya lumayan kecil, terdiri atas enam serdadu yang terlalu tua untuk berperang, di atas enam kuda tua yang terlalu lemah untuk menyerang musuh. (13) as we can see from english prepositional phrase in the war, it is formed by using preposition in + determiner the + a noun war. it can be categorized as a simple prepositional phrase as it consists of preposition, determiner, and a noun. we can see the syntactic structure of english prepositional phrase in the war, as follows: pp p np det n in the war english prepositional phrase in text vi is categorized as a simple prepositional phrase because it only has one preposition. it can be seen from prepositional phrase in text vi that the prepositional phrase in the war is translated into untuk berperang. the theory that was used in translating this preposition is the theory proposed by catford, stating that this type of translation shift is called a unit shift involving a change in rank. the unit shift occurs when the translation equivalent of a source text unit at one rank. it is stated that unit shift can be meant as the change in rank, that is, the departure from formal correspondence in which the translation equivalent of a unit at one rank in the source language. this shift is called unit shift, that is, a change in lower rank that is translating the phrase the war into berperang. 118 text vii maya made no sound hidden behind the swaying silk drapes, except for a stifled moan whenever a bearer stumbled and the litter took a sharp jolt. (15) maya tak mengucapkan sepatah kata pun, hanya erangan kecil setiap kali salah satu penandu tersandung dan menyebabkan tandu tersebut tiba-tiba terguncang. (13) english prepositional phrase for a stifled moan has been formed by using preposition for + determiner a + adjective stifled + noun moan. it is categorized as a simple prepositional phrase as it consists of preposition, determiner, adjective and a noun. we can see the syntactic structure of english prepositional phrase in the war, as follows: pp p np det. adj. noun for a stifled moan english prepositional phrase for a stifled moan in text vii is categorized as a simple prepositional phrase because it only has one preposition. we can see from english prepositional phrase in text vii that the prepositional phrase for a stifled moan is translated into hanya erangan kecil. text viii three young ladies-in-waiting, who grumbled in low voices about having to walk, brought up the rear. (15) tiga dayang-dayang, yang diam-diam menggerutu karena harus berjalan kaki, berjalan di belakang. (13) we can see from english prepositional phrase in low voices, that the preposition is formed by preposition in + adjective low + noun voices. it can be meant to be categorized as a simple prepositional phrase as it consists of preposition, adjective, and a noun. we can see the syntactic structure of english prepositional phrase in low voices, as follows: pp p np adj n in low voices 119 english prepositional phrase in text viii is categorized as a simple prepositional phrase because it only has one preposition. it can be seen from prepositional phrase in text viii that the prepositional phrase in low voices is translated into menggerutu. the theory used in translating this preposition is the theory proposed by catford, stating that this type of translation shift is called a unit shift involving a change in rank. the unit shift occurs when the translation equivalent of a source text unit at one rank. unit shift can be meant as the change in rank, that is, the departure from formal correspondence in which the translation equivalent of a unit at one rank in the source language. this shift is called unit shift, that is, a change in lower rank that is translating the phrase in low voices into menggerutu. text ix tigers were known to snatch their prey from terrified bands of travelers in this area, even in the brightest hour of the day. (15) konon kabarnya juga ada banyak harimau yang memangsa kelompok pengelana penakut yang melewati wilayah ini, bahkan pada siang hari bolong . (14) as we can see from english prepositional phrase from terrified bands, it is formed by using preposition from + adjective terrified + a noun bands. it can be categorized as a simple prepositional phrase as it consists of preposition, adjective, and a noun. we can see the syntactic structure of english prepositional phrase from terrified bands, as follows: pp p np adj. n from terrified bands it can be seen that english prepositional phrase in text ix can be categorized as a simple prepositional phrase because it has one preposition. it is seen from prepositional phrase in text ix that the prepositional phrase from terrified bands is translated into kelompok pengelana penakut. the theory that is used in translating this preposition is the theory proposed by catford, stating that this type of translation shift is called a unit shift involving a change in rank. the unit shift can occur when the translation equivalent of a source text unit at one rank. unit shift can be meant as the change in rank, that is, the departure from formal correspondence in which the translation equivalent of a unit at one rank in the source language. this shift is called unit shift, that is, a change in higher rank when translating the word bands into the phrase kelompok pengelana. text x with the slightest bow from the shoulders that etiquette permitted, the guard said, “i’ll scout up ahead for camp. (15) dengan sedikit membungkuk demi sopan santun, pengawal itu berkata, “aku akan berkuda duluan mencari tempat berkemah”. (14) 120 we can see from english prepositional phrase for camp, that the prepositional phrase is formed by (preposition) for + (noun) camp. it is categorized as a simple prepositional phrase as it consists of preposition, and a noun. we can see the syntactic structure of english prepositional phrase for camp, as follows: pp p np n for camp it can be seen that english prepositional phrase in text x that it is categorized as a simple prepositional phrase because it only has one preposition for. it can be seen from prepositional phrase in text x that the prepositional phrase for camp is translated into mencari tempat berkemah. the theory used in translating this preposition is the theory proposed by catford, stating that this type of translation shift is called a unit shift involving a change in rank. the unit shift occurs when the translation equivalent of a source text unit at one rank. unit shift is the change in rank, that is, the departure from formal correspondence in which the translation equivalent of a unit at one rank in the source language. this shift is called unit shift, that is, a change in higher rank that is translating the word camp into tempat berkemah. in analizing the translation process, this data also uses the theory that is proposed by catford (1965) in order to analyze the translation process occurred in the sentence containing prepositional phrase. in the translation of shift, according to catford (1965), shift is the departure from formal correspondence in the process from the sl into the tl. text xi funeral smoke, oily and thick, twisted through the air and tainted the sky as maya’s body burned atop the huge pile of sandalwood logs that had been chopped from the forest. (19) asap tebal api kremasi yang pekat dan berbau minyak bergulung-gulung di udara dan mewarnai langit saat jenazah maya dibakar di atas tumpukan tinggi potongan-potongan kayu cendana hutan. (34) it can be seen from the translation of english prepositional phrase from the forest, that the preposition is formed by (preposition) from + (determiner) the + (noun) forest. it is categorized as a simple prepositional phrase as it consists of preposition, determiner and a noun. we can see the syntactic structure of english prepositional phrase from the forest, as follows: 121 pp prep. det. noun from the forest it can be seen that english prepositional phrase in text xi can be categorized as a simple prepositional phrase because it has one preposition. it is seen from prepositional phrase in text xi that the prepositional phrase from the forest is translated into kayu cendana hutan. the theory that is used in translating this preposition is the theory proposed by catford, stating that this type of translation shift is called a unit shift involving a change in rank. the unit shift can occur when the translation equivalent of a source text unit at one rank. unit shift can be meant as the change in rank, that is, the departure from formal correspondence in which the translation equivalent of a unit at one rank in the source language. this shift is called unit shift, that is, a change in higher rank when translating the word foret into the phrase kayu cendana hutan. text xii his face reddened as he shouted orders for more wood, a higher flame, more melted ghee to pour over the body. (20) wajahnya memerah saat ia berteriak memberi perintah supaya orang-orang suruhannya menambah kayu, memperbesar api, dan menuang lebih banyak dadih ke atas mayat itu. (34) it can be seen from the translation of english prepositional phrase from more wood, that the preposition is formed by (preposition) for + (determiner) more + (noun) wood. it can be categorized as a simple prepositional phrase as it consists of preposition, determiner and a noun. we can see the syntactic structure of english prepositional phrase for more wood, as follows: pp prep. det. noun for more wood it can be seen that english prepositional phrase in text xii can be categorized as a simple prepositional phrase because it has one preposition. it is seen from prepositional phrase in text xii that the prepositional phrase for more wood is translated into menambah kayu, stating that this type of translation shift is called a unit shift involving as a change in rank. the unit shift can occur when the translation equivalent of a source text unit at one rank. unit shift can be meant as the change in rank, that is, the departure from formal correspondence in which the translation 122 equivalent of a unit at one rank in the source language. this shift is called unit shift, that is, a change in lower rank when translating for more wood into the phrase menambah kayu. it can be seen from the translation process occured above, that her face is translated into wajahnya. unit shift in lower rank occured in translating the phrase her face into a word wajahnya. this translation process also uses the theory of translation to analyze the translation shift found in the sentence containing english phrase her face translated into wajahnya. in analizing the translation process, this study also uses the theory proposed by catford (1965) in order to analyze the translation proses occurred in the sentence containing prepositional phrase. in the translation of shift, catford (1965) stated that, shift is the departure from formal correspondence in the process from the sl into the tl. it can be seen from the text above that orders is translated into memberi perintah supaya orang-orang suruhannya. a shift occured in the translation process as a change in higher rank that is translating a word orders into phrase perintah supaya orang-orang suruhannya. text xiii the ghee had been churned from the milk of sacred cows (20) dadih tersebut dihasilkan dari susu sapi suci. (34) it can be seen from english prepositional phrase from the milk, that the preposition can be formed by (preposition) from + (determiner) the + (noun) milk. it can be categorized as a simple prepositional phrase as it consists of preposition, determiner and a noun. it can bee seen from the syntactic structure of english prepositional phrase from the milk, as follows: pp prep. det. noun from the milk it can be seen from the text xiii that english prepositional phrase above can be categorized as a simple prepositional phrase because it only has one preposition. it is seen from prepositional phrase in text xiii that the prepositional phrase from the milk is translated into susu sapi, stating that this type of translation shift is called a unit shift involving a change in rank. the unit shift can occur when the translation equivalent of a source text unit at one rank. unit shift can be meant as the change in rank, that is, the departure from formal correspondence in which the translation equivalent of a unit at one rank in the source language. this shift is called unit shift, that is, a change in lower rank when translating for the milk into the phrase menambah susu sapi. it can be seen from the translation process occured above, that for the milk had been translated into susu sapi. unit shift in lower rank occured in translating the phrase her face into a word wajahnya. this translation process also uses the theory of translation to analyze the translation shift found in the sentence containing english phrase for the milk that is translated into susu sapi. in analyzing the translation process occured in the text, this data above also uses the theory proposed by catford (1965) in order to analyze the translation process occurred in the sentence containing prepositional phrase. in the translation of shift catford (1965) stated that, shift is the departure from formal correspondence in the process from the sl into the tl. it can 123 also be seen from the text that had been churned had been translated into dihasilkan. therefore, translation shift occured in the translation process that changes in lower rank. text xiv maya had remembered playing there as a child, when noble girls from the region were brought to court on the chance that any might please young suddhodana. (20) waktu masih kecil, maya ingat pernah bermain-main di tempat itu, saat gadis-gadis berdarah biru dari daerah sekitar dibawa ke istana kalau-kalau salah satu dari mereka bisa menarik perhatian suddhodana. (44) it can be seen in text xivfrom english prepositional phrase from the region, that the preposition can be formed by (preposition) from + (determiner) the + (noun) region. it can be categorized as a simple prepositional phrase as it consists of preposition, determiner and a noun. it can bee seen from the syntactic structure of english prepositional phrase from the region, as follows: pp p det noun from the region it can be seen from the text xiv that english prepositional phrase above can be categorized as a simple prepositional phrase because it only has one preposition. it is seen from prepositional phrase in text xiv that the prepositional phrase from the region is translated into dari daerah sekitar, stating that this type of translation shift is called a unit shift involving a change in rank. the unit shift can occur when the translation equivalent of a source text unit at one rank. unit shift can be meant as the change in rank, that is, the departure from formal correspondence in which the translation equivalent of a unit at one rank in the source language. this shift is stated as unit shift, that is, a change in higher rank when translating a word region into the phrase daerah sekitar. it can be seen from the translation process occured above, that a word region had been translated into phrase daerah sekitar. the theory used in translating is called as unit shift. unit shift in higher rank also occured in translating a word region into a phrase daerah sekitarnya. this translation process also uses the theory of translation to analyze the translation shift found in the sentence containing english word region that is translated into phrase daerah sekitar. 4. novelties in analyzing the translation process occured in the text, this data above also uses the theory that is proposed by catford (1965) in order to analyze the translation process which occurred in the sentence containing prepositional phrase. in the translation of shift catford (1965) stated that, shift is the departure from formal correspondence in the process from the sl into the tl. it can also be seen from the text that region had been translated into phrase daerah sekitar. therefore, translation shift occured in the translation process that changes in higher rank. 124 5. conclusion in analyzing the translation process, this study uses the theory of prepositional phrase proposed by downing and locke (2006). there are two types of prepositional phrases. those are simple prepositional phrase and complex prepositional phrase. the theory of prepositional phrase proposed by downing and locke (2006) stated that in simple prepositional phrase, a phrase consists of a single prepositional word and it is followed by modifiers or complements. the complements can be a noun, a noun group, a pronoun, an adverb, an adjective, a prepositional phrase. in complex prepositional phrase, it consists of two or three prepositions and mostly modified with noun, noun group, adverb, adjective, preposition, conjunction. the modifiers can be a noun, an adjective, an adverb, and preposition, or phrase. this study also uses the theory of translation to analyze the translation shift found in the sentence containing english prepositional phrase. translation-shift can be used as the focus of analysis because the translator has shifted the forms to keep the meaning constant, therefore the messages can be communicative and natural. this study found out the shifts in forms and meaning of prepositional phrase in translating from english into indonesian language. this study is conducted because the core of equivalence and shifts are in the form and meaning. as we can see that in an equivalence and shifts, the meaning is more important than the form. the data that is used in this study is the novel entitled “budha, a story of englightenment”. the data source is written in english. the reason of using this novel as the data source is because there are some english prepositional phrases found in this novel. moreover, it is one of popular novels with the best author. this study used the technique that is called teknik pilah that is proposed by (sudaryanto, 2015). the data source is written in two languages, namely: english and indonesian language. the data source had been analyzed in english. 6. references: brown k and miller j. 1991. a linguistic introduction to sentence structure. london: routledge. broccias c. 2011. motivating the flexibility of oriented –ly adverbs”. dis. (serial online), janmar, (cited 2011 jun. 56. available from url: http:/www.benjamins.com/gov/ncidod/eid/eid.htm downing and locke. 2006. english grammar a university course. 2nd edition. new york: routledge. halliday, m.a.k., 1985. an introduction to functional grammar. london: edward. huddleston, rodney and pullum, geoffrey k. 2005. a student’s introduction to english grammar. canbridge: cambridge university press mukti, hilman fariz. 2002. complete english grammar. yogyakarta: ansolut. nuryanti. 2007. adverbs and its syntactic function with special reference to danielle steel’s daddy. denpasar: udayana university. petrus. 2005. the morphosyntactic analysis of –ize, -ify, and –en in english. denpasar: udayana university. quirk r and greenbaum. 1973. a university grammar of english. hongkong: commonwealth printing press. rathadi. 2009. the analysis of adverb of degree in charlotte’s web novel. denpasar: udayana university. thomson, a.j. 1986. a practical english grammar. london: oxford university press. 125 biography of author i made juliarta,s.s.,m.hum. was born in denpasar on july 9 th 1990. he is a lecturer in bali dwipa university, english department, denpasar, bali, indonesia, ph. +6283115041037. he finished his master degree in the postgraduate program, magister program, linguistics program, udayana university in 2016. email: madejuliarta330@gmail.com sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 2, july 2021, pages: 200-205 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i02.p05 200 hegemonic ideology in buruan novel: a post-colonial study 1 ni nyoman kartini, email: kartininyoman97@gmail.com ikip ssaraswati denpasar , denpasar, indonesia, 2 nyoman suarka, email: nyoman_suarka@unud.ac.id universitas udayana, denpasar, indonesia, 3 i wayan cika, email: wyn_cika@unud.ac.id, universitas udayana, denpasar, indonesia, 4 ida bagus rai putra, email: rai_putra@unud.ac.id universitas udayana, denpasar, indonesia, article info abstract* received date: 4 desember 2020 accepted date: 7 desember 2020 published date: 31 july 2021 keywords:* the ideology of hegemony, postcolonialism, ruling, subordinate, the novel buruan this study aims at finding the ideology of hegemony in the novel buruan based on post-colonialism studies. there are three elements of post-colonialism, namely hegemony, mimicry and hybridity. in this study, it focuses on the hegemony element because it reflects the hegemonic party and the hegemonic party. the method used in this research is the interview method and the literature method through the recording technique and note-taking technique. the results of the analysis were carried out by analytic descriptive with interpretation method and hermeneutic approach. the results showed that the perpetrators of hegemony in the novel buruan were japanese soldiers as invaders of the indonesian people and skipper of the misbah boat. both of these actors treat women as oppressed parties from sexual behaviour and violence. this resulted in a hegemonic ideology that women as a subordinate group and victims of oppression from the attitude of male domination as a powerful group. 1. introduction the novel is a genre containing historical elements. the history of this novel is the main element studied, namely the japanese hegemony of the indonesian people during the japanese colonial period in indonesia. on 8 th december 1941, japan invaded southeast asia and bombed pearl harbor, the united states naval base in the pacific. japan continued to move south and invaded indonesia (india-netherlands). finally, japan was able to wrest indonesia from dutch rule. the japanese successfully captured one by one, the existing strategic places in the archipelago from the dutch. tarakan is an indonesian archipelago that first fell into japanese hands, namely on 12 th january 1942. not long after that, on 24 th january 1942, balikpapan, which was a source of oil, also fell into japanese hands. the japanese army continued to move on the island of kalimantan and on 29 th january 1942, pontianak was successfully occupied, and then followed by samarinda, kota bangun and banjarmasin (poesponegoro et al., 1984: 1). in their movement to indonesia, on 14 february 1942, paratroopers were deployed in palembang, and two days later palembang and its surroundings were successfully occupied by the japanese army. with the fall of palembang as a source of oil, java was opened to the japanese army. to deal with the invasion of japanese troops on the island of java, the dutch indian government also mobilized union forces to defend java island. union mailto:nyoman_suarka@unud.ac.id mailto:wyn_cika@unud.ac.id 201 forces faced off against japanese troops who landed in west java, central java and east java. the strength of the japanese invasion of java island represented a more significant number than the strength of the union. besides, the japanese side had tactical air support. in literary works, such as novels, there are post-colonial elements including hegemony, mimicry, and hybridity. hegemony is related to the power and willingness between the colonials and their colonies (loomba, 2003). it can be said that the hegemony of the ruling class always wants to maintain its power employing domination and hegemony. domination is in the form of social control using rewards, even violence, while hegemony is internal social control by forming beliefs in the prevailing norms. maintaining power often relies on domination, but must be accompanied by hegemony. if successful, then the opportunities for maintaining power will become easier. mimicry is related to the act of imitating a group in a colonized nation which is similar to invaders but not to colonizers (foulcher and day, 2008). it can be said that there is still an authentic identity in mimicry behaviour. hybridity is related to efforts to borrow, select, absorb, use, adapt direct culture in a continuous dynamic process. also, hybridity is a product of colonial cultural construction that is willing to continue to share the original identity of the colonizer with the colonized nation with its cultural height as a new cultural identity. in this article, the post-colonial in question focuses on hegemony, while mimicry and hybridity are not mentioned at all (fatonah, 2018). the novel buruan by putu oka sukanta, published in 2009, was written and the background was the japanese occupation, which was when japan took over the position of the netherlands as the colonizer of indonesia. this representation of the japanese colonial period is related to the oppression and suffering of the indonesian people. it had an impact on post-colonialism in all aspects, such as post-colonial labour from young indonesians who were used for romusha work. this post-colonial has a hegemonic ideology that dominates as a colonial state. the explanation above, this study aims to describe and find out the ideology of hegemony in the novel buruan. 2. research methods this study used a descriptive method with a qualitative approach to interpreting the ideology of hegemony in the novel buruan (ratna, 2004: 47). the data was collected through interview and literature methods as well as interview and recording techniques. the interview method was obtained from resource persons and informants related to putu oka sukanda’s life. the data analysis technique used is descriptive-analytic through interpretation and hermeneutic methods which aim to interpret understanding through the language contained in the novel buruan (semaryono, 1993: 24-26; moleong, 1996: 14). 3. discussions the ideology of hegemony is the process of dominating dominant groups over subordinate groups through social processes that run slowly but surely (hidayat, 2004: 231, latupeirissa et al., 2019). this process runs in all areas of social life and forms the norms of society, which is then called consensus (supadmi et al., 2020). the dominant group produces and promotes values, symbols, beliefs, concepts of ideas, which are legalized and spread throughout social institutions, such as education, religion, family, and others. the ideology of hegemony serves to maintain the continuity of a system of knowledge and truth created by the dominant group. the continuity of this culture has become relatively well established with the creation of various supporting elements, such as family, religion, state, education, politics, law, and the mass media (mekarini et al. l, 2014: fitri et al. l, 2019). concerning gender issues, these supporting elements work in a multidimensional manner to form 202 images, myths, figures, and control systems at the level of the macrostructure and are reflected in the mythical domination and superiority system of men who control women. in the domestic realm, patriarchal values are a reflection of social, cultural, religious values, suppressing family institutions and even being used as a social mechanism for the interests of achieving family goals that are not balanced between the status and roles of men and women. achievement of family goals can be achieved, but the sacrifice of women’s rights and interests is often made employing violence, both physical and psychological. many women who experience domestic violence, accept this treatment and are reluctant to convey to other people, or institutions because these actions have justification in a patriarchal culture (grayson, 1983). as explained above, the relationship between men and women can be seen as a power relationship. men are in the upper-class position, while women are in the lower class position. this symptom applies to sexual services and various other activities in the domestic and public sectors. the following is the data representation in the novel buruan, which reflects the ideology of hegemony. the women in the village of jarusan, namely in the klidang village were forced to join japanese messengers. a pedicab driver escorted them to the city. he did not dare refuse the invitation of the japanese messengers to serve him as the following quote illustrates. “kemarin dibawa becak ke kota. katanya diminta oleh seorang pesuruh jepang dan sesudah agak malam seorang lelaki membawa senter mengetokngetok pintu kamar si mien. kemudian lelaki itu hilang mungkin sudah masuk kamarnya” (“yesterday the rickshaw was brought to town. he said he was asked by a japanese messenger and after a bit of a night a man carrying a flashlight knocked on si mien's door. then the man missing may have entered his room”) other figures, such as katijah, the wife of jarusan, used to be carried by the japanese soldiers and forced to go to the city that was powerless to serve her. it is revealed in the following quote. “apa jarusan sudah tahu sungguh-sungguh siapa katijah itu? beberapa saat baru ada yang mengangkut” (did jarusan really know who katijah was? a few moments ago someone brought it.) nelayan yang paling dekat dengan dia berjongkok (the fisherman closest to him crouched down) “tetapi mungkin juga jarusan kena guna-guna. ia menurut saja apa kata katijah lagi pula sedang kesepian karena ibunya dilarikan jepang”. “katanya katijah itu juga sering dibawabawa jepang, tapi sejak jarusan sering datang ke warung katijah dia mulai tertarik dan berusaha memikatnya” ("but maybe jarusan also got witchcraft. he just did what katijah said and was lonely because his mother had been fled by japan. "he said that katijah was often brought around by the japanese, but since jarusan often came to katijah's stall he became interested and tried to lure her away”). in addition, some dominant actors are arbitrary towards fishermen. the following is a representation of data that has the following hegemony ideology. the anger of the fishermen’s wives, such as the wife of jarusan and wife of marun, is expressed through their exuberant speech. it is shown in the following quote data. “tidak selamanya kita harus menyerah kepadanya. kita harapkan suami-suami kita lebih berani dan melawannya bersama-sama supaya anak kita nanti tidak mempunyai nasib seperti kita sekarang” ("we don't always have to give up on him. we hope that our husbands will be more courageous and fight it together so that our children will not have the fate we have now ”). 203 juragan is insulting and arrogant nature made the fishermen even angrier. the fishermen have a better principle to die without eating than being treated arbitrarily. the notorious misbah skipper fired the old fishermen who were deemed powerless like tasban’s grandfather, and the skipper forbade him to join his boat. he viciously excused himself, arguing that tasban was a waste of the skipper’s money. tasban could do nothing but accept the decision with a grudge. so this novel describes the injustice of the boatman against the fishing community who are very cruel and act arbitrarily. the fishing community relies on the results of sailing using a skipper’s boat. in addition, it also describes the fishermen who are very weak and poor who are always oppressed by the bosses and the colonizers. the fishermen dare to fight and oppose the boss for justice. even if they are detained later, they are not afraid and will not back down. like the character gumam who beat the misbah skipper, he was finally arrested for questioning, which one was wrong and which one was right. 4. novelties in the domestic realm, patriarchal values are a reflection of social, cultural, religious values, suppressing family institutions and even being used as a social mechanism for the interests of achieving family goals that are not balanced between the status and roles of men and women. achievement of family goals can be achieved, but the sacrifice of women’s rights and interests is often made through violence, both physical and psychological. many women experience acts of domestic violence, accept this treatment, and are reluctant to convey it to other people, or institutions because these actions are justified in a patriarchal culture. as explained above, the relationship between men and women can be seen as a power relationship. men are in the upper-class position, while women are in the lower class position. this phenomenon applies to sexual services and various other activities in the domestic and public sectors. referring to gramsci (2000), the ruling class always wants to maintain its power utilizing domination and hegemony. domination is social control using rewards, even violence, while hegemony is internal social control by forming beliefs in prevailing norms. maintaining power often cannot rely solely on domination, but must be accompanied by hegemony. if hegemony is successful, then the opportunities for maintaining power will be more comfortable (atmadja, 2010: 204). in a hegemonic relationship, thus, the ruling group gets the approval of the subordinate group. the ruling group, namely men in society, is not opposed by the ruled group, namely women, because their ideology, culture, values, norms and politics have been internalized. once a consensus is obtained, ideology, value culture, norms will appear more reasonable and legitimate, so that the use of dominance by men over women is no longer critical. the power relationship between men and women that is hegemonic and dominating is maintained and emphasized by men (abdullah, 2001). in this regard, men often commit sexual violence against women as a vehicle to institutionalize and assert domination as well as hegemony under the ideology of domination. in this way, men hope to perpetuate the hegemonic relationship and domination between men and women. women serve men sexually, whereas men enjoy them well. this enjoyment is essential, not only to reduce sexual wear but also to institutionalize cognition, psychomotor, about how men should respect women. also, violence against women socializes the dominance of men against women because it is full of physical and psychological violence. institutionalized hegemony and domination will create or perpetuate the supremacy of men over women. referring to strinati (2003), women fulfil men’s desires, not only because of a hegemonic relationship or accompanied by domination, but also because cultural concessions made by 204 dominant groups touch the interests of subordinate groups. in this context, the culture that is built by men to hegemony women is through sexual violence. all of this reflects that men have succeeded in hegemonizing women so that they identify themselves with oppressive ideologies. actions of sexual violence committed by a man against a woman can be included in aggressive behaviour, in this case, behaviour to harm living creatures. the aggression they do specifically can be called sexual aggression. what is behind them to commit sexual violence and aggression can be explained by using a sociocultural approach. this approach emphasizes human behaviour at the level of the social system, guided by a cultural system which includes gender ideology, patriarchy, and sex ideology. these ideologies have a powerful influence in society, and these various ideologies are the cognitions that underlie men’s sexual behaviour towards women. 5. conclusion based on the results of this study related to the ideology of hegemony in the novel buruan based on post-colonial studies, the following conclusions can be drawn. (1) the buruan novel reflects the hegemony of the japanese colonial era as the ruling party and the indonesian people as the hegemonic party. this hegemony is sexual aggressive behaviour. in this case, there were two actors, namely the japanese army and the boat boss mbah misbah. these two actors succeeded in hegemonizing women in the form of oppression. (2) the ideology of hegemony tends to be said to be the ideology of sex which is the sexual behaviour of men (japanese soldiers and juragan misbah) towards women. this can be seen from the treatment of japanese soldiers who kidnapped his mother and wife, jarusan, forced to serve japanese soldiers and seduced by juragan misbah. (3) the two perpetrators of this hegemony also contain oppressive ideologies that reflect sexual violence against women. 6. acknowledgements the authors would like to thank ikip saraswati denpasar and universitas udayana denpasar for supporting the current research. references abdullah, irwan. 2001. seks, gender dan reproduksi kekuasaan. yogyakarta: tarawang press. atmaja, nengah bawa. 2010. ajeg bali, gerakan, identitas kultural, dan globalisasi. yogyakarta : pt. lkis printing cemerlang. day, tony dan keith foulcher (ed). (2006). clearing a space: kritik pascakolonial tentang sastra indonesia modern. jakarta: yayasan obor indonesia. fatonah, khusnul. 2018. ideologi narator dalam novel malaikat lereng tidar karangan remy sylado (kajian poskolonialisme). jurnal eduscience, 3 (2), 86-101. fitri nidya, artawa ketutu, satyawati sri made, and sawirman. 2019. the language ideology through declarative sentence strategy: the opening statement text structure in indonesia’s courtroom text. international journal of lingustics, literature and translation (ijllt), 2 (1), 256-260. https://doi.org/10.32996/ijllt.2019.2.1.31. grayson paul j. 1983. male hegemony and the english canadian novel. canadian review of sociology, 20 (1), 1-21. https://doi.org/10.1111/j.1975-618x.1983.tb00886.x. hidayat, r. 2004. ilmu yang seksis feminisme dan perlawanan terhadap teori sosial maskulin. yogyakarta: jendela. 205 kutha ratna, i nyoman. 2004. teori, metode, dan teknik penelitian sastra dari strukturalisme hingga postrukturalisme : perspektif wacana naratif. yogyakarta : pustaka pelajar. latupeirissa, d. s., laksana, i. k. d., artawa, k., & sosiowati, i. g. a. g. (2019). on political language ideology: critical view of indonesian president speech. journal of language teaching and research, 10(4), 843-850. loomba, ania. (2003). kolonialisme/pascakolonialisme. diterjemahkan oleh hartono hadikusuma. yogyakarta: bentang budaya. moleong, lexy j. 1996. metodelogi penelitian kualitatif. bandung : pt. remaja rosdakarya. mekarini wayan, sutjaja made gusti, pastika wayan, sutama putu. 2014. ideologies beyond the inviting rain text by balinese migrant in sumbawa. e journal of linsguitics, 8 (1), 111. denpasar: universitas udayana. poesponegoro, marwati djoned. 1984. sejarah nasional indonesia vi. jakarta: balai pustaka. strinati, d. 2003. popular culture pengantar menuju teori budaya populer. yogyakarta: bentang budaya. supadmi, n., sudipa, n., budiarsa, m., & laksana, i. k. d. (2020). the ideology of narrative text “i lacur”. the international journal of social sciences world (tijossw), 2(2), 161168. biography of authors dra. ni nyoman kartini, m.hum. lecturer in ikip saraswati tabanan-bali-indoenesia, email: kartininyoman97@gmail.com i nyoman suarka professor of old javanese, udayana university bali-indoesia i wayan cika professor of faculty of art, udayana university bali-indoesia ida bagus rai putra lecturer in faculty of art, udayana university bali-indoesia e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 281—289 https://doi.org/10.24843/e-jl.2019.v13.i02.p07 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 281 lingual investigation of president soekarno speech: a report 1 david samuel latupeirissa, stiba kupang, nttindonesia 2 i ketut darma laksana, darmalaksana27@yahoo.com udayana university, bali-indonesia 3 ketut artawa, artawa56@yahoo.com, udayana university, bali-indonesia 4 i. g. ag. sosiowati, sosiowati@yahoo.com, udayana university, bali-indonesia *corresponding author: latupeirissadavid1@gmail.com received date: 10-01-2019 accepted date: 28-02-2019 published date: 31-07-2019 abstract—the current research aims at investigating the most important speech of soekarno and the ideologies behind the speech. since soekarno was the proclaimer of indonesian independence as well as the first president of indonesia, we would claim that his speeches were important to be investigated. among the speeches, we tried to reveal the most important one through a lingual investigation. this investigation was based on grounded theory and hermeneutic theory. it was focused on the text as a part of the language. the results have shown that the most important speech of soekarno is the speech entitled, ‘tahun berdikari’. it is viewed as a high novelty finding because there is no researcher who has ever claimed ‘tahun berdikari’ as the most important speech in the history of indonesia. the speech contained three main ideologies, namely (1) unity as the most important thing for indonesians, (2) revolution must be in the indonesian soul, and (3) imperialism and capitalism as indonesia’s main enemy. keywords: soekarno’s speech, discourse, grounded theory, hermeneutics 1. introduction political speech is a genre of political discourse and is part of public discourse. it is characterized by formal lexis and monolog form and it is usually carefully crafted by professional speechwriters, which leaves no room for improvisations on the part of the speaker (matić, 2012). the study of political discourse itself, that focus on political speech, has become a very crucial study especially in the area of the ideology behind a political language. in line with the above statement, thomans & wareing (1999) states that political speech, through indirect manipulation of language, impulses people to do or not to do something. skillful speakers of the political language are able to influence the preconceptions, views, ambitions, and fears of the public (norman, 1989; david, 2014). they can persuade people to accept false mailto:darmalaksana27@ mailto:artawa56@yahoo.com mailto:sosiowati@yahoo.com mailto:latupeirissadavid1@gmail.com e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 281—289 https://doi.org/10.24843/e-jl.2019.v13.i02.p07 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 282 statements as true postulates, or even support policies conflicting with their interests. preconception, views, postulates, belief, etc, are parts of ideology that contain in political language (cf. mclellan, 1986; erikson & tedin, 2003). counting such ideas, it is stated that any political speech is important to be investigated, especially in the area of its ideology. this paper was written to investigate the most important speech of soekarno. soekarno was the proclaimer of indonesian independence, as well as the first president of indonesia. his speeches, theoretically, are believed as the basics formation of indonesian social construction (cf. fairclough, 2006). we believe that the result of the current investigation will contribute to the field of political discourse, critical discourse analysis, as well as the history of indonesia. the finding of the most important speech, especially the one which is related to ideology that constructed social phenomena of indonesia, will direct any future researchers of political discourse, or critical discourse analysis, and historians, etc., to explore the speech for humanity and scientific purposes. 2. research methods we applied qualitative research that was based on grounded theory and hermeneutics. the grounded theory is a logically consistent set of data collection and analytic procedures aimed to develop a theory (charmaz, 2014). it is a kind of inductive strategy for analyzing data. a major contribution of the grounded theory method is that it provides rigorous procedures for researchers to check, refine and develop their ideas and intuitions about the data (bryant et al, 2007). charmaz (2014), furthermore, stated that the term grounded theory denotes dual referents; (a) a method consisting of flexible methodological strategies and (b) the products of this type of inquiry. in the current research, rigorous procedures were set to investigate soekarno’s speeches. the methodology was rather flexible. firstly, we went to the indonesian republic national archives (irna) in south jakartaindonesia, and national library of indonesia republic in central jakartaindonesia. secondly, we investigated the archive of soekarno’s speech by reading and comparing them. thirdly, we decided the smaller corpora. the last, from the corpora we applied hermeneutics principles to decide the most important speech. the research was conducted for two years, that is, from 2016 to 2018. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 281—289 https://doi.org/10.24843/e-jl.2019.v13.i02.p07 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 283 3. result and discussion our research, as has been stated above, was firstly conducted by visiting indonesian republic national archives (irna) and national library of indonesia republic. irna was located in ampera raya street no. 7 south jakarta, while the national library of indonesia republic was located in the 27 salemba street, central jakarta. both of them were the places where original state documents were kept. irna was the office storage of soekarno’s speeches that retrieved directly from the office of the indonesia state secretariat while the national library of indonesia saved the original documents of soekarno’s speech that have already published. the places mentioned above were chosen for the sake of getting genuine documents. in irna, there were 919 documents of soekarno speeches and memos/ notes of soekarno. after reading all the documents, we have found that soekarno put more attention on speeches that delivered on august 17 th s. soekarno himself stated that particular august 17 th speeches were important (siswo, 2014). the statement is displayed in the following data. data 1. tahun jang lalu, saja menamakan hari ulang tahun proklamasi satu hari jang unik. satu hari jang istimewa, satu hari jang menondjol, satu hari jang luar biasa… in the last year, i called proclamation anniversary day as a unique day, a special day, a prominent day, an extra ordinary day…. data 2. sebetulnja tiap hari 17 agustus adalah hari istimewa… every august 17 th s is an exceptional day… data 1 and 2 above were taken from soekarno’s speech entitled “laksana malaikat yang menyerbu dari langit”, that was delivered in august, 17 th 1960. the data are examples of many others which show that soekarno, himself, very admired the days of august 17 th s. another example was taken from the speech entitled “jangan sekalisekali melupakan sejarah”. the speech was delivered on august 17 th, 1966. one of soekarno’s statement is shown in the data 3. data 3. memang pada tiaptiap 17 agustus seluruh dunia dan seluruh umat manusia mengarahkan perhatiannya kepada djakarta, karena mereka ingin mengetahui… in every august 17 th s, indeed, the world, as well as all human beings, give their attention to djakarta (the capital city of indonesia), because they want to know… e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 281—289 https://doi.org/10.24843/e-jl.2019.v13.i02.p07 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 284 it is known from data 3 that soekarno had the perception that all the people in the world focused and gave their special attention to indonesia. based on this perception, we would say that soekarno prepared his best in delivering august 17 th s’ speeches. having known the phenomena, we focused on the speeches that delivered by soekarno in august 17 th s. there were 21 speeches of soekarno that categorized as important speeches. the speeches were delivered on august 17 th , started from the year 1945 to the year 1966. on this stage, we examined all the speeches by applying the technique of “critical discourse reading”. as a result of applying the technique, we have had a speech that categorized as the most important speech of soekarno. taking those thoughts into account, this research has found that the most important speech of soekarno’s political speech (sps), based in our lingual investigation, is the speech under the title of ‘tahun berdikari’. it was delivered by soekarno on august 17 th, 1965. following is the explanation of our research’s result of applying “critical discourse reading” (see. fairclough, 1995). the sps ‘tahun berdikari’ was selected for several reasons. the first reason, soekarno himself, as has been stated previously, stated that the speeches of august 17 th were very important (siswo, 2014). among the speeches, ‘tahun berdikari’ was the most important speech since it was the only speech that contains a summary of all the august speeches, that soekarno delivered from august, 17 th 1945 august, 17 th 1959. in other words, it incorporates the complete ideology of spl. the following diagram describes how this speech contained the complete ideology of soekarno. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 281—289 https://doi.org/10.24843/e-jl.2019.v13.i02.p07 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 285 diagram 1 the existence of “tahun berdikari” speech” note: = the speech which contains the most ideology concepts of soekarno = the main ideology of a speech was restated in “tahun berdikari” speech. pidato = speech the second reason is described as follows. in 1965, indonesia faced critical times as the communist party maneuvered to kill a number of indonesian generals. this was followed by the tragedy of large-scale killings and civil unrest which occurred over several months, targeting communist sympathizers, ethnic chinese and alleged leftists, often at the instigation of the armed forces and government (melvin, 2017). hermeneutically, as the president, with evidence of foresight, soekarno appeared to feel and sense the crisis before the tragedy happened. for sure, he constructed and delivered his best political speech in that year. that is why the speech of ‘tahun berdikari’ was selected to be the most important speech. on the further investigation of the speech, we have found some important clues that will lead them to the revelation of ideology. first, there were 145 segments in sps. second, on the segments, there were more than 14 main ideas/ issues discussed by soekarno. the topics were 1) unity, 2) revolution, 3) imperialism/ capitalism, 4) history of the indonesian nation, 5) thanksgiving for many positive aspects that have been given to indonesian people, 6) the spirit of struggling in gaining freedom, 7) the meaning of freedom, 8) do not give up in facing difficulties, 9) nationalism, 10) the spirit of independence, 11) real leadership, 12) culture, 13) e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 281—289 https://doi.org/10.24843/e-jl.2019.v13.i02.p07 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 286 spiritual braveness, and 14) the ideology of marhaenism. third, the dominant issues were unity, revolution, and imperialism. soekarno discussed ‘unity for indonesian’. the theme of unity dominates 30% of the whole text. semantically, there are 119 lexicons that related to the topic of unity as the most important thing for indonesians. the lexicons were used to persuade people to be united. on the analysis of context, it would be explained the whyness of this persuasion. the second dominant topic that has been identified, was about revolution. the researchers have found that soekarno constructed 39 segments speaking to speak about revolution. it features in 27% of the whole text. the general meaning of these segments is that ‘revolution itself that must be sustained and continually lived out by all indonesian people’. both the first and second topics are repeatedly expressed in sps. overall, there are 204 lexicons that are semantically related to the topic of revolution. there are 164 lexicons of the word ‘revolution’, and 40 lexicons of the word ‘revolutionary’. the third dominant topic that has been identified, was imperialism and capitalism. the total construction of segments that speak about it was 31. it features in 22% of the text as a whole. semantically, there are 76 lexicons that relate to this third topic. using the lexicons, soekarno constructed the ideology into indonesian people. following is the chart of sps’ topics/ issues. e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 281—289 https://doi.org/10.24843/e-jl.2019.v13.i02.p07 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 287 30% 22% 21% sps' main topics unity revolution imperialism and capitalism other topics figure 1 the dominant issues of sps other topics, collectively comprising 21%, talk about: (1) history of the indonesian nation, (2) thanksgiving for many positive aspects that have been given to indonesian people, (3) the spirit of struggling in gaining freedom, (4) the meaning of freedom, (5) do not give up in facing difficulties, (6) nationalism, (7) the spirit of independence, (8) real leadership, (9) culture, (10) spiritual braveness, and (11) the ideology of marhaenism. the eleven ideas above, overall, are only 1.9 % of the spl. in other words, they are not dominant in the text. the dominant ideas, or the main topics, are ‘unity’, ‘revolution soul’, and ‘imperialism and capitalism’. having conducted the analysis, the researchers believe that the findings of the main topics or dominant issues of sps have led them closer to the revelation of the ideology behind sps. 4. novelties having done the analysis, there are some novelties of this study which are presented as follows. first, in the history of indonesia, there is no one who has ever stated that the most important sps is ‘tahun berdikari’. based on our examination, we have found that ‘tahun berdikari’ is the most important sps. second, there is a belief among indonesian people that marhaenism and nasakom were the main ideology of soekarno (wibowo, 2005; kuswono, 2016; winata, 2017). based on the current research’s finding, we have found that the belief was e-journal of linguistics doaj indexed (since 15 sep 2015) july 2019 vol. 13. no. 2 p: 281—289 https://doi.org/10.24843/e-jl.2019.v13.i02.p07 e-issn: 2442-7586 p-issn: 2541-5514 https://ojs.unud.ac.id/index.php/eol/ 288 not correct. the marhaenism and nasakom were only ‘branch’ of three main ideologies, that is, ‘unity as the most important thing for indonesians’, ‘revolution must be in the indonesian soul’, and ‘imperialism and capitalism as indonesia’s main enemy’. 5. conclusion based on our investigation, we concluded that the important speeches of soekarno were the speeches of august 17 th s. among them, the “tahun berdikari” speech is the most important one. related to the finding, we conducted a further investigation about the ideologies of the speech. we have found that the three main ideologies of the speech were ‘unity as the most important thing for indonesians’, ‘revolution must be in the indonesian soul’, and ‘imperialism and capitalism as indonesia’s main enemy’. references bryant, antony, and charmaz, kathy. 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(2017). nasakom sebagai ideologi negara tahun 1959-1965. avatara, 5(3). 7. acknowledgments i would like to express my deep appreciation and thanks to those who have given me hight motivation to finish this work; my nuclear family, parents, and sisters. https://doi:10.1080/14623528.2017.1393942 sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 2, july 2022, pages: 291--307 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2020.v14.i01.p10 291 an analysis of speech act used in matilda wormwood (1996) movie 1 kadek yudha septiawan universitas pendidikan ganesha, buleleng, indonesia (yudhaseptiawan907@gmail.com) 2 dewa komang tantra,. universitas pendidikan ganesha, buleleng, indonesia (komang.tantra@undiksha.ac.id) 2 dewa putu ramendra, universitas pendidikan ganesha, buleleng, indonesia (putu.ramendra@undiksha.ac.id) article info abstract* received date: 17 feb 2022 accepted date: 18 march 2022 published date: 31 july 2022 keywords:* speech act, movie, and matilda wormwood this research aimed at analyzing the speech act performed by the characters in matilda wormwood movie. this study was carried out in the form of a descriptive qualitative study. the major data sources were utterances in the matilda wormwood movie. the movie screenplay was also employed as a supplementary source in this research. the data were obtained using observation and documentation procedures, and they were evaluated using the steps of data condensation, data presentation, and conclusion drafting. the research findings revealed that utterances employed in the form of the locutionary act, the type of the illocutionary act, and classification of speech act. the most dominant the locutionary act utilized by the research subject is a declarative form, which consisted of 37% of the total data. then, the most prevalent the illocutionary act used by the research subject is a representative type, which consisted of 36% of the total data. since the form and type of the research subject's most prominent speech act are relevant. furthermore, the research subject's utterances are frequently given directly in sequence, which yule's theory refers to as a direct speech act. this research increased the knowledge and comprehension of the many forms and types of speech act in society purposes of language. 1. introduction in society, language is needed as a tool to communicate with each other. austin (1962) states that the listener and the speaker are involved in the communication process. to make the communication process running well, the speaker and the listener should use the same language. however, the communication process was not as simple 292 as people thought because in that process the speaker should think how to deliver the message to the listener through the utterances while the listener should understand about the meaning of the utterances that the speaker said to avoid misunderstanding in the communication process. through language, the speaker cannot only state the exact meaning about something (ideas, feelings and thoughts) however, it also can make the listener acted toward the utterances said by the speaker. according to searle (1969), the concept of speech act evolved into three actions that occur concurrently when someone utters a sentence; these acts are locutionary act, illocutionary act, and perlocutionary act. the form of the speech in which it had the literal meaning is referred to as the locutionary act. declarative form, interrogative form, imperative form, and acclamation form are the four structural forms. declarative form is an utterance that contains a statement or information about something. interrogative form refers to a speech in the form of a question. meanwhile, imperative form is an utterance that takes the shape of an order, invitation, warmth, congratulation, and so on. exclamation form is an utterance intended to communicate the speaker's immediate feelings about something. the function of the speech is the illocutionary act. according to searle, there are five categories of utterances depending on their purpose, such as declarative (the utterance used to change the circumstance), which is further classified as declaring, affirm, bless, and dismiss. the second kind is representational, in which the speaker's utterance is utilized to represent the surroundings in order to persuade the listener of what the speaker stated. it is divided into six sub-functions: swear, inform, assert, deny, claim, describe, and report. the third function is expressive, in which the speaker used the speech to indicate how he or she felt. condolences, praise, thanks, sorrow, congratulation, criticism, complaint, and swearing were all forms of expressive. the speech also had the role of directing the listener to do what the speaker stated, which is known as directive. the directive function is divided into five sub-functions: ask, invite, order, request, and recommend. and the last sort of utterance is termed commit since it shows the speaker's commitment to some future activity. refuse, promise, and commit are all sub-functions of commit. the perlocutionary act is the effect of the speaker's speech on the listener. when the speaker makes an utterance, it can cause the listener to believe, be irritated, terrified, enlighten, inspire, affirm, reject, obedient, inform, comprehend, happy/satisfied, astonished, and it can also cause the listener to do something. parker (1986) also made a contribution to speech act by classifying speech act into direct speech act and indirect speech act. a direct speech act is one in which the structural form and function of the utterance are comparable. in contrast, an indirect speech act is a speech act whose function does not correspond to its structural form. the movie can be a useful of the field for identifying speech acts because it depicted many speech acts in diverse situations, implying that the actors generated a large number of utterances. people might also identify different forms and purposes of the language utilized in the film. the cinema is a kind of visual communication that uses moving images and sound to tell tales or teach people. matilda wormwood movie is one of the best children's movies with character education elements. the film was released in 1996. matilda recounts a narrative about the life of a brilliant little girl named matilda. the narrative began with mr. and mrs. wormwood, who were unconcerned about her daughter. wormwood, matilda they did not provide their children the care and affection that parents should. despite the fact that she was only three years old, she shown bravery and independence in order to go 293 through her life. she had a natural talent to read and communicate from a young age. their parents did not encourage and value her learning progress. she did, however, enjoy her life by reading books. she simply sat in the corner of her room and read books to learn about the world. it is followed by matilda's school life, which discusses her learning activities. forming a friendship her struggle to learn in the local school, as well as her helpfulness to her peers and instructors at school matilda by roald dahl was named children's book award winner, and it was also named one of the top 100 greatest children's books in a poll published in school library journal. furthermore, roald dahl's work matilda was turned into a film with the same title in 1996, directed by danny devito. regarding to the internet movie database (imd6) and rotten tomatoes, a service that gives information on films worldwide, this film adaptation garnered a good response from the audience. as a result, this film has unequivocally regarded that excellent to be implanted in youngsters in order to grow their character education ideals. previous study has shown that there have also been several researchers who have carried out the use of speech act with the same topic. the first, rahmawati (2021) studied that an analysis of expressive speech acts used in the crazy rich asian movie. data were collected by means of the researcher uses observation methods as the methods of collecting the data. the results showed that the researcher found there were 52 data of expressive speech act and only ten types of expressive speech found in crazy rich asian movie, some of the expressive types appeared except expressive act of condole and boast. the second, marbun (2020) studied that an analysis of speech act used in the grown ups movie. data were collected by means of the researcher uses observation methods as the methods of collect the data. the results showed that the researcher found there were 30 utterances of speech acts in grown ups movie. from the 30 data that researcher collected, the main characters most expressed the types of speech act. they are 6 locutionary acts, 15 illocutionary acts, and 9 perlocutionary. thus, this present research is important to conducted because readers would get more insights on types and function of speech act performed by all characters in matilda wormwood movie. matilda wormwood by roald dahl was chosen by the researcher because it is one of the top 100 greatest children's books and has been turned into a film. this film will be remembered as the finest children's film of all time. besides. the novel matilda by roald dahl was turned into a film of the same name directed by danny devito in 1996. according to the internet movie database (imd6) and rotten tomatoes, a service that gives information on films worldwide, this film adaptation garnered a good response from the audience. it implies that the film is not just appropriate for youngsters, but also for people of all ages. furthermore, this film is entertaining to watch since it contains three genres: children's, humor, and fantasy. the narrative also includes a touch of imagination in the events of the story, which may increase children's motivation to watch, as well as many good values and conventions. matilda urges all youngsters to love watching television. as a result, the study anticipates that by seeing roald dahl's in matilda wormwood movie, the audience will be motivated and will be able to apply the good principles learned in the tale of this film to their daily lives. in order to develop the previous researchers and found various forms and types of speech act used produced by all characters in this movie, the researcher conducted the study which entitled “an analysis of speech act used in matilda wormwood movie”. 2. research methods research design 294 the researcher conducted paper descriptive qualitative research in this report, with the data acquired from this study taking the form of words rather than statistics. according to bogdan (1992), as referenced in moleong (2007), descriptive qualitative research is a research method that generates descriptive data in the form of written words of individuals or observed behavior. according to bogdan (1992), as stated in moleong (2007), descriptive qualitative research as a type of study aiming at characterizing occurrences was both natural and human engineering. he said specifically that paper descriptive qualitative research was study focused at understanding the phenomena of anything experienced by research objects, such as behavior, perception, motivation, action, and etc. holistically, by describing them in the form of words and language in a specific natural setting using various scientific approaches. according to sugiyono (2008), descriptive qualitative research is research used to examine the condition of natural objects in which the researcher is the main instrument, using inductive qualitative as the technique of data collection and analysis, and the results of this research prioritize the meaning of something. this descriptive qualitative research was undertaken to investigate certain things, particularly humans, in terms of behavior, grammar/speech, perception, and so on. in which the researcher functioned as the principal instrument, collecting data, organizing data, and interpreting the data themselves, producing data in the form of words that were examined and concluded in the form of descriptions. the purpose of descriptive qualitative research was to create a systematic, factual, and correct account of a fact, the nature, and the interaction between phenomena in a specific situation. research subject research subjects in this research were the characters who play a role in the matilda wormwood movie, among others matilda, mrs. trunchbull, mr. wormwood, mrs. wormwood, michael, miss honey, amanda thripp, lavender, mrs. phelps, nigel hicks, bruce brogtrotter, magnus, jullius rottwinkle, and hortensia (dahl, 1996). research source this study image on two types of data sources: primary and secondary. a primary source is one that delivers data to the researcher directly. this study focuses on the utterances performed by all characters in matilda wormwood movie, a one-hour and thirty-eight-minute in the movie. meanwhile, secondary sources, such as notes or another document, do not directly supply data to the researcher. in this study, the researcher will utilize the script of matilda wormwood movie, written by nicholas kazan and robin swicord, as a secondary source to help the researcher interpret and analyze the research subject's utterances. data collection there were several techniques and instruments of data collection that are used in this study. these techniques and instruments are explained below: the technique of data collection the data collection technique is the method utilized by the researcher to obtain the data required for the research project. the approaches of observation and documentation were utilized in this research investigation. according to saldana (2011), the observation approach aims to capture individuals (or characters in literary works) 295 in genuine action, reaction, and interaction, as well as deduce their way of thinking and feeling. the observation method was used in this study to capture all characters produced in the form of naturalistic actions, reactions, and interactions by examining the utterances she produced in the movie with the four non-linguistic context elements proposed by holmes, namely, participants, setting, topic, and function. furthermore, the researcher reviewed the movie screenplay to have a better comprehension of the utterances performed by all characters in the matilda wormwood movie. the second technique was documentation, in which the researcher made important notes about utterance produced by all characters in matilda wormwood movie, which is who the listener was when the utterance was produced, what situation of the speaker and the listener when the utterance was produced, and the function or purpose of the utterance being produced. these notes or records aim to support sorting the necessary and unnecessary data and also to facilitate the researcher to analyze the locutionary act based on the theory proposed by austin, included five types in the illocutionary act (representative, directive, expressive, commissive, and declarations) based on searle's theory. the data also will be classified into direct speech act or indirect speech act according to yule's theory. instrument of data collection according to miles (2014), in qualitative research, the researcher is the primary instrument of data collection. it is because the researchers’ cognitive such inferring, intuiting, empathizing, and evaluating are count as the data as well. therefore, in this research, the researcher himself is the main instrument in which will be a designer, a data collector, an analysis, a data interpreter, and a reporter of the research finding. to support the observation technique, the researcher used another instrument that was a table of non-linguistics context aspects based on holmes’s theory. moreover, to support the documentation technique, the table of data collection is used. it will help to note the speech act from the forms of locutionary act, types of the illocutionary act, and the classification of the speech act into direct or indirect. data analysis there are three concurrent flows of activity of data analysis that will be used in this study. they are explained as follows: data condensation according to miles (2014), the data condensation as the process that including selecting, focusing, simplifying, abstracting, or transforming the raw data. the previous form, which is data reduction being abounded because it seems to have a meaning to weakening or losing something in the process. the data condensation in this research will be applied to transform the raw data obtained from data collection activity into an explanation of selecting utterances produced by all characters in the matilda wormwood movie for focusing on the forms of locutionary act and the types of the illocutionary act, and the classification of the speech act in direct or indirect. data display the data obtained in the analysis activity should be made of long paragraphs and dispersed over many pages that make it is not easy to see as a whole. in data display, the information presented visually in a systematical format so the researcher can draw conclusions and take needed action. the format in displaying the data proposed by miles (2014) are matrices that are two lists set up as rows and columns. the other one is 296 called the network that is a series of nodes with links in the form of lines and arrows between them. the explanation from data condensation in this research then will be shown using matrices that consist of rows and columns or, in other words, called a table. it has a purpose to help the researcher in analyzing the data. the table will be displayed into three data tabulation forms. the first tabulation form is used for calculating how much the frequency and percentage of data found in the forms of locutionary act (declarative, imperative, interrogative, and exclamation). the second tabulation data form was used to calculate how much frequency and percentage of the types of illocutionary acts (declarative, representative, expressive, directive, and commissive). the last, the third tabulation data used to calculate the frequency and percentage of classification of the speech act into direct or indirect. conclusion drawing and verification according to miles (2014), from the beginning of the data collection process, the researcher already holds the conclusion in a vogue way, but by maintaining openness and skepticism then it leads to increasingly explicit and grounded. the appearance of final conclusions depended on some aspects such as the coding, storage, and retrieval methods used, the researchers' experiences, and any necessary deadlines to be met. the conclusion needs to be verified in order to be approved in its credibility, sturdiness, and conformability. verification may be in a brief form as the researcher summing up her thought during the writing process or can also be in the form of length thorough argumentation and review. in this research, after all the steps of data collection and data analysis process are done, then a conclusion can be drawn and then be verified. however, the researcher might draw a conclusion and verify it more than once by going back to three steps before. it is purposed to get the most convincing the data. that is why the process is called as the interactive and cyclical process of the data. research trustworthiness to show that the research study is credible, the research must have triangulation. triangulation aimed to support the findings, which is miles (2014) states that by showing at least three trustworthiness. in this research, credibility was obtained by applying independent measures of it agree with it or at least do not contradict it. triangulation could be obtained by multiple measures like data sources, methods of data collection, or theories. moreover, this research will use triangulation based on the theories. the three theories from experts are used to support the findings in the speech act contained in the matilda wormwood movie. the three theories are proposed by austin, searle, and yule. the first is the theory of three related acts from austin. the second is the types of the illocutionary act from searle. the third is the classification of the speech act into direct or indirect from yule. research procedure some procedures have been conducted by the researcher in collecting the required data. the procedures are as follows: a. observing the research subject in which in this research is all characters in the matilda wormwood movie, while listed an utterance produced by the actors and actress. b. writing a note relating to context proposed by holmes in which were participants, setting, topic, and function of the utterance being produced. 297 c. reading the script of the matilda wormwood movie in order to ensure that the data obtained in the form of utterances are in accordance with the existing script. this step also helped the researcher to get a better understanding of the utterances being produced. d. analyzing the forms of the speech act based on austin's theory, the types of the illocutionary act based on searle's theory, and the classification of the speech act from yule's theory. e. calculating the frequency and percentage of the forms of the locutionary act, the types of the illocutionary act, and the classification of the speech act into direct or indirect. 3. finding and discussion this sub-chapter presents the findings of the study. there were some data found after the research observed the research subject which of all characters in matilda wormwood movie. the data had been found were in the forms of utterances produced by all character of matilda wormwood movie. then, those utterances being compared to their own script to help the researcher verified the data that made the analysis process was easier. as previously mentioned, when the speaker delivers the utterances, three acts occur concurrently. the locutionary act, illocutionary act, and perlocutionary act are the three actions. the two acts, the locutionary act and the illocutionary act, are both theories of speech actions that deal with the speaker. meanwhile, perlocutionary activities addressed to the hearer or listener. since the purpose of this study are to describe the forms and types of speech acts performed by all characters in the matilda wormwood movie. the research findings only revealed the locutionary act forms and the illocutionary act types. the data was then identified and classed as direct or indirect of the speech act. the form of the locutionary act there is the following of the data found during the observation of the forms of the locutionary act that carried out by the researcher as follows. table 1. the data tabulation of form of the locutionary act no. forms of speech act frequency percentage (%) 1. declarative form 94 37% 2. interrogative form 55 22% 3. imperative form 72 29% 4. exclamation form 29 12% total 250 100% from the table above, there are 250 data found in which they are divided into four forms of locutionary act. the first, declarative form consisted of 94 data. the second, interrogative form consisted of 55 data. the third, imperative form consisted of 72 data. the last, exclamation form consisted of 29 data. thus, it can be concluded that the most dominant form of locutionary act produced by all characters in this research is declarative form, followed by imperative form, then is interrogative form, and the least form to be used is exclamation form. 298 the type of the illocutionary act there is the following of the data found during the observation of the types of the illocutionary act that carried out by the researcher as follows. table 2. the data tabulation of type of the illocutionary act no. types of speech act frequency percentage (%) 1. declarative act 19 7% 2. representative act 88 36% 3. expressive act 59 24% 4. directive act 76 30% 5. commissive act 8 3% total 250 100% from the table above, there are 250 data found in which they are divided into five types of the illocutionary act. the first, declarative type consisted of 19 data. the second, representative type consisted of 88 data. the third, expressive type consisted of 59 data. the fourth, directive type consisted of 76 data. the last, commissive type consisted of 8 data. thus, it can be concluded that the most dominant types of the illocutionary act that produced by all characters in this research is directive type, followed by representative, expressive, declarative, and the least type to be used is commissive type. the classification of speech act there is the following of the data found during the observation of the classification of speech act that carried out by the researcher as follows. table 3. the data tabulation of classification of speech act no. classification of the speech act frequency percentage (%) 1. direct speech act 224 89% 2. indirect speech act 26 11% total 250 100% from the table above, there are 250 data found in which they are divided into two classifications of speech act. the first, direct speech act consisted of 224 data. the second, indirect speech act consisted of 88 data. the third, expressive type consisted of 59 data. the fourth, directive type consisted of 26 data. thus, it can be concluded that the most dominant the classification of speech act that produced by all characters in this research is direct speech act and the least classification of speech act to be used is indirect speech act. discussion 299 based on the observation had been conducted by the researcher, there were 250 data in the form of utterances found and had been categorized into the types and functions of speech acts produced by all characters of matilda wormwood movie. furthermore, the researcher mentioned six steps in conducting this study in which after found the data, the researcher describes, explains and analyzes those data using austin’s theory of three related acts especially locutionary act and illocutionary act which then supported by searle’s classification of the type illocutionary act. then, those data classified into forms, types, and classification of speech act. and then, the researcher also used a theory from holmes about context to support the analysis process. the researcher used the code mw/ut1/00.00.00 to identify the title of the movie, the sequence of utterance and the time when the utterance was produced. mw indicates the title of the movie used in this research which is the abbreviation of matilda wormwood movie. then, ut1 refers to the sequence of the utterance. and then, 00.00.00 indicates the time of the utterance being produced. the following are the discussion of the data found. the form of the locutionary act this sub-chapter of discussion contained the explanation of the data found which is the forms divided into four forms of the locutionary act based on austin’s theory including declarative, interrogative, imperative, and exclamation. declarative form the data that are included in the forms of declarative form consisted of 94 data in total. some of them are explained as follows. (1) mw/ut10/00.01.23 mr. wormwood: i'm not paying it. the context from holmes’s theory is that mr. wormwood was not want to pay his money for the birth of his baby at the hospital. based on the structural form, this utterance can be categorized as declarative form because of the utterance used to inform a listener or hearer about something. this utterance has a pattern subject + to be + not +v(ing) +object. where “i” is a subject, “am” is to be, “not” is negative form, “paying” is v(ing), and “it” is object. i am not paying it (s) (to be) (negative) (ving) (o) (2) mw/ut18/00.02.00 mr. wormwood: i have a very nice house. the context from holmes’s theory is that mr. wormwood has lived in a great residence. but they were not really very nice people to their neighbors in the neighborhood. based on the structural form, this utterance can be categorized as declarative form because of the utterance used to inform a listener or hearer about something. this utterance has a pattern subject + have + adjective + noun. where “i” is subject, “have” is have, “a very nice” is adjective, “house” is noun. i have a very nice house (s) (have) (adjective) (noun) interrogative form the data that are included in the forms of interrogative form consisted of 55 data in total. some of them are explained as follows. (1) mw/ut165/00.05.39 300 matilda: where are the children’s books? the context from holmes’s theory is matilda wants to ask the location of the children’s books. based on the structural form, this utterance is produced in the form of interrogative form because of it has a pattern of wh + to be + object + (?). where the word “where” is wh, “are” is to be, “the children’s books” is object. where are the children’s book ? (wh) (to be) (o) (?) (2) mw/ut112/00.24.20 matilda: is that my teacher? the context from holmes’s theory is matilda wants to ask who is the teacher will to teach her at the time. based on the structural form, this utterance is produced in the form of interrogative form because of it has a pattern of to be + conjunction + possessive adjective + (?). where the word “is” is to be, “that” is conjunction, “my teacher” is possessive adjective. is that my teacher ? (to be) (conjunction) (pa) (?) imperative form the data that are included in the forms of imperative form consisted of 72 data in total. some of them are explained as follows. (1) mw/ut97/00.17.26 mrs. wormwood: take your hat off! wormwood orders her husband to take off the hat that he was wearing immediately. based on the structural form, this utterance can be categorized as imperative form because of the utterance used to order someone to do something. this utterance has a pattern of verb + possessive pronoun + object + (!). where the word “take” is verb, “your” is possessive pronoun, “hat off” is object. take your hat off ! (v) (pp) (o) (!) (2) mw/ut130/00.39.21 mrs. trunchbull: now, eat it! the context from holmes’s theory is mrs. trunchbull orders that he must finish to eat the cake that has been prepared in front of him. based on the structural form, this utterance can be categorized as imperative form because of the utterance used to order someone to do something. this utterance has a pattern of conjunction + verb + object + (!). where the word “now” is conjunction, “eat” is verb, “it” is object. now eat it ! (c) (v) (o) (!) exclamation form the data that are included in the forms of exclamation form consisted of 29 data in total. some of them are explained as follows. (1) mw/ut119/00.29.17 miss honey: excellent! you've been practicing. 301 the context from holmes’s theory is miss honey expresses her feeling towards matilda’s effort in answering all questions. this utterance has a structural form of the exclamation form because of the utterance is in the form of an expression of the speaker toward something spontaneously. then, it formed by the adjective in this utterance. while in this utterance consisted of the word “excellent” as the adjective. (2) mw/ut159/00.56.30 matilda: you're very brave, miss honey. the context from holmes’s theory is matilda expresses her feeling towards patience of miss honey to face with mrs. trunchbull at the time. this utterance has a structural form of the exclamation form because of the utterance is in the form of an expression of the speaker toward something spontaneously. then, it formed by the adjective in this utterance. while in this utterance consisted of words “very brave” as the adjective. the type of the illocutionary act this sub-chapter of discussion contained the explanation of the data found which is the types divided into five types of the illocutionary act based on searle’s theory among others declarative, representative, expressive, directive, and commissive. declarative type the data that are included in the types of declarative type consisted of 19 data in total. some of them are explained as follows. (1) mw/ut1/00.00.45 narrator: not everyone is born the same. the context based on holmes’ theory is that the narrator of this movie was declared that every single person who was born on the earth will have different abilities and fates. particularly, the person who was born in a hospital in london. it means that the narrator can change the status of every single person through the sentence that they said beforehand. so, this utterance is speech act types of declarative act which has a function is to declare the hearer or listener about the status of every single person. (2) mw/ut6/00.01.65 narrator: for better or for worse. the context based on holmes’ theory is that the narrator of this movie was confirmed that every human was unique. in the beginning of this story, every parent wants their child to have a better fate than them. it means that the narrator can change the condition of a person through the sentence that they said beforehand. so, this utterance is speech act types of declarative act which has a function is to confirm the hearer or listener about the condition of a person. representative type the data that are included in the types of representative type consisted of 76 data in total. some of them are explained as follows. (1) mw/ut39/00.03.19 narrator: her mother took off to play bingo. the context based on holmes' theory is that the narrator in this movie was informing to the hearer that mrs. wormwood has a hobby of gambling. this utterance 302 used a verb phrase “her mother took off to play bingo” which has a meaning to inform the hearer or listener about mrs. wormwood’s hobby. this utterance is speech act types of representative act because in this context has a function to inform something in detail. so, informing is speech act type of representative act. (2) mw/ut152/00.54.52 miss honey: she found a small cottage. the context based on holmes' theory is that miss honey describes about she is the woman who owns the small cottage. then, matilda was very surprised by all the stories from miss. honey. and then, miss honey decided to leave the house left by her father and given to miss. trunchbull. this utterance used a verb phrase “she found a small cottage” which has a meaning to inform the hearer or listener about miss honey’s residence. this utterance is speech act types of representative act because it has a function to inform something to the hearer toward miss honey’s residence. so, informing is speech act type of representative act. expressive type the data that are included in the types of expressive type consisted of 59 data in total. some of them are explained as follows. (1) mw/ut81/00.09.19 mr. wormwood: i'm great! i'm incredible! the context from holmes’s theory is mr. wormwood expresses that he felt toward the profits from selling used cars. the utterance has a structural type of an expressive type because in this context to express the speaker’s feeling towards something in detail. so, this utterance is in the type of an expression of the speaker toward something spontaneously. (2) mw/ut126/00.35.21 miss honey: oh, no. thank you, dear. the context based on holmes' theory is that miss honey thanks to michael for being offered a beer during a visit to the wormwood's house. the utterance has a structural type of an expressive type because in this context to express the speaker’s feeling towards something in detail. so, this utterance is in the type of an expression of the speaker toward being offered some beer during her visit. directive type the data that are included in the types of directive type consisted of 88 data in total. some of them are explained as follows. (1) mw/ut169/01.00.25 matilda: what is his name? the context from holmes’s theory is matilda wants to ask the name of her father who was died by suicide. the purpose of matilda performed this utterance is to ask about the name of miss honey’s father. so, this utterance is the speech act type of directive type that has a function to ask someone about something in detail. 303 (2) mw/ut174/01.02.02 mrs. trunchbull: fight like a man! the context from holmes’s theory is mrs. trunchbull orders someone who entering her house to appear in front of her. the purpose of mrs. trunchbull performed this utterance is to order someone who entering her house without permission. so, this utterance is the speech act type of directive type that has a function to order someone to do something. commissive type the data that are included in the types of commissive type consisted of 8 data in total. some of them are explained as follows. (1) mw/ut131/00.39.25 bruce: i don't want any, thank you. the context based on holmes' theory is that bruce had refused to eat the cake that already serves from mrs. trunchbull. then, it made mrs. trunchbull became very angry with him. the purpose of bruce performed this utterance is to refuse towards mrs. trunchbull’s offer. so, this utterance is a speech act type of commissive act because in this context which has a function for refusing something that has been occurred. (2) mw/ut250/01.32.02 matilda: i have a new lovely family. the context based on holmes' theory is that matilda commits that she has a new lovely family that pities and appreciates her existence in new family. the purpose of matilda performed this utterance is to commit towards a new family. so, this utterance is a speech act type of commissive act because in this context which has a function to commit some future action. classification of speech act after categorized of the data found into forms of the locutionary act and types of the illocutionary act, the data was classified into direct and indirect speech act based on yule’s theory. direct speech act the data that are classified into direct speech act consisted of 224 data in total. some of them are explained as follows. (1) mw/ut53/00.04.20 mr. wormwood: what do you want a book for? the context based on holmes’s theory is an interrogative form of the locutionary act because of it’s formed of a question. this utterance is a directive type of the illocutionary act because of it has a function to ask someone about something. thus, it is classified into the direct speech act because the form and the function are suitable. (2) mw/ut223/01.16.54 mrs. trunchbull: leave me alone! the context based on holmes’s theory is an imperative form of the locutionary act because of it’s formed of an order. this utterance is a directive type of the illocutionary act because of it has a function to order someone about something. thus, it is classified into the direct speech act because the form and the function are suitable. 304 indirect speech act the data that are classified into indirect speech act consisted of 26 data in total. some of them are explained as follows. (1) mw/ut55/00.04.27 mr. wormwood: please, sitting right in front of you? the context based on holmes’s theory is an interrogative form of the locutionary act because of it’s formed of a question. this utterance is a directive type of the illocutionary act because of it has a function to ask someone about something. thus, it is classified into the direct speech act because the form and the function are not suitable. (2) mw/ut94/00.16.12 matilda: can't you sell good cars, dad? the context based on holmes’s theory is an interrogative form of the locutionary act because of it’s formed of a question. this utterance is a directive type of the illocutionary act because of it has a function to ask someone about something. thus, it is classified into the direct speech act because the form and the function are not suitable. 4. implication based on the research finding and discussion above, it can concluded that the researcher found various form, function, and classification of speech act used by the research subject in the matilda wormwood movie. although this research did not relate to the education, but it has the implication that could be shared by elaborating the research finding and discussion. the first, this research could be used as a source for students of english language education to understand of various form, function, and classification of speech act. the second, by reading this research, the student of english language education could use the various form, function, and classification of speech act in order they know through this research in the uses of language in the social life. the last, this research could help the lecture to teach about various form and function of the utterances used in the society life by using the media of movie. 5. conclusion this sub-chapter concluded the research findings to answer the two research questions. they are to analyze form of the locutionary act used by the research subject and to understand types of the illocutionary act in which a speech act that occur as a literal meaning that the word has distinct into four structural forms including declarative, interrogative, imperative, and exclamation. the most dominant of the locutionary act used by the research subject is a declarative form consisted of 37% of the data in total. the illocutionary act is a speech act that occur as the intended meaning in order the word has distinct into five structural types among others declarative, representative, expressive, directive, and commissive. the most dominant of the illocutionary act used by the research subject is a representative type consisted of 36% of the whole data. from the description above, it could be concluded that the research subject in matilda wormwood movie were mostly produced the utterances to ask someone about something. the characters also often produced the utterance to inform something or tell 305 something to the hearer. while all characters rarely produced utterance to express him or her feeling toward something. in addition, all characters almost never produced the utterance to invite someone to come somewhere. it’s in line with the research subject’s characterizations that were intelligent, extraordinary, and courageous. firstly, the characters were intelligent because of she or he likes to share the information to the other by producing a lot of directive function through never doubt to ask someone about something. secondly, matilda was extraordinary child which has a great brain-power in order she wants to order all things to do something. thirdly, the characters were courageous because of showed by she often produced representative type it has a function to inform something to someone according to the source of the book that she or he has already read. 6. acknowledgements the researcher would like to express their gratitude and highest appreciation to those who have contributed positively during the process of writing this research. all lecturers, assistant lecturers, staff and employees of ganesha university of education who have provided support from each researcher. the researcher realized that this thesis is far from perfection. therefore, comments, suggestions, and new ideas are needed for the improvement of this article. hopefully this article will be useful for those who want to develop their study on english especially in analysis of speech act. references austin, j. 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(2016). literary works and character education. international journal of language, and literature, 4(1), 176–180. wijaya, i. d. p. (1996). dasar-dasar pragmatik. yogyakarta: penerbit andi. yule, g. (1996). pragmatics. new york: oxford university press. zumaroh, s. (2012). the analysis of speech act used in “air force one” movie script. lingua scientia, 1(1), 1–10. 307 biography of authors kadek yudha septiawan, a.md. is a current undergraduate student of english language education at ganesha university of education. his current research interest is in the field of linguistics, precisely in analyzing speech acts used in society life. he can be reached at yudhaseptiawan907@gmail.com prof. dr. dewa komang tantra, m.sc. is a lecturer at the english education study program, department of foreign languages, faculty of languages and arts, ganesha university of education. his areas of expertise are research methodology, research methods on language and teaching, introduction to psycholinguistics, statistics, and advanced reading. he can be reached at komang.tantra@undiksha.ac.id dr. dewa putu ramendra, s.pd. m.pd. is a lecturer at the english education study program, department of foreign languages, faculty of languages and arts, ganesha university of education. his areas of expertise are introduction to pragmatics, introduction to semantics, english syntax, research methodology, scientific writing, and essay writing. he can be reached at putu.ramendra@undiksha.ac.id mailto:yudhaseptiawan907@gmail.com mailto:komang.tantra@undiksha.ac.id mailto:putu.ramendra@undiksha.ac.id sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 1, january 2022, pages: 11--29 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i01.p02 11 rediscovering abdurrahman wahid’s ideas in today’s indonesia: the use of argumentative devices in english articles 1 harits masduqi universitas negeri malang, malang, indonesia, harits.masduqi.fs@um.ac.id 2 arif subiyanto universitas negeri malang, malang, indonesia, arif.subiyanto.fs@um.ac.id 3 mochamad nasrul chotib universitas negeri malang, malang, indonesia, nasrulchotib@gmail.com article info abstract* received date: 15 jun 2021 accepted date: 18 jun 2021 published date: 31 january 2022 keywords:* abdurrahman wahid, argument, argumentation analysis, argumentative devices recent issues on social and politics have become so influential in indonesia that people are divided and become increasingly intolerant. in the era of intolerance it is quite right to rediscoverand analyse arguments of the late k.h. abdurrahman wahid, the fourth president of indonesia that earned his reputation as an international religious scholar, a defender of pluralism, and a champion of humanity. this paper presents a discourse analysis on argumentative devices used byabdurrahman wahid in his english articles published at www.gusdur.net. wahid used the eight argumentative devices masterfully in his articles. evaluative expressive expressions were the most frequent argumentative device (31%). wahid tended to show his value judgments bluntly, either positive or negative, to comment or react to current issues under discussion. such an emotional tendency potentially came from wahid’s own point of view that was based on things which were ideal for him, not on objective analyses made by other people. 1. introduction current issues on politics have become so influential in indonesia that other studies are not treated equallyin daily life.no branch of english linguistics, for example, will significantly help indonesian people solve various societal problemssparked by 2019 general election in which the nation was politically polarized, and people become more intolerant.no theories of english literature can ease the plights of people who lost their families and belongings in the aftermath of the recent natural disasters that struck several indonesian islands. it is, however, quite right that english lecturers and students should ponder about one of the most basic phenomena of language use in public life: argument. the simplest definition of argument is something which is named or talked about (richards and schmidt, 2002). wahab (2003) states that argument is a mode of persuasion that allows someone to persuade others to follow his or her own idea or thought. viewing arguments this way, people may see that arguments are common features of daily life, for people are often involved in persuading others for things they believe or in giving reasons they want others to https://ojs.unud.ac.id/index.php/eol/index mailto:harits.masduqi.fs@um.ac.id mailto:arif.subiyanto.fs@um.ac.id mailto:nasrulchotib@gmail.com http://www.gusdur.net/ 12 accept. in many cases, arguments also involve measuring and evaluating reasons. to vote for a public figure in general elections or whether to support or oppose pornography rules involve measuring and evaluating reasons. logic plays an important role in these issues because it is the universal science of argument which differentiates good arguments from the bad ones. the fact that argumentative statements can be extended and analyzed almost indefinitely is covered inclusively in a research discipline called argumentation analysis. for decades linguists have proposed various models of argumentation analysis. a significant development was the publication by the english philosopher, stephen toulmin (1958 cited in renkema, 2004) of a model which could be used for the analysis of argumentation in everyday language. in toulmin’s approach, the main issue is not the logical form of an argument but the question of how an argument is structured. another model was developed by petty and caciopo (1986 cited in renkema, 2004). this model, the elaboration likelihood model, was widely used in research for persuasion by communication. this study provides a general theory on attitudinal change which contains the following basic idea: the variation in persuasive power is influenced by the likelihood that receivers will become preoccupied with the elaboration of the information presented. in this case, elaboration means the thought given to the topic. furthermore, sinnott-armstrong and fogelin (2015) recently proposesa model of argumentation analysis called argumentative devices.argumentative devices are words, phrases or sentences that can be utilized to convey arguments or to give reasons for or against claims made by other people. the argumentative devices can be used to analysepeople’s arguments by classifying their utterances or statements that were inclusive of the eight types of argumentative devices. viewing all theoretical definitions above, the writers are interested in conducting an argumentation analysis that is based on the latest theory of argumentative devices. the writers are specifically interested in analyzing on-line english articles written by the late abdurrahman wahid as he is widely known for his controversial statements and actions. people often feel baffled and tended to misunderstand wahid’s opinions and actions. wahid sayings and acts were frequently treated as a discourse or hot topic of discussion which tempted many people to give comments and interpretations. some agree and try to socialize wahid’s thoughts, but others disagreed and attempted to eliminate them (al zastrouw, 1999; utama, 2019). barton (2016) who conducted an authorized biographical study of abdurrahman wahid believes that controversies surrounding wahid actually originated from his own perspectives which were often different from others. regardless of the findings in the previous studies, it is quite right to rediscover and analyse arguments of the late abdurrahman wahid who have recently earned his popularity again due to his ideas on corruption scandals in the ministry of social affairs and pluralism issues in indonesia (nurita, 2021; rizal, 2020; tim detikcom, 2020). the reemergence of popularity strengthens his reputation asan international religious scholar, a defender of, and a champion of humanity. the authors utilize the analytical theory of argumentative devices (sinnott-armstrong & fogelin, 2015) to analyze wahid’s arguments as no previous studies using the particular theory have been done, especially in the area of discourse analysis. argumentative devices sinnott-armstrong and fogelin (2015) state that analyzing arguments in oral utterances or written texts can be done effectively by analysing argumentative devices used by the speaker or the writer. the devices are divided into eight categories, i.e., warranting connectives, assuring, guarding, discounting, argumentative performative, evaluative expressive, slanting, and rhetorical devices. 13 warranting connectives here is partial list of connective terms that introduce an argumentative structure into language by marking out reasons for a conclusion, such asaccordingly, thus, since, for, hence, then, because, so, and therefore. these terms are named warranting connectives, because, in various ways, they present one or more statements as the warranting or backing for some other statements. here is an example: since all man are mortal. socrates is mortal, for socrates is a man. assuring when will other people give assurance about the statements they have made? people offer assuring when they think that someone might challenge what they say. they sometimes cite authorities: recent studies have shown… and it has been established that…here they do not actually cite reasons; they indicate that reasons can be produced on demand. in a context of trust, this is often sufficient. guarding guarding represents a different strategy for protecting premises from attack. other people reduce our claim to something less strong. thus, instead of saying all, people say most. instead of saying something straight out, they use qualifying phrases like ‘it is very likely that”, “it is arguable that…” and so on. this is wonderfully noncommittal, for it really doesn’t indicate how strong the argument is, yet it does get the statement into the argument. discounting the general pattern of discounting is to discount a possible criticism in order to reject it or counter it. a partial list of terms that function as discounting connection includes although, however, but, nevertheless, nonetheless, yet, still, andthough. people sometimes use discounting to block certain conversational implications of what they have said, for example: the situation is difficult, but not hopeless. a truce has been declared, but who knows for how long? argumentative performatives argumentative performatives are used to make moves in arguments. these performatives are obviously concerned with arguments. they are not statements about arguments, since they are not even statements. if i say “i doubt that” i do not thereby doubt it. whether i doubt something or not is a fact about me. here the utterance is performative. usually “i agree to…” is performative, whereas “i agree that…” is not. in a court of law, however, saying “i agree that…” is often performative. it is one way of stipulating facts that will not be contested. evaluative expressive although some words in our language are relatively neutral, others carry strong positive or negative connotations. that is, in using many words people are not only describing something, but also evaluating it or expressing some attitude toward it. generally speaking, evaluative terms, as they are called, apply to lines of conduct. they interconnect to form a rich system of terms that allows us to indicate whether (and to what degree) actions are justified or unjustified. for example, those who hold that south africa’s system of apartheid is morally wrong, hold that there is moral justification for its abolition. rhetorical devices 14 people uften use rethorical devices in conversations. for instance, the question “do you want me to call the police?” has the expected answer no and because this question conversationally implies the threat,” if you don’t get out of here, i’ll call the police.” sometimes people do not intend their words to be taken literally or expect their listeners to interpret meaning just the opposite of what they say. this occurs, for example, with irony and sarcasm. saying the words “nice work” function as a way of saying, “you’ve really ruined it this time.” slanting slanting involves the important use of evaluation and expressive language to place something in a good or bad light without adequate justification.ethnic and racial slurs are obviously examples of slanted language. to say that someone is a muslim is to comment on his/her ethnic origin. in this area, connotations are actually so prevalent that people have to look to scientific language to find more or less neutral language. for example, “white” is a positive term, whereas “whitey” is negative. “caucasian”is more or less scientific and neutral. here people must use the guarding expression “more or less” because all the language in this area is highly charged. these tensions in the language reflect deeper tensions in our society. 2. research methods the study relied on the process of collecting argumentative statements in english articles written by the late k.h. abdurrahman wahid and published at www.gusdur.net. the late k.h. abdurrahman wahid or popularly known as gus dur was the fourth president of indonesia who is also an internationally recognized religious scholar, a defender of pluralism, and a champion of humanity.the english articles were subjectively chosen for two reasons. first, as the writer of the popular articles, gus dur is famous for his controversial arguments and actions. during his multifaceted life as a former president of indonesia, an international islamic scholar, and an outstanding top political figure. what he said and did were often treated as a hot discussion topic which invited not only public figures but also ordinary people to comment and interpret it. secondly, the current political situations in indonesia have created public intolerance in which people are divided and become more publicly intolerant of each other. the nation is on the brink of disintegration due to highly contested outcome of the presidential election, differing religious interpretations and hoaxes that have gone rampant among indonesian people. in the intolerance era, therefore, it is quite right to rediscover ideas and analyse arguments made by the late abdurrahman wahid who was keen on supporting communication and cooperation between the mainstream and the marginalized societies. data collection in collecting data, at first the authors logged on the website of abdurrahman wahid, www.gusdur.net, chose the english section and checked the 43 english articles. those 43 english articles were treated as the ‘population’ of the study. for practical reasons, the authors performed a simple random sampling technique and took only 20% (8 articles) of the total number of english articles as a sample (arikunto, 2002; bouma & carland, 2016; sukmadinata, 2005). the selected articles were: in memoriam: pope john paul ii, the unsettled issue, is nu capable of taking part in national politics?, islam, culture and technology, on democratic transition, is there peace in iraq?, terorism in our country, diversity with no contradiction. data analysis http://www.gusdur.net/ http://www.gusdur.net/ http://www.gusdur.net/english/index.php?option=com_content&task=view&id=67&itemid=67 http://www.gusdur.net/english/index.php?option=com_content&task=view&id=67&itemid=67 http://www.gusdur.net/english/index.php?option=com_content&task=view&id=67&itemid=67 http://www.gusdur.net/english/index.php?option=com_content&task=view&id=67&itemid=67 http://www.gusdur.net/english/index.php?option=com_content&task=view&id=67&itemid=67 http://www.gusdur.net/english/index.php?option=com_content&task=view&id=67&itemid=67 http://www.gusdur.net/english/index.php?option=com_content&task=view&id=67&itemid=67 http://www.gusdur.net/english/index.php?option=com_content&task=view&id=67&itemid=67 15 as bogdan and biklen (2007) say that the key instrument in qualitative research is the researcher alone, the authors decided to have his own instruments, namely underlining and labelling. here the authors did a close readingby underlining and labelling words, phrases and sentences of abdurrahman wahid’s english articles that are inclusive of the argumentative devices. the labels were evaluative expressive (e), rhetorical device (r), assuring (a), discounting (d), warranting connective (w), guarding (g), slanting (s), and argumentative performative (ap). the authors then discussed the data in the form of narrative explanations to classify and describe abdurrahman wahid’s arguments based on the theory of argumentative devices. the data were then computed to find out the frequency of occurrence of each argumentative device in order to identify the tendency of argumentsused by abdurrahman wahid in his english articles. the authors used the following percentage computation: 100 y x p  % p = percentage of an argumentative device occurrence x= type of argumentative devices y= total of argumentative device the aims of this study were to elaborate how the argumentative devices were reflected in abdurrahman wahid’s english articles that were published at www.gusdur.net, to find words, phrases and sentences of abdurrahman wahid’s english articles that were inclusive of the argumentative devices, to explain how abdurrahman wahid conveyed his arguments through argumentative devices, to find the frequency of occurrence of the argumentative devices in abdurrahman wahid’s english articles, and todiscuss the tendency of argumentsused by abdurrahman wahid in his english articles. 3. discussions this section presents findings and discussions of argumentative devices used by abdurrahman wahid in each of his nine articles. in memoriam: pope john paul ii paragraph 2 and 3: “however, d unlike john xxiii, john paul ii was a more conservative figure who maintained a tight grip on catholic doctrine. but d this conservatism did not cause the church to fall into what some see as the “dark era” r that existed before john xxiii … “… the conservatism is likely to stem from the pope’s belief that any reforms might snowball r and change the entire catholic doctrine …” the use of “however” and “but” is an apparent example of discounting. here, wahid wants to stress on the essential differences between john xxiii and john paul ii. although pope john xxiii was also known as a strong catholic reformist who encouraged extensive changes of the church, wahid had a tendency to expose a more positive nature of pope john paul ii (his conservatism). this predisposition is possibly influenced by both his objective point of view and his close relationship with pope john paul ii. wahid deliberately gives a quotation mark to the phrase “dark era” to signal a personification. “dark era” means the policy of pope before john xxiii to restrict the church’s involvement in social issues in the world. the church’s social involvement, however, drastically http://www.gusdur.net/ 16 changed and was performed more actively in the era of pope john paul ii. furthermore, wahid rhetorically utilizes the verb “snowball” to figure out the pope’s belief in catholic reforms. literally, the word “snowball” means some amount of snow which is pressed into a hard ball and used for throwing in a play. metaphorically, wahid uses this term to symbolize quick growth of effects of any reformation that might take place in the church. paragraph 4 and 5: “as an observer of the church, a i have differences of opinion with some of the pope’s attitudes and beliefs. but d i fully understand ap his way of thinking. the pope’s action to forgive ali agca, the man who shot him in 1980 is worth remembering. e his strong opposition to the war in iraq and war in general shows a warm and humanitarian e attitude …” by saying “as an observer of the church”, wahid tries to assure readers that he really knows what he is talking about. it is an ordinary strategy used by writers or journalists when exposing their experiences in politics by saying “as a top figure who has involved in political decisions for years” or illustrating their trustworthy academic capability like “as an experienced scientist who has done various studies in gender. meanwhile, the discounting term “but” is used to cancel out the previous remark “i have differences of opinion with some of the pope’s attitudes and beliefs”. the discounting term “but” is more effective when it is sustained by the following utterance “i fully understand”. the later expression is included in argumentative performative. wahid makes it clear that he truly comprehends the pope’s thoughts. this is like a detective saying, “i conclude that he is lying”. whether the person he’s talking about is lying or not, other people cannot but agree that the detective has drawn a conclusion. this tactical device is used to make an argument moves explicitly and at the same time reserve the argument for opposing others. the next paragraph contains two cases of evaluative expressive. both expressions: “worth remembering” and “a warm and humanitarian” showed wahid’s appreciation to the pope’s positive characters. in this way, wahid also shows his important role as an international religious leader who needs to acknowledge the pope’s sincere involvement in social issues. the unsettled issue paragraph 1: “...the government’s recognition only to five religions has now begun to be protested by people … such as confucianism with its huge enough numbers of followers of around 5 million. one day, it is expected that g the government of indonesia will eventually recognize confucianism as another religion to which the government should support.” the underlined clause is a concise argument in the form of guarding. this is another way of weakening an expression to avoid criticism. by saying “one day, it is expected that”, as if wahid did not expressly expect the society to recognize confucianism. in fact, wahid really expected the recognition very much since he has been widely known as a consistent defender of minority people, including confucian followers. nowadays, wahid’s struggle has proved fruitful as confucianism is recognized as a new religion in indonesia. thanks to that, chinese traditions (i.e., barongsay dance, mandarin language) is flourishing in indonesia. paragraph 6: 17 “…this supreme power is in the hand of khubrigan (board of religious leaders) whose amount of its members are 80 people of sleeve perpetuating r so w that they are beyond the reach of common people’s choice. this is the point why iranian political system is not accepted by “western parties” r and regarded undemocratic…” on the other hand, the second point “sleeve perpetuating” is a rhetorical device. the word “sleeve” which literally means part of garment that covers all or part of the arm is used to idiomatically symbolize a permanently closed procedure to decide imam (religious leader) as a member of khubrigan. furthermore, after utilizing a warranting connective “so” to mark out a conclusion, wahid again rhetorically mentions “western parties” that actually refer to america and its allies. it has been an international issue that usa and nato members are reluctant to have a close relationship with iran. even, president bush often calls iran “axis of evil” due to iran’s progressive nuclear program. paragraph 9 and 10: “because w we are democratic country, by itself we should let the first view be alive in this country, and let the people alone vote for parliament members who have either the first or second view. “…nahdlatul ulama’s (nu) and muhammadiyah’s islamic movements with the support of non-islamic movement, nationalist, ethnic groups and non-muslim movements which form an invisible r political coalition and is not projected by anybody. “islamization” r occurs not only in political system but also in “social awareness r ” this is another use of warranting connective. wahid states “because” to mark out a reason for the remark “we are democratic country” and to sustain his argumentative statement for the following statement containing people’ right to vote for parliament members. meanwhile, the word “invisible” is inclusive of rhetorical device used to figure out secrecy of political deal between islamic movements with other parties. it is not astonishing that nu through national awakening party (pkb) or muhammadiyah through national mandate party (pan) have political deals with other political parties and organizations to support one figure for national or regional leaders. imam utomo, the governor of east java, is a clear case of a fruitful coalition between a ‘religious’ party (pkb) and a nationalists’ party (golkar). such a coalition above was rhetorically named after “islamization” that is beneficial for the sake of public interest (“social awareness”) paragraph 11: “that is why, in various groups of “nationalists” r , the term “religious nationalist” or “nationalist religion” r is frequently brought up … in fact, the hunt for the two terms are easy to be said but difficult to be realized.” the term “nationalists” refers to people, organizations, and political parties that hold nationalism as ideological platform. meanwhile, the term “religious nationalist” or “nationalist religion” refers to people, organizations, and political parties who mixed up their nationalism ideology with religious ideology (especially islam) for political purposes. political parties usually use these compounded terms as a political strategy to gain as many voters as possible, covering both nationalist and religious followers on the ‘grass-root’ level. golkar party is an obvious model for this political tactic, especially under the leadership of by yusuf kalla, a nahdlatul ulama figure who was then elected the vice president of indonesia. 18 is nu capable of taking part in national politics? paragraph 1: “many people doubt whether or not the largest muslim organization nahdlatul ulama (nu) through the national awakening party (pkb) as well have the capacity to lead a national government. “aren’t nu people like ‘a hunchbacked who longs for the moon?” r they say … kyai in urban societies, meanwhile, exhibit low-valued morality: e they can survive sorrow, but they can’t help being rich. r then, what if those kyai of both from rural and urban areas mistakenly choose national leaders who are fond of seeking benefits e by bootlicking e it must be admitted a that such a question is valid in this complicated e life ...” in the case of figurative language, the word “like” in the interrogative remark “aren’t nu people like ‘a hunchbacked who longs for the moon?” is a classic example of personification. it rhetorically explains that the capacity of nu and pkb figures is low and, consequently, it is a waste of time and energy for those figures to expect such a high, national leadership. in reality, this fact is an irony. since the independence of indonesia up to the present time, the highest political position an nu leader could ever get was the post of minister for religious affairs. even, abdurrahman wahid himself who was elected the fourth president of indonesia only ‘enjoyed’ his presidency for less than two years after being impeached by the house of representative for his controversial decisions and actions. therefore, it is no wonder that many political observers are always doubting the national leadership of nu and pkb leaders. on the other hand, the quartet expressions “low-valued morality: they can survive sorrow, but they can’t help being rich”, “fond of seeking benefits” and “bootlicking” were used by wahid to show his negative value judgment toward some materialistic kyais (religious leaders) living in indonesian big cities. it has been a public rumor for years that urban kyais are often manipulated by government officials to give justifications and support to their public policies. the legalization of porkas and sdsb (both of them are indonesian national lotteries) was a clear example of kyais’ wrongful justification of public policy resulting from their ‘tryst’ with government officials. wahid, therefore, uses the fact as a basis for his assuring remark “it must be admitted that such a question is valid in this complicated life” paragraph 2: “furthermore, when we add to question another fact that most of our people g have low education that they cannot enter an industrialized era which we require to develop. however, d when they achieve that phase sometime in the next five year, will they be loyal still to their kyai? ... leaders of other religions also ask the same question a when an industrialization is begun in a country. at least, observers have raised those questions a which seem to corner those religious leaders…” wahid states “most of our people”, instead of saying all people. this is another guarding strategy used to back up an argument. regardless the growing number of nu educated people, wahid refers to the fact that the majority of nu followers were not well educated. this fact is probably a result of nu founding fathers’ decision that took politics as their first priority in the beginning of the organization establishment. nu was the second biggest political party in indonesia in 1950’s. as a result, compared to muhammadiyah which prioritized education since its first public appearance, nu lags behind in the world of education. following the use of a discounting term “however” to cancel out the previous statement, wahid assures readers by citing authorities “leaders of other religions…” and “observers…” to 19 sustain that he has a good reason to ask the previous question “will they be loyal still to their kyai?” in this case, wahid offers an assurance as he might think that others potentially challenged his argumentative question. paragraph 3 and 7: “…the meaning is that should islam enter all fields of life with no exception? this is a complicated e question whose answer feels bitter e to us. the honorable e al-sheikh mohammad hasjim asj’ari, nu great leader, led a discussion on problems related to religious matters… in this case, all of us have ever ignored one or more religious decisions decided seriously by clerics through open and hot e debate.” “…all the country’s people marked with the disposal of piagam jakarta … and changed to the term “pancasila state” r which was even legitimated infiqhlaw. the decision has been effective till the present day and, hopefully, to the future. thus, w again it is an evidence that a the power offiqhis unchallenged by other ideas.” the two words: “complicated” and “bitter” are wahid’s emotive expressions. those words represent a predicament whether or not islam is supposed to be a central regulation for all issues in life. wahid illustrates this dilemma in the next paragraph regarding piagam jakarta that was rejected and changed to term “pancasila state” – a state that is based on pancasila, the five basic principles of the nation. at this point, wahid does not only assure readers (“thus, again it is an evidence that the power of fiqh is unchallenged by other ideas”), but also shows his consistency in defending pancasila as the national ideology. this decision can be derived from wahid’s ancestors (k.h. hasjim asj’ari and k.h. bisri sansuri) who did not agree with the idea of establishing indonesia as an islamic state. as a substitute, wahid’s grandfathers chose and supported the “pancasila state”. meanwhile, wahid states the word “honorable” as a positive value judgment for his grandfather. then, the phrase “open and hot” is also an evaluative expressive term that was used by wahid to clarify the nature of democracy in nahdlatul ulama. perhaps, wahid makes this statement to counter a common opinion that nu leaders were authoritarian, and their actions were followed unquestioningly by the nu community. in fact, the common opinion is not always true. the recent case, the dualism of pkb, is an obvious example that nu people do not always follow their religious leaders’ decisions. paragraph 8 and 9: “…agree or not, g in reality morality will take its determinant role in the outcome of next general election especially regarding the election of members of legislative bodies…” … the state takes decisions under state consideration: there are those of legal considerations, and most of them a are political ones … that is why we still need the role of religious leaders ... their voice should be taken into account because w they who become the guard of a “country’s inner self.” r ...” saying “agree or not” is another strategy of guarding an argument. when someone says something like this, he expects the addressee to agree with his or her opinion. in this case, therefore, wahid’s argument seems to be strong. this strategy is different from the one used in the phrase “most of them”. the later used a ‘camouflage’ strategy as if the argument had been weakened. as an alternative of saying all of them, wahid says “most of them” to counter other people’s argument. 20 islam, culture and technology paragraph 2 and 3: “it is the fact before our eyes which we can’t deny, a although people rarely think about it. ... though d the use of modern technology, in many sides, has forced us to accept its characters and leave some traditional elements, in some ways, however, d it has also strengthened the tradition. thus, w in this case we can see symmetrical relation between traditions and modernity, … … what i heard during my way to marriott hotel was a concrete evidence no body can’t argue. a it was one of many forms of tradition-strengthening as in the use of loudspeaker in mosques to voice tarhim, al quran readings, and adzan at least five times a day…” both expressions “it is the fact before our eyes which we can’t deny” and “a concrete evidence no body can’t argue” follow the same pattern of assuring. here, wahid convinces readers to follow his idea that modern technology does not always contradict traditional culture. the revitalization of traditionalism by the use of modern technology (i.e. sholawat concert by emha ainun nadjib or opick) is a clear example that modern technology can support and improve traditional culture. this way of assuring is also supported by other argumentative devices, such as “though”, “however”, and “thus”. those devices are mainly used to support wahid’s argument. in reality, the argument is not wrong. regardless the different opinion in fiqh, some modern islamic boarding houses in indonesia allowed students to use modern music equipment (i.e., electric guitar, drum, organ, sound system, etc.,) when performing traditional islamic cultures on stage, such as reciting sholawat (praises and prayers to prophet muhammad), reading the qur’an, performing javin (arabic dance), and so forth. paragraph 4: “the same thing actually occurs in developed countries. in west europe, for instance, christian democrat parties have made their re-emergence in politics … the resurgence of these christian groups is, indeed, the result of the destruction of social structures by the evilness of personal political ambition of people like adolf hitler in germany, mussolini in italy, and josef stalin in uni soviet s …” here, wahid uses a slanted statement to express his own bad feeling toward past international leaders who used their ideologies to destroy modern civilization. in the case of slanting, however, this remark needs a further justification. the connotations of the remark are not always negative. for instance, being a communist for most chinese people is not evil since communism is their national ideology that is, somehow, beneficial for their economic development. also, for neo-nazi activists in germany or neo-fascism supporters in italy, their separatist ideology is right because it strengthens their nationalism identity and character. thus, the connotations vary with context; they depend on who is saying and to whom is being said. paragraph 7: “it is not surprising that modern technology is used in “cultural battle” r in some societies… that sort of traditionalism has, in fact, existed since the early time of our country as shown in the speeches of national figures of the past such as moch. yamin and sanusi pane a who made an appeal to “return to the glory of the past. r ”. they were, certainly, not conservative 21 people who rebuff modern technology; they were, on the contrary, people who know how to use it to strengthen their traditionalism …” putting the phrase “cultural battle” in quotation mark clearly indicates that the remark carries a certain, intended meaning. in this first point, wahid symbolically uses the phrase to represent a confrontation between modern technology and traditional culture. in fact, modernism tends to have a better position than traditionalism. for example, young generation today would prefer modern forms of entertainment (i.e., movie, play station, mp3 player, etc.) to the old, traditional ones (i.e., wayang kulit (traditional puppet show), traditional dance, etc.). the second point is an assuring case. wahid states “in the speeches of national figures of the past such as moch. yamin and sanusi pane ” to ensure readers by providing a convincing example. he cites these two authorities to show that those people utilized modern technology to support traditionalism, although they were from the side of traditionalism. furthermore, the phrase “return to the glory of the past” is a common expression used by indonesians’ leaders referring to the effort to establish a victorious nation like our forefathers did during the reigns of sriwijaya and majapahit kingdoms, etc. such an appeal was very inspiring in the beginning of the independence of indonesia, but unfortunately, it has never been brought to life. on democratic transition paragraph 1: “…when i became president i have experience a how to deal with the military. of course, we should recognize that there were many wrong things done by the military... but, d you know, the military has changed their attitude to respond to civil society movement…if there are so many bad things done by military, for me, this is not because of w the person, the military personals, but d it because of w the bad system of the military institutions…” by saying, “when i became a president, i have experience”, wahid uses another strategy to assure readers that he really knows what he is talking about. his argument, in fact, is true. wahid has had a very long experience dealing with indonesian military, even before he was elected a president. during the era of soeharto, the former president of indonesia, wahid was often forced by military figures, including the late benny moerdani, try soetrisno, and prabowo soebianto, to do what soeharto wanted or at least to avoid a direct confrontation with the former president. history, however, proves that such an aggressive pressure failed to corner wahid. perhaps, the most critical military experience of wahid was to discharge general wiranto from his position as the coordinating minister of politics and security affairs in 2001. later, this decision was a starting point used by wahid’s political opponents to impeach him. whereas the double discounting terms “but” are used by wahid to reject those statements preceding them, the twofold “because of” were utilized to mark out reasons following them. in this case, wahid employs those argumentative devices to acknowledge that there were ‘positive people’ (reformists) in the armed forces. the late general agus wirahadikusumah, the former pangkostrad in the era of wahid’s presidency, was possibly a perfect example of the argument. unfortunately, he met his early grave before he had enough time to reform the armed forces, in particular generals’ commercial businesses. paragraph 2: “another problem is how we respond to terrorism … of course, this is part of the problem of religion, especially islam, in this region … but, d i believe that a islam is not violent religion ... terrorist usually come from fundamentalism and in case of indonesia and mindanao they got a 22 support and assistant from middle east ... but, d you know, this is just a minority people although they are outspoken ... this is why i felt a little bit g skeptical e about the bomb case in bali that was exploded by amrozi, … but, d you know, the majority muslim in this country are actually moderate. they accommodate western value without lost their beliefs …” this is another assuring way used by wahid. when someone says “i believe that”, he or she actually expects others to believe what he or she says. in this way, he persuades others to follow his claim that islam is a peaceful religion. although for the sake of argument this remark is not too convincing, at least it is sufficient to revitalize the image of islam. this is because nowadays any form of terrorism is always connected with islam. indeed, this judgment is not always right. the recent fact in the border of gaza simply shows a different direction. the way israelis treated palestinians by bombing and destroying palestinian civilization is an undeniable fact that terrorism is also committed by non-muslims. then, stating, “i felt a little bit skeptical” is actually similar to say “i felt skeptical” or even “i felt very skeptical”. it is just merely an indirect strategy or guarding to conceal a real argument. wahid chooses the quantifier “a little bit” because the adjective “skeptical” has already carried negative connotation of evaluative expressive. in reality, wahid’s skepticism on the bali blast case is reasonable. although the actors of the bali blast (i.e., amrozi, imam samudra) have been sentenced to death, the verdict has not been implemented yet. they are still imprisoned and have not been executed up to now. furthermore, the triple discounting terms “but” were employed by wahid to reject premises preceding them that were disadvantageous for islam. using this discounting tactic, wahid actually wants to reemphasize that only minority people (followers of islamic fundamentalism) conducted terrorism attack. in fact, the majority of islamic followers are nonviolent and adjustable with western culture. is there peace in iraq? paragraph 2 and 5: “… the answer is, in fact, because of w the interest of the u.s. in oil or, in other words, the attack against iraq is merely based on geopolitical consideration: "creating a counter-balance against saudi arabia, -with its possession of 260 billion barrels resource of crude oil-, a which begins to confront the u.s. foreign policy on israel." with objective and rational e way of thinking, one can understand it. a in effort to establish a stable peace between palestine and israel, there should be a strong state of palestine… israel, on the other hand, can have strong industrial and trade sectors...” in paragraph 2, wahid uses a warranting connective term “because of” to provide a reason coming after it (“the interest of the u.s. in oil”). this way of reasoning is more argumentative when it is followed with an assuring remark “with its possession of 260 billion barrels resource of crude oil”. in this case, wahid’s remark seems to be irrefutable because the statistical data point out two rationales. first, it strengthens wahid’s previous argument, which has also been an international rumor, that america attacked iraq because of its oil. secondly, it supports the preceding argument “creating a counter-balance against saudi arabia”. the fact shows that after the death of king fath bin abdul azis, saudi arabia which is under prince abdullah – the new, more religiously ardent king – has begun to confront the foreign policy of u.s.a. on middle east, on israel in particular. 23 meanwhile, the next paragraph shows another strategy of assuring. by stating positive evaluative expressive phrase “objective and rational” in the remark, “with objective and rational way of thinking, one can understand it”, wahid assures readers that his argument is reasonable and logical to understand and, therefore, people are expected to follow it. paragraph 7 and 8: “as an outsider and observer of middle east region, i believe a … to continue our effort in making peace in middle east and in any other places of the globe. i presented the above suggestion in many forums, a some of them was an international peace-making conference organized by inter-religious and international federation for world peace (iifwp) in march 2003 in washington d.c, and a series of lectures in michigan university,…” the two underlined expressions are inclusive of assuring. the first expression, “as an outsider and observer of middle east region” is used by wahid to ensure readers that he really knows and masters the most important issues in the middle east. in other words, by stating the remark, he expects readers to have no doubt in his capacity as an international trustworthy source of the subject matter in middle east. meanwhile, the second comment, “i presented the above suggestion in many forums” is another assuring model used to justify the reasonableness of wahid’s argument regarding the correlation between peace-making efforts in iraq and palestineisrael conflicts. it is right that the proposal has been presented in many international forums, but whether or not it is implemented is another matter. as an international islamic public figure, at least, wahid has been trying to give his insight for the solution of conflicts in middle east. terrorism in our country paragraph 5: “mathematically, our export-import balance is obviously hit by the incident and so the tourism industry is. however, d mathematic account speaks nothing r in the matter of how many innocent people were killed in the bombing. we lose the international trust in our capacity in protecting foreigners from being the target of any attack. ... there is only one thing that amuses us, that “the incident was a "force majeur r " utilizing the transition signal, “however” is a common way to discount or to annul the previous premise of argument. at this point, wahid ironically compares the use of “mathematic account” for calculating the profit loss of economic businesses (i.e., tourism industries, exportimport trades) to its ‘more important’ function for counting how many people were killed in the bali blast. in other words, wahid criticizes business observers who tend to prioritize their views on effects of the bombing to commercial industries in bali. indeed, tourism industries are important in bali but those who fell victim to the bombing deserve more consideration. when wahid says “the incident was a "force majeur”, he actually shows another irony. using a technical term "force majeur”, which means an unexpected event that prevents people from fulfilling their obligations. wahid actually the inability of indonesian government and military officials to prevent terrorists’ attack. in this case, wahid denotes bali blast as if it was an unexpected incident happening merely in the wrong time and place. paragraph 6: 24 “…whether the police failure is the result of its personnel number which is too small, or whether it reflects the complexity and mess e of our political system. with the conflicting e stance and statements of government officials, the government is not prepared to anticipate any possible violence conducted by terrorist groups in our country…” this is the continuation of argument in paragraph 5. here, wahid shows his negative value judgment (“complexity and mess” and “conflicting”) of the gross misconduct by indonesian police and people’s representative in handling and anticipating any forms of terrorism in the country. in fact, lack of facilities in intelligence technology and poor mastery of information technology were the reasons why indonesian military could not do anything to prevent the catastrophe. to make things worse, indonesian government and the house of representatives showed dissenting opinions about the case. some officials suggested that all personnel should have anticipated the possibility of the terrorists' attacks, while others insisted on being unmoved until enough evidence was obtained. those conflicting statements suggest harrowing uncertainty in the country’s security and order. situation like this was favorable for the proliferation of terrorism in indonesia. paragraph 8 and 10: “vice president hamzah haz's stance in this case is odd. e … he even visited some leaders of radical muslim groups like ja'far umar thalib when he was being in police detention for his alleged involvement in ambon conflict. he should, at least, g delay his visits until the legal proceedings finished with those people being judged innocent. he was also reckless e as he was willing to meet some law violators at vice presidential palace…” again, wahid expresses his personal resentment toward someone else’s action. at this time, the adjectives “odd” and “reckless” are used to describe hamzah haz’s inappropriate position in the issues on terrorism. wahid seems to argue that haz could not see the line separating his position as a chairman of a political party from his position as the nation’s vice president. this “odd” and “reckless” stance might encourage followers of islamic fundamentalism to freely implement their wrong interpretation of jihad in indonesia. in addition, saying “he should, at least, delay his visits” is actually an indirect way of saying heshould not visit. here, wahid opposes haz’ decision to visit public figures of ‘radical’ muslim groups. haz brazenly visited them in favor of his united development party (ppp). in other words, those visits were made on behalf of his political interest. those visits, as a blatant attempt to gain political support, are actually normal in politics. however, it would have been better if hamzah haz had waited for the right moment to do that. diversity with no contradiction paragraph 5: “…with the position of those eastern and western intellectuals, politicians, and journalists, it's been clear that a huntington concept has been scrutinized together openly and accurately. e huntington used double standard in the concept, but d he also reminded us to diversities of cultural systems that must be respected. it raises great expectation to the future of human race civilization…” 25 the underlined dependent clause above is another strategy of assuring. the sub-clause “it's been clear that” is used to indirectly invite readers to believe that huntington’ concept is rejected through a fair process (“openly and accurately”) involving “those eastern and western intellectuals, politicians, and journalists.” at the same time, the discounting term “but” is used to cancel out the disadvantage of huntington’s concept in the previous statement. meanwhile, the statement coming after “but” is made to show wahid’s fair judgment. wahid did not only manage to pinpoint the fallacy of huntington’s theory, but is also keen on presenting the strength of the concept reasonably. paragraph 8 and 9: “…that's why, diversities of way of life are normal. it's mentioned in the holy koran: "and i've created you all into nations and tribes, so you will learn one to another," (waza'alnakum syu'uban waqabaila li ta'arafu) a …” … the koran stipulates, "hold the 'string' of allah, and don't disintegrate," (wa'tasihmu i ablallahijamian wa-la-tafarrqu). a … islam, in fact, only allows the use of force if the muslims are forced to leave their homes (idzaukhriju min diyarihim). a …” those three underlined verses of the holy qur’an above have the same assuring function. wahid aptly uses them to ensure readers that diversity is acknowledged in islamic teaching (“waza'alnakum syu'uban waqabaila li ta'arafu”). in other words, islam discourages and rejects disintegration (“wa'tasihmu i ablallahijamian wa-la-tafarrqu”) because discord or “the use of force” – as is the case of israel-palestine conflict – should be the last resort when the other diplomatic options fail to deliver the desired results (“idzaukhriju min diyarihim”). wahid needs to convey this assuring to counterbalance western’s biased perspectives, including huntington’s concept, on islam and terrorism. thus, the terrorists who claim they act on behalf of islam actually never represent islam itself. they, and everything that they do, defy the core of islamic tenets on the importance of diversity of views and opinions. if only this principle were well implemented, islam would be free from stigmatization resulting from the terrorists’ acts. paragraph 10: “… in my perspective, either the concept or the view was originated from the same thing: "minder wearing heading complex" (inferiority complex). e being covered by the arrogant e perspective, the concept and view is really disturbing e the mutual understanding amongst diverse cultures in the actual life of human being.” this paragraph contains wahid’s blunt rejection to the huntington’s concept. the remark “minder wearing heading complex" (inferiority complex)” followed by two adjectives “arrogant” and “disturbing” clearly explained wahid’s negative value judgment of huntington’s theory. perhaps, those negative evaluative expressive comments represent wahid’s bitterest disappointments at western people’s perspectives about islam, especially those related to terrorism issues. tabulation and discussion of occurrence frequency of argumentative devices table 1 presents the frequency of occurrence of all eight argumentative devices used by abdurrahman wahid in his nine articles. table 1.occurrence frequency of argumentative devices 26 no type of argumentative devices quantity percentage (%) 1 evaluative expressive 37 31 2 rhetorical devices 24 20 3 assuring 23 19 4 discounting 15 13 5 warranting connectives 10 9 6 guarding 6 5 7 slanting 2 2 8 argumentative performatives 1 1 total 118 100 based on data, it can be inferred that abdurrahman wahid masterfully uses all eight argumentative devices to convey his arguments. here, evaluative expressive expressions are the most frequent argumentative device (31%) used by wahid. this is because wahid tends to show his value judgments bluntly, either positive or negative, to comment or react to current issues. such an emotional reaction presumably comes from wahid’s own point of view that is based on things which are ideal for him, not on objective analyses made by other people (barton, 2002). the second most frequent argumentative device is rhetorical device (20%) that is followed slightly with assuring (19%). in this case, wahid uses rhetorical devices to insinuate or to make an analogy for things that can be interpreted in two ways, either literally or figuratively. those rhetorical devices are mostly in the form of irony (e.g. “to fill their empty bellies”), personification (e.g. “like a juggernaut”), and metaphor (e.g. “the tip of the iceberg”). then, in the case of assuring, wahid uses various expressions to ensure readers that his arguments are rational and reasonable. frequently, wahid cites authorities, such as verses of the holy qur’an, public opinions, (e.g. “news organizations report that”), and statistical data to support his argumentation. this is in accordance with the study done by mahfud (2003) that wahid defends what he believes to be right and criticizes what he believes to be wrong. in addition, wahid uses his assuring strategies mostly to defend the image of islam that is often associated with terrorism. in relation to discounting terms (13%), wahid employs some conjunctions, such as yet, however, though, and but to reject or counter possible criticisms to his arguments. in most cases, those discounting terms are utilized to cancel out the previous statement (e.g. “however, unlike john xxiii, john paul ii was a more conservative figure who maintained a tight grip on catholic doctrine”). meanwhile, he uses warranting connectives (9%) to signal reason for statements preceding and following those connectives (e.g. “their voice should be taken into account because they who become the guard of a “country’s inner self.”). those warranting connectives are thus, because of, because, and so. the last three argumentative devices include guarding (5%), slanting (2%), and argumentative performatives (1%). firstly, wahid uses guarding expressions to defend his arguments from the opposing ideas. he reduces his claim to something less strong. for example, instead of saying, “all of these advantages, he says “most of these advantages”. secondly, he conveys slanting remarks to show his personal judgments on things without adequate justification. those slanting remarks tend to carry his negative connotations, such as “religious fanatics … pervert islam into a dogma of intolerance, hatred and bloodshed”. thirdly, wahid utilizes argumentative performative expressions to make a direct argument without ambiguity. for instance, by saying, “i have differences of opinion with some of the pope’s attitudes and 27 beliefs. but i fully understand his way of thinking”, wahid makes it clear that he comprehends the pope’s thoughts. this tactical device is used to make an argument moves explicitly and at the same time reserve the argument for opposing others. finally, it can be concluded that abdurrahman wahid uses a large number of argumentative devices (total: 118) diversely in his nine articles. all sinnott-armstrong and fogelin’s (2015) eight argumentative devices are found, although some have low percentages of occurrence. evaluative expressive, rhetorical devices and assuring were utilized much more frequently than other argumentative devices. while discounting and warranting connectives were employed evenly, other three devices (i.e., guarding, slanting and argumentative performatives) are hardly used. the fact that wahid tends to use evaluative expressive as the most frequent argumentative devices is in accordance with barton’s (2002) ideas that wahid’s value judgment is a matter of personal perspectives. his ailing eyesight heightens the risk that his statement will spark controversies. wahid’s dispute over religious extremism with habib rizieq (the front man of fpi) that was followed by a series of skirmishes involving their respective supporters and followers a perfect illustration of controversies arising his personal judgments. 4. conclusion abdurrahman wahid or gus dur is an international public figure who has deep knowledge and wide perspectives on current national and international issues. he can give comments and argumentation on various subject matters including religion, terrorism, culture, politics, democracy, technology and others. as a human being, however, wahid has his weaknesses. he is handicapped by his poor eyesight and limited physical movement due to a stroke attack prior to his presidency. above all, the highest percentage of evaluative expressive significantly shows that wahid is frequently snarled by his own proclivity to emotionally express his personal value judgments without adequate proof and justification. consequently, many people often criticize and, even, manipulate his statements in the mass media. his argumentative style is certainly a potential source for misinterpretations and controversies. due to its limitations, the results of the study are open for criticism and verification. for the future researchers, we would like to make two suggestions. firstly, the best possible way to enrich the findings of the present study is by analyzing other articles written by abdurrahman wahid that have been published in newspapers or magazines and his commentaries on television. by incorporating these two kinds of data source, the question on how abdurrahman wahid conveys his arguments can be addressed to in a more unbiased and objectively fashion. secondly, it is advisable that future researchers conduct a comparative discourse analysis of the ideas of other public figures, such as amien rais, megawati, susilo bambang yudhoyono, b.j. habibie, and others. by conducting such comparative studies researchers can help indonesian people figure out which one has better argumentation in presenting their programs for the sake of indonesia’s future development. thus, research in this area is not only useful for teachers and students of english education department, but also for indonesian people in general. 5. acknowledgements some theoretical sections in this paper were presented at the international seminar on language, education, and culture 2019, universitas negeri malang, indonesia. it was written with the sponsor of department of english, faculty of letters, universitas negeri malang, indonesia. 28 references al zastrouw, ng. (1999). gus dur, siapa sih sampeyan? jakarta: erlangga. arikunto, s. (2002). pengantar metodologi penelitian. jakarta: erlangga. barton, g. (2016). gus dur: the authorized biography of abdurrahman wahid. yogyakarta: lkis. bogdan, r. & biklen, s.k. (2007). qualitative research for education (5 th ed.). london: pearson. bouma, g.& carland, s. (2016). the research process. melbourne: oxford university press. chaika, e. (2007). language: the social mirror (4 th ed.). boston: heinle elt. creswell. (2012). qualitative inquiry and research design (3 rd ed,). california: sage publication, inc. crystal, d. (1992). the cambridge encyclopedia of language. new york: cambridge university press. emmit, m., & pollock j. (1997). language and learning (2 nd ed). melbourne: oxford university press. fogelin, r.j. & sinnott-armstrong, w. (2014). understanding arguments: an introduction to informal logic. belmont: wadsworth publishing. johnson, b., & christensen, l. (2000). educational research: qualitative and quantitative approaches. boston: allyn and bacon. mahfud. moh. (2003). a year with gus dur: reminiscences of a minister during hard times. jakarta: lp3s. nurita, d. (2021, february 12). perayaan imlek, mengenang gus dur dan kisah pengantin konghucu. tempo. https://nasional.tempo.co/read/1432230/perayaan-imlek-mengenanggus-dur-dan-kisah-pengantin-konghucu/full&view=ok. pojok gus dur. (2021, march 12). biografi/the life of k.h. abdurrahman wahid. https://www.gusdur.net/id/biografi. renkema, j. (2004). discourse studies: an introductory textbook. amsterdam: john benjamins publishing co. richards, j.c., & schmidt, r. (2002). dictionary of language teaching and applied linguistics. london: pearson education limited. rizal, j. g. (2020, december 7). video viral alasan gus dur bubarkan kementerian sosial dan sejarahnya. kompas. https://www.kompas.com/tren/read/2020/12/07/074500365/videoviral-alasan-gus-dur-bubarkan-kementerian-sosial-dan-sejarahnya?page=all. sukmadinata, r. (2005). metodologi penelitian. jakarta: erlangga. tim detikcom. (2020, december 7). viral lagi! gus dur bubarkan kemensos di tengah mensos dicokok kpk. detik. https://finance.detik.com/berita-ekonomi-bisnis/d-5285225/viral-lagigus-dur-bubarkan-kemensos-di-tengah-mensos-dicokok-kpk. utama, v. r. (2019). menjerat gus dur. jakarta: numedia digital indonesia wahab, a. (2003). classroom discussion. malang: english education department, postgraduate program, islamic university of malang. https://nasional.tempo.co/read/1432230/perayaan-imlek-mengenang-gus-dur-dan-kisah-pengantin-konghucu/full&view=ok https://nasional.tempo.co/read/1432230/perayaan-imlek-mengenang-gus-dur-dan-kisah-pengantin-konghucu/full&view=ok https://www.gusdur.net/id/biografi https://www.kompas.com/tren/read/2020/12/07/074500365/video-viral-alasan-gus-dur-bubarkan-kementerian-sosial-dan-sejarahnya?page=all https://www.kompas.com/tren/read/2020/12/07/074500365/video-viral-alasan-gus-dur-bubarkan-kementerian-sosial-dan-sejarahnya?page=all https://finance.detik.com/berita-ekonomi-bisnis/d-5285225/viral-lagi-gus-dur-bubarkan-kemensos-di-tengah-mensos-dicokok-kpk https://finance.detik.com/berita-ekonomi-bisnis/d-5285225/viral-lagi-gus-dur-bubarkan-kemensos-di-tengah-mensos-dicokok-kpk 29 biography of authors harits masduqi, m.pd., m.ed. is a writer and faculty member of the department of english, faculty of letters, universitas negeri malang, malang, indonesia, sinta id: 5972778. his research interests include applied linguistics, creative writing, critical thinking, discourse analysis, and indonesian studies. he earned his b.ed. and m.ed. in english from universitas islam malang and m.ed. in tesol from monash university of melbourne. his list of publications is available at https://scholar.google.co.id/citations?user=vgyxu0qaaaaj&hl=en. email: harits.masduqi.fs@um.ac.id drs. arif subiyanto, m.a. is a professional translator, interpreter, and faculty member of the department of english, faculty of letters, universitas negeri malang, malang, indonesia. his research interests include english skill courses, grammar, literature, and translation studies. he earned his b.a. in english from universitas negeri surakarta and m.a. in english from university of queensland. his list of publications is available at https://scholar.google.co.id/citations?hl=en&user=zbukswqaaaaj. email: arif.subiyanto.fs@um.ac.id mochamad nasrul chotib, m.hum is a professional content writer and faculty member of the department of english, faculty of letters, universitas negeri malang, malang, indonesia. his research interests include literature, marxism, mythologies, and journalism. he earned his b.a. in english from stiba malang and m.a. in english literature from university of indonesia. his list of publications is available at https://scholar.google.co.id/citations?hl=en&user=pfpts88aaaaj. email: nasrulchotib@gmail.com https://scholar.google.co.id/citations?user=vgyxu0qaaaaj&hl=en mailto:harits.masduqi.fs@um.ac.id https://scholar.google.co.id/citations?hl=en&user=zbukswqaaaaj mailto:arif.subiyanto.fs@um.ac.id https://scholar.google.co.id/citations?hl=en&user=pfpts88aaaaj mailto:nasrulchotib@gmail.com sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 2 july 2021, pages: 279-286 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i02.p14 279 direct and indirect expressive illocutionary acts in the movie onward anak agung ratu paratistha wijayanti 1 , ni made ayu widiastuti 2 1 gung.isthaaa3007@gmail.com, 2 ayu_widiastuti@unud.ac.id 1 denpasar-bali indonesia ,2, english department, faculty of humanities, udayana university article info abstract* received date: 5 march 2021 accepted date: 16 may 2021 published date: 31 july 2021 keywords:* speech act types, expressive illocutionary acts, ethnography of speaking. this study entitled “direct and indirect expressive illocutionary acts in the movie onward” is concerned with identifying the direct and indirect expressive types of illocutionary acts and also explain and analyze the meaning of the utterances interpreted by the hearers. the data were taken from a movie entitled onward since many utterances were identified as expressive of illocutionary acts. the observation and documentation method used in collecting the data since the data are obtained from a spoken source like a movie. the method used in analyzing the data was descriptive qualitative since this study was intended to analyze social phenomena like speech acts. two theories used in analyzing the problems. the first theory is proposed by searle (1976) to analyze the type of expressive illocutionary acts. the second theory is proposed by dell hymes (1972) about context of the situation (s-p-e-a-k-i-n-g model) to analyze the meaning of expressive illocutionary acts hearers can interpret. based on the analysis, there were six expressive types of illocutionary acts found in the movie: thanking, apologizing, congratulating, greeting, wishing, and attitude. in this study, we found all of the six types of direct and indirect expressive in the movie onward. the hearers interpret the meaning of the utterance depending on context of situation consisting of setting and scene, participants, ends, act sequence, key, instrumentalities, norm, and genre. 1. introduction as a communication tool, language plays an essential part in life. since childhood, a person has been introduced to the language and can build a good relationship. a person has a specific purpose when saying something and the results of communication depend on the listener’s recognition of that goal. pragmatically, our everyday life cannot be inseparable from speech acts and utterances. utterances do not only consist of uttering the sounds of the language and containing grammatical structures and words for communicating by the people but also expressing the action of doing something such as asking, giving advice, making a promise, offer and the act of providing command or order. therefore, whatever people speak through their utterances, their actions have some consequences. mailto:1gung.isthaaa3007@gmail.com mailto:2ayu_widiastuti@unud.ac.id 280 when an utterance is produced, an act is performed. two ways to perform speech acts are available. it can be carried out directly as well as indirectly. the meaning and purpose of the utterance were the same when people produced an utterance, meaning that they are doing a direct speech act. conversely, when people make the utterance, their meaning and purpose convey something indirectly behind the utterance, which means they are doing an indirect speech act. humans should not be isolated from communication since sharing ideas, messages, or information is essential. nevertheless, a person may be hurting the other person through the words that they are saying accidentally. to know the literal meaning, a person must know where or when the utterance was produced or based on the context in.order.to.achieve.the.goal.of.the utterance itself. context is also important to help hearers interpret the meaning of speech because context is an environmental situation that allows speakers and hearers to interact, and makes utterances understandable. communication not only exists in our real life but in a movie that cannot be separated from communication. a movie sometimes has utterances that do not yet conform to the primary form of written rules in a language, but the most important thing is that the language can be easily understood. some movies have their characteristic and moral values that can be inspirational because they are based on actual phenomena. it is easier for the hearers to understand the importance of the direct speech act because what the speaker says is the same as what the speaker does. sometimes, in many instances, the speaker indirectly performs the speech act. there is a difference between what a speaker says and what a speaker does. to imply another meaning, they produce an utterance. the purpose, however, depends on the context and circumstance of the utterance’s speakers and hearers. therefore, to minimize the misunderstanding of the literal meaning of an utterance in the movie, we have to interpret it using a theory called the context of the situation theory. the object of this study choose an american computer-animated movie. in the movie, the audience hears each character’s utterances and sees the context of the situation in the movie with an eye-catching form of a picture. one of the american computer-animated movies is the movie onward that has direct and indirect expressive illocutionary act utterances. in this movie, ian from the lightfoot family is the main character going on a journey to find out if there’s still any magic left to spend last time with his.father,.who.died.when.he.was.too.young.to remember.him. therefore, this study analyzes the context of the situation to get a literal meaning in what the lightfoot family utterances want to tell to the audience in this movie. 2. research method this research used qualitative descriptive methods. “qualitative research is descriptive data, the data collected is in the form of words or pictures rather than numbers." (bodgan and biklen, 1982: 27). 2.1 data source the data sources in this study were taken from a movie and also from a movie script. the data used in this study was taken in the form of utterances spoken orally from the lightfoot family in an animation movie entitled onward and movie script provided on the internet in order to describe the sentence forms accurately. onward, produced by walt disney pictures and pixar animation studios and distributed by walt disney studios motion pictures, is a fantastic american computer-animated urban fantasy-adventure film with moral meaning. https://en.wikipedia.org/wiki/computer-animated https://en.wikipedia.org/wiki/computer-animated 281 2.2 method and technique of collecting data this.study is library research. the methods that used.in.collecting.the.data are observation and documentation using a note-taking technique. the data were taken from a movie entitled onward since all types of expressive illocutionary acts are obtained. there.are.several.steps.in.collecting the.data. first, the movie and movie script downloaded from the internet. second, movies are watched closely and several times. next, the movie script is read and compared with the movie. then, the lightfoot family’s dialogues noted to which utterance is categorized as expressive illocutionary act. last, the related data are classified into the types of the illocutionary act and relate it to direct and indirect illocutionary acts. 2.3 method and technique of analyzing data the data is analyzed descriptively using a qualitative method. qualitative data is essential to find a comprehensive analysis to understand the phenomena of the subject better, and descriptive means reviewing the data to be understood better and explained clearly. there are several steps of analyzing data. first, movies onward watched to understand the storyline. second, direct and indirect type of expressive illocutionary act analyzed using theory by searle (1976). next, analyze the context of the situation using the ethnography of communication proposed by dell hymes (1972) about the context of the situation (s-p-e-a-k-i-n-g model). finally, the meaning of the expressive illocutionary act is interpreted by the hearers. 2.4 method and technique of presenting analysis this study used the descriptive qualitative method in presenting the analysis. descriptive qualitative methods mean that the data were presented descriptively based on the theory by explaining and describing it in words within sentences. besides, the data presented descriptively in order to get a better understanding. the analysis is presented by first grouping direct and indirect data and presenting it in a conversation. the utterance, which is an expressive illocutionary act type, is bold so that the reader can easily understand the expressive illocutionary act. the analysis of expressive illocutionary acts and interpretation of meaning is further explained descriptively by applying the expressive illocutionary type theory proposed by searle (1976) and the context of the situation proposed by dell hymes (1972). 3. discussion 3.1 direct expressive of illocutionary acts in this analysis, six conversations are considered as direct of expressive illocutionary act found in the movie onward. 3.1.1 thanking ian : what are you doing?! barley : i’m getting us food (ian pushes a few bags of cheese puffs forward to the cashier.) ian : alright, i got it. and a couple of these, thank you. barley : pssst! i have to go to the bathroom! ian : can it wait? barley : it’s your pocket. (ian asked the cashier.) 282 ian : can we have the bathroom key, please? the first data is identified into expressive type for thanking. it is an utterance that contains the meaning of a high appreciation for those who often say and receive these words. this utterance is also identified as a direct speech act since the speaker utters his sentence literally and means what he says. the result is that the speaker wants to reach to express his feeling about the gratitude that he feels to the hearer. the utterance’s meaning is that ian thoughtfully expresses his feeling to appreciate the cashier for serving him well. context of the situation helps to interpret the right meaning of the utterance based on the situation and condition of the spoken utterance, the participants, the aim and content of the utterance, voice tone and gesture, and the social status of the speaker and the hearer. it started when the van being driven by barley, ian, and half of his father’s body ran out of fuel. they decided to walk to the gas station to buy fuel. once there, they buy fuel for their van, and barley picks up two snacks from the counter. ian told the cashier that he wanted to buy fuel, two snacks and thanked the cashier at the end for serving him. 3.1.2 apologizing (the manticore straightens.) ian : mom! laure : go see your father! barley : it’s okay! if they stab the beast’s core with that sword, the curse will be broken! come on! (as they meet at the top, barley hands ian the staff.) ian : barley, what i said before, i am so sorry. barley : there’s no time! the sun is about to set! an apology means that a person admits their wrongdoing and feels that the hurt person should understand what happened, not prolong the problem. this conversation is classified into expressive type for apologizing since the speaker, in this case, ian performing an action of regret for what was done to her brother, barley, as the hearer. the data is also classified into a direct speech act because the speaker utters his sentence and literally what he says. the result that ian wants to reach is telling barley that he regretted what he had done before, and barley forgave him. context of the situation helps to interpret the right meaning of the utterance based on the situation and condition of the spoken utterance, the participants, the aim and content of the utterance, voice tone and gesture, and the social status of the speaker and the hearer. it happened when barley managed to retrieve the phoenix gem, which angered the stone guardian dragon. the stone dragon attacked barley and ian. because the stone dragon had fallen to the ground by the manticore’s sword. ian and barley, go up the hill to meet his father. they immediately ran towards the hill. when they reached the top of the hill, before ian bewitched his father, he apologized to barley for all the wrong he had done. 3.1.3 congratulating (ian is trapped when the dragon happily lick his face) ian : shh! down girl! please! laurel : oh! blazey, down! ian : ah! stop, girl, stop! laure : bad dragon! back to your lair! laurel : happy birthday, mister adult man! 283 ian : ugh, no, mom! ah! gross. laurel : hey buddy, don’t wipe off my kisses! the third data is identified as expressive type for congratulating. this is because laurel expresses her feeling of ian’s happy life event on his birthday. this data is also distinguished as a direct speech act since the speaker utters her sentence, literally what she says. the speaker wants to congratulate ian as the hearer because it was his sixteenth birthday by saying, “happy birthday”. context of the situation helps to interpret the right meaning of the utterance based on the situation and condition of the spoken utterance, the participants, the aim and content of the utterance, voice tone and gesture, and the social status of the speaker and the hearer. this utterance happens at the beginning of the movie, at the time when ian, as the main character, gets ready to go to school and see the calendar that today is his sixteenth birthday. he came downstairs feeling happy and saw his mother was following a gymnastics program on television. on that occasion, laurel remembered that today was her son’s birthday and immediately congratulated his son a happy birthday with a light-hearted while kissing his cheek. 3.2 indirect expressive of illocutionary acts there are six conversations which considered as indirect of expressive illocutionary act found in the movie onward 3.2.1 greeting (barley singing) barley : we’re heading on our quest, our father we must retrieve, the lightfoot brothers can’t be stopped.... something, something that rhymes with retrieved! (ian awaken in back. dad also wakes up) barley : well, good morning to thee, dear lightfoot men! welcome to the path of peril! (ian looks out the window) ian : it’s not much of a path. barley : well, you know, they never really developed around here. so heads up, we could run into anything. ian : yeah, we’re still here. the data is classified as expressive type for greeting since barley saw ian and half his father’s body wako up in the morning. the result that the speaker wants to reach is greeted the hearer and the utterance also is classified as an indirect speech act. the first meaning is barley announced that they had reached the path of peril. the second meaning is that barley wants to greet ian and half of his father’s body in the morning. context of the situation helps to interpret the right meaning of the utterance based on the situation and condition of the spoken utterance, the participants, the aim and content of the utterance, voice tone, and gesture, and the social status of the speaker and the hearer. the utter is uttered when ian gave barley the opportunity and trust to use the path of peril as a route to ravens point. the next morning, while passing the path of peril, ian and half of his father’s body were awoken by his car’s shock. knowing that they were awake, barley informed them that they were already on the path of peril and indirectly to greet them. 3.2.2 wishing ian : please, we need that map! 284 manticore : no, i am not giving you the map! that’s it! i’m done talking! (ian stands up straight and looks determined.) ian : wel... well, i’m not! barley : whoa. whoa, whoa! the data is identified as expressive for wishing since ian needed the map in order to get to the phoenix gem. the utterance is also classified as an indirect speech act. the result that the speaker wants to reach is to get the map and hope that manticore gives him so that he can get the phoenix gem before sunset the next day. the first meaning is that ian told the manticore that he desperately needed the map to get the phoenix gem and turn his father into a complete one. secondly, it is not only about ian informing the manticore but also ian hopes that the manticore will give him the map so he can meet his father. context of the situation helps to interpret the right meaning of the utterance based on the situation and condition of the spoken utterance, the participants, the aim and content of the utterance, voice tone, and gesture, and the social status of the speaker and the hearer. it started when ian and barley went to the manticore’s tavern to get a map of where the phoenix gem was. once there, barley and ian meet the manticore and ask about the map to the phoenix gem. the manticore didn’t want to give a map because the journey of the phoenix jewel was quite dangerous and contained a curse for teenagers like them. ian tells the manticore that they need a map to get his father back intact while showing him half of his father’s body. indirectly, ian hoped that the manticore would provide a map to the phoenix jewel and bewitch his father all over the body. 3.2.3 attitude ( barley highlights barely-perceptible road on the map) barley : and it’s telling me, we take an ancient trail called the path of peril. ian : but the expressway is faster! barley : maybe not in the long run. ian : i know you want to this to be like one of your adventure games, but all that matters is that we get to spend as much time as possible with dad. (their dad taps his foot against barley. barley pats dad’s foot and sighs) ian : so, we should just take the expressway. right? barley : yeah. you’re right. but if you end up inside a gelatinous cube, you are on your own. the data is classified into expressive for attitude since ian disagrees about barley’s statement that he would use the path of peril to ravens point. the result is to complain of barley’s attitude because he makes his own decisions by choosing the path of peril as the path to ravens point, which takes quite a long time than using the expressway. the first meaning is that ian told barley that using the expressway takes less time to get to the path of peril. secondly, it is not only about telling barley that taking the expressway was getting faster but also that he wanted to complain to barley because he made his own decisions. context of the situation helps to interpret the right meaning of the utterance based on the situation and condition of the spoken utterance, the participants, the aim and content of the utterance, voice tone, and gesture, and the social status of the speaker and the hearer. when the manticore’s tavern caught fire. ian, barley, and half of his father’s body decided to leave there. ian and barley got a clue where the phoenix gem was. ravens point becomes their destination based on the puzzle paper taken at the manticore’s tavern. ian immediately checked their city map to see where ravens point was located. two routes can be used to get there, namely the path of peril and the expressway. barley 285 was excited to use the path of peril, but ian told barley that using the expressway was faster. barley agreed to use the expressway as their route to raven’s point. 4. novelties on dell hymes' (1972) theoretical understanding of the s-p-e-a-k-i-n-g model to analyze the context of the situation in the movie onward, used as a source of better understanding of speech acts. s-p-e-a-k-i-n-g model helps to know the speech act has direct or indirect meaning and how people act through their speech, what is the purpose of their utterance and also to understand the meaning of the conversation in the movie. 5. conclusion based on the previous analysis, two points can be drawn as a conclusion in this study. expressive is one of the five types of an illocutionary act that expresses the speaker’s attitudes and feelings against a specific proposition. this study shows that all of the six types of direct and indirect expressive illocutionary acts were found in the movie onward. the speaker used direct and indirect speech acts in expressing the utterances. the second point of this study is that to get the correct interpretation and literal meaning behind the utterance, the hearer must consider what can be seen from the context of the situation of the utterances. the context of the situation is needed since the speaker’s utterance may have more than one meaning in a different context. therefore, it is essential to consider several factors found in the analysis of the data that influence both speaker and hearer in understanding the utterance of the speech act. references boglan, r.c., biklen, s.k. 1982. qualitative research for education: an introduction to theory and methods. boston: allyn and bacon. inc. hymes, d. 1972. toward ethnography of communication: the analysis of communication events. in giglioli 1972: 22-24. searle, j.r. 1976. the classification of illocutionary acts. cambridge: cambridge university press yule, george. 1996. pragmatics. new york: oxford university press. 286 biography of authors anak agung ratu paratistha wijayanti was born in denpasar on july, 30 th 1999. she is an undergraduate student in english department of faculty of letters in udayana university. email: gung.isthaaa3007@gmail.com ni made ayu widiastuti, s.s., m.hum. is an active lecturer in english department of faculty of letters in udayana university. email: ayu_widiastuti@unud.ac.id sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 1, january 2022, pages: 116--123 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i01.p12. 116 exposing the meaning of figurative language in selected alie gatie’s song lyrics stefanus dendy prasetya bere mahasaraswati university denpasar bali, indonesia, dendyprasetya26@gmail.com desak putu eka pratiwi mahasaraswati university ,denpasar bali, indonesia, desak.eka.pratiwi@gmail.com article info abstract* received date: 25 nopember 2021 accepted date: 30 nopember 2021 published date: 31 january 2022 keywords:* figurative language, meaning, song lyric. this article entitled "exposing the meaning of figurative language in alie gatie selected song lyrics". figurative language is sentences or phrases that possess secret meanings behind the word, phrases, or sentences. this article aims to exposing the types of figurative language and uncover the meaning of figurative language used in alie gatie selected song lyrics. the writer is interested in analyzing alie gatie selected songs since gatie’s songs are telling stories of his love stories and his heartbreak. the datas were obtained by the method of observating and taking notes. the obtained data were then analyzed by descriptive qualitative method using theory proposed by knickerbocker and reninger (1963) to identify the types of figurative language and theory of meaning by leech (1981) to expose the meaning of figurative language. the finding shows that there are various figurative languages used in alie gatie’s selected songs such as metaphor, irony, hyperbole, and paradox. 1. introduction nowadays, music is one of the source of entertainments and the source of fame and wealth if the composers are highly known by general public or being famous for what they have created in their masterpieces. some songs has a deep meaning when they contains a figure of speech or normally we call; figurative language. composer such as alie gatie has created many masterpieces which contains many figures of speech. each of his song is a story of its own which contains lyrics that would elucidate the plot of the story. every interesting part from a song is based on its lyrics. for people who already know the basic english, they tend to easily understand the delivered message from the singer inside the song lyrics. but most people are unaware of figurative language in their favorite song or song album. language is one main way to communicate or interact with people, which is why it is important for the life of human beings. with language we can interact to certain people, and https://ojs.unud.ac.id/index.php/eol/index 117 without language, people are unable to communicate one to another. language is used to express our feelings, ideas, knowledges, and informations in both spoken and written. we could also obtaining information, absorb other people knowledge, and understand people’s feelings by interacting within the same language. nonetheless, learning english could be very challenging for some people, but most other would try learning english with their own way, and one of their ways is to learn english from music. by music, we can start to develop our pronounciaton, retrieving new vocabulary, and simultaneously good at translations figurative language is a type of language that departs of language employed its own traditional amd literal ways of describing persons of object. it is usually immediately obvious whether a written is using figurative language or literature language. figurative language is very important in expressing our ideas through several various ways for particular example; is through a song, because it also employs various figures of speech. the authors concentrated on analyzing several selected songs by alie gatie, which is one of the famous songwriter in usa. the writer is interested in analyzing his songs because his songs are telling stories of his love stories and his heartbreak. the authors uses this song because as we all aware, relationship or heartbroken is one way lead to a depression. many people had suffered depression and anxiety due to heartbroken of and or a relationship but the writer wants to change this assumption because alie gatie’s music can also give positive messages to all listeners. 2. research methods the authors used alie gatie’s selected songs as data source which taken from a website called genius.com. the data were obtained by observation method and taking note technique. the obtained data were analyzed by descriptive qualitative method using theory proposed by knickerbocker and reninger (1963) to identify the types of figurative language and theory of semantic by leech (1981) to analyze the meaning of figurative language in selected alie gatie song lyrics. 3. discussions this part will present the analysis of types of figurative language and its meaning found in alie gatie’s selected songs. the authors found four types of figurative language from the song lyrics such as metaphor, irony, hyperbole, and paradox. the finding can be seen in the following table. table 1. types of figurative language contained in bts selected song no. types of figurative language total percentage 1. metaphor 3 37,50 % 2. irony 1 12,50 % 3. hyperbole 3 37,50 % 4. paradox 1 12,50% total 8 100% a. metaphor 118 metaphor is the process to comparing two different things as if became one thing. metaphor does not have connective words such as: like, as, then, similar to and seems determining them as figurative (knickerbocker and reninger (1963:367)) data 1: “you never meant to say” “your words are poison” (alie gatie: lost my lover) the lyric above is categorized as metonymy due to the usage of the word “poison”. “poison” in dictionary means a substance that is capable of causing the illness or death of a living organism when introduced or absorbed. “poison” refers to a something painful or negativity. from this song, it can be seen that the songwriter is comparing two things which are his songwriter’s former lover’s words and “poison”. it is said that the songwriter’s former lover’s words is painful to him therefore he is comparing a poison to the words his former lover said. the poison here is not meant to bake taken literally because the poison refers to something painful. the meaning of the lyric is that the songwriter felt so hurt because of the spoken word of his former lover to him. data 2: “but baby, i’m feeling you” “you’re heaven and hell” (alie gatie : lost my lover) the lyrics above is using metaphor because of the words “heaven” and “hell”. according to the dictionary heaven means , a place regarded in various religions as the abode of god (or the gods) and the angels, and of the good after death, often traditionally depicted as being above the sky, while hell has a meaning of a place regarded in various religions as a spiritual realm of evil and suffering, often traditionally depicted as a place of perpetual fire beneath the earth where the wicked are punished after death. it can be interpreted that the songwriter is talking about his former lover. even that the songwriter is comparing his former lover with heaven and hell, the words “heaven” and “hell” is not supposed to be taken literally. the word “heaven” is to represent happiness because heaven is also a symbol of peace and joy. meanwhile, “hell” on the other hand represents sadness as it is also the symbol of misery and sufferings. by these, we could understand that the songwriter tells that all his lifetime when he was still be with his former lover, his former lover was his source of happiness and sadness. this indicates a figure of speech which is called metaphor. data 3: “you’re my worst nightmare and favorite dream” (alie gatie : :lost my lover) this lyric above is using metaphor because it compares the songwriter’s former lover with a nightmare and a favorite dream. firstly, nightmare in dictionary means a 119 frightening or unpleasant dream while a favorite dreams means the opposite. the lyrics above compare someone with two opposing things which means that the person that is being compared is very balanced. the songwriter tells that loving his former lover can be very stressful and depressing but also can be very joyful to him. there were so many twists and turns that make the songwriter felt emotional. feeling scared and panic is normal. but so does feeling happy and delighted. however, if love has a positive impact, pain will be nothing to feel. b. irony irony is a statement whose real meaning is completely opposite to its professed. irony is a figure of speech that gives the meaning which is not true and this is different between appearance and reality. (knickerbocker and reninger (1963)) data 4: “since you left me every night, i go stare at the moon” (alie gatie: moonlight) this lyrics is using irony because the song lyrics is opposed of the surface meaning. it is said that every night when the songwriter’s partner or lover leaves him, he always go stare at moon. this indicates that when the songwriter hates the night, he instead keep looking for moon in the middle of the night sky. this indicates an ironical situation. the songwriter went for the situation when he supposedly hate but in terms of love, he is making himself finding something that has something to do with the night where every time the night time came to him, he felt sad. c. hyperbole according to knickerbocker and reninger (1963:367), hyperbole is an exaggeration used for special effects. hyperbole is figure of speech that found in everyday life. hyperbole is deliberating overstatement that is not to be taken literally and seriously as it is used as a mean of highlighting the statement’s truth. data 5: “some days you make me feel so happy” “some days i feel blue” (alie gatie: say to you) the underlined lyrics of the song above is using a hyperbole because if we observe much more, the songwriter was exaggerating in creating this overstatement. there is better way to explain his past experience or feelings, for example; the songwriter could use better word to replace “blue” with words such as; sad, or depressed because “blue” in dictionary has a meaning of melancholy, sad, or depressed which is not to be taken literally. but the songwriter chose to use this word therefore this data is labeled as hyperbole. 120 data 6: “you are my sunshine” “when my vision is cloudy” (alie gatie : sunshine) the song lyrics above are categorized into hyperbole. it can be seen that the underlined sentence above is an overstatement. the songwriter said that his vision is cloudy. “cloudy” in dictionary means that covered with or characterized by clouds; overcast. therefore, in this context, “cloudy” should not be taken literally. what the songwriter meant by the lyrics means that the songwriter is saying that his lover is his happiness when he felt sad with tears in his eyes. data 7: “yeah, i just want to hold you” “baby, you the one i want” (alie gatie : moonlight) these lyrics can be categorized into hyperbole. it can be seen that the statement was created exaggeratingly by the songwriter. it is said in the lyric that the songwriter as the first person perspective would only want one thing in this world, which is his lover. this statement is an overstatement because it is most unlikely to happen because there are some things in the world more precious than his lover such as; a dream house, sports cars, etc. however, even if it is possible that the songwriter only wants his lover, the statement is still exaggerating or in figure of speech would be called hyperbole. d. paradox according to knickerbocker and reninger (1963: 367) paradox is a statement which is contradicting itself but it has obvious meaning that seems illogical, and might sound absurd but still creating senseful upon closure examination. data 8: “it’s difficult to see the light when life is feeling dark” (alie gatie : used to you) the lyric above is labeled into paradox because the sentence is contradicting itself. the songwriter tells that it is difficult to see the light when his life is feeling dark. light and dark here is contradicting each other. “light” has the definition of the natural agent that stimulates sight and makes things visible, while “dark” has the definition of little or no light. this indicates that the lyric is contradicting each other. figuratively, the meaning behind the lyric is that the songwriter tells that it’s difficult to see the positive things in life when his life is feeling negative by losing his lover. 121 4. novelties figurative language is very important to a literature. it is an important aspect even to a music industry. music does need a figure of speech to make the song more entertaining to all listeners. the novelties from this study is the analysis of figurative language in the “you” album by alie gatie. alie gatie is currently known for his masterpiece in music. his music is most likely concerning about relationship and heartbreaking stories. his songs can inspire many people because most of his songs is containing suitable figure of speeches. his particular song entitled “it’s you” has entered the billboard hot 100 usa and becoming his first hot 100 entry. his songs does provide lessons for us all to become more cautious to our surroundings and not to fully trust someone we don’t really know, but most important thing is to love ourselves before we love anything or anyone. songs are helping us to understand our emotion and feelings especially if the songs do using the figurative language to make the song more dramatic. this study shows how important figurative language usage in the world of music. this study also discovers the actual meaning behind the figure of speech that alie gatie used in his selected songs. 5. conclusion according to the discussion above, there are four figurative language type found in the alie gatie’s selected songs which are metaphor, irony, hyperbole, and paradox. figurative language has a great effect for the listeners. figurative language changes the song into a slight sort of puzzle that is not hard to figure. it also makes the song more emotional and simultaneously beautiful. figurative language does create the lyric message more effective than a direct statement. comparison for examples metaphors and similes are easier to understand for public listeners. needless to say, figurative language is a fresh future for any composer who would like to create a career in music industry. references arifah, k. 2016. an analysis of figurative language used in the five john legend’s song. malang: english letters and language and department faculty of humanities maulana malik ibrahim state islamic university. gatie, a. 2019. alie gatie’s official website. retrieved january 06, 2020. https://www.aliegatie.com/ genius, (2020) holding on. retrieved may 14 2021, from https://genius.com/ali-gatie-holdingon-lyrics genius, (2020) how things used to be. retrieved may 14 2021, from https://genius.com/aligatie-how-things-used-to-be-lyrics genius, (2020) it’s you. retrieved may 14 2021, from https://genius.com/ali gatie-its’s-you-lyrics genius, (2020) lost my lover. retrieved may 14 2021, from https://genius.com/ali-gatie-lostmy-lover-lyrics genius, (2020) love you like that. retrieved may 14 2021, from https://genius.com/ali-gatielove-you-like-that-lyrics genius, (2020) moonlight. retrieved may 14 2021, from https://genius.com/ali-gatie-moonlightlyrics genius, (2020) say to you. retrieved may 14 2021, from https://genius.com/ali-gatie-say-toyou-lyrics 122 genius, (2020) sunshine. retrieved may 14 2021, from https://genius.com/ali-gatie-sunshinelyrics genius, (2020) used to you. retrieved may 14 2021, from genius.com/ali-gatie-used-to-youlyrics geoffrey, l. 1981. semantics the study of meaning second edition revised and updated. suffolk: pelican books. hornby, a. 2000. oxford advencr's learner's dictionary of current english. new york: oxford university press. kinnedy, x. 1983. literature: an introduction to fiction, poetry and drama. boston: little brown and company. knickerbocker, k, l, & reninger h, w. 1963. interpreting literature. new york: holt, rinehart, and winston. leech, g. 1974. semantics : the study of meaning. harmondsworth: penguin. reaske, c. 1996. how to analyze poetry. new york: monarch press. reninger, k. k. 1963. interpreting literature. new york : holt, rinehart,and, winston. 123 biography of author stefanus dendy prasetya bere s,s. was an english student that had graduated from mahasaraswati denpasar university with a bachelor degree. he was born in yogyakarta on october 13 th , 1998 and now currently working in his hometown in yogyakarta. he is now planning to pursue master degree in gadjah mada university in yogyakarta. he is interested in poets and the analytical of sentences, dr. desak putu eka pratiwi, s.s., m.hum. is a lecturer of english study program, faculty of foreign languages, mahasaraswati denpasar university. she graduated from udayana university in 2007 with bachelor degree in english literature. she got her master degree in 2009 and doctoral degree in 2015 from linguistics department, udayana university. in 2013, she got sandwhich scholarship from ministry of research, technology and higher education of the republic indonesia and attended a short study in the linguistics department of sydney university, australia. she actively attends national and international conference and presents her articles which generally discusses about the language of advertisements. she also published her articles in national and international journals. she is interested in semantics, semiotics, pragmatics and linguistic anthropology. e-journal of linguistics podi and odi in clause construction of kemak i wayan budiarta budy4rt4@yahoo.com foreign language college of mentari kupang prof. dr. ketut artawa, m.a., ph.d. artawa56@yahoo.com study program of linguistics, school of postgraduate studies, udayana university prof. dr. aron meko mbete aronmbete@yahoo.com study program of linguistics, school of postgraduate studies, udayana university dr. made sri satyawati, s.s., m.hum. srisatyawati@gmail.com study program of linguistics, school of postgraduate studies, udayana university abstract this article reveals podi and odi in clause construction of kemak. specifically, this article is aimed at finding out in what construction podi and odi appear. moreover, this article is also aimed at finding out the function of podi and odi in the clause construction of kemak. before exploring podi and odi in clause construction, the first discussion will examine the morphology of the verb of kemak to find out how the verbs are formed in kemak as they have the main role to fill the predicate. the discussion continues to examine the clause with nonverbal (verbless) and verbal predicate. clause with nonvebral (verbless) predicate will begin the discussion on clause construction in kemak. then, the discussion goes to clause with verbal predicate. the clause with verbal predicate includes intransitive and transtive. the disscussion of transitive clause covers monotransitive and ditransitive clause. the study on transitive clause is related to the presence of podi and odi in the construction.the result shows that all verbs are basic verbs. verbs in kemak are morphologically unmarked (no affixes) and there is no agreement between the verb and its arguments. the clause with nonverbal predicate in kemak is filled by noun, adjective, numeral, and prepositional phrase. clause with nonverbal predicate requires one argument functioning as grammatical subject. as cluase with nonverbal predicate, intransitive clause in kemak also requires one argument functioning as grammatical subject. meanwhile, monotransitive clause requires two arguments, preverbal and postverbal argument. ditranstive clause requires three arguments, one preverbal and two postverbal argument. moreover, it was found that podi appears in ditransitive clause (applicative/benefactive construction). podi has the function to increase the verb valence from monotransitive into ditransitive. meanwhile, odi appears in monotransitive clause the presence of odi in monotrasitive is as the alternation result from ditransitive clause into monotransitive clause. moreover, odi has the function to decrease the number of core argument, from three core arguments to two core arguments. keywords: podi, odi, clause construction, monotransitive, ditransitive, kemak 1. introduction it is well known that in eastern indonesia there are a large number of local languages. grimmes et al (1997) stated that there are 61 languages spoken in the province of east nusa tenggara. one of those languages is kemak. this language is the native language of the kemak tribe in umaklaran and sadi villages, tasifeto timur sub-district, belu regency, east nusa tenggara province. according to head of tasifeto timur sub-district (2012), there are about 3000 speakers of the language, though the number of the people speaking this language has decreased over time. kemak is used as a medium of every day communication among the kemak tribe. in addition to as a means of communication, this language is also used for local cultural activities, like marriage ceremonies, funerals and in other ceremonies. indonesian is the language of instruction at school, but sometimes teachers use kemak to deliver the lessons to the students. but in general, instead of using kemak, the teacher uses kupang malay or indonesian due to the presence of the other tribes who speak other languages, like dawan, tetun, and bunak. previous research on the kemak language was undertaken by stevens (1976), sadnyana, et al (1996), and mandaru, et al. (1998). the research by stevens has just provided with 200 words (swadesh list) of kemak. sadnyana et al (1996) explained the structure of kemak. meanwhile, mandaru, at al. (1998) discussed the morphology and syntax of kemak. those studies have a very important role in providing the foundation and reference for future research. this also gives a firm basis for other researchers to conduct their research on the kemak language. based on the data of the prevoius studies, it was found that there were podi and osi in clause construction of kemak. the previous studies do not give further explaination about the presence of podi and odi in clause construction of kemak. they have just explained the word order of kemak and found that kemak has svo word order. this explanation of kemak word order does not explain the presence of podi and odi in the construction. the word order can be seen from the examples below. (1) au ala baru 1sg buy shirt ‘i buy shirt’ (2) au ala baru odi ua 1pl buy shirt for 3sg ‘i buy shirt for him/her’ (3) au ala podi ua baru 1sg buy for 3sg shirt ‘i buy him/her a shirt’ (mandaru, et al. 1998) the examples above show that there is no further explanation on the presence of podi and odi in the construction. furthermore, there is no explanation on what construction podi and odi appear and their function in the construction. based on that phenomenon, the aim of this article was to reveal podi and odi in clause construction of kemak. specifically, this articlewas aimed at finding out in what construction podi and odi appear. moreover, this article also was aimed at finding out the function of podi and odi in the clause construction of kemak. 2. the significance of the study as i have explained above, the kemak language is a minority language which is spoken by the kemak tribe. compared to dawan, tetun, and bunak languages, the kemak language is highly in danger. the use of the kemak language is limited to the native speakers. the limited use of kemak language threatens the language and it is likely that the language will soon become extinct. maryanto (1984) wrote that the number of kemak speakers is 5000. the current number of speakers of the kemak language is only 3000 (data were taken from head of tasifeto timur sub-district, 2012). this situation shows that the language is really in danger. though this study only analyses one aspect of kemak, it is one of the important efforts to save the kemak language. the study will become one of the documentation of the kemak language. this documentation will significantly benefit indonesia in terms of primary education. this documentation is also in line and supports the government program in documenting and revitalizing the minority languages in indonesia. 3. theoretical framework the study on podi and odi in clause construction of kemak applied the theory which derived from basic linguistic theory taken from dixon (2010). this theory is suitable to be applied in analyzing the clause construction of kemak which covers the discussion of monotranstive and ditransitive where podi and odi appear in the construction. 4. clause construction of kemak 4.1 morphological verb of kemak before we go further to observe the basic construction of kemak, we will first examine the morphological verb of kemak as the verb is the main category which functions as predicate. the fact shows that nearly all verbs in kemak appear in bare, un-affixed form. so far, neither derivational nor inflectional morphology on the verb has been found. consider the following examples. (4) a. au la de atambua 1sg go prep atambua ‘i go to atambua’ b. ua mnahu dase ai 3sg fall prep tree ‘she/he falls from the tree’ (5) a. au-ng ama-ng ala ika de basar 1sg-poss father-poss buy fish prep market ‘my father buys fish at the market’ b. hine koet senua mela au woman beautiful art call me ‘the beautiful woman calls me’ clauses (4) and (5) clearly show that the sentence predicates can be filled with intransitive and transitive verb. in clause (4), the sentence predicates are filled by intranstive verbs la ‘go’ and mnahu ‘fall’ that require s as the only argument, whether s (intransitive subject) has grammatical function as agent (a) or patient (p). both the sentences show that the verbs are morphologically unmarked and there is also no agreement between verb and its argument. in clause (5), the sentence predicates are filled with transtitive verbs ala ’buy’ and mela ‘call’ that require two arguments, a preverbal argument which has grammatical function as a and postverbal argument which has grammatical function as p. the transitive sentences in kemak also show that the verbs are morphologically unmarked and no agreement is found between the verb and its arguments. 4.2 nonverbal (verbless) clause the study of nonverbal (verbless) clauses in kemak includes the clause with the predicate of a noun, adjective, numeral, and prepositional phrase. let us have a look first at the clause with noun predicate from following examples. (6) a. au-ng ama-ng guru 1sg-poss father-poss teacher ‘my father is a teacher’ b. ita isikola ana 1pl school children ‘we are students’ c. mane senua bali man art thief ‘the man is a thief’ clauses (6a-6c) show that the predicate guru ‘teacher’, isikola ana ‘student’, and bali ‘thief’ are nouns. those nouns fill the head of predicate as secondary function. the primary function of a noun is as the argument of a predicate. to identify the predicate above as a noun, we see that they can be modified by adjective, verb, possessive, numeral, and demonstrative to form an np as shown by the following examples. (7) a. guru heung senua teacher adj/new art ‘the new teacher’ b. sele nunu-ng corn grill-suf ‘grilled corn’ c. au-ng osa 1sg-poss money ‘my money’ d. ahi hrua senua pig num/two art ‘the two pigs’ e. uma senogo house art this house’ the nps above consist of a noun and adjective as in clause (7a), noun and verb as in clause (7b), noun and possession marker as in clause (7c), noun and numeral as in clause(7d), and noun and demontrative as in clause (7e). the following examples illustrate the clause with adjective predicate. (8) a. hine senua koet woman art beautiful ‘the woman is beautiful’ b. au-ng lima-ng mlarung 1sg-poss hand-poss long ‘my hand is long’ c. baru heung senua buti shirt adj def white ‘the new shirt is white’ the same as noun, adjective can also fill the predicate in clause construction of kemak. the predicates koet ‘beautiful’, mlarang ‘long’, and buti ‘white’ are categorised as adjectives due to the grammatical properties that they have. apart from the ability of adjectives to modify nouns, the common way to differentiate adjectives in kemak from other word classes is that adjective is the only word class that can take the comparative and superlative form as illustrated by the following examples. (9) a. au-ng he-ng koet lau dase hine senua 1sg-poss wife-poss beautiful comp than woman art ‘my wife is more beautiful than the woman’ b. hine senua koet los de isikola woman art beautiful sup prep isikola ‘the woman is the most beautiful at school’ the ability to take comparative and superlative form is the common way to differentiate adjectives from other word classes. the adjective in kemak can appear with tam just as the verb can. consider the following examples (10) a. au-ng ina-ng tumang kasai 1sg-poss mother-poss old perf ‘my mother is already old’ b. roma soleng mloing 3pl sad dm ‘they can be sad’ the following examples will also illustrate the clause with prepositional phrase predicate. (11) mane senua dase kupang man art prep kupang ‘the man is from kupang’ (12) au hei de iskola 1sg mod prep school ‘i am still at school’ (13) au-ng bibu hlima 1sg kambing five ‘my goat are five’ (14) ita-ng uma telu 1pl-poss house three ‘our house are three’ clauses (11) (14) above show the clauses with a numeral and prepositional phrase (pp) predicate. the predicates of clauses (11) and (12) are prepositional phrases. meanwhile, the predicates of clauses (13) and (14) are numerals. the predicates of clauses (11) and (12) are obviously a pp as they are marked by the presence of prepositional dase ‘from’ and de ‘at’. the predicates of clauses (13) and (14) are clearly numerals as they carry the meaning of quantity. all the examples above show that the clause with non-verbal (verbless) predicate requires the s as the only argument. the s argument appears before the predicate. moreover, unlike english that has copula verb in clause with nonverbal predicate, the clause with nonverbal (verbless) predicate in kemak does not have a copula verb. 4.3 verbal clause in kemak 4.3.1 intransitive clause the study on verbal clause of kemak is started with the discussion on the intranstive clause. the following examples illustrate the intransitive clause in kemak. (15) a. au huri 1sg dance ‘i dance’ b. au-ng ana-ng mnahu 1sg-poss children-poss fall ‘my children falls’ (16) a. roma hali dase iskola 3pl return prep school ‘they return from school’ b atmas senua mai de au-ng uma people art come prep 1sg-poss house ‘the people come to my house’ examples (15) and (16) illustrate sentences whose predicates are intransitive verbs. the predicates huri ‘dance’ mnahu ‘fall’, hali ‘return’, and mai ‘come’ are labelled as verbs as they fill the slot of predicate head as primary function. furthermore, the verb in kemak can also be recognised from the ability to take tam. consider the following examples. (17) a. roma la kasai de iskola 3pl go perf prep school ‘they have gone to school’ b. atmas senua mai kasai de au-ng uma people art come perf prep 1sg-poss house ‘the people have come to my house’ (18) a. roma los la de isikola 3pl dm go prep school ‘they must go to school’ b. atmas senua los mai de au-ng uma people art dm come prep 1sg-poss house ‘the people must come to my house’ clauses (17) and (18) show that the the predicates which are filled with the verb can take the tam. the other way of differentiating the verb from other word classes is that the verb in kemak can participate in the serial verb construction. consider the examples below. (19) a. au la rusi de holang 1sg go bath prep river ‘i go bathing at the river’ b. hine senua mai ele au-ng ama-ng woman art come look for 1sg-poss father-poss ‘the woman come looking for my father’ like the clause with non-verbal predicate, the intransitive clause also requires the s (intransitive subject) as the only argument in the construction which occurs before the verbal predicate. both non-verbal predicate and intransitive clause require an s argument which occurs before the predicate. clauses (6-19) indicate that the clauses in kemak can be filled with non-verbal predicates as in clauses. (6-14) and with verbal predicates as in clauses. (15-19). moreover, those examples above clearly show that the verbs in kemak are morphologically unmarked. there is also no agreement found between the verbs and s (as the sole argument) in clause with nonverbal (verbless) predicate and the intranstive clause. 4.3.2 transitive clause 4.3.2.1 monotransitive clause monotranstive clause is a clause whose predicate requires two arguments. consider the following examples of transitive clauses in kemak. (20) a. au-ng ina-ng ala baru sia 1sg-poss mother-poss buy shirt num ‘my mother bought one shirt’ b. ama ne buku senua na’arua father give book art yesterday ‘father gave the book yesterday’ c. ina mela roma de isikola mother call 3pl prep school “mother calls them at school’ d. ita enu kopi de uma 1pl drink coffee prep house ‘we drink coffee at home’ example (20) illustrates monotranstive clauses in kemak. there are two arguments appearing in that construction, the preverbal argument, aung inang ‘my mother’ (ex. 20a), ama ‘father’ (ex. 20b), ina ‘mother’ (ex. 20c), and ita ‘we’ (ex. 20d) and postverbal argument, baru sia ‘one shirt’ (ex. 20a), buku senua ‘the book’ (ex. 20b), roma ‘they’ (ex. 20c), and kopi ‘coffee’ (ex. 20d). the preverbal arguments have the function as subject (subj). meanwhile, the postverbal argument has the function as object (obj). semantically, the preverbal arguments have the function as agent (a) and patient (p) for the postverbal argument. 4.3.2.2 ditransitive clause (extended transitive) as stated above, the transitive clause requires two or more arguments. the examples above have presented the monotransitive clause with two arguments. the following examples will exhibit the ditransitive clause (extended transitive clause) in kemak. (21) a. mane senua ala podi au baru sia man def buy appl 1sg shirt num ‘the man bought me one shirt’ b. ua ne podi roma buku na’arua 3sg give appl 3pl book yesterday ‘she/he gave them a book yesterday’ c. ina lodi podi ama kopi mother bring appl father coffee ‘mother brings father coffee’ d. ama tau podi ita uma heung father make appl 1pl house new ‘father makes us a new house’ example (21) illustrates ditranstive clauses. there are three arguments in the construction. the preverbal argument of the clauses above are mane senua ‘the man’ (ex.21a), ua ‘she/he’ (ex. 21b), ina ‘mother’ (ex.21c), and ama ‘father’ (ex.21d). those preverbal arguements have the function of subject (subj). the two postverbal arguments are au ‘i’ and baru sia ‘one shirt’ (ex.21a), roma ‘them’ and buku ‘book’ (ex. 21b), ama ‘father’ and kopi ‘coffee’ (ex.21c), and ita ‘us’ and uma heung ‘new house’ (ex.21d). those two arguments have the function as indirect object (io) and direct object (do). furthermore, those three arguments which build the constructions have different semantic roles. the preverbal argument is always an agent (a) as it is the instigator of the action or conducts the action. the first postverbal argument (io) is semantically a benefactive as it obtains benefit from the action carried out by the agent. meanwhile, the second postverbal argument (do) is semantically a theme. the ditransitive (extended transitive) clauses above also show that the verbs are morphologically unmarked and there is no agreement found between the arguments and the verb. this is the same as what we have found in the intransitive construction. further observation of ditransitive clauses in kemak reveals that to increase the number of arguments (verb valence) in the construction, from two arguments (example. (20)) to three arguments (example (21)), the presence of the applicative marker podi is requires to promote the prepositionally marked oblique to the status of core argument as indirect object in ditransitive construction. consider the following examples that show the decrease of valence from clause with three arguments into the clause with two arguments. (22) a. mane senua ala podi au baru sia man def buy appl 1sg shirt num ‘the man bought me one shirt’ b. mane senua ala baru sia odi au man def buy shirt num prep 1sg ‘the man bought one shirt for me’ (23) a. ua ne podi roma buku na’arua 3sg give appl 3pl book yesterday ‘she/he gave them a book yesterday’ b. ua ne buku odi roma na’arua 3sg give book prep 3pl yesterday ‘she/he gave book to them yesterday’ (24) a. ina lodi podi ama kopi mother bring appl father coffe ‘mother brings coffee for father’ b. ina lodi kopi odi ama mother bring coffee prep father ‘mother brings coffee for father’ (25) a. ama tau podi ita uma heung father make appl 1pl house new ‘father makes us a new house’ b. ama tau uma heung odi ita father make house new prep 1pl ‘father makes a new house for us’ examples (22a) –(25a) are ditransitive (extended transitive) clauses which require three core arguments and ex. (22b-25b) are monotransitive clauses which require two core arguments. the core arguments au ‘i’ (ex 22a), roma ‘they’ (ex 23a), ama ‘father’ 9ex.24a), and ita ‘we’ (ex.25a) become obliques and are marked by odi in ex. (22b-25b). ex. (22b-25b) also show that the applicative marker podi is omitted and replaced by preposisition odi when ditransitive clause is alternated into monotransitive clause. based on those examples above, it can be concluded that applicative marker podi has the function to increase the valence from the clause with two core arguments into the clause with three core arguments. on the contrary, odi is a preposisiton. odi appears when the valence is changed, from ditranstitive into monotranstive clause. odi marks the postverbal argumment which functions as direct object in ditransitive clause and becomes oblique in monotransitive clause. 5 conclussion the analysis of podi and odi in clause construction of kemak has produced the following findings: (i) kemak has svo word order which is typical for austronesian languages (klamer in pieter muysken 2008: 112-113). the morphological verb system of kemak shows that verbs in kemak generally appear in bare (basic verb), un-affixed form. the verbs in kemak also show no agreement with their arguments. (ii) the clause in kemak can be filled with verbal or non-verbal predicate. the clause with nonverbal predicate can be filedwith a noun, adjective, numeral and prepositional phrase. the predicate can be recognized as noun due to its main functions is to fill the argument of predicate; it can also be modified by adjective, verb, possession, demonstrative, and numeral. adjective is the easiest category to be recognized from other word classes due to the ability to form comparative and superlative construction. meanwhile, the predicate can be recognized as verb due to its grammatical properties the verb has the main function to fill the slot predicate and also the ability to take the tam. (iii) the intransitive clause in kemak requires the s argument (intransitive subject) as the only argument. semantically, the s argument can be a or p. the s argument of intransitive clause occurs before the predicate (pre-verbal). the monotransitive clause requires two arguments, preverbal argument as grammatical subject and also as a for grammatical function and postverbal argument as grammatical object and also as p for grammatical function. the ditransitive cluase requires three arguments, one preverbal argument and two postverbal arguments. the preverbal has the function of grammatical subject and also as a for grammatical function. meanwhile, the two postverbal arguments have the function of grammatical object and also as p for grammatical function. (iv) podi in the clause construction has the function as an applicative marker which appears in ditranstive clause. the function of aplicative marker podi is to promote the prepositionally marked oblique to the status of core argument as indirect object in ditransitive construction. on the contrary, odi is a preposition in monotransitive clause which is derived from ditransitive construction. odi appears when the valence is changed, from ditranstitive into monotranstive clause. odi marks the postverbal argument which functions as direct object in ditransitive clause and becomes oblique in monotransitive clause 6 references aissen, judith. 1982. valence and coreferennce. in paul j. hopper and sandra a thompson (ed) studies in transitivity: 7 – 35. new york: axademic press. alsina, a., joshi, s. 1991. ‘parameters in causative constructions’. chicago linguistics society 27. alsina, alex. 1992. the role of argument structure in grammar: evidence from romance. stanford. california: csli publishers. arka, i wayan. 1993. “morpholexical aspects of the-kan causative in indonesia” (tesis). sydney: university of sydney. artawa, ketut 1998. ‘ergativity and balinese syntax’. in nusa vol. 42--44. jakarta : center of langauge and culture studies. comrie, b. 1983, 1989. ‘linguistic typology’ in newmeyer, f. j. (ed.) linguistics : the cambridge survey. vol i. hal : 447--467. cambridge: cambridge university press. dixon, r.m.w. 1994. ergativity. cambridge: cambridge university press. dixon, r.m.w. 2010. basic linguistic theory, grammatical topics, vol. 2. oxford: oxford university press. mandaru, a. mans. 1998. morfologi dan sintaksis bahasa kemak. jakarta: pusat pembinaan dan pengembangan bahasa. shibatani, masayoshi. 1996. ‘applicative and benefactives. a cognitive acount. in shibatani, masayoshi and sandra a thompson. (ed.) grammatical construcstion: their form and meaning: 157—194. oxford: clarendon press. 1 e-journal of linguistics noun derivation of the typical minahasa food and beverage names rina p. pamantung e-mail: palisuanpamantung@yahoo.com universitas sam ratulangi, manado prof.dr. n. l. sutjiati beratha e-mail: sutjiati59@gmail.com program studi linguistik, fakultas sastra dan budaya, universitas udayana prof. dr. i gusti made sutjaja email: sutjaja@yahoo.com program studi linguistik, fakultas sastra dan budaya, universitas udayana prof. dr. mahyuni email: yonmahy@yahoo.com jurusan bahasa inggris, fakultas ilmu pendidikan bahasa, universitas mataram abstract derivation of the name of typical minahasa food and beverage is a change or replacement of the word class of verbs, adverbs, and adjectives into nouns. it occurs through the process of compounding, affixation, and reduplication. free morpheme which appears is ransak, tei, tu'tu, tape, segor, sende ', rica, fresh, rukus. conversely, some morphemes or bound forms (affixes) are the prefix /pe/,/wa-/, and /ko-/ ; infix /-in-/ ; suffix /-en/, and confixes /-in+ -an/ and /ka+ an/ . prefixes /pe-/, /wa-/, and /ko-/ ; infix /-in-/ ; sufi x-en/, andconfixes /-in+ an/ occur in the formation of derivational words of food, while drinks contain two morphemes (affixes), the infix / -in/ and confix (ka + -an). thus, the derivation of the typical minahasa food naming is called derivational affixes such as derivational prefix, infix, and confix. meanwhile, derivational infix, and confix occur in a typical minahasa drink. empty derivation is not found in the typical minahasa food and beverage since a single form, for example, pangi, sa’ut, paniki, kawok, dan sopi have a meaning that does not change the word class. in addition, the characteristics of the structure of itscompounding: root + base (base + roots), that have a sense of the endocentric and exocentric compound words. endocentric ompounding is the most frequent. keywords: derivation, affixation, compounding, reduplication, endocentric and exocentric. 2 1. background the typical minahasa food and drinks is aculture that is still durable and sustainable in the province of north sulawesi. they appear as vocabulary of names considered as a meaningful form of preservation of language and culture in north sulawesi, which distinguishes it from other cultures. in addition, the degradation of the use of local languages in minahasa that leads to the lost of local language displaced by the use of manado malay language is a phenomenon and the fact happening in the minahasa region and north sulawesi. in this connection, the solution to preserve the language is found in the rise of the typical minahasa food and drink vocabulary. the empirical fact stated that the names of the food and drink of minahasa appear as a noun functioning multidimensionally in diversity in the lives of minahasa people in the era of globalization. linguistically, the derivation is a word formation process which appears at the naming of typical minahasa food and beverage. minahasa has some local or regional languages used by the community including tontemboan, tombulu, tonsea, and tondano become the basis for revealing the formation of words in naming minahasa food and beverages. the naming of typicalminahasa foods and drinks that brings shape variation is not based on administrative territory but the use of local languages in minahasa. morphological processes that generate the derivation needs to be examined in depth to determine how the form of the name or words of minahasa food and drink which results in the form of lexical variation in local languages in minahasa. it gave rise to variations in the form of typical minahasa food and beverage names as manifest in their lexical gaps or overlap in the study of culture and language. the study should be observed through 3 morphological approach especially morphological processes such as the formation of words, the derivation. vocabulary of the typical minahasa food and beverage appears as a noun word class types as a result of the process of word class change of the verb, adjective, or adverb. therefore, the formation of words that occurs, ie, the derivation of the verb, adjective, or adverb into a noun. meanwhile, derivational prefix, infix, dsuffixes, and derivational konfiks (combination of affixes) appears on derivational process. morphological process is a process of combining morphemes into words. morpheme is the smallest form, while the largest is the word. the process consists of morphological affixation, reduplication, supplition, and empty modification (samsuri, 1997). this is in accordance with the statement of leech (1968) which states that modern grammar consists of three parts, namely inflection, derivation (word formation), and syntax. derivation is part of morphology. derivation lists the process of forming new words from existing words (or root, base). derivation is different construction than the base distribution. complicated construction is the result of merger between two or more morphemes. aronoff and fudeman (2005) state that the derivation involves the creation of one lexeme to another lexeme, eg selector or selecton of select. dervasional process consists of compounding, empty derivation, affixation, and reduplication. vocabulary as the typical minahasa food and beverage names appear as a noun word class as a result of the process of word class change of the verb, adjective, or adverb. 2. research method 4 this study was based on field linguistic-synchronous research to describe the formation of words that appear as the name of typical minahasa food and beverage. the method used to obtain the data is uninvolved observation (bungin, 2007: 57; moleong, 2000) which was supported by recording and note taking techniques (bungin, 2003; sudaryanto, 1993: 25). later, in-depth interview method was also applied in particular to obtain information. 3. discussion lexical form of the name of typical minahasa food and beverages can be observed through morphological and syntactic theory. morphological theory is used to view the process of merging of the morphemes into words. meanwhile, syntactic theory is used to see the combination of words as a phrase. the name of typical food and drink as the affixed word can be divided again into the root experiencing affixation in the form of a prefix, infix, and suffix. from the theory of morphology, especially the theory of word formation (affixation) the form of word includes the derivational verbs, the adjectives, or adverbs. vocabulary of minahasa food and beverage names appear as a noun resulting from the process of word class change of the verb, adjective, or adverb. therefore, in the word formation a derivation occurs from verb, adjective, or adverb into a noun. vocabularies that undergo word class changes from verbs, adjectives, and adverbs are tinoransak, posana, kinetor, sinegor, kasegaran, pedaal, peraal, tinape, tinu'tuan, pinaraci, kotei, warukus, bobengka, and kokole. 5 in the vocabulary, it appears that the root as the base is a different word class that appears as the name of typical minahasa food and beverage. food and beverages constitute or include the countless noun (mass nouns). food and drinks can be calculated if it is given an article in the form of a number for example, one plate, one portion. accordingly, the food and drinks at the minahasa community named by reference talun 'forest' and uma 'garden' are based on cognition or convention of the minahasa community as a cultural concept to be observed as a noun on the linguistic level. the process of word formation coming from the word class of verbs, adjectives, and adverbs into a noun which is considered as a derivation can be described as follows.. derivational processes in the typical minahasa food and drink vocabulary name consists of compounding, affixation, and reduplication. 1. compounding compounding is a construction which consists of two morphemes or two words or more. the construction could be: root + root, base + base, or alone. the name of typical minahasa food and beverage is a construction of root + base (base + roots), that have a single understanding. each language has its own compounding structure. 1.1 endosentric compound words of minahasa food and drinks, include woku daong, woku blanga, kawok santang, garo rica, and sayor pait. compounding of the vocabulary is a merger or combination of two interrelated words. 6 woku daong is the name of the fish food wrapped in leaves. woku belongs to a verb, daong to a noun. the word combinations are verbs and nouns into nouns. the structure of constituent consists of verbs and nouns. woku blanga is the name of the fish food cooked in a skillet. woku belongs to verbs, blanga to nouns. the word combinations are verbs and nouns into nouns. the structure of elements consists of verbs and nouns. kawok santang is the name of the dish from mice meat. kawok belongs to nouns, santang belongs to nouns. the word combinations are verbs and nouns into nouns. the structure of constituent consists of nouns and verbs. garo rica is the name of a fish meal mixed with rica 'chili'. garo 'scratch' belongs to verbs, rica 'chili' belongs to nouns. the word combinations are verbs and nouns into nouns. the structure of constituent elements consists of verbs and nouns. sayor pait is the name of vegetable. sayor belongs to a noun, pait to an adverb. the word merger is from a noun and adverb into nouns. the structure of constituent consists of nouns and adverbs. compounding of the typical minahasa food and beverage noun indicates an endosentric compound representing a compound of two words that produces a word of food name as a noun with a combined rule of verb and noun or vice versa, as well as nouns and adverbs. the characteristic of structure is the base and root, or root and base. 1.2 exocentric this construction is found in the name of typical minahasa food and drinks rodo rica. rica is the noun taking the form of an object included in 7 foodstuffs. rodo is derived from the word sorodo 'greedy'. logically rica 'chili' has nothing to do with rodo because rica is not a living creature. rodo 'greedy' is the nature of human beings. pasha ungu is a name of drink for groups of people who like to drink. pasha ungu is the name of a band that was adopted as the name of a drink produced from some kind of liquid mixed with water that has been distilled. no one has the name ungu. the name of drink, pasha ungu and the food rica rado are categorized as a phrase. 2. affixation morphological process in the form of affixation process, namely the combination of root or base with affixes. there are three kinds of affix, namely prefix, infix, and suffix. complex derivation on morphological processes can be observed in the affixation and reduplication. 2.1 typical food of minahasa 1. prefixation a. prefix pe prefix pecontained in food name pedaal, and peraal. affixation process in the words peraal and pedaal can be explained as follows. pedaal and peraal are the food names in tontemboan language. both names of the food have the same meaning, namely porridge mixed vegetables. pedaal is a combination of the root daal and prefix /pe-/ peraal is the lexical form of the combined root raal 'mixed' coupled with the prefix / pe/. 8 the form / pe/ merged with daal 'mixed' into pedaal 'vegetable mush' is found in the village area tombasian, otherwise the shape /pe-/ merged with raal to become peraal 'vegetable mush' is used in the district of kawangkoan in minahasa regency. if both forms are compared, there would be existing variations of sound or allomorph between consonant /d / and /r. variations in sound with the phoneme /d/ and /r/ is a sound variation due to different locations of use in the area of administrative territory scale of village and district. village administrative area is smaller than the district. b. prefix ko prefix kopresents in the form of a word as food name kotei. prefix kois attached to tei which means objects such as dirt or tei derived from tea meaning thereis nothing or not. tei can also be taken from dei meaning nothing. kois indicated equal with ko that means you are included in the second person singular substitute word. prefix kois found on kokole as the name of a typical minahasa cake. this cake contains material in the form milled corn and mixed with palm sugar and coconut milk. in word formation of kokole which is an addition to the prefix koin kole derived from the word kile 'tickling, tingling' followed by deletion of /i/ to become /o/ as sound harmonization of kokole and not kokile. the harmonization with the vowel /o/ after the placement of the consonant /k/ can be seen also in the word ko'kok, kokosi, kokoan. c. prefix wa face prefixes contained in the word of minahasa typical food warukus. 9 the word warukus comes from the root rukus 'thin' that gets addition of wa warukus is the name of food woku, which particularly on the use of food ingredients such as fresh water fish payangka. the rule of word formation is warukus -- wa + rukus = warukus. d. prefix bo prefix bocontained in bobengka. prefix bois added to the root bengka derived from bangka 'swelling'. bobengka cake is a cake with coconut ingredient, glutinous rice flour and palm sugar. a metaphorical meaning contained in bobengka since it implies denotative meaning of female genital. the word formation rule is bengka or bangka that gets prefix bo-. 2. infixation a.infix –in lexical form containing infix -inis seen in the following name of the typical minahasa foods. for example, tinoransak, kinetor, sinegor, tinape, and tinu'tuan. the explanation of word formation by insertion -inis as follows. word formation of tinoransak can be observed in the -ininsertion to the words ransak and tou 'person'. the word tou undergoes deletion of vowel /o/ and /u/ or sound /ou/. insertion of -into the word caused consonant /t/ to be followed by the vowel /i/. the position of the vowel /i/ following consonants appears also in the formation of words kinetor, sinegor, tinutu'an and tinape. in kinetor, the root is ketor 'cut'. . the word has the root word sinegor segor the word tinutu'an has the root tu'tu 'cook' that got -ininsertion and suffix -an. there is also the name of the 10 food with affixes, such as tinoransat, tinutu'an, kinetor but emerged as monolexeme which means one lexeme or a word having an insertion. kinetor consists of the root ketor that gets the insertion /-in-/, while tinutu'an consists of a root tinu'un plus tuan to become tinutu'an undergoing a deletion of consonant /t/ and the vowel /u/ in the merger of two lexeme. other versions are tinu'tuan formed from the root tutu with an insertion of /-in-/ and suffix /-an/. 3) suffixation a. sufiks –na suffix /-na/ found in foods name posana. the root of the word as a base word has an insertion of suffix -na basic experience. rules of word formation is /posan 'taboo' + -na --/  posana. in the process of word formation it appears that the replacement of the word class from posan as an adjective becoming a noun resulting from suffix -na insertion b. sufiks –en sufiks –en is found in food name sende'en. the root of the word sende gets additional -en 4) confixation confix consists of infix -inand suffix -an. confixation on typical food of minahasa occurred in the combined infix -incoupled with the suffix -an on the word tinu'tuan. the root of the word tutu gets -ininsertion and additional suffix -an. the rule of word formation is tutu + (-in+ -an) -- tinutuan. 2.2 the typical drink of minahasa 11 a. infixation infix -inappear on the word pinaraci in the naming of typical minahasa drink a derivational process of infix -in appears on pinaraci. the root of the word is raci 'mix' which received an additional prefix paand infix -in-. the word formation rule of pinaraci is /pa+ raci + -in-/. infix -inwas inserted in the formation of word so that the position of the vowel /i/ was after consonant /p/. position tendency of vowel /i/ located after the consonant /p/, /t/, and /k/ occurs in the name of typical minahasa food and drinks as appearing on the words pinaraci, tinoransak, tinu'tuan, tinape, and kinetor. b. confixation konfiks / ka + -an / consists of a prefix kaand suffix -an. the derivation can be observed in the change of word class from adjective into a noun kasegaran as the name of minahasa drinks. the construction is complicated with the first layer segar, the second layer segaran, and the third layer kasegaran. 3. reduplication reduplication as a repetition of the word formation process can be observed in the name of typical minahasa food and drinks as follows. dabu-dabu is the name of minahasa dish consisting of tomatoes, red onions, and peppers. dabu has a meaning that smells bad like pus as word class 12 adjective switching into a noun when reduplicated into dabu-dabu as the name of the food 'sauces'. 4. conclusion derivation of the name of typical minahasa food and drinks occur through compounding, affixation, and reduplication. free morpheme which appears includes tei, ransak, tu'tu, tape, segor, sende ', rica, segar, and rukus. bound morpheme or affix that appear are the prefix ko-, pe-, wa-, and ko-; infix -in-; suffix -en, and confix / -in+ -an / and / ka + -an /. 5. references aronoff. m n fudermann, k. 2005. what is morphology. maiden: blackwell publishing. bungin. 2007. penelitian kualitatif. jakarta: kencana prenada media group. kridalaksana, h. 1994. kelas kata dalam bahasa indonesia. jakarta: gramedia. leech, g. 1971. semantics. london: penguin books. lyons, j. 1968. introduction to theoritical linguistics. new york: cambridge university press. matthews, p.h. 1978. morphology: an introduction to the theory of the wordstructure. london: cambridge university press. miles, m dan huberman, m. 1992. analisis data kualitatif. penerjemah tjetjep rohidi. jakarta: ui press. moleong, l. 1994. metode penelitian kualitatif. bandung: remaja rosdakarya, offset. sneddon, j. 1978. proto-minahasan: phonology, morphology, and wordlist. canberra: departement of linguistics, research school of pacific studies, the australian national university sudaryanto. 1982. metode linguistik. yogyakarta: atma pustaka ugm. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 2, july 2022, pages: 196--203 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i02.p05 196 the meaning of treasure of the lexican martige customs of sasak people north lembok regency: description overview m. aris akbar universitas muhammadiyah mataram muhammadarisakbar@gmail.com article info abstract* received date: 13 november 2021 accepted date: 30 november 2021 published date: 31 july 2022 keywords:* the meaning of the lexicon, traditional marriage the culture of the sasak tribe is one of the natural resources owned by the supporting community. one of them is the marriage custom of the sasak people in the north lombok regency. the purpose of the study was to identify the meaning of the traditional lexicon of the sasak marriage, north lombok regency which is focused on lexicon has linguistic meanings aspect (the lexical meanings and the grammatical meanings) and the lexicon has cultural meanings aspect. the descriptive qualitative method was used to dismantle life experiences in order to understand social reality. the data collection methods used observation, listening, interview, and introspection. data collection techniques were applied tapping technique, fishing, recording, and note-taking. methods of data analysis utilized were equivalent and distributional methods. the technique of presenting the results of data analysis was undertaken through formal and informal techniques. the results of the study indicate that there are lexicon meanings in the marriage custom of the sasak people in north lombok regency such as the linguistic meanings and the cultural meanings. the linguistic meaning consisted of two meanings, namely lexical meaning to reveal the meaning of the lexicon before it changes shape and the grammatical meaning to reveal the lexicon after undergoing the grammaticalization process such as repetition of words and phrases. while the cultural meanings expressed the form of the implied meaning of each lexicon used in the marriage customs of the north lombok regency community as a manifestation of the culture created by the sasak people. https://ojs.unud.ac.id/index.php/eol/index 197 1. introduction language is a cultural resource (duranti, 1997:2-3). language is not only ergon (medium or tools) only; language is the energy (power, power, or strength) that binds together a dense and emotional togetherness because language is also part of the history of the speech people itself (cassirer, 1987). language is a social convention, as well as a builder and successor of meaning and value (barker, 2005). culture refers to acquired knowledge, which people use to interpret experiences and generate social behavior (spradley, 1997:5). culture is a very complex set of daily life experiences including history, social structure, religion, tradition, customs, and language (threveni, 2002: 2). the sasak people have three marriage systems that are commonly used, namely tepedait or (dijodohkan) arranged marriages, marriage proposals or melakoq, and mamulang, or carrying away. tepedait marriage system or arranged marriage is a marriage system that is carried out on the basis of the agreement of the parents of both parties. this marriage system is usually carried out because there is a family relationship with the aim of keeping the lineage maintained and not mixed with people who have low social status. therefore, this tepadait marriage system is usually carried out by the noble class. the marriage system of lamar or melakoq is a marriage system that requires men to propose to women in front of their parents and family. this marriage system is rarely used because it is considered to have a long and tortuous process. in this marriage system, both partners between a man and a woman have agreed to marry because they love each other. however, when a man proposes to his partner in front of his parents or family, sometimes it is not immediately approved and requires a very long process. therefore, the proposed marriage system is rarely used by the sasak people of north lombok, especially for this reason. the most famous marriage system and often used by the sasak people of north lombok is mamulang. this mamulang marriage system is not only used by the people of north lombok, but is also used in general by all the sasak (ss) tribes on the island of lombok. mamulang or paulang can be interpreted as carrying away or stealing a woman who her partner wants to marry. however, it should be noted that this mamulang tradition does not mean stealing a woman by force or without the woman's will, but rather being carried away on the basis of consensual and willpower of the woman on the basis of agreement both of the between the bride and groom. mamulang or paulang can be interpreted as carrying away or stealing a woman who her partner wants to marry. however, it should be noted that this mamulang tradition does not mean stealing a woman by force or without the woman's will, but rather being carried away on the basis of consensual and willpower of the woman on the basis the basis of agreement both of the between the bride and groom. formulation of problem the observing of the background report above, the problem that becomes the basis of the study in this research is the meaning of the traditional lexicon of marriage for the sasak people, north lombok district. theory lexical meaning and grammatical meaning lexical meaning (lexical meaning, semantic meaning, external meaning) is the meaning of language elements as symbols of objects, events, and others. the lexical meaning is owned by the language elements separately, regardless of the context (harimurti, 1982:103). the example, the word culture, namely culture in the shadily and echols dictionaries, is mentioned as a noun (noun) and its meaning; courtesy, culture; (1) maintenance of culture (biology), (2) in the indonesian language dictionary i (p38), culture is a noun, and the meaning: (1) thoughts; 198 common sense, (2) culture, (3) concerning culture, which has developed (civilized, advanced). all meanings (both basic and derived forms) that exist in the dictionary are called lexical meanings. these words have meaning and can be read in a dictionary. such meaning is also called dictionary meaning, in addition to lexical meaning (dictionary meaning). there are also those who say that lexical meaning is the meaning of words when they stand alone, both in their derivative form and in their basic form. the lexical meaning of a word is contained in a standalone word. this means that the meaning of a word can change when the word is already in the sentence. therefore there are words whose lexical meaning can be understood if they have been linked to other words. such words are including to groups of task words or particles, for example words and, this, to, which. in general, lexical meaning can be grouped into two major groups, namely basic meaning and extended meaning, or denotative meaning (cognitive, descriptive) and connotative or emotive meaning. the relationship between the word, the meaning of the word, and the world of reality is called a referential relationship. the relationship that exists between; (1) the word as a phonological unit, which carries meaning, (2) the meaning or concept formed by the word, (3) the world of reality that is pointed to (referred to) by the word, is a referential relationship (djajasudarma, 2012:38). a referential relationship is a relationship that exists between a word and the external world of the language referred to by the speaker, for example: dictionary : refers to certain type of book thick : refers to a certain quality of an object go : refers to particular activity the relationship between the word (symbol), meaning (concept or reference) and something that is referred to (referent) is an indirect relationship. this relationship is described by the so-called semiotic triangle (see ogden & richards, 1972; palmer, 1996). meaning (concept) thought of reference word word referent symbol stands for referent symbols or symbols are linguistic elements in the form of words (sentences, etc.); referent is an object or thing that is pointed out (events, facts in the world of human experience); the concept (reference) is what we have in mind about the object that is manifested through the symbol (symbol). based on this theory, the relationship of symbols and referents (reference) through concepts that reside in the brain, the relationship is an indirect relationship. grammatical semantics is a semantic study that specifically examines the meaning contained in sentence units. verhaar (1983:9) states that grammatical semantics is much more difficult to analyze. the sentence is still sitting, brother has been asleep for a long time, is a sentence that is difficult to analyze. people should not interpret in terms of the words that make it up. people have to interpret from the whole content of the sentence, even something behind the sentence. the sentence can be described as follows: there are two friends, say, bayu and ahza. bayu and ahza visit delna's house. bayu still has a family relationship with delna, therefore delna's sister greets bayu, brother. it seems that ahza is still a stranger at delna's house, while bayu, because of his family relationship, is somewhat free. at 12.15 bayu immediately ate 199 without inviting ahza. after eating because he was sleepy, bayu immediately went to sleep. ahza didn't know this. apparently ahza enjoys reading magazines. that fact saw by adil delna, then she said to ahza, "still sitting, a brother has been sleeping for a long time". based on the narration, people will understand or be able to interpret the meaning of the sentence, still sitting, you have been sleeping for a long time. grammatical meaning, or functional meaning, or structural meaning, or internal meaning are meanings that arise as a result of the functioning of words in sentences (pateda, 2010:103). in semantics, grammatical meaning is distinguished from lexical meaning. in line with the understanding of meaning (sense), meaning is different from meaning (meaning). meaning is the link that exists between language units, can be connected with grammatical meaning, while meaning is the understanding of word units as elements that are connected. 2. research method this research use descriptive qualitative approach. qualitative descriptive approach is an approach that seeks to dismantle life experiences in order to understand social reality (bryman, 1998 via rithchie & lewis, 2003:3). data collection methods used are; observation method, watch method, interview method, and introspection method. the using of data collection techniques; tapping technique, fishing technique, recording technique, and note-taking technique. methods of data analysis using the equivalent method and distributional method. the technique of presenting the results of data analysis uses formal and informal techniques. 3. discussion the meaning of the lexicon used in the marriage customs of the sasak people of klu based on the point of view in the study of the object of research, the meaning of the lexicon proposed in this research includes 1) linguistic meaning, namely lexical meaning and grammatical meaning, 2) cultural meaning (culture). the lexical meaning intends to reveal the meaning of the lexicon before undergoing a change of form, while the grammatical meaning aims to reveal the lexicon after undergoing the grammatical process, such as affixing, repetition and compounding. the cultural meaning to be expressed in this research is the implied meaning of each lexicon used in the marriage customs of the klu people as a manifestation of the culture created by the ss people. the connection of the explanation above, the lexical meaning expressed in this study is only in the lexicon in the form of basic words. this is intended to maintain the meaning in accordance with the marriage process. likewise with the grammatical meanings are described in the lexicon in the form of invented words, including affixed words, repeated words, and word groups (phrases), while cultural meanings are described in general, namely in all lexicons used in the marriage customs of the ss people in klu. the lexical meaning the linguistic meaning is intended to reveal the meaning of the lexicon contained in the marriage customs of the sasak klu people. the meaning in question is the lexical and grammatical meaning. the lexical meaning contained in the traditional marriage lexicon of the klu people can be described as follows. midang midang means visiting the house of a woman who is the boyfriend of the man. bantu/sulu bantu or sulu are interpreted as visiting a woman's house (midang) when the woman is visited by other men. subandar 200 subandar is a person who bridges men and women in expressing the feelings of the couple. anjar anjar is a term used to describe the incident where a daughter was found by her parents who was about to be taken away by her future husband. the grammatical meaning the grammatical meaning of the repeated word the grammatical meanings in the form of repeated words contained in the klu people's customary marriage lexicon are as follows. olen-olen olen is a traditional symbol in the form of woven cloth which symbolizes that the husband must be able to provide clothing or clothing to his wife. the basic philosophy of olen-olen is that the husband is able to provide for his wife physically and mentally. the balance physically and mentally is manifested in olen-olen so that the woman's family releases their daughter to live with the man of her choice in peace and happiness. awon-awon awon-awon are leftovers that are eaten at begibung and taken home. awon is the leftover from the meal at the begibung, but usually when the begawe guests want to say goodbye to return to their respective homes, the gutuk has prepared additional dishes to take home. additional dishes besides awon are usually rice, side dishes, snacks, and fruits. the grammatical meaning of a group of words (phrases) the grammatical meanings in the form of groups of words (phrases) contained in the customary marriage lexicon of the klu people can be described as follows. bisuq nae bisuq nae is an activity to wash women's feet using water selau. bisuq nae is a symbol of a husband's love for his wife and hopes that all the bad things that have happened during his maiden life will become holy and disappear in the wife's body. mangan merangkat mangan merangkat is the ritual eating with together after the woman is picked up or taken away from her house. before the manganese rapture event is held, the woman will carry out the eggbreaking procession first. this is carried out as a symbol that the woman is taken away by the man in a virgin state and is willing to be married. after the procession of breaking the egg, the manganese lift can be carried out. in manganese merangkat it is carried out by the family of the man and his friends. the man must provide a grilled chicken as a form of gratitude in serving mangan merangkat. penginang kuning the yellow betel is a container used to put betel or betel utensils (mamaq). the yellow ring is a symbol that a woman was taken from her house by a man to be married. the meaning culture the cultural meaning referred to in this study is the meaning contained in the culture itself, namely the marriage customs of the klu people. the series of traditional marriage processes contain various meanings that represent the way the klu people views the environment and the life in it. based on the data that has been presented, it can be said that the cultural meanings contained in the marriage customs of the sasak klu people are in the form of religious, social, and moral values. the lexicon contained in the marriage customs of the klu people shows that social meaning is more emphasized in the implementation of the marriage process. the social meaning in question is cooperation, mutual assistance, and a sense of togetherness. this can be 201 found in the lexicon in the form of verbs, such as sorong serah, nyongkolan, begawe, tanjak taring, and others. to better understand the social meanings contained in the marriage customs of the klu people, the following explains the meaning of the lexicon that can represent the social meaning referred to in this research. first, sorong serah is the core event of the klu people marriage system. the event of this sorong serah, it will be seen that their solidarity is very high. this is evidenced by their participation in the sorong serah event even though they were not invited, even the people were very enthusiastic when they heard that one of the residents was getting married. the event of sorong serah, the people followed all the provisions that were put in place without feeling burdened. for example, those who will carry out the handover will wear full traditional clothes, be polite, and say politely and don't offend others. thus it can be concluded that the people upholds a sense of togetherness and intimacy as well as a sense of mutual respect between each other. the event of this sorong serah, the people followed all the provisions that were put in place without feeling burdened. for example, those who will carry out the sorong serah will wear full traditional clothes, be polite, and say politely and don't offend others. thus it can be concluded that the people upholds a sense of togetherness and intimacy as well as a sense of mutual respect between each other. second, nyongkolan is a well-known tradition of the ss people not only in klu, but also in the ss people on the island of lombok. in this nyongkolan activity, the people also rejoiced in welcoming him and participating in the nyongkolan event. in this case, they are also required to obey the rules contained in these activities. those who follow this nyongkolan process must wear traditional clothes complete with all the attributes. this reflects that the people has a high sense of togetherness and responsibility in order to uphold a tradition. in addition, the people also helps the family of the bride and groom by participating in the event even though they have to endure the heat and fatigue of walking with the bride and groom. third, begawe is a tradition of the ss people in klu which aims to show gratitude to the almighty creator. the begawe event is realized by inviting relatives and the surrounding people to come to eat. in this event, it was found that the people uphold a sense of togetherness, cooperates, and helps each other. with their own awareness, the people, especially the neighbors of the people who had the gawe event, came to help for the smooth running of the begawe event. they help voluntarily without expecting anything in return from the party who organized the show. they work together in everything needed in the begawe event, such as working together in cooking, some are in charge of welcoming guests, washing dishes, and so on. this is indicates that the klu people has a high sense of togetherness and kinship. fourth, tanjak taring is the activity of installing fangs or roofs on the bride's house in preparation for carrying out the begawe event. in this activity, young people or parents come to the bride's house with their own awareness. they work together and help each other in installing the fangs. they volunteered in the hope that in the future they would be helped as they had done. in this activity, the host also appreciated the services of the people who had helped him make fangs by giving coffee and cigarettes to the fang maker. this means that the material is not a measure in the klu people, but rather prioritizes togetherness and mutual cooperation. 4. novelty based on the point of view in the study of the object of research, the meaning of the lexicon proposed in this research includes 1) linguistic meaning, namely lexical meaning and grammatical meaning, 2) cultural meaning (culture). the lexical meaning intends to reveal the meaning of the lexicon before undergoing a change of form, while the grammatical meaning aims to reveal the lexicon after undergoing the grammatical process, such as affixing, repetition and 202 compounding. the cultural meaning to be expressed in this research is the implied meaning of each lexicon used in the marriage customs of the north lombok regency people as a manifestation of the culture created by the sasak people. the connection of the explanation above, the lexical meaning expressed in this study is only in the lexicon in the form of basic words. this is intended to maintain the meaning in accordance with the marriage process. likewise with the grammatical meanings are described in the lexicon in the form of invented words, including affixed words, repeated words, and word groups (phrases), while cultural meanings are described in general, namely in all lexicons used in the marriage customs of the sasak people in the north lombok regency. 5. conclusion the meaning of the traditional marriage lexicon of the sasak people of klu consists of lexical meaning, grammatical meaning, and cultural meaning. lexical meaning is the meaning of language elements as symbols of objects, events, and so on regardless of context. lexicon that contains elements of lexical meaning in the form of basic forms and derived forms contained in the dictionary. the types of lexicon included in the category of lexical meaning are: midang, auxiliary or sulu, subandar, anjar. grammatical meaning is a meaning that involves intralanguage relationships or meanings that arise as a result of the functioning of a word in a sentence. the grammatical meanings found in this research are; 1) grammatical meaning in the form of repeated words, and 2) grammatical meaning in the form of groups of words (phrases). cultural meaning is the meaning contained in the culture itself, namely the marriage customs of the sasak tribe, north lombok regency. the series of traditional marriage processes contain various meanings that represent the perspective of the people of north lombok regency regarding the environment and life in it. based on the description of the data that has been obtained, it can be stated that the cultural meanings contained in the marriage customs of the sasak people of north lombok regency are religious meaning, social meaning, and moral meaning. 6. acknowledgements the author would like to thank for all parties who facilitated this research and for university of muhammadiyah mataram which has supported the research. references barker, c. 2005. cultural studies teori dan praktek. (diterjemahkan dari cultural studies: theory and practise sage publication, london, 2000). yogyakarta: bentang (pt bentang pustaka). cessirer, ernest. 1987. manusia dan kebudayaan, sebuah esai tentang manusia. jakarta: gramedia. djajasudarma, f. t. 2012. semantik 1. makna leksikal dan makna gramatikal. bandung: pt refika aditama. duranti, alesandro. 1997. linguistic anthropology. cambridge: cambridge university press. palmer, g. b. (1996). toward a theory of cultural linguistics. usa: university of texas press. pateda, mansoer. 2010. semantik leksikal. jakarta: rineka cipta. spradley, j.p. 1997. metode etnografi (terjemahan oleh misbah). yogyakarta: pt tiara wacana. threveni, c. 2002. “cultural elements in translation”. translation journal, vol 6, no.1. urc: http://accurapid.com/journal/19culture.htm. verhaar, j. w. m. 1983. pengantar linguistik. yogyakarta: gajah mada university press. http://accurapid.com/journal/19culture.htm 203 biography of author nama (dengan gelar si dan s2) : m. aris akbar, s.s., m.pd nidn : 0815128001 tempat dan tanggal lahir pengadangan, 15 desember 1980 kawin/ belum kawin : kawin agama : islam asal s1, s2, dan tanggal lulus : s1 universitas negeri jember (unej), lulus 2005 s2 universitas negeri mataram (unram), lulus 2015, s3 ilmu linguistik universitas uadayana. pekerjaan/instansi sekarang : dosen pts/universitas muhammadiyah mataram sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 1, january 2022, pages: 145—155 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i01.p15 145 the cooperative principle from character utterance in paper towns movie (2015) 1 glorya samosir universitas putera batam, batam, indonesia pb181210047@upbatam.ac.id 2 ambalegin universitas putera batam, batam, indonesia ambalegin@puterabatam.ac.id article info abstract received date: 4 oktober 2021 accepted date: 15 oktober 2021 published date: 31 january 2022 keywords:* cooperative principle, movie, pragmatic, types of maxims the movie's utterances were studied in a practical study based on grice's cooperative principles theory (1989). the researchers took the date source from paper town movies that directed by jake schreier. in collecting of data, the researchers used observational data and nonparticipant technique (sugiyono, 2010). the methodology that used by the researchers in analyze this research is descriptive-qualities (creswell, j. w., & creswell, 2017). the researchers put a lot of information about the theory such as, definition, explanation and also example. the outputs of this research are 15 utterances that identified as cooperative principle and the 4 four maxims of cooperative branches: in (1) maxim quality, the researchers found 2 data. next, in the (2) maxim quantity the researchers found 5 data. after that, in the (3) maxim relation the researchers found 6 data. and in the last (4) maxim manner, the researchers found 2 data. 1. introduction conversation is the activity of human interaction (brennan, 2005). in conversation, human use language as a tool that help to understand about the things that they talk about (yule, 1985). the phenomena that were found in the talk show called the tonight show starring jimmy fallon on september 29, 2018. jimmy fallon: “you got to speak up in unicef, what was that like” rm bts: “i was so nervous” the question mentioned in the tonight show starring jimmy fallon that was at the minute of 02:55 and the answer at the minute of 03:02. related to the explanation about communication and language above, the phenomenon was included as conversation example. based on (grice, 1989) in communication, when speaker and hearer cooperate to build a good communication that called cooperative principle. in cooperative principle, the participants of the communication understand about the utterance meaning. the studies that learn about understand context of utterance is pragmatic https://ojs.unud.ac.id/index.php/eol/index mailto:pb181210047@upbatam.ac.id 146 (yule, 1985). participants of communication have to understand about the context of the speaker or writer (addresser) utterance and the hearer or reader (addressee) can get the meaning that is the goal of pragmatic. cooperative have four maxims (grice, 1989). first maxim is maxim quantity. maxim quantity is straight to the point and don’t waste so much word. next is maxim quality. maxim quality is about telling the truth or a fact. then there is maxim of relation. maxim of relation means the interpretation must relevant to the context. the last is maxim of manner. maxim of manner is about stating a clear statement and its must unambiguous. below is the example of maxims of quantity that was found in paper towns movie: quentin: “what happens now? the things will different tomorrow?” margo: “i hope so” the utterance was in 27:42 until 27:55. the way of addressee response to the addresser is related to the maxim of quantity because the addressee agrees and don’t say too much words. previous researchers had analyzed about cooperative principle from ‘about time’ movie (sari, y. w., & afriana, 2020). the researchers put a lot of information about the theory such as, definition, explanation and also example. the point of researchers writing same as this writing is about cooperative principle theory. there were 14 (38%) data maxims of quantity, 14 (38%) data maxims of relation, 7 (19%) data maxims of quality, and 2 (5% ) data maxims of method, according to the findings. in conclusion, the most often found facts were in the maxims of quantity and connection. the smallest amount of data was discovered in the most efficient method. the next researchers had same structure of previous researchers. in the introduction, the researchers put information about definition. and then put grice statement(fang & xin, 2017). next, researchers write about maxims that are about kind and explanation. this research was produced a study that help readers in identifying the characteristics of the characters and the plot's progression. in each of kind, the researchers were not forgetting to write the example. in all of 3 journals, the most important is about understanding the meaning of pragmatics. the aimed of 3 journals above are same, is about to analyze utterance in movie. the output of reading journal is definition of cooperative principle. and the researchers put information about data source and also the example. the theory is from (grice, 1989). the results of this journal are 15 utterances that identified as cooperative principle and the 4 four maxims of cooperative branches: in (1) maxim quality, the researchers found 2 data. next, in the (2) maxim 147 quantity the researchers found 5 data. after that, in the (3) maxim relation the researchers found 6 data. and in the last (4) maxim manner, the researchers found 2 data. 2. literature review conversation would be effective if the participants make a good connection, which mean the purpose or direction from the speaker understand easily by the listener (yule, 1985). to guide the conversation, (grice, 1989) called the rules maxims of conversation. 2.1 maxim of quality as stated above, (grice, 1989) said that maxim of quality is about say only what you have reason to believe is true ali: ‘’when is physics exam?’’ jordan: ‘’this saturday’’ example above was taken from (sari & afriana, 2020) that described about cooperative principle. 2.2 maxim of quantity (grice, 1989) stated that say enough, but don’t say too much is the point of maxim quantity. for further explanation, below is the example: a: “how many people in your family?” b: “there are five people.” the example above was take from (andy, a., & ambalegin, 2019) journal, whereby the researchers was describe about the violation of maxims. in relation to the example, as previously said, the maxim quantity point is all about making a direct message. 2.3 maxim of relation (grice, 1989) stated that maxim of relation was about say only what was relevant. below was the example of maxim relation. a: “is there a doctor in the house?” b: “i'm a doctor”. the example above was taken from (sinaga, r., & handayani, 2020) journal. it was included to maxim of relation example because the addresser was asked about someone that worked as a doctor and the addressee respond is related with the addresser question. 2.4 maxim of manner (grice, 1989) stated that maxim of manner was about be brief, clear and unambiguous. below was the example of maxim manner: a: “i heard that you went to the theater last night, what did you see?” b: “i watch the drama performance.” from example that was cite from (sinaga, r., & handayani, 2020) journal. the respond of addressee was showed of a good manner because the addressee rejects the addresser indirectly with politely to prevent the addresser disappointed. 148 3. research method this study was qualitative descriptive. the objective of qualitative descriptive research is to provide a detailed summary of specific events experienced by individuals or groups of persons in daily language. researchers utilized (sugiyono, 2010) observational approaches and nonparticipatory strategies in the data collection procedure. that is, the researchers observed the data through viewing and listening jake schreier's film paper towns (2015), but the researchers did not participate or act in the film. the researchers use the pragmatic identity approach developed by in order to analyze the data (creswell, j. w., & creswell, 2017). to put it another way, this approach analyzes data through the use of context. this approach is used in this study to determine the context and meaning of the actors' utterances in the film paper towns. the movie's utterances were studied in a practical study based on grice's cooperative principles theory (1989). finally, this study was carried out by describing the facts with words and phrases. 149 table 1 4. finding and discussion 4.1 finding there are 15 data’s found from the research from the character utterance in movie entitled paper towns. the utterance describes terms cooperative principle; (1) maxim quality, (2) maxim quantity, (3) maxim relation, (4), maxim manners. table 4.1 cooperative principle in paper town movie no types of cooperative principle utterance from the movie frequency 1. maxim quality quentin : has lacey been naughty or nice? margo : lacey has been distinctly naughty 2 2. maxim quantity ben: i'd feed her grapes, take her to paris. treat her like the princess she is. what is that wrong? radar: it's weird. 5 3 maxim relation q : how do you know all this? m : i'm doing an investigation. are you in? 6 4 maxim manner m : i can get us in. come on! q : i don't wanna get in trouble. 2 total number of data 15 4.2 discussion maxim quality. data 1 margo: i need to borrow your car. quentin: what? margo: your car. https://www.definitions.net/definition/naughty 150 quentin: i don't have a car. in the night when quentin was going to sleep suddenly margo came into quentin room and asks for rent quentin car. quentin was very shocked. data 2 quentin: has lacey been naughty or nice? margo: lacey has been distinctly naughty. in this scene, margo and quetin next to lacey’s house after did the revenge for becca. quentin was curious about lacey’s personalities because she was including in margo’s list revenge. maxim quantity. data 1 ben: i'd feed her grapes, take her to paris. treat her like the princess she is. what is that wrong? radar: it's weird. the scene was started when quentin on the car and were going to school. and after they arrived at the school, radar and ben had been waiting in front of the school. next, they were going into the class ben always talked about want to date quentin mom. in the half of the way, radar was a bit tired of ben word, so radar responds ben so simple and straight to the point. data 2. margo: i'm doing an investigation. are you in? quentin: sure. in this scene, margo was curious about the death man that they were found in the streets when they were going around with bicycles. data 3 quentin: and your boyfriend's one of them? margo: ex-boyfriend. this scene was on the car and they were going to buy some stuff for doing margo plans. in the way, margo and quentin talked something and at that moment quentin felt so happy. data 4 quentin: it's not as weird as it looks. cashier: still weird. 151 in this scene, margo and quentin were shopping in the grocery. they bought some stuff, and one of them is body lotion. the cashier was stared at them. data 5 quentin: who lives here? margo: chuck parson. after lacey’s house, margo and quentin went to another house but quentin didn’t know whose house that margo and quentin came in. maxim relation. data 1. quentin: how do you know all this? margo: i'm doing an investigation. are you in? at this particular conversation related to previous example in the maxim quality. data 2 becca: i really like him, dad! becca’s father: he does not love you! in this scene, margo and quentin was doing the revenge for margo’s ex-boyfriend jess and her best friend becca for cheating on her. margo was called becca’s father when becca and jess having sex on the becca’s basement. data 3 quentin: oh, my god, it's so late. margo: if you're tired, we can go home. quentin and margo arrived at lacey’s home and did the revenge. they wrap lacey’s car with the plastic wrapping. data 4 quentin: it's the suntrust building. there's gotta be a guard or something. margo: well, of course there is. his name's gus. after finish the revenge, margo asked quentin to folloeing margo entering the big building that called sun trust building. but quentin was not as brave as margo to do it. he was new for these things. data 5 152 detective: so you don't wanna file a missing persons report? margo’s mom: she's not missing. she's gone. there's a difference. in this scene, margo was gone after did the revenge with quentin. the detective asked to quentin, did he saw margo and marg’s parents seemed like that was not a big deal that margo gone. data 6 quentin: your parents aren't home, are they? ruthie: no, they went to the mall. after margo gone, quentin was really curious about margo like where she was and where she lived or with whom. so quentin did the search to found margo clue and he saw the poster in margo window and went to her house. maxim manner. data 1 margo: his wife works at seaworld. i bet there's a clue. quentin: margo... we can't go to seaworld. it's almost 11:00. in this scene, margo was very excited to do investigation about the death man that they were found in the street at the afternoon. data 2 margo: i can get us in. come on! quentin: i don't wanna get in trouble. still same in the previous example, this scene was taken in the night after they were found the death men in the street. 153 5. conclusion the research was identified the type of cooperative principles using grice’s (1985) theory. this research showed four types of maxims that were developed by grice’s theory that taken from the character utterance. from the four types of maxims, there are some data that analyzed by the researchers. there were 5 data from maxim quantity. next, the researches got 2 data for maxim quality. and then, the researchers got 6 data from maxims relation and last 2 data for maxims manner. from these findings and conclusions, it can be said that it is very important to know the meaning of the speaker's utterance in conversation. this was helpful in preventing misunderstandings between the speaker and the listener while delivering information. in addition, the important of cooperation principle is not to waste too much time so that there are not many words wasted and can be shortened. 154 references andy, a., & ambalegin, a. (2019). maxims violation on “night at the museum” movie. jurnal basis, 6. brennan, s. e. (2005). how conversation is shaped by visual and spoken evidence. approaches to studying world-situated language use: bridging the language-as-product and language-asaction traditions. creswell, j. w., & creswell, j. d. (2017). research design: qualitative, quantitative, and mixed methods approaches. sage publications. fang, g., & xin, l. (2017). an analysis of conversational implicature in nirvana in fire. 06(07). grice, p. (1989). logic and conversation. in his studies in the way of words. in logic and conversation. sari, y. w., & afriana, a. (2020). the cooperative principle analysis in about time movie. linguistic, english education and art (leea) journal, 4(1). https://doi.org/10.31539/leea.v4i1.1369 sinaga, r., & handayani, n. d. (2020). flouting maxims in “white house down” movie. jee (journal of english education), 6(1). sugiyono, p. d. (2010). metode penelitian kuantitatif dan kualitatif. bandung: cv alfabeta. yule, g. (1985). the study of language: an introduction. 155 biography of authors glorya samosir. was born in batam 1 st august, 1998. she is an undergraduate student in english literature departement faculty of social sciences and humanities in putera batam university. email: pb181210047@upbatam.ac.id ambalegin, s.pd., m.pd. is an active lecturer in english literature departement faculty of social sciences and humanities in putera batam university. email: ambalegin@puterabatam.ac.id 1 e-journal of linguistics politics of language in the act regulating matters pertaining to specific autonomy for papua : critical discourse perspective hugo warami e-mail: warami_hg@yahoo.com fakutas sastra universitas negeri papua, manokwari prof. dr. aron meko mbete e-mail: aronmbete@yahoo.com study program of linguistics, school of postgraduate studies, udayana university prof. dr. drs. ida bagus putra yadnya, m.a. e-mail: putrayadnya@yahoo.com study program of linguistics, school of postgraduate studies, udayana university prof. dr. i wayan simpen, m.hum. e-mail: study program of linguistics, school of postgraduate studies, udayana university abstract this article aims to illustrate that the politics of language marked power relations framed by a form of power between the dominating and the dominated in the act regulating matters pertaining to specific autonomy for papua (hereinafter called uu otsus papua). the politics of language involves a high degree of knowledge and power that is marked by the symbolic interactions in the ethnic diversity of the archipelago uu otsus papua is a form of political discourse and the medium of language diplomacy containing an authority and political competence of the central government over the people of papua; including a number of authorities and policies, as well as to explore the power of language in the language politics networks through the system of government of the republic of indonesia. politics of language in this article will be disclosed through the paradigm of critical discourse analysis (cda). this article will focus on the efforts of uncovering: “language politics in uu otsus papua”, by projecting the problems including: (i) the form of the politics of language, and (ii) the political function of language in the uu otsus papua. keywords: political language, act, and specific autonomy for papua 2 1. introduction indonesia as a great nation, has established language as a means of unifying the nation for ethnic and linguistic diversity that stretches from sabang to merauke, from mianggas island until rote island with the number of 17 505 cluster of islands comprising 13 466 islands in the archipelago that have been named and 4,038 were yet to be named. the government is administratively located at 529 local government autonomy, which is divided into 34 provinces, 402 regencies, and 93 cities in indonesia (see suprayitno, 2013: 1). language is a means used by the entire population of the archipelago to coordinate social relations. if language is seen as a means, then it becomes a place where the subject and object, mind and world, are interconnected, live, and meet. historically, the language reflects the historical distinctiveness of the population of the archipelago, as the locus of history, traditions, prejudices and all the forces at work in the mind before doing self-reflection. in the political context, language is a medium of diplomacy that is expected to inform and disseminate the political interests of the holders of power. in addition, the language is also considered as a means of change, a means of political manipulation, and the means in social interactions. in the perspective of bourdieu (1982), language is not only a means of communication but as an instrument of action and power (haryatmoko, 2010: 171). in line with the above view, the language can be used as a means of diplomacy for a variety of specific interests. to realize the goal of diplomacy, politics of language is needed to smooth the diplomatic purposes. politics of language marks the power relations framed by a form of power between the dominating and the dominated. it involves a high degree of knowledge and power that is marked through a process of symbolic interactions. in the perspective of foucault, power is equal to great variety of power relations that work in one place or time. in political practices, power spread not only through the means of production including the bureaucracy, but also through language.the language used by politicians often reflect the building and the dominant process of power. this is in line with the view of habermas, a critical theory and postmodernism figure that 3 language is the interest of anyone who uses it. those who have the power also master the language to bring the benefit of their power (see rahardjo, 2007: 48-49). a few of the above phenomenon, become a fragment of fact that also takes place over the land of papua through the implementation of law no. 21 of 2001 on specific autonomy for papua. the specific autonomy law for papua hereinafter called uu otsus papua. it is a form of political discourse and the language of diplomacy that contain political authority and competence of the central government over the people of papua. politics of language in this article can be revealed through the paradigm of critical discourse analysis (cda). this article focuses on the efforts of disclosure: “politics of language in uu otsus papua”, by projecting the problems that include: (i) the form of the politics of language, and (ii) the function of language politics in the uu otsus papua. 2. concepts 2.1 politics of language politics of national language is essentially based on the vision of (government) of the existing language in the country, in this case indonesian, the local languages, and foreign languages. the politics of national language is directed towards the realization of the vision of language and literature. the ministry of education and culture as the government representative handles national language policy which is directed and focused on research activities and the development of language and literature (lapoliwa, 2011: 202). politics of language considered as a national consensus by kridalaksana (2011) basically aims to (1) maintain and develop indonesian as the national identity, (2) improve usability in the life of the nation, (3) glorify the regional languages as a social and cultural wealth of the nation, (4) continue to orient themselves in the face of changing constellation of the world, especially to reinforce the function of foreign languages, and (5) make use of the language development in the world with literary and intellectual works for the progress of indonesian civilization. in addition, alwi (2011: 4 13), suggests that the politics of language should include a number of aspects which allow indonesian serves as the national language; as a vehicle for the aspirations of the nation towards the democratization of society with characteristics as a democratic language, which does not reflect the status of social stratification. 2.2 otsus papua otsus papua is a common phenomenon of emancipation from the domination of a social group over other social groups to ensure that (1) the entire population in papua should benefit, and (2) groups in papua, which have been marginalized even discriminated should be given attention specifically, the protection of human rights, and the rights of minorities, and ensure their safety that their political rights can be well and properly channeled and represented (cf. warami, 2013a; 2013b and salossa, 2005: 64). 3. theoretical framework the basic framework as the reference in this article refers to the basic principles of the cda proposed by fairclough and wodak, namely (1) oriented to social problems and not just focus on the use of language , but also the linguistic characteristics of the socio-cultural processes, (2) associated with the discourse of power, (3) the use of language can contribute in producing and changing the mindset of the public, culture, and power relations, (4) the ideology is produced through text dimension, practical discourse, and social effects that are owned, (5) associated with the discourse of history, (6) the connection between the social and cultural processes and properties of the structure of the text to see the “orders of discourse”, (7) runs interpretive principles, and (8) as a model of social scientific paradigm that is committed to bring a change in practice of political and social communication (fairclough and wodak, 1997: 258-284). in addition, the paradigm of cda in this article is expected to reveal all forms of confrontation of politics, law, and language in the uu otsus papua. this framework is considered strategic because it has the potential and capacity to project the facts in language politics and the tendency of legal politics in the uu otsus papua. 5 4. discussion 4.1 form of political language politics of language in the special autonomy law refer to the spirit of law no. 22 of 1999 on regional government, which is in chapter iv, article 7, section 1, which states that: “local authority includes the authority in all areas of government, except for the authority in the field of foreign policy, defense and security, justice, and fiscal monetary, religion, and authority of other fields”. the authority becomes a cornerstone of policy which is constructed as the birth of the politics of language in order to answer the conflict of interest that often occurs between the central government (jakarta) and the local government (papua). the legitimacy of local authorities becomes the foundations of the language policy and gave birth to great effect on the vitality of local political policies in the archipelago (cf. warami, 2013b: 173). construction of political language evoked in the uu otsus papua appears in the following quotations. excerpt (4.1): article 1 item t: orang asli papua adalah orang yang berasal dari rumpun ras melanesia yang terdiri dari suku-suku asli di provinsi papua dan/atau orang yang diterima dan diakui sebagai orang asli papua oleh masyarakat adat papua. ‘papua native is a person who comes from melanesian race group consisting of native tribes in papua and/or received and recognized as indigenous papuans’ article 1 item u: penduduk provinsi papua, yang selanjutnya disebut penduduk, adalah semua orang yang menurut ketentuan yang berlaku terdaftar sah bertempat tinggal di provinsi papua. ‘the population of papua province, hereinafter referred to as residents, is everyone who is registered under the applicable provisions legitimately residing in the province of papua’ lexicon of native people of papua and residents of papua province is a form of political discourse in the language on the subject of the uu otsus papua. the lexicons can be constructed on top of semantic features which became a symbol of language political power representation for the people of papua, namely: (1) [+papuan nationalism], (2) [+ reconciliation], (3) [+ rectification of history], (4) [+ papuan identity], (5) [+ basic rights], (6) [+ papua special autonomy], (7) [+ disintegration], (8) 6 [+ political ideology], and (9) [+ political status]. in addition, the lexicon of papua native and residents of papua province is part of the subject of discourse containing semantic meanings as follows: (1) the people of papua recognizes that the management and utilization of natural resources is not optimal and is unable to improve the lives of the people of papua because of past policy which is centralized, (2) the people of papua acknowledge that the government ignores the well-being and the denial of basic rights of indigenous people, (3) the papuan people are in need of reconciliation on the history of papua unification with the republic of indonesia. excerpt (4.2): article 1 item b : otonomi khusus adalah kewenangan khusus yang diakui dan diberikan kepada provinsi papua untuk mengantur dan mengurus kepentingan masyarakat setempat menurut prakarsa sendiri berdasarkan aspirasi dan hak-hak dasar masyarakat papua. ‘specific autonomy is the authority that is recognized and granted to papua province to manage and take care of the interests of local people own initiative based on the aspirations and fundamental rights of the papuan people’ article 1 item g:majelis rakyat papua yang selanjutnya disebut mrp adalah representasi kultural orang asli papua yang memiliki wewenang tertentu dalam rangka perlindungan hak-hak orang asli papua dengan berlandaskan pada penghormatan terhadap adat dan budaya, perempuan, dan pemantapan kerukunan hidup beragama. ’majelis rakyat papua (papua people's assembly) hereinafter referred as mrp is the cultural representation of papuans who have certain powers in order to protect the rights of the indigenous papuan based on respect for the customs and culture, women, and strengthening religious harmony’ article 1 h item :lambang daerah adalah panji kebesaran dan simbol kultural bagi kemegahan dan jati diri orang papua dalam bentuk bendera daerah dan lagu daerah yang tidak diposisikan sebagai simbol kedaulatan. ‘regional symbol is honored banner and cultural symbols for the greatness and papuans' identity in the form of regional flag and folk songs that are not positioned as a symbol of sovereignty’ 7 article 3 paragraph 6: di dalam provinsi papua dapat ditetapkan untuk kawasan khusus yang diatur dalam peraturan perundang-undangan atas usul provinsi. ‘in the province of papua a special area could be set regulated in the legislation based on the proposal of the province.’ otonomi khusus, majelis rakyat papua, lambang daerah, kawasan khusus in (4.2) above is the fact that the language is packed into a legitimacy of political language that is semantically interpreted as follows: (1) specific policy for papua is inseparable from the long history of friction that occurs between the central and the regional governments, (2) sentiment of injustice that has spawned papua political opposition in the past which led to the disintegration process, and (3) reflection of partiality and weakness of the state in realizing the ideals and objectives of the united nation of the republic of indonesia (nkri). excerpt (4.3): article 58 paragraph 1: pemerintah provinsi berkewajiban membina, mengembangkan dan melestarikan keragaman bahasa dan sastra daerah guna mempertahankan dan meningkatkan jati diri orang papua. ‘the provincial government is obliged to foster, develop and preserving diversity of languages and literature in order to maintain and enhance the identity of the papuans’ article 58 paragraph 2: selain bahasa indonesia sebagai bahasa nasional, bahasa inggris ditetapkan sebagai bahasa kedua di semua jenjang pendidikan. ‘in addition to indonesian as the national language, english language is defined as a second language at all levels of education’ article 58 paragraph 3: bahasa daerah dapat digunakan sebagai bahasa pengantar jenjang pendidikan dasar sesuai kebutuhan ‘local languages can be used as a language of instruction in basic education as needed’ 8 keragaman bahasa dan sastra daerah, bahasa indonesia, bahasa nasional, bahasa inggris, bahasa daerah, and bahasa pengantar in the above quotation (4.3) is a language fact packed into a form of political legitimacy which is semantically interpreted not to reflect the kind of comprehensive language planning in the uu otsus papua, but instead ignore the five determinants of the implementation of language planning, such as (1) social demographics, (2) language, (3) psychology of the community, (4) politics, and (5) religion (cf. ibrahim, 2013: 1). referring to the quotation (4.3) above, in the perspective of linguistics (sociolinguistics), the people of papua belong the two categories of linguistic situations, namely (1) personal bilingualism , and (2) communal bilingualism. personal bilingualism is a category of people in which due to personal mobility, allow themselves individually acquire a second language after their native language (mother tongue). meanwhile, communal bilingual category is a linguistic situation in which the public has been given or naturally formed using two or more languages. 4.2 functions of political language politics of language in the uu otsus papua plays its humanitarian mission as a means of legal products legitimacy and as a result of value-free consensus because it has been distorted by the interests of the state with the aim of resolving political conflicts that occur in people of papua. language can be used as a means of political legitimacy for the user, development, enhancement, and protection of the people of papua as a form of self expression in a space of nation and state experience within the framework of nkri. on the basis of the legitimacy, it can be formulated that the political functions of language of the uu otsus papua as follows: (1) as a form of recognition and respect for the papuans' identity, (2) a form of semantic-philosophical meaning dignified identity, (3) form of alignments as part of indonesian citizens in the statutory provisions, and (4) a medium that bridges the gap central (jakarta) and the regional (papua). the construction of political functions of language in the uu otsus papua appears in the following excerpt. 9 excerpt (4.4): preamble clause c: bahwa sistem pemerintahan negara kesatuan republik indonesia menurut undang-undang dasar 1945 mengakui dan menghormati satuan-satuan pemerintahan daerah yang bersifat khusus atau bersifat istimewa yang diatur dalam undang-undang. ’that the system of government of the republic of indonesia under the act of 1945 recognizes and respects the local government units that are special or extraordinary stipulated in the act’ preamble clause d: bahwa integrasi bangsa dalam wadah negara kesatuan republik indonesia harus tetap dipertahankan dengan menghargai kesetaraan dan keragaman kehidupan sosial budaya masyarakat papua melalui penetapan daerah otonomi khusus. ‘that the integration of the nation within the nkri (unitary state republic of indonesia) must be maintained with respect to equality and diversity of social and cultural life of the community through the establishment of otonomi khusus (specific autonomy for papua)’ preamble clause h: bahwa dalam rangka mengurangi kesenjangan antara provinsi papua dengan provinsi lain, dan meningkatkan taraf hidup masyarakat di provinsi papua, serta memberikan kesempatan kepada penduduk asli, diperlukan adanya kebijakan khusus dalam kerangka negara kesatuan republik indonesia. ‘that in order to reduce the gap between the province papua province, and improve living standards for people in papua, as well as providing opportunities to the natives, takes a special policy within the framework of the unitary republic of indonesia’ mengakui and menghormati satuan-satuan pemerintahan daerah yang bersifat khusus or bersifat istimewa, menghargai kesetaraan and keragaman kehidupan sosial budaya masyarakat papua, mengurangi kesenjangan, meningkatkan taraf hidup, memberikan kesempatan kepada penduduk asli, and kebijakan khusus on citations (4.4) above are language facts that are packed into the legitimacy of the political functions of language of the indonesian government over the people of papua that are semantically interpreted as (1) the guardian of national unity, (2) a political ties capable of knitting ethnic diversity in indonesia, (3) a golden bridge for the entire region of the archipelago, and (4) a means to enclose the potential disintegration. the political function of language in the lexicon constructions above, remind all components of the nation that anyone who calls himself "indonesia", has to have the 10 same rights and obligations towards the nation, language and culture of indonesia, i.e. has the right as a nation and the right to color the nation , language and culture with their colorful ethnic groups. to that end, the politics of language also serves as a means of maintaining the integrity of the indonesian nation. thus, the politics of language function remained significant in all aspects of national life. 5. conclusions based on the descriptions above, some conclusions could be made. first, politics of language is a means of political legitimacy of regional government that becomes the foundations of the local language policy resulting in a large effect on the viability of local policy. second, the function of politics of language consists of four, including (1) as a form of recognition and respect for the papuans' identity, (2) as a form of semanticphilosophical meaning dignified identity, (3) as a form of alignments as part of indonesian citizens in the statutory provisions , and (4) as a medium that bridges the gap between the central (jakarta) and regional (papua) governments. third, the system of language politics constructed in the uu otsus papua guarantees equality, participation, and political freedom through language (discourse or text) in the space of democracy in indonesia. fourth, the establishment of political and legal discourse through politics of language is heavily laden with political hegemony and manipulation that would only result in “false understanding” in serving the interests of the ruler (the actor). 11 references alwi, hasan, 2011. “fungsi politik bahasa” dalam politik bahasa. risalah seminar politik bahasa (dendy sugondo dan hasan alwi, ed.). jakarta: badan pengembangan dan pembinaan bahasa kemendikbud. fairclough, n. and wodak, r. 1997. ‘critical discourse analysis’, dalam t. van dijk (ed.), discourse studies: a multidisciplinary introduction. volume 2. london: sage. ibrahim, g. a. 2013. “perencanaan bahasa di indonesia untuk keberagaman budaya” dalam prosiding seminar nasional bahasa dalam dimensi kemasyarakatan dan kebudayaan. issn:978-979-3584-48-5. jakarta: pbm-lipi. rahardjo, mudjia. 2007. hermeneutika gadamerian: kuasa bahasa dalam wacana politik gus dur. malang: uin-malang press. salossa, j.p. 2005. otonomi khusus papua: mengangkat martabat rakyat papua dalam nkri. jakarta: pustaka sinar harapan. sugiyono. 2013. “pembinaan dan pengembangan bahasa di indonesia” dalam kumpulan makalah kongres bahasa indonesia x, penguatan bahasa indonesia di dunia internasional, jakarta, 28-31 oktober 2013. jakarta: badan pengembangan dan pembinaan bahasa kemendikbud. suprayitno, didik. 2013. “bahasa indonesia sebagai jati diri bangsa, memperkokoh nkri”. makalah kongres bahasa indonesia x, penguatan bahasa indonesia di dunia internasional, jakarta, 28-31 oktober 2013. jakarta: sekditjen pencatatan sipil kemendagri. warami, hugo. 2013a.”aku papua: metafora politik pasca otsus papua” dalam jurnal ilmiah noken, vol.01, no.01, juli 2013. issn:2338-5553. manokwari: pusbadaya-fs.unipa. warami, hugo. 2013b.”papua dalam jejaring bahasa politik dan politik bahasa: studi kasus uu otsus papua” dalam prosiding seminar nasional politik bahasa dan bahasa politik: prediksi peran strategis bahasa dan sastra indonesia menyongsong visi indonesia baru, hlm.165-178. isbn:978-602-14544-04. surabaya: fib -unair. legislation indonesia, undang-undang tentang otonomi khusus papua, undang-undang no. 21 tahun 2001, tambahan lembaran negara no.135. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 1, january 2021, pages: 59-65 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i01.p07 58 five japanese synonymous verbs go i gede oeinada udayana university, denpasar, indonesia, gede.oeianda@unud.ac.id article info abstract received date: accepted date: published date: keywords:* synonym, japanese verbs, corpora, usage frequency, meaning components the proper use of synonymous words is a problem that is often faced by foreign language learners. native speakers of a language often experience difficulties when asked to explain the differences in synonymous words. they use their linguistic instincts to differentiate the use of these words, or what in japanese is called kan 勘. this paper raises the synonym of the verb 'go' which in japanese has five words, namely omomuku 赴く, irassharu いらっしゃる, mairu 参る, kaeru 帰る, and iku 行く. this paper uses a qualitative descriptive method. synonyms of these verbs will be observed based on the frequency of their use in writing and oral languages in two japanese corpora. in addition, the meaning components of these verbs are mapped to see the range of use of each of the verbs. based on observations on the frequency of use, it is known that these five verbs have differences in the variety of languages used, namely: omomuku have the lowest frequency of use in both written and spoken registers. meanwhile, based on observations on the mapping of meaning components, the five 'go' verbs also show differences, namely: iku is the verb with the most meaning components. thus, it can be concluded that these five synonymous verbs 'go' cannot completely replace each other. there are some usage limitations in the presence of each of these verbs. 1. introduction japanese learners often encounter difficulties when facing words that are synonymous in japanese. the difficulty is regarding the proper use of each of those synonymous words. sudaryanto (2015:70) explains that "synonym" means the same information, similar meaning, and different forms. some previous studies regarding japanese synonymous words has been conducted. kato (n.d.), in her research titled "nihongo kyouiku no shomondai ruigigo bunseki shikoudoushi 'mezasu' to 'nerau' -", examined the directive verbs of japanese, namely mezasu and nerau. miyata (n.d.), in his research titled "gairaigo 'meritto' to sono ruigigo no imihikaku shinbun wo shiryo to shite -", examined the meaning comparison of the loanword in japanese, namely meritto and its synonyms, namely chousho, rieki, ad riten. the source of this study was the asahi, mainichi, and yomiuri newspapers from 2003 to 2005. miyata's study is a continuation of the previous miyata and tanaka studies in 2006 that examined similar things, namely the loan-word risuku and its synonyms, namely kiken and kikensei. gumbira (2013), in her research entitled "analysis of the meaning of omou and kangaeru verbs as synonyms", examined the synonymous form of japanese verbs omou and kangaeru that both can be translated into berpikir in indonesian. gumbira's study (2013) aims to find out the differences and similarities of omou and kangaeru verbs in terms of structure, meaning, and whether the two can replace each other in sentences. shiba and cho (2017), in their research titled "koopasu ni https://ojs.unud.ac.id/index.php/eol/index 59 motozuita ruigigo bunseki 'miotosu', 'misugosu', 'minogasu' wo rei ni -.", examined three synchronous verbs in japanese, namely miotosu, misugosu, and minogasu. shiba and cho's study (2017) primarily relates to the colocation information and grammar patterns of the three synonymous verbs. a study of these three synonymous verbs was actually already conducted by nagashima in 1981. nagashima's study (1981) at that time showed similarities and differences between these three synonymous verbs through the characteristics of the subjects and objects of those verbs. however, shiba and cho (2017) criticized nagashima 's study (1981) as still unclear showing differences in nuance and behavior of the subjects of the three synonymous verbs. zarifa, herniwati, and sutjiati (2017), in their research entitled "analysis of the misuse of taisetsu na, daiji na, and juuyou na", examined the misuses of three japanese adjectives that have the meaning of 'important' by students in the fourth semester at the university of education indonesia. zarifa, herniwati, and sutjiati (2017) mentioned two factors that are the cause of the misuse among these three adjectives. first, the students do not understand the difference in the use of these three adjectives; second, the students do not understand the difference in the meaning of 'important' that exists in the context of the sentence. based on the literature studies that have been done, it can be said that the potential of synonymy studies can still be developed further as done through this research. this paper raises five japanese verbs that backhouse (2016:112-113) says have similar meanings, namely omomuku赴く, irassharuいらっしゃる, mairu参る, kaeru帰る, and iku行く. these five verbs can be said to be synonymous because according to momiyama (in sutedi, 2008:129), there are four ways of identifying synonymy, one of which is: several words when translated into foreign languages will be one word. for example, the word oriru and kudaru in japanese can be regarded as synonymous because they can be translated into "turun" (‘to go down’) in indonesian. the five verbs that are discussed in this paper if translated into english can be translated into “to go”. the problem raised in this paper is about the level of synonymy of the synonymous verbs observed through differences in the frequency of use in the corpora and the meaning components. 2. research methods in order to observe differences in frequency of use, the data used in this paper were taken from two japanese corpora, namely the balance corpus of contemporary written japanese (bccwj) and corpus of spoken japanese (csj). the bccwj itself contains over one hundred million words and has been launched to the public since december 2011 (maekawa et al., 2014). whereas, csj contains around seven million and more words. baker (2010, 4-5) explains that the word "corpus" comes from latin meaning 'body'. in english it has a single form of corpus and a plural form of corpora. corpus is a collection of languages that occur naturally and are stored as computer files. the presentation of observations regarding differences in frequency of use is presented in the form of a bar chart. explanations of the numbers in tables and diagrams are given using words or sentences to describe and elaborate the findings, and to draw conclusions. the meaning components of each synonymous verb are examined from their usages found in the sanseido daijirin dictionary. 3. discussions in the discussion section, the differences in usage frequency and the meaning components of these five synonymous japanese verbs go are being observed and discussed. 60 3.1 differences in frequency of usage on five synonymous verbs go first, the comparison of the frequency of usage of japanese verbs taken from two different registers is shown, namely the japanese written language variants, the balanced corpus of contemporary written japanese (bccwj) and the japanese spoken language variants, corpus of spoken japanese (csj). as of march 2019, the number of words in bccwj is 101,874,618 and in csj there are 7,605,602 words. comparison of the frequency of usage of these verbs based on the variety of languages is as follows. i. 赴く omomuk-u bccwj 869 / 101,874,618 csj 10 / 7,605,602 ii. いらっしゃる irasshar-u bccwj 5,460 / 101,874,618 csj 704 / 7,605,602 iii. 参る mair-u bccwj 7,785 / 101,874,618 csj 798 / 7,605,602 iv. 帰る kaer-u bccwj 4,314 / 101,874,618 csj 294 / 7,605,602 v. 行く ik-u bccwj 127,795 / 101,874,618 csj 25,965 / 7,605,602 to be compared, the numbers must be normalized first. the figure shown in table 1 below is the number of usage or occurrence frequency normalized into millions of words (the average normalized frequency (per million)). table 1 comparison of the occurrence frequency of japanese verbs go ‘go’ (bcccwj) (csj) omomuku 8,5 1,3 irassharu 54 93 mairu 76 105 kaeru 42 39 iku 1.255 3.416 based on the number of the occurrence frequency of synonymous verbs in table 3.1, there is a large variation in occurrence in both registers. iku is the verb that appears most in both written and spoken registers. iku occurred twice as many as in a variety of spoken languages compared to in the written language. for more details, a comparison chart can be made as follows. 61 figure 1. comparison chart in both registers on five synonymous verbs go 3.2 meaning components on five synonymous verbs go the meaning of each verb examined in this paper is examined in an online monolingual japanese dictionary, namely sanseido daijirin (https://www.weblio.jp/content/). the followings are the meaning of each verb. 3.2.1 omomuku赴く in using modern japanese, omomuku has two meanings, namely: a. go somewhere (ある場所に向かって行くaru basho ni mukatte iku) example: (1) kyouto ni omomuku 京都に赴く ‘going to kyoto’ besides being able to use with a concrete place, omomuku can also be used to indicate the meaning of ‘going to an abstract place’. example: (2) ninchi e omomuku 任地へ赴く ’going to one’s place of work’ b. towards a situation (ある状態に向かうaru joutai ni mukau) example: (3) byouki mo kaihou ni omomuku 病気も快方に赴く ’getting better from illness’ 3.2.2 irassharuいらっしゃる irassharu is a form of respect (keigo 敬語) of the verbs iku 行く ‘go', kuru来る‘come', and iru居る ‘exists'. in japanese, the form of respect is used to respect the speech partner and the person being discussed. in other words, irassharu is usually used with the subject of the second person or third person. example: (4) sensei wa rondon e irassharu 先生はロンドンへいらっしゃる https://www.weblio.jp/content/%e8%b5%b4%e3%81%8f 62 ‘teacher goes to london’ (5) kaisha kara kochira e irassharu 会社からこちらへいらっしゃる ‘coming here from the office’ (6) go-jitaku ni irassharu 御自宅にいらっしゃる ’being at home’ 3.2.3 mairu参る mairu has many meanings. related to the meaning of 'go', the mairu verb is a form of degrading one's own actions (first person) when expressing iku行く ‘go’ and kuru来る ‘come’ to respect the speech partner. mairu is also used to convey the meaning of 'pilgrimage'. in addition, this mairu verb can function as a sondaigo 尊大語 (utterances used to show the social strata of the speaker and his/her speech partner) when used by people who have higher social status to people with lower social status. in use with its function as sondaigo, the mairu verb is usually used in the form of an order, namely maire (see sample data (10) and (11)). example: (7) mata ashita ni-ji ni mairimasu また明日2時に参ります ‘i will come again tomorrow at 2’ (8) hai, sugu sochira e mairimasu はい、すぐそちらへ参ります ‘okay, i will go there right away’ (9) bodaiji ni mairimasu 菩提寺に参ります ‘going in a pilgrimage to bodaiji’ (10) washi wa ato kara iku kara omae wa saki ni maire わしはあとから行くからお前は先に参れ ‘because i will go there later, you go first’ (11) hayaku kochira e maire 早くこちらへ参れ ‘come here quickly’ 3.2.4 kaeru帰る kaeru has two meanings, namely: a. hajimeni ita tokoro, matawa moto ita basho ni modoru初めにいたところ、またはもといた場所にもどる ‘going back to original place’ example: (12) go-ji ni wa kaettekuru 五時には帰ってくる ‘coming home at 5’ (13) kokoku ni kaeru 故国に帰る ‘going back to one’s own country’ b. yatte kita hito ga soko o tachisaruやってきた人がそこを立ち去る ‘a person who came to a place is leaving that place’ 63 example: (14) kyaku ga kaeru 客が帰る ‘the guest is leaving’ 3.2.5 iku行く iku (yuku), like the mairu verb, has many meanings, both lexical meaning and metaphorical meaning such as (15) osaka e yome ni itta musume大阪へ嫁に行った娘 ‘my daughter will get married in osaka’. regarding the meaning of ‘go’, iku has three meanings, namely: a. hito, doubutsu, norimono ga hanashite no iru basho kara tooku e idou suru人・動物・乗り物が話してのいる場所から遠くへ移動する ‘humans, animals, vehicles move away from the speaker’ example: (16) kore kara ginkou e iku これから銀行へ行く ‘i will go to the bank now’ b. hito, doubutsu, norimono ga mokuteki no chiten ni mukatte susumu mata itaritsuku人・動物・乗り物が目的の地点に向かって進むまた至りつく ‘humans, animals, vehicles heading or moving towards the destination’ example: (17) puuru ni oyogi ni iku プールに泳ぎに行く ‘going for swimming in swimming pool’ (18) kyoto o mita ato nara e iku 京都を見たあと奈良へ行く ‘going to nara after seeing kyoto’ (19) osaka kara kyushu e iku ressha 大阪から九州へ行く列車 ‘train that going to kyushu from osaka’ c. hito, doubutsu igai no mono ga, hakobarete idou suru人・動物以外の万尾が、運ばれて移動する ‘objects other than humans and animals that are carried and moved’ example: (20) gaitousha ni wa yakusho kara tsuuchi ga iku hazu da 該当者には役所から通知が行くはずだ ‘to those concerned, a notification letter from the government office must be sent’ 64 4. novelties this paper discussed not only the meaning components of the verbs, but also the usage in the corpus. unlike previous studies which only emphasis on one of those two, this study combined the two so that more comprehensive understanding regarding the comparison among those synonymous verbs can be alerted. 5. conclusion based on observations on the frequency of use and meaning components, the five synonymous verbs 'go' in japanese show differences. it can be stated that these verbs cannot completely replace each other. there are limits to usage that require the presence of each of these verbs. therefore, japanese language learners must be careful in using these verbs so they can convey their intended meaning correctly to their speech partner. 6. acknowledgements the author wishes to thank those who have contributed during this research, especially lecturers in linguistic doctoral postgraduate program at udayana university. this work was supported in part by a funding from the ministry of higher education in indonesia (no.64553/a2.1/kp/2018). this paper has been presented in the national seminar on linguistic research and language teaching (senarilip) iv on 6-7 october 2020. references: backhouse, a.e. 2016. using japanese synonyms. cambridge: cambridge university press. baker, p. 2010. sociolinguistics and corpus linguistics. edinburgh: edinburgh university press. gumbira, n. r. 2013. analisis makna verba omou dan kangaeru sebagai sinonim. universitas pendidikan indonesia. repository.upi.edu. kato, r. [n.d.]. nihongo kyouiku no shomondai – ruigigo bunseki shikoudoushi “mezasu” to “nerau” – [in japanese] https://www.lang.nagoyau.ac.jp/nichigen/menu7_folder/symposium/pdf/2/08.pdf (accessed on 17 april 2018). maekawa, k., et.al. 2014. balanced corpus of contemporary written japanese. lang resources & evaluation. pp. 345–371. doi: 10.1007/s10579-013-9261-0. miyata, k. [n.d.]. gairaigo “meritto” to sono ruigigo no imihikaku – shinbun wo shiryo to shite – [in japanese] http://pj.ninjal.ac.jp/gairaigo/report126/houkoku3-6.pdf (accessed on 16 april 2018). shiba, t. h. and cho k. j. 2017. koopasu ni motozuita ruigigo bunseki – “miotosu”, “misugosu”, “minogasu” wo rei ni –. [in japanese] https://ci.nii.ac.jp/naid/120006010658 (accessed on 17 april 2018). sudaryanto. 2015. metode dan aneka teknik analisis bahasa: pengantar penelitian wahana kebudayaan secara linguistis. yogyakarta: sanata dharma university press. sutedi, d. 2008. dasar-dasar linguistik bahasa jepang (revised edition). bandung: humaniora. sanseido daijirin (https://www.weblio.jp/content/) zarifa, r. n., herniwati, and n. sutjiati. 2017. analisis kesalahan penggunaan adjektiva taisetsu na, daiji na, dan juuyou na. in edujapan journal vol.1, no.1, pp. 6-18. http://ejournal.upi.edu/index.php/edujapan/article/view/7550/0 https://www.lang.nagoya-u.ac.jp/nichigen/menu7_folder/symposium/pdf/2/08.pdf https://www.lang.nagoya-u.ac.jp/nichigen/menu7_folder/symposium/pdf/2/08.pdf http://pj.ninjal.ac.jp/gairaigo/report126/houkoku3-6.pdf https://ci.nii.ac.jp/naid/120006010658 https://www.weblio.jp/content/%e8%b5%b4%e3%81%8f http://ejournal.upi.edu/index.php/edujapan/article/view/7550/0 65 biography of author i gede oeinada is currently a doctoral student studying at udayana university, bali, indonesia. he accomplished his master’s degree in 2009 from udayana university, majoring in linguistics. his interest is in semantics, translations, and japanese linguistics. since 2010, he has been teaching in the japanese literature department, faculty of humanities, udayana university. he is also a member of asbji (indonesian japanese language education studies association), mli (the linguistic society of indonesia), and persada (the japan alumni association). e-mail: gede.oeinada@unud.ac.id sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 2, july 2021, pages: 248-256 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i02.p10 248 shift in theme-rheme on translation the disyinction of kawitan temple systemic functional linguistics perspective putu agus bratayadnya, email: bratayadnya@gmail.com (indonesian institute of the arts), bali-indonesia i nyoman suparwa, email: nym_suparwa@unud.ac.id, bali-indonesia made sri satyawati, email: srisatyawati@gmail.com, bali-indonesia article info abstract* received date: 4 february 2021 accepted date: 17 february 2021 published date: 31 july 2021 keywords: source, target language, nominal group, loss and again, and equivalence. translation text has very important role in tourism market since bali become very popular in tourism world. one of translation text used as media for bali tourism promotions is why bali is known as ”the island of thousand temples”. the text is written in two languages, namely english as the source language and indonesian as the target language. there are several differences between the source and the target languages in formulating language as message. such differences were analyzed from systemic functional linguistics point view. the theory used to analyze is the theory of clause of message taken from halliday. this is qualitative research, namely by approaching the theory clause as message, theme and rheme. themes of the clauses used in both of texts were compared and analyzed. the result of the research suggested that topical themes were mostly used in the source language, while textual theme was also found in the target language. the themes used in the target language get shifts which resulted to loss and again. the phenomenon causes between the source and the target gets far from equivalence which makes the readers/listeners have different interpretation to the message of the clauses. 1. introduction bali is very famous in tourism world because of the culture. however, many guests from other countries do not understand about culture which can be found in others since balinese culture embeds with hinduism developing in bali. to comprehend balinese culture, comprehending local language is needed much because the culture will be told through spoken or written media. in present time, language does not become obstacle to comprehend balinese culture since there some kinds of media which promote balinese culture by using two languages, english-indonesia written texts such as: book, brochure, magazine, and others. text of why bali is known as the “island of a thousand temples” is one of written texts in a book which promotes balinese culture in two languages, english-indonesia. the book consists of number of topics which involve temples existing in bali. the existence of the book helps either domestic or international guests who want to know about bali. therefore, the book cannot be ignored in the balinese tourism promotion. one the topics issued in the book is the distinction of kawitan temple. the topic describes what kawitan temple is in two languages, english-indonesian. the topic gives some advantages mailto:bratayadnya@gmail.com mailto:nym_suparwa@unud.ac.id mailto:srisatyawati@gmail.com 249 for communities such as; (i) is useful for the persons who do not understand balinese, they get information from english or indonesia, (ii) is useful for persons who begin to study english by comparing the two languages. (iii) is very useful for students who concern to applied linguistics especially in contrastive analysis. for the students of linguistics, the text is viewed as an important subject matter since the clauses in the source language used to describe the information get shifts in the target language. linguistically, the clauses used in the source and the target languages can be analyzed many aspects of linguistics. language embeds social and culture, so the meaning of the language is resulted from social interaction (halliday, 1978). social and cultural aspects involve many aspects such as; (i) what is going on, what the topic is discussed, (ii) who speak, (iii) to whom speak, (iv) how to speak, and many others. because of those aspects, it is very clear that one language is different from other languages. the differences are caused by social and cultural factors, individual factor as well. social and cultural factors are found in the terms of the source and the target languages. there are a lot of terms from the source language which cannot be found in the target language. semantic approach is used as tool of transferring meaning. in transferring meaning, typology of the two languages become concern for linguists since culture influences the structure of languages. in addition, personal character, background and others give contribution for language comparison. based on those explanation, there are at least aspects which must be comprehended such as; (i) ability in understanding the source and the target language, (ii) ability to comprehend context of situation, (iii) ability comprehend the two ideologies (bell, 1991). in transferring meaning, the translator try to prevent the message conveyed through the clauses. however, as mentioned above, typology and the personal style in translating cause the differences of structure clauses in both languages in which the semantics embeds. it means that differences of structure cause the meaning to get shift. one of the different structures which can always be found in translation text is textual clause between the source and the target languages. textual analysis is associated with clause of message, it is related how language is formulated as the message, it involves theme and rheme analysis (halliday, 2014:88). the translation text of the distinction of kawitan temple contains many differences in structures of textual clauses. the differences make the meaning get shift from the source language into the target language. this research focuses on the analysis of sift in theme-rheme on translation the distinction of kawitan temple. the theory used to analysis for this research is the theory of clause of message proposed by halliday (2014). 2. research methods this research used qualitative research since the research concerns to phenomena in the translations and uses the theory as the base of analysis (steen, 2007). the data were taken from the translation of the distinction of kawitan temple from the book of bali is known as the “island of a thousand temples written by wiana (2003). the text was chosen because the text contains number differences in clause as messages in which result to difference semantic analysis. the technique used to identify the data was by separating the start point of the clauses based on the theory of clause as message (halliday, 2014:88). both of the themes were compared from the theme point of view then themes were analysis based the theory of clause as message. the elements of the themes were construed based on the classes and the functions of lexes. the classes and the functions were identified based on the analysis of group and phrase from systemic functional linguistics (sfl) proposed by halliday, (2014:361). 250 both of the clauses are presented in the paper. english clauses serve as the source language and indonesian clauses serve as the target language. both of the themes were analyzed then compared based on semantic approach. the semantic conveyed through the themes got shift. those sifts were observed how far the meaning sifts happened in the target language. literature review the aim of translation is to transfer the message from the source language into the target language by taking equivalence the meaning (larson, 1998:3). the meaning of language is resulted from language in usage in which it involves social context, namely context of situation, context of culture and ideology, it is called as text (halliday and ruqaiya, 1999). from that statement, it is very clear that languages develop in area which culture and social aspects influence the meaning. therefore, the source and the target languages have different meaning since every language has different social and aspects. translation is a text functioning to bring the equivalence meaning instead of the exact meaning from the source language into the target language. sfl is the theory of linguistics which focuses on the meaning which involves language in usage. sfl views that social interaction and language play an important role to create the meaning. every phenomenon that happens in communities can be analyzed from sfl point of view. translation is one of phenomena that happen in communities. sfl can be used as tool to analyze translation. that is the reason, sfl is called as applied linguistics. in translation, linguistically, there are many aspects which can be seen as the analysis matter. structure of theme and rheme of clauses become the prime concern for the research. structure of theme and rheme focuses on how the language is formulated as start point. halliday (2014) states that all of languages in the world applies theme and rheme. theme occurs in the initial position of clause. halliday emphasizes that theme of clause functions as (i) the purpose of the text, (ii) the relationship among participants, (iii) the kinds of the text. those functions can be seen from three aspects, namely: topical theme, interpersonal theme, and textual theme. topical theme is the theme of the clause comes in the subject of the clause when we see clause traditionally. theme as topical theme is filled with nominal group simplex or complex. nominal group is constructed by number of aspects such as: (i) deictic, (ii) numerative, (iii) epithet, (iv) classifier, (v) thing, (vi) qualifier. when the topical theme is filled with nominal group, it is called unmarked theme. nominal group is often in nominalization derived from participant, circumstance, and process. the density of nominal group is associated with the character and whom the text is for. topical theme also involves circumstance. it can be in nominal group or preposition phrase. the topical theme happening in circumstance is called marked theme. interpersonal theme is associated with languages used as social interaction. it involves modalities, yes or no question including the answer of the question, vocative clause, minor clause, and expletive clause. interpersonal theme indicates that the text involve dialog to support the language expressed by the narrator. in other word, interpersonal theme is found in the narrative text. textual theme is theme happening in conjunction or continuative. textual theme concerns to the purpose of the text through the conjunction used to link from one clause to another clause. halliday (2014) emphasizes the kinds of conjunction used as in a text in which it can be used to identify the aims of the text. halliday emphasizes the functions of conjunction in a text such as: elaboration, extension, and enhancement. elaboration conjunction functions how to elaborate the main idea conveyed through the first or the main clause. the existence of these conjunctions leads the listeners/readers comprehend the idea of the text. extension conjunctions function to 251 add in formation conveyed through the first or the main clauses. these conjunctions indicate that whether or not the information is accompanied with others. the enhancement conjunctions are related to circumstance such as: how, where, why, when, and condition. 3. discussions based on the research, there are seven themes getting shifts in the text of the distinction of kawitan temple from the source into the target languages. the research describes the shifts found in the text as below. text 1 the source language the temple in the family home is called sanggah or merajan kamulan the target language tempat pemujaan leluhur di lingkungan keluarga inti disebut merajan kamulan ‘the place where the ancestors are worshipped in the main family environment is called merajan kamulan’. the source language uses theme the temple in the family home categorized as nominal group complex, hypotactic enhancement since the nominal group is expanded with circumstance stating place or location. the word the functions as deictic (halliday, 2014:365) which indicates definite reference. in other word, the word the above refers to entity related to the temple which was already mentioned before. therefore, the word the embeds context of situation which is understood by both writer and the readers. the theme in the target language tempat pemujaan leluhur di lingkungan keluarga inti belongs to nominal group complex, hypotactic enhancement in which the word the mentioned in the source language is not found in the target language. it is very clear that the target language does not use deictic. this is the reason that the target language gets loss. the nominal group temple mentioned in the source language is translated into tempat pemujaan leluhur ‘place where we pray for ancestor’. the translation of the nominal group tempat pemujaan leluhur is the definition of the nominal group temple so this phenomenon is called grammatical metaphor (heyvaert, 2003:67). the source language is the metaphor in nominalization, while the translation is called the congruent since the translation is understood by more people. the nominal group family home in the source language is translated into lingkungan keluarga inti ‘the main family environment’. the nominal group in the source language has head home translated into lingkungan ‘environment’. it is very clear that the source and the target languages get shift in semantic perspective. the word home in the source languages has smaller scope than the translation environment. halliday et.al (2004) the source language is the taxonomy of the target language since home is part of lingkungan. the meaning conveyed through the translation becomes more general than it should be. the word inti ‘main’ is not found in the source language that is the reason the translation gets again (larson, 1998). text 2. the source language the balinese hindu members name hilt a kamulan. the target language umat hindu di bali menyebut bagian hulu itu kamulan. ‘hinduism in bali call the hilt a kamulan’ 252 semantically, the two themes are different. the two themes above can be described as follow. the source language the balinese hindu member deictic classifier classifier head the target language umat hindu di bali head classifier qualifier the theme in the source language consists two classifiers balinese and hindu, while the target language has one classifier, namely hindu. classifier balinese found in the source language is translated into di bali ‘in bali’ functioning as qualifier since the translation functions to expand the head in circumstance. the qualifier realized by circumstance functions to limit the scope of the head. therefore, semantically, the theme in the source language is interpreted as all of people who hold hinduism wherever they live, while the theme found in the target language is interpreted as people who hold hinduism and live in bali. the word the functioning as deictic is not found the translation in the target language. the deictic serves as scope limitation of reference. such deictic refers to context mentioned in previous clauses. due to this phenomenon, the translation of theme is not equivalence. text 3. the source language the holy bible bhagawad gita (ix, 25) tell us ……………… the target language di dalam bhagawad gita (ix, 25), disebutkan menyembah butha ………… ‘in bhagawad gita (ix, 25), it is said that worshiping butha ………………..’ those themes are different, in the source language, the theme is unmarked theme filled with nominal group functioning as sayer since the clause uses verbal process. in contrast, the theme in the target language is marked theme realized with circumstance location. from those themes, it is very clear that the translation is far from equivalence since the theme found in the source text functions as if the theme could do as what human does such as telling something. whereas the theme found in the target language functions as circumstance. it means that the information or idea is available in the holy book bhagawad gita. the theme in the source language the holy bible bhagawad gita is nominal group complex paratactic elaboration (halliday, 2014:560) since the word holy embeds the meaning of pure. the word bible is associated with holy book which is used as guidance for the life. therefore, the theme seems to be repetition which causes redundancy. the theme found in the target language is mentioned as bhagawad gita. this phenomenon makes the readers who do not understand about bhagawad gita confused about the function of the book whether or not it is holy. from that explanation, the translation viewed from the theme does not make it clear between the source and the target languages. text 4. the source language the one that needs to be understood is the fact of worshiping butha the target language 253 namun, yang perlu dipahami adalah hakekat menyembah butha. ‘however, what must be comprehended is principle of worshiping butha the source language uses the theme in nominal group in which one functions as head. the head is expanded with the relative clause. there two themes found in the target language, namely conjunction and noun clause. the word the found in the source language and functioning as deictic is not found in the target language. the deictic functions to limit the method or way of doing something. therefore, the existence of the deictic indicates that there is only one way that must be done to get understanding. as mentioned above, the themes in the target language are conjunction and noun clause. the conjunction used in the target language is namun ‘however’ indicating as extension conjunction (halliday, 2014:613). the conjunction is textual theme which suggests adversative or contradiction between the first clause and the second clause. the function of the conjunction emphasizes the following suggestion or idea which must be done. the second theme is realized with nominal clause. therefore, syntactically, the theme in the source language gets shift, that is from nominal group into clause. semantically, the theme in the source language emphasizes the way of worshiping butha, while the theme in the target language emphasizes the basic concept of worshiping butha. it is very clear that the message conveyed through the clause is deferent. in other word, the theme in the source language needs action, while the target language is comprehension about concept or purpose of worshiping butha. text 5. the source language clearly, a padharman is a place to adore dewa/pitara the target language ini sangat jelas bahwa padharman merupakan tempat menstanakan dewa/pitara. ‘it is very clear that padharman is the place to adore dewa/pitara’. the source language uses circumstance as marked theme. based on the form the clause, the clause embeds interpersonal meaning since the clause contains proposition. the proposition can be seen from the usage of theme. the circumstance clearly function as modality adjunct (halliday, 2014:192). the circumstance states the expression related to writer’s angle. the writer emphasizes his belief based on the experience. the target languages uses theme in relational process clause, intensive attribution (halliday, 2014:268). the attributive is adjective associated with quality. the adjective derives from the circumstance used as the theme in the source language. the theme in the target language is superordinate clause in the clause complex. the rheme of the target language is embedded clause stating the definition of padharman built by balinese hindu communities. the two themes above are different from syntactical point of view, namely the source language uses modal adjunct, while the target language uses theme as clause stating general perception. semantically, the theme in the source language indicates writer’s view for the function of the padharman. in contrast, the theme in the target language indicates general view. it means that all balinese hindu communities know the function of padharman. in other word, the theme in the target language states conventional perception. those reasons make the themes of the source and the target languages not far from equivalence. text 6. 254 the source language one important question is why all hindu families……………… the target language suatu pertanyaan penting yang harus diingat adalah …………………. ‘one important question that must be remembered is …………………’ both themes mentioned above are in nominal group, the theme found in the source language consists of three elements. meanwhile, the theme used in the target language consists of four elements. here is the comparison of the themes found in the source and the target languages. the source language the target language one important question suatu pertanyaan penting yang harus diingat deictic epithet thing one question important that must be remembered deictic thing epithet qualifier based on the tables shown above, the theme used in the source language is nominal group that consists of deictic, epithet, and thing. the theme focuses on question. meanwhile, the theme used in the target language the question that must be concepted in the mind. the target uses qualifier as expansion of the head pertanyaan ‘question’. from those themes, there is difference of modality embeds in each theme. theme in the source language embeds proposition meaning since the theme focuses on question. the question is associated with idea which requires explanation using perception (halliday, 2014). in the target clause, theme has proposal meaning since the qualifier states obligation realized with the word harus ‘must’ as part of obligation. it is very clear that the clause gets sift in speech function. text 7. the source language the form of adoring butha is with yadnya the target language menyembah butha berwujud yadnya. ‘worshiping butha forms yadnya’ the theme found in the source language the form of adoring butha is nominal group complex. the head of the nominal group form is elaborated with of adoring butha. the elaboration functions as qualifier in the nominal group complex. the theme in the target language is verbal group function as subject realized with menyembah buta ‘worshiping butha’. the theme of the source language focuses on the form or the way. in contrast, the theme found in the target language focuses on the process of doing. the word butha functioning as part of qualifier is not translated in the target language since the word embeds cultural aspect which can be found the appropriate word in the source language. the word butha gets shift from syntax point of view. it functions as part of subject clause in the target language. from that explanation, the source and the target languages are so different in the emphasis, namely the source language focuses on nominal group complex and the target language focus on the verbal group. the word form functioning as head of thing is translated into berwujud ‘form’ categorized as relational process in intensive (halliday, 2014). the word the functioning as deictic definite cannot be found the translation. 255 4. novelty the aim of translation is to transfer the meaning by maintaining the equivalences from the source language into the target language. however, the translation occurring in the text get many sifts either in structure or semantic perspectives. the themes found in the source language get shifts which cause the translation is far from the equivalencies. the phenomena are caused by not only the lexes embedding with culture, but it is also caused by personal style of language in usage. syntactically, the themes in the source language get shift for example from nominal group into relational process. the shifts are resulted from the different form of clause as message in the target language. therefore, semantically, shifts also happen in the translation. the qualifiers used in the translation have important role to make deviation from the source and the target languages. the personal style in translating is the greatest factor leading to be far from equivalence which makes the readers/listeners have different interpretation. 5. conclusion the text uses many lexical terms associated with culture, the translator feels difficulty finding the appropriate lexes in the translation. to maintain the meaning or message, elaboration by giving elaboration or definition, are the best ways done in the target language. in addition, personal style in using language gives contribution which causes deviation from the source into the target languages. the result suggests that there are six clauses which get shift in clause as message. the seven themes get far from the equivalencies from the source into the target languages. the shifts do not only occur in syntax level, but it also happens in semantic level. the syntax shifts occur in the lexicogrammar stratum. the semantic shifts happen in the scope of meaning and speech function. the word the functioning as deictic in the nominal group used as theme in the source language is not translated in the target language so the meaning of the translation conveyed through clauses cannot be as what the source text should be. references bell, roger t. 1991. translation and translating theory and practice. london: longman. halliday, m.a.k, 1978. language as social semiotic. london: edward arnold. halliday, m.ak. and ruqaiya hasan. 1999. language, context, and text: aspect functional of language in social-semiotic perspective. new york: deakin university. halliday, m.a.k. et. al. 2004. lexicology and corpus linguistics an introduction. london: continuum. halliday, m.a.k 2014. halliday’s introduction to functional grammar. london: rothledge. hatim, basil. 2001. teaching and researching translation. england: longman. heyvaert, liesbet. 2003. nominalization as grammatical metaphor on the need for radically systemic and metafunctional approach. in grammatical metaphor viewed from systemic functional linguistics. anne-marrie et.al (editors). usa: john benjamins publishing company. larson, mildred l. 1998. meaning-based translation a guide to cross-language equivalence. new york: university press of america inc. schlepprell, marry j. 2004. the language of schooling a functional linguistics perspective. london: lawrence erlbaum associates, publishers. suardana, i ketut. 2020. expansion clause in pan balang tamak. e-journal of linguistics, [s.l.], v. 14, n. 1, p. 151-163, feb. 2020. issn 2442-7586. available at: https://ojs.unud.ac.id/index.php/eol/article/view/57210>. date accessed: 14 nov. 2020. doi: https://doi.org/10.24843/e-jl.2020.v14.i01.p15. https://ojs.unud.ac.id/index.php/eol/article/view/57210 https://doi.org/10.24843/e-jl.2020.v14.i01.p15 256 wiana, ketut. 2003. why bali is known as the “island of a thousand temples”. berata ashrama. (editor). denpasar: bali post. biography of authors putu agus bratayadnya, s.s., m.hum was born on 29 th august 1982. he is currently a lecturer in indonesian institute of the arts (isi denpasar) from 2008 to present. he graduated his master’s degree in udayana university in 2006. in recent days, he has been studying in doctoral degree in the same university that he took his master and in the procession to complete his dissertation. his email addresses are at bratayadnya@isi-dps.ac.id and bratayadnya@gmail.com. his sinta id is at 6751499 is at and orcid id is at https://orcid.org/0000-0002-8779-2236 prof. dr. i nyoman suparwa, m. hum is a professor in udayana university, faculty of culture in denpasar, indonesia. sinta id: 5980001 ph. +62 817354717. email: nym_suparwa@unud.ac.id scopus id: 57194424523 /https://www.scopus.com/authid/detail.uri?authorid=57194424523 orcid id: https://orcid.org/0000-0003-1544-933x dr. made srisatyawati, ss., m.hum is a senior lecturer and currently is a dean of faculty of culture in udayana university in denpasar, indonesia. her email addresses are at srisatyawati@unud.ac.id and srisatyawati@gmail.com. her sinta id is at 5980924 and orchid id is at https://orcid.org/0000-00034136-0515 mailto:bratayadnya@isi-dps.ac.id mailto:bratayadnya@gmail.com https://orcid.org/0000-0002-8779-2236 mailto:nym_suparwa@unud.ac.id https://www.scopus.com/authid/detail.uri?authorid=57194424523 https://orcid.org/0000-0003-1544-933x mailto:srisatyawati@unud.ac.id mailto:srisatyawati@gmail.com https://orcid.org/0000-0003-4136-0515 https://orcid.org/0000-0003-4136-0515 sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 1 january 2022, pages: 59--68 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i01.p06 59 conflict of the main characters in steel’s silent honor i made aditya ramajaya english department, faculty of humanities, udayana university email: adityaramajaya80@gmail.com i wayan mulyawan udayana university corresponding author: moelya01@gmail.com i gusti ngurah parthama udayana university email: ngrpart77@yahoo.com article info abstract* received date: 30 jun 2021 accepted date: 12 july 2021 published date: 31 january 2021 keywords:* character, conflict, psychology, motivation this study aims to determine the psychological conflict "hiroko" as the main character in steel's silent honor story. the data of this study are taken from the story "silent honor" by danielle steel through the documentation method and note-taking technique. the data were analysed qualitatively by two major theories applied in this study: literary theory and psychological theory. the data are presented in a descriptive narrative according to the adapted theory to get a conclusion. the result showed that psychologically, hiroko has the basic needs of an ordinary human. she needs kind and respectful treatment from those around him, especially from americans. furthermore, all aspects of motivation such as appetite, desire, emotions, feelings and attitudes make hiroko's personality more complete. this motivational aspect is what makes her a hard worker and an independent girl. 1. introduction literature includes writings that are valued as a work of art, in which many aspects of humanity are involved. literary works can be classified into two parts: imaginative works of art and non-imaginative works of art. a literary work is created based on the imagination of the writer, and it generally reflects the social condition, which uses the social surrounding as the foundation. both the imaginative works of art and the non-imaginative works of art can present and describe the events in our society. according to wellek and waren (1962:14), imaginative works of art is a non-factual story such as poetry, drama and prose. on the contrary, the nonimaginative works of art is a factual story such as biography, history and personal letter. in literary work, especially novels, there is various kind of problems, which take place in the daily life of human beings such as psychological conflicts as its component. the story of silent honor by danielle is the object of study in this library research. the character in this story https://ojs.unud.ac.id/index.php/eol/index mailto:adityaramajaya80@gmail.com mailto:moelya01@gmail.com mailto:ngrpart77@yahoo.com 60 has great pressure, which is influenced by psychological conditions, particularly in making decisions related to conflict and problems. this story is a fascinating object of study since the story carries some moral messages that could be applied in everybody's life. another point of interest in this story is that because the writer of the story, namely danielle steel, is famous. as a writer, she is quite successful in bringing up the common issue in human life. in short, this story is worth reading and analysing. the problems of the study can be formulated as the following: (a) what kind of psychological conflicts are faced by the main character in the story “silent honor” ? (b) how does the main character face his/her psychological conflict? 2. research method methodology is a method and principle of doing something. it is necessary for conducting scientific research because this is a procedure that is used to comprehend the object of the discussion. this study is a descriptive qualitative research of silent honor novel written by steel and published in 1996. the method of collecting data of this study is the documentation method, which is through reading the story intensively and taking notes to know and understand the context of the story. then, finding out the statements that belong to intrinsic elements especially related to the psychological aspect of the character. the data collected is descriptively analysed based on the theory of literature and psychology to answer the problems of the study. sudaryanto, (1993) proposed two methods in presenting data analysis: informal and formal. the informal method means presenting the analysis data by using words and sentences, whereas the formal method uses tables and symbols. the data and analysis of this study were presented informally through words and sentences. 3. theoretical basis character is one of the most important elements of the short story. the most significant way of presenting the characterisation of a character in a story is through his/her action. although sometimes the characters are not human, mostly it is a human that usually could be recognised through his/her personality. therefore fictional characters are alive while they are read (kennedy, 1991:77). according to kenny (1966:21), a character is the actor of the story. he also stated that a character is relevant if many people like him/her in real life. all of us tend to think of a story in terms of problem and solution, conflict and response, tension and resolution, question and answer, as well as mystery and revelation. warren (1962:35) states that there are some types of conflict in which he is categorised into two major classes such as internal and external conflict. internal conflict is a kind of conflict that deals all with himself, perhaps for an idea, decision, feeling and others. on the other hand, the external conflict covers the conflict between: the character and other characters; character and society; character and environment. according to warren and wellek (1966), the psychology of literature can be meant as many things, such as; the psychological study of the writer, as a type and as an individual, the study of the creative process, a subdivision of the psychology of art, the study of the psychological types and laws present within works of literature and the effects of literature upon its readers (audience psychology related to literature and society). psychological aspect includes the psychological background such as attitude, feeling, and ambition. psychology is much related to human life and analysing the chapter roles. psychology can be defined as the scientific study of the activities of individuals. 61 all of this is represented through the elements of the story. the intrinsic elements in a novel are the elements that directly contribute to the story. the intrinsic elements are the theme, setting, character, plot, point of view, style and tone, and structure and technique. in literature, the theme of work is seldom stated directly. it is an abstract concept indirectly expressed through recurrent images, actions, character and symbols. the theme is the comment, observation, or insight about the subject of the story. kenney (1966: 38) states that setting refers to the point in time and space at which the events of the plot occur. settings are important. it symbolises the emotional state of character. according to kenney (1966:24-25), the character is expected to be natural or life alike. a human being can live freely, but the fictional character is never entirely free because it is a part of an artistic whole and must always serve the needs of that whole. in other words, character are the imaginary people that the writer creates, sometimes identifying with them, sometimes judging them. character in the novel or any kind of literature can be recognised through connections or clues of their function and significance in the story. it is governed and limited by the plot. di yanni (1994: 2) states that plot is the sequence of events in the story which the author artistically arranges. an effective plot must include the sequence of an incident that correlates with each other. it simply means that one thing happens because of the result of something else. the plot makes us aware of events, not merely as elements in temporal series but also as a complex shape of cause and effect (kenney, 1966: 13-14). the elements of plot structure are divided into beginning, middle, and end. it begins with an exposition, the opening portion that sets the scene to introduce the main character, tell about what happened before the story opened, and provide any other background information that is needed in order to understand and care about the events to follow. these plots develop series of complication that leads to the moment of great tension. the conflict may reach climax, and then the action falls into the resolution. alternatively, in short, we can describe the plot structure in terms of beginning takes us from exposition to the initial statement of conflict; the middle, from conflict through complication to climax; and the end from climax to resolution. in forming the particular plot of a story, the writer may be expected to follow certain laws (keeney, 1966: 19). point of view is sometimes called narrative perspective. there are two general narrative points of view, first-person (i) and third person (he, she, they). when the story is told from the inside, it means a story is told by one of the participants, and it is called the first-person narration as the narrator naturally uses the first personal pronoun "i" in referring to himself. when the story is told from the outside, and usually nameless narrator, who is the author of the fiction work, it is called a third-person narration (kenney, 1966: 48 ). every literary work possesses the quality of style and tone. style is the verbal texture of literature. in short, everything the author does with a word, including his way of arranging words into such larger units as sentences. for simplification purposes, consider this topic under three headings: diction, imagery, and syntax (kenney, 1966: 60). diction is the author's choice of words: imagery is the pictorial quality of a literary work achieved through a collection of images; the syntax is the arrangement and grammatical relation of words, phrases, clauses and sentences. according to kenney (1966: 69), the tone is the expression of attitudes. in spoken language, the intonation of voice can reveal the tone and suggest the attitude. in written language, including the language of fiction, the tone is that quality, primarily a quality of style that reveals the attitudes of the author toward his subject and toward his audience. there are three elements of structure and technique in writing fiction: description, narrative technique, and dialogue (kenney, 1966: 74-75). the description refers to the direct presentation of the qualities of the person, place, or thing. the effective description is not merely a matter of the writer's including all he can think of. instead, the writer must select those details most 62 appropriate to his purpose and arrange this detail to ensure that his purpose is fulfilled. the narrative technique is the way of telling a story. there is a panoramic and scenic technique. the scenic resembles in its manner of presenting a scene from a play or movie. the essence of the scenic is its presentation of the moment by moment action, often involving dialogue. dialogue is a means of satisfying the reader demand for concreteness. although description can tell us a great deal about how a character and sounds, the best way to find out how a character sounds is to listen to him talk. this technique can be an important means of revealing character, emotional tension, and conveying information to the reader. intrinsically, psychology is related to the psychological background of the character in the story. moreover, extrinsically it is related to the authorship factors and the creative process. according to wellek and warren (1973:81), the psychology of literature is considered the study of the creative process and the study of the psychological type and laws present within work of literature or the effects of literature upon its readers that we call audience psychology. many factors can cause the changing and development of personality. carson in pratiwi (2006:17) states that more than any other human characteristic, a mental capacity unites is influenced by heredity and environment in a most intimate and detailed way. then he adds that almost every action and behaviour pattern in an adult is environmentally specified in the sense that experiences with the environment play a role in determining it. nevertheless, if the instrument on which the recording was made distorted the original experience, future action concerning previous experience may be curious, unpredictably confused, fearful, and antisocial. according to berenhardt (1953: 32), all development on both heredity and environment, some features of this development depend directly on heredity factors then environment. the colour of the eyes and the degree of general intelligence of the individual are determined largely by heredity. in short, we say that heredity influence the psychological aspects of persons. however, personality, character and temperament, or psychological aspects are more than the result of environmental influence. meanwhile, sartain et al. (1958) propose that all behaviours, the social, psychological, and physical, are the product of the interaction of heredity and environment in the elaboration of character and influence in our behaviour, growth, and life process except the genes. the composition of our environment can be divided into three parts: external environment, internal environment, and social environment. according to berenhardt (1958: 45), there is a reason for everything that we do. all human activity has some causes. it is often difficult to find this cause or decide which of the thousands of possible influences determine any particular action. our knowledge of human activity will have to advance considerably before the aim of psychology is attained to predict what particular response wh follow a particular motivation. at present, we can do this only in general terms. to be able to predict what success an individual will achieve in life or m occupation, we need to understand his abilities, his past experiences, and his motivation. to predict what a person will do in any given situation, we need to understand his habits, his natural condition, and what happened at that time. it is very necessary to know something about the kind of influences that affect and direct human activity. human beings have few ready-made forms of behaviour and few instincts. instead, we find that almost all human activities are flexible to any modification or change during the lifetime of the individual. all human activities are the subject of learning. this learning itself has a cause or is motivated by something. such factors are as appetites, wants, emotion etc., seems to be the driving motives. kenny (1966: 19) states, “the conflicts with which fictions concern itself are of many kinds. a story may deal with a conflict within a single woman, a conflict between man and 63 nature”. furthermore, kenney (1966:19) proposed that the conflicts that fiction concerns involve many kinds of conflict. the incidents of conflict that happen in the real world and are narrated in a fictional story are classified into some kinds: the conflicts based on the kinds of their origins from which they come and on the kinds of the dimensions of the human’s conflicts. conflict is also determined as any struggle between any opposing forces of the character. it usually happens with the main character is struggling with any other forces. this conflict, then, becomes the one that runs a story and forms the storyline. it is also to make readers get involved in the story as the reader feels the struggle faced by the main character. without conflict, a story would be meaningless and without purpose. the main character who faced a conflict in a story may find that he would deal with a single man, between man, between man and society, and between man and nature or environment (kenney, 1966: 21). 4. discussion characters in the story are expected to be more natural or life-like. human beings are free, but the plot and artistic value limit characters in a short story. it can give a psychological impression to the readers, as it can be taken as of our consciousness in our real life. this story describes how a girl shows her respect to her parents and her great efforts to keep maintaining her honour and dignity in a foreign land. the analysis of the main character "hiroko" is supported by analysing the other characters included in the story: masao takashimaya, hidemi, yuji, takeo, reiko, peter jenkins, sally, tami, tadashi, anne spencer, and sharon william. in this story, hiroko faces a dilemma in her life. she feels in love with an american, but she is afraid that her family disagree with their relationship. it can be seen from the dialogue below: "i want you near me all the time. i want to take care of you...i'll go back to japan with you, if i have to" said peter. "oh, peter" hiroko said, overwhelmed by what he was saying. she could only begin to imagine what her mother would say. she would be appalled at hiroko's behavior. and even her cousin would be shocked, but peter read her mind as he took her hand in his and kissed it. (danielle steel, 1997 : 117) "what are we going to do peter-san ?" hiroko asked him then, looking deeply trouble. she didn't want to hurt anyone, or betray her ancestry. she had not come to america to disgrace her family, or damage their honor. yet a part of her told her that she had come here to find him, and she could no longer turn away from what had happened. "what do you think your father will say?" peter asked, looking anxious. "i don't know peter-san, she said honestly." it will be great shock to him. (danielle steel, 1997: 122) the above dialogue shows that hiroko is afraid her family disagrees about her relationship with peter. she has no desire to hurt anyone or defy her family. she just wants to be together with her boyfriend and hopes that everyone will come to understand it. in this story, hiroko faces many conflicts or problems with her friend at st andrew's college. it can be seen from the expression below: "what are you doing in this school?" anne asked, sitting down on her bed in total frustration. "i came here from japan because my father wished it," hiroko said simply, still unclear as to why anne was so angry that they were roommates. 64 "so did i, but i don't think he had any idea who i'd be going to school with," anne said meanly. she was a pretty girl, but she was spoiled, and she had all the prejudices of her class, and against all oriental. in her mind, "japs" were all servants, and far beneath her. (danielle steel, 1997: 91 ) "i guess," sharon said as she lit a cigarette. they were strictly forbidden to smoke anywhere on campus, but she didn't care. "you must not do that, "hiroko warned. you could smell the smoke easily, and they would both get in trouble. and half an hour later, when another girl walked in to talk to sharon and saw the butts, she went to the monitor and told them that hiroko had been smoking. sharon didn't confess or tell them it wasn't hiroko. there was nothing hiroko felt she could do except take the blame herself, which seemed the honorable thing to do, and she sat in her room and cried afterward at the disgrace of being on probation. (danielle steel, 1997: 126) from the above expression, we can see that people at school did not like hiroko. all of them were against her just because she is japanese. it is a sad lesson for hiroko, but she faces it patiently. it is stated in chapter two that this type of conflict involved a conflict between a character with law or culture. in this story, hiroko is presented as a japanese girl that is naturally oldfashioned, but when she is in california, she must be changed her japanese custom. it is hard for her to make herself like an american. it can be seen from the expression below: hiroko came slowly downstairs in a dark grey kimono, with a serious air, and she looked sadder than he had ever seen her, in the somber color. she bowed to peter, as she always hand this time, her cousin reached out a hand and touched her shoulder. "hiroko, don't do that anymore. right now, it's important that you don’t stand out anywhere. even here, itť's better if you stop bowing." hiroko looked shocked by what he had said. she couldn't afford to be different anymore. everything was changing. (danielle steel, 1997: 142) and the main task hiroko seemed to have set herself was to become as american as she could. takeo hadn't seen her in a kimono in almost two months, she never bowed or called him " san " anymore, and she had seriously begun to improve her. (danielle steel, 1997 : 178 ) the above expression shows that hiroko has listened carefully to all of her cousin's warnings. no kimonos, no bowing, and no speaking japanese in public. she has to make an effort not to be different from an american. concerning the aspect of appetites, hiroko also has a want. “wants" are the thing people would like to have but do not absolutely need to survive. want is one aspect of human motivation 65 that influenced hiroko's character. hiroko wants to have many friends at st andrew's college. it can be seen from the expression below: "it's their loss, hiroko. you'll make friends there eventually. just be patient. reiko said to hiroko. ( danielle steel, 1997 : 94 ) "it is very difficult to be from another place, " hiroko said sadly. i did not know in california, it would be like this." she had expected to like school, and to make friends. ( danielle steel, 1997 :98 ) on sunday morning, hiroko went to play tennis with three girls who had signed up. they were polite and pleasant to her, although one of the girls seemed to hesitate when she arrived. but after a few minutes, she didn't seem to have any objection to playing with hiroko. hiroko and her partner won the doubles game, and the girls had lemonade in the cafeteria, and chatted amiably about the game. they told hiroko they'd like to play with her again, and for the first time in three months she felt as though she'd made some friends. ( danielle steel, 1997 : 129 ) the above expression shows that hiroko tries to make friends, but it is difficult for her to find friends because she is japanese. hiroko is a kind-hearted and cool-minded girl. although in a terrible time, she always tries to control her emotion. these can be seen from the dialogue below: "what do you want ?" anne spencer snapped at her, still furious that they had refused to move her. "nothing, anne-san," hiroko apologised, bowing before she thought of stopping herself. “ i am very sorry if i disturbed you. "i just can't believe that they'd put us in the same room." anne stood glaring at her, unaware of how rude she was. ( danielle steel, 1997 : 91 ) "what do i care about christmas ? " sally had spat at her lying on her bed when hiroko had asked her to go with her and tadashi. “ and why are you taking him anyway ? if he's so crazy about you, why don't' you get married ? "i don't think that's any of your business, " hiroko said coldly. she was tired of her. sally was rude to everyone ( danielle steel, 1997 : 337 ) sally made a comment about some girls going from one man to the other. "what does that mean “ hiroko asked her bluntly, hurt by what she’d said, and the obvious implication. "you know what i mean, “ sally said, looking angry, and sounding surly. "perhaps i do, “ hiroko admitted to her, “ but i do not like it. i do not go from one man to any other man. "i'll bet, “ sally said, and left the room while hiroko tried to control her temper. 66 ( danielle steel, 1997 : 340 ) hiroko is a shy girl, and also she likes to help everyone. it can be seen from the expression below; "but i know it's not easy. we probably all seem pretty strange to you. reiko smiled at hiroko then, and hiroko looked down at her lap and smiled shy. she had scarcely the courage to look at any of them, and the moment they spoke to her, she looked down, and seemed deeply embarrassed. hiroko was the shyest person sally had ever seen. ( danielle steel, 1997 : 54 ) "you were a big success. “ reiko said, and meant it. everyone loves meeting you, hiroko. and i’m sure it wasn't easy. “ the young girl blushed, and went on helping with the dishes in silence. hiroko was so shy that it still surprised all of them. ( danielle steel, 1997 : 68 ) hiroko stayed in the kitchen to help her aunt reiko. reiko was impressed with how quickly and competently hiroko did everything. she was the quietest, most efficient girl reiko had ever seen, and in spite of her obvious shyness, she knew exactly what she was doing. ( danielle steel, 1997 :61 ) november was slightly easier for hiroko. sharon started having trouble in school and hiroko volunteered to help her with her studies. sharon hesitated at first, but in the end she was grateful for hiroko. ( danielle steel, 1997 : 101 ) the doctors were sure the little girl wouldn’t live the night, but hiroko sat with her tirelessly and refused to home. reiko watched her struggling to keep the child alive. hiroko worked with her incessantly for three days, and the finally the fever broke, and the doctor said she would recover. hiroko had saved the little girl, she had done what they couldn’t, without medicine. she done it with love and determination. the child’s mother thanked her, as hiroko smiled and left the infirmary. ( danielle steel, 1997 : 277 ) the above expressions show that hiroko is a shy girl and she is known as a kind person. she always helps everyone who needs her services. 5. conclusion based on the foregoing discussion, some points of conclusion can be drawn. as the main character of this story, hiroko is described as a shy girl, kind-hearted, hard worker and beautiful. in spite of her obvious shyness, she is a brave girl. in california, hiroko has a sad experience. since the first time she starts her study at st andrew's college, she always faces many problems. all people at st andrew's college do not like her because american people are against oriental. in their mind, all japanese are a servant and far beneath them. the worst experience for hiroko 67 was when the japanese bomb pearl harbor. it is an extremely serious assault on american soil. the world is at war, and she is part of it. the most horrible of all, she is the enemy in a foreign land. that is a sad lesson for hiroko to learn, but she faces it quietly and bravely. psychologically, hiroko has a basic needs of an ordinary human. she needs freedom from her parents to make her decision, and also needs good treatment and respect from the people around her, especially from the american people. hiroko's motivation is to get self-assertion from other people. all the aspects of motivation such as appetites, want, emotion, feeling, and attitudes make the personality of hiroko more complete. this motivation makes hiroko work hard and not dependent on other people. references: adler, alfred. 1956. the individual psychology. london: george allen and unwin ltd. berenhardt, karl s. 1953. practical psychology. toronto: mcgraw hill book company. int. diyani, robert. 2001. literature reading fiction, poetry, and drama. the mcgraw hill companies. honby, a.s. 2005. oxford advance learner's dictionary. london: oxford university press. kenney, william. 1966. how to analyse fiction. new york: monarch press. kennedy, x.j. 1991. an introduction to fiction, poetry, and drama. new york: longman. sartain, a. quinn. 1958. understanding human behaviour. new york: mcgraw hill book company. inc. steel, danielle. 1997. silent honor. canada: random house, inc. wellek, rene and austin warren. 1962. theory of literature. new york: penguin book. 68 biography of authors i made aditya ramajaya is an undergraduate student at english department, faculty or arts, udayana university. this article is made as one of the requirement to obtain sarsaja sastra degree. i wayan mulyawan is an associate professor in english department, faculty of arts udayana university bali. in the last four years, he has focused his research to explore public signs in bali. the research has covered many tourist areas in bali, such as kuta, sanur, batubulan and ubud. the analysis covered the clusterization of outdoor signs, the impact of outdoor sign to local languages, representation of local vernacular in outdoor signs, and visual image analysis of outdoor signs. i gusti ngurah parthama, s.s., m.hum. is one of lecturers in english department, faculty of arts, udayana university. he completed his master degree in linguistics majoring translation studies. he teaches various subjects namely english skills, british american institutions, british american literature, and english for journalism. his major interests in research are pragmatics, discourse analysis, translation studies, and teaching english. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 2, july 2022, pages: 213--226 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i02.p07. 213 expressive acts in euphoria special episode part 1: trouble don’t last always 1 hotman nasution putera batam university, batam, indonesia, pb181210028@upbatam.ac.id 2 ambalegin putera batam university, batam, indonesia, ambalegin@puterabatam.ac.id article info abstract received date: 16 december 2021 accepted date: 24 december 2021 published date: 31 july 2022 keywords: expressive, illocutionary acts, pragmatics, speech acts the research identifies the type of expressive acts uttered by the characters in a special episode entitled euphoria part 1: rue – trouble don’t last always and the research implements norrick theory to analyze the data. then, the research designs the activity in qualitative method which shapes how the report of the analysis would be descriptively. in collecting the data, the research appropriates observational method and non-participation technique by sudaryanto. on the other hand, in analyzing the data, the research appropriates pragmatic identity method and matching technique by sudaryanto. the research found 26 utterances identified completely of the types of expressive acts; (2) apologizing, (1) thanking, (1) congratulating, (4) condoling, (5) deploring, (8) lamenting, (2) welcoming, (2) forgiving, and (1) boasting. lamenting is the most frequent expressive act as the central story of the episode where the main character shared their sorrow and regret to their friend. 1. introduction expressive acts has distinctive feature differed itself from other types of illocutionary. for instance, assertives attempts to match the world in their words and declaration attempt to mark change on the world with words. moreover, directives and commissive attempt attempts to make the addressee to do and to commit something. on the contrary, expressives does not have such feature because expressive attempts to express one’s psyche or the state of affairs (i.e. state of speaker-addressee) (searle, 2005). in other words, expressive acts arouse people concern through expression such as congratulate, apologize, lamenting, thanking, and to name a few. one of the phenomena of expressive acts occurs in an interview of meghan markle and prince harry. this instance is taken from the research conducted by nasution et al. (2019). int : your royal highness, meghan markle, congratulations to you both mm : thank you. https://ojs.unud.ac.id/index.php/eol/index 214 before the conversation occurred, meghan markle was just appointed as the new duchess of sussex. the interviewer (int), then, as the speaker praised markle (mm) as the hearer. having heard this, markle uttered in ‘thanking’ act indicated with explicit “thank you”. the speech act phenomenon in real life interview allows the possibility that other media could also capture such unconscious phenomenon. besides, movies and series are also a manifestation of human reality. there are displays of characters exchanging utterances just like human beings in conversation. in order to prove this, preliminary research needs to be conducted on the conversation of the character. below is one of the lines from the special episode entitled euphoria part 1: rue – trouble don’t last always. the episode displays two characters (rue and ali) in conversation in a diner who exchanged discussion of addiction, having no faith and hope, and struggling of being sober. rue: why the fuck did i do that? it’s fucking crazy and weird. (levinson, 2020, 05:22) in this scene, rue as the speaker was sharing her stories that she had just been heartbroken to jules, whom she had loved. however, jules left her. this resulted the bold utterance in which rue employed ‘lamenting’ act. she was not literally asking because she never intended to ask other to answer, but to herself. she said because she wanted ali to concern about her struggle, which determines ‘lamenting’ act. there are two other studies which studies expressive acts. first, tanam et al (2020) identified the types of expressive acts, the intended meaning, and personality differences in using expressive acts in baswedan and erdogan’s speech using theory of norrick (1978). in terms of identifying expressive acts, they found three types; condoling, deploring, and lamenting. the journal is similar with this research in terms of identifying expressive acts and theory, but different in terms of the data source and additional theory of intended meaning and personality. second, royanti (2019) identified expressive acts uttered in la la land movie using norrick’s (1978) and searle’s (1976) theory. the descriptive-qualitative research found 35 utterances in eight types; (10) apologizing, (10) thanking, (5) welcoming, (2) lamenting, (2) deploring, and (2) boasting. the journal is also similar in terms of identifying expressive acts with norrick’s theory, but different in terms of data source and additional theory by searle. these recent studies do not only mean to provide the relevance and the reference but these also account the possibility of conducting the research. this research sets objectives and significances. the objective focuses on identifying types of expressive acts using norrick’s (1978) theory. the identification bases on characters’ utterances of euphoria special episode part 1: rue – trouble don’t last always. furthermore, the objective ends on two significances contributing to the theory and the practice. theoretically, the result could prove the relevance of theory and provide the analysis as reference for readers. practically, the research helps reader to comprehend and utilize expressive act effectively in particular context. 1. 1. speech acts speech acts theory arose from the foundational thinking that human can perform action with language. the idea came from austin, a british philosopher of language who conceptualized theory of speech act. he delineated his basis concept that in uttering something, it does something (birner, 2013). in other words, there is an action when uttering something, or in the words of yule (1996), a performative utterance and, likewise, speech act brings changes to the world and the state of affairs (mey, 1993) as any action could bring by nature. accordingly, it is reasonable to define speech act as performing through utterance. therefore, in recognizing 215 utterance as such, austin (1962) recognized three important aspects; locution, illocution, and perlocution. locution is generally what is said, illocution is what is meant or intended, and perlocution is what they convinced them to do. 1. 2. illocutionary acts illocutionary acts is apt when investigating the intention behind the utterance. austin (1962) defined this part as having force within an utterance or, according to bakhtir (as cited in sembiring & ambalegin, 2019), an intention in the mind of speakers before they utter to the hearers. this could be done through matching the utterances and the situational context in order to understand the intention or specific purpose of the speaker’s utterance (cuttings, 2002, as cited in setiani & utami, 2018). later, these intentions were classified and the most popular classification was done by searle. he adopted austin’s classification, and develop it into five; assertives, directives, commissives, declarations and expressives (2005). assertives is speaker’s expression of the truth of the world as being the case. directives is speaker’s attempt to make the addressee perform something. commissives is speaker’s way to make themselves committed to do something in the future. declarations is speaker’s way to bring state of change. expressives is speaker’s sincere expression from their psychological state in responding a state of affairs. 1. 3. expressive acts expressive acts is a type of speech act where the action occurs between psychological expression (words) and the state of affairs (speaker-addressee). norrick (1978) proposed this further regarding what determines expressive acts, the social function of each acts, and what conditions a successful performance of each act. he differentiated expressive acts into nine: apologizing, thanking, congratulating, condoling, deploring, lamenting, welcoming, forgiving and boasting. a. apologizing apologizing is when the speaker taking responsibility of an adversity that affects the hearer. the key in determining apologizing is the speaker admits the wrong they have done and convinces the hearer to forgive. the explicit use of this are “sorry”, “apologize”, “forgive me”, “pardon me”, and “excuse me”. example: “i’m sorry it didn’t go well today” (royanti, 2019). b. thanking thanking is when the hearer acknowledges and expresses gratitude for benefitting the speaker’s service or action, and compliment with hope of future favors. this could be done after or before the service. the explicit use of this are “thank you”, “thanks”, “thank goodness”, “i am truly grateful”, and “i would like to express my gratitude”. example: “okay, first of all, thank you for the long and super complete introduction” (fauzia & tressyalina, 2019). c. congratulating congratulating functions when the hearer heard the speaker’s achievement or effort and congratulates, encourages, or compliments the hearer to continue their efforts. this strengthen the relationship which support each other. the explicit use of this is “congratulate”. example: “happy birthday, mister adult man!” (wijayanti & widiastuti, 2021) d. condoling 216 condoling is when the hearer sympathizes with the speaker’s misfortune, sorrow, and bad fate. this would heighten the mood, diminish the pain. the explicit use of this are “sorry”, “condolences”, and “commiserate”. example: “on behalf of the people of jakarta, we are extending our deepest condolences to the families of those whose live had been taken away” (tamam et al., 2020). e. deploring deploring is when the hearer criticizing or confronting the speaker’s naught, offense, transgression, or fault that either harms the hearer and/or upset the speaker. the explicit use of this are “censure”, “condemn”, “chide”, “resentment” and “disapprove”. example: “jakarta was shocked, more than 40 people have been killed in an unthinkable act of terror, in a shooting during juma’ah prayer” (tamam et al., 2020). f. lamenting lamenting is when the speaker expresses sorrow of their own misfortune or terrible fate, or expresses regret of their own defective act that arouses the hearer’s concern. example: “… new zealand people is known for their peacefulness, openness, and warm toward other people from all work of life” (tamam et al., 2020). g. welcoming welcoming is the hearer’s expression of pleasure and/or pride for the speaker’s help, offer, request, or arrival. in other words, the hearer is willing to be of service in the acts of offering. the explicit use of this are “welcome” and “you’re welcome to …”. example: “well. welcome back” (royanti, 2019). h. forgiving forgiving is when the speaker accepts the hearer’s apology whether by explicit use of “forgive”, “excuse”, “pardon” or by dismissing the importance of the matter. example: “yeah, yeah” (royanti, 2019). i. boasting boasting is when the speaker flaunts or take pride of their own achievement. this could function to impress or inspire or discourage other. example: “that we’re ministers has led to popularity, hasn’t it?” (nuraini et al., 2020) 2. research methods in identifying the types of expressive act, the research sets proper methodology in order to shape the expected quality of the result. the research design is a qualitative method. this method reports descriptive data; textual and contextual (creswell & creswell, 2018). the data is collected through observational method (sudaryanto, 1993) by watching the phenomenon in the data source euphoria special episode part 1: rue. the technique appropriates non-participation due the type of data source as media in which the research could not present and experience directly of the phenomenon. the step starts from (1) watching the episode (2) holding the script and marking the theoretically relevant utterances at the time of watching, and (3) describing the context of the chosen utterances on the second viewing. after the data is collected, the data is analyzed through pragmatic identity method (sudaryanto, 1993) because context is important in analyzing the utterances. the technique appropriates the matching technique. the step starts from 217 (1) sorting the collected utterances and context altogether, (2) identifying the type of expressive act, and (3) criticizing and matching the findings with the theory. 3. discussions 3. 1. findings the research collected 26 utterances of expressive acts from the characters in a special episode entitled euphoria part 1: rue – trouble don’t last always. these utterances are specified by the types in the table below. table 1. expressive acts found in euphoria special episode part 1 rue 3. 2. discussion a. apologizing data 1 rue : “it doesn't matter. it's stupid.” ali : “all right, i'm sorry. come on. what were you gonna say? say it.” rue : “nah. i don't wanna—" (levinson, 2020, 07:54) before this scene, rue wanted to share her woe, but here she thought it was pointless and stupid. she was also afraid that ali might report her which was shown in her hesitancy. then, ali recognized what he had just said made her hesitant. later, he employed 'apologizing' act. this act was explicitly uttered with the use of “i'm sorry” that he had made rue hesitant to talk. data 2 rue : “he didn't die to teach us a lesson. okay? he didn't die to, you know, have us all come together, or whatever the fuck people tell people when they don't have anything to say. he died because he died. that's it. same stupid reason. i came out of the womb with a couple wires crossed. right? just fucking luck. you said it. that's it.” ali : “listen, um... i don't know all the answers, and i'm not gonna pretend to.” (levinson, 2020, 18:24) no types of expressive acts total 1. apologizing 2 2. thanking 1 3. congratulating 1 4. condoling 4 5. deploring 5 6. lamenting 8 7. welcoming 2 8. forgiving 2 9. boasting 1 total of utterances 26 218 in this scene, rue as the speaker was triggered by ali's logic that, without god, she was not going to be alive right now. having recognized how angry she was, ali as the hearer implicitly employed ‘apologizing’ act indicated in “i don’t know all the answer”. this utterance shows that ali admitted his weak and quick conclusion that offended rue. the other indication is “i’m not gonna pretend to” which convinced rue for not doing that anymore. b. thanking data 1 ali : “i got faith in you.” rue : “why?” ali : “i don’t know i just do. granted, i was a christian before i became a muslim, so, i've been wrong before.” rue : “thanks.” (levinson, 2020, 51:46) in this scene, ali as the speaker convinced her that he had faith in her to support her to try to be clean. he also believed in her because he had been wrong before that he could not be clean. the support she got from ali made rue as the hearer employed ‘thanking’. this act was explicitly uttered with ‘thanks’ that functions socially when someone do a good service or help or support. in this context, ali as the speaker gave a good support to rue as the hearer. c. congratulating data 1 rue : “um... when i'm, uh, when i'm clean, you know, when i'm present, uh, like a part of this world, i don't just think about relapsing. it's, uh, it's darker than that. and, uh, you can say that sobriety is my, uh, greatest weapon, but... to tell you the truth, drugs are probably the only reason i haven't killed myself.” ali : “oh. now we're talkin', now you're being real, now you're being honest. because this whole bullshit about being a functioning drug addict, about finding balance, that ain't true. that's a lie.” (levinson, 2020, 08:06) in this scene, rue as the speaker eventually shared her struggle after her hesitancy that ali might report her. she shared his struggle of drugs because it was her only reason to be alive. then, ali as the hearer employed 'congratulating' act. “now you’re being real” means that he congratulated rue for not pretending and being real with herself. ali emphasized later with “now you’re being honest” to congratulate rue’s honesty talking her struggle. besides, admitting and sharing the struggle of addiction is the most difficult decision to do for any addicts. here, ali had employed ‘congratulating’ which functioned to appraise her courage in and encourage her to express everything she hid. d. condoling data 1 rue : “is that fucked up?” ali : “what? that you don't want to get clean? yeah, yeah, of course, it's fucked up. ah, i'm a piece of shit, huh? yeah, yeah, yeah, you're a piece of shit. you're a piece of shit.” (levinson, 2020, 11:10) in this scene, rue as a speaker had just told ali that she did not want to get clean and asked whether it was wrong to think. ali as the hearer answered bluntly and humorously by employing ‘condoling’ act in the utterance “ah, i’m a piece of shit, huh?”. the utterance assumed himself as rue who just realized that it was really messed up. “i’m” referred not to 219 himself, but rue in mind. this positioning means he understood rue well and, therefore, he sympathized with her. in other words, any utterance of sympathy belongs to ‘condoling’ act. data 2 rue : “'cause, i, i, i love talking to you. i do. and i agree with, um, almost everything you're saying. and i understand it. but, um... i just don't plan on being here that long.” ali : “i get it. we're living in dark times, huh? not a lot of hope out there.” (levinson, 2020, 47:13) before this scene, rue as the speaker had shared her biggest struggle that she did not plan to live for long despite the support and the talk. here, rue emphasized that even she loved talking to him, the need to end was still there. having heard this, ali as the speaker employed ‘condoling’ act. this contained in the utterance “we’re living in dark times” meaning that ali understood rue. in other words, he sympathized with her struggle. data 3 rue : “i don't know if i care about the big things in life.” ali : “come on, now, of course you do because you obviously don't care about the small things, like being right, or being angry. all the things that kill curiosity and keeps us from... keeps us all from looking deeper. you said it earlier. i love talking to you. because we talk about the real shit. shit that matters.” (levinson, 2020, 49:54) in this scene, rue as the speaker told ali that she was hopeless. aware of her hopelessness, ali as the hearer employed ‘condoling’ act in the utterance of “come on, now, of course you do”. this is indicated on the imperative utterance encouraging rue and reminded her that she actually cared things in life. this encouragement and reminder show concern or sympathy which is the key of ‘condoling’ act. data 4 ali : “how do you want your mom and sister to remember you?” rue : “as someone who tried really hard to be someone i couldn't.” ali : “i got faith in you.” (levinson, 2020, 50:49) in this scene, ali as the hearer asked her who she was going to be for her family to remember. rue answered that she wanted her family to know that she had tried to be someone she could not. having heard this, ali employed ‘condoling’ act contained in “i got faith in you”. believing in her means that ali had sympathized for the wellbeing of rue. e. deploring data 1 rue : “so, you're saying the reason my dad died is because god didn't believe in him?” ali : “rue, uh, that's not what i was saying—" rue : “there's nothing that makes me angrier than that fucking argument.” (levinson, 2020, 17:13) in this context, rue as the hearer was offended by ali’s logic and she confronted him. when confronting, rue employed 'deploring' act through rhetorical question which rue had already known based on ali’s logic, a logic that someone died because god did not believe in them. surely, this rhetorical question is ‘deploring’ act because it has a function to let ali recognize the fault as indicated in his response. data 2 220 rue : “your life has a purpose, right? well, why does your life have a purpose, and my dad's doesn't? because i could argue that my dad's purpose was to raise me and my sister. to be there for my mom. that was his purpose, i think. but, you know. he's dead.” ali : “listen—" (levinson, 2020, 17:46) seconds before this scene, ali as the speaker had said something offensive to rue. he had concluded that people were not alive if god did not even believe in them. here, rue as the hearer confronted and challenged ali’s logic that offended her. in her utterance, rue employed 'deploring' act indicated by the rhetorical question addressed directly to ali. the rhetorical question was understood as her means to confront ali’s logic and her ends to let ali recognize his logical fallacy. data 3 ali : “listen—" rue : “ali, if you're, if you're about to tell me that he died for a reason, or you know, whatever, i will literally walk the fuck out.” ali : “i, i wasn't.” (levinson, 2020, 18:13) previously, rue as the hearer had confronted ali about his logic that offended her; a logic that concluded her father died because god did not believe in him and he did not have a purpose in life. ali tried to correct it. however, for the third time, she employed another ‘deploring’ act as an ultimatum indicated in conditional utterance warning if he insisted to tell the same thing. ultimatum warned the hearer and this warn correspond to ‘deploring’ act. data 4 ali : “i just had this feeling, and i thought, fuck you, nike! you don't give a fuck about anything or anyone. chinese muslims are sewing these kaepernick sneakers for seven cents an hour, and you're tellin' me my black ass matters. give me a fucking break.” (levinson, 2020, 23:00) in this particular scene, ali as the speaker told rue as the hearer his past story about buying nike’s pair of shoes. it was expensive despite the advertisement showing support to black people as ploy marketing. in response to this, ali employed ‘deploring’ act in his utterance indicated with “you don’t give a fuck” addressing to nike for the injustices. criticizing the injustices correspond to ‘deploring’ act. data 5 ali : “but at the same time, your generation's full of some mark-ass bitches, because they've tapped into your phones. yeah, yeah. they've read your likes. they've predicted your moves, and trapped yo' asses. you think you out here fighting a revolution, and bank of america's on your side? give me a fucking break.” (levinson, 2020, 23:31) previously, ali talked about how advertisers manipulated people as if they had support for the consumer. here, ali confronted to rue’s generation with ‘deploring’ act. he criticized how rue’s generation was so easy to be manipulated even though they fought for revolution. he deplored to the generation pointlessness to fight when, inside, they were manipulated. f. lamenting data 1 221 rue : “fuckin' jules. the way i was, like, putting way too much of my emotional wellbeing in her hands, you know, without ever, like, talking about it, or, or saying it. i...” (levinson, 2020, 05:02) in this scene, rue as the speaker was sharing what she felt to ali. in her time of sharing, she employed ‘lamenting’ in the bold utterance. it was indicated by the frequent use of ‘i’ indicating it was reflective. moreover, the utterance was understood as her regret for depending her well-being to jules, who she once loved and who she was left. lastly, the utterance was addressed to nobody, but herself because jules was not there. these three indications correspond to the types of ‘lamenting’. data 2 rue : “especially the way i was fuckin'... making plans for the rest of our life and shit. and i just... and i look back and i'm just like, why the fuck did i do that? it's fuckin' crazy. and weird.” (levinson, 2020, 05:13) in this scene, rue as the speaker was sharing her feeling to ali as the hearer about how regretful she was to be with jules, who had left her. rue employed ‘lamenting’ act in the bold utterance indicated through the use of ‘i’ in interrogative form questioning to herself for expecting that to jules. data 3 rue : “eh, i don't know. i guess i just, like, made her the point, but she's, like, not the point. i'm the point, you know?” (levinson, 2020, 05:28) in this scene, rue as the speaker was talking about how foolish she was to be with jules, who left her. here, rue employed ‘lamenting’ act in the bold utterance. the utterance was understood as rue’s regret for making jules the point in her life. regretting her own defective act corresponds to the feature of ‘lamenting’ act. data 4 rue : “you know, that's what, like, i, i don't understand about the world. 'cause, like, there is tons of people who, you know, drink and do drugs, and sometimes their life is good. and sometimes, life's just bad, you know? it's fucking life. there's ups and downs to this shit, but, i mean, whether you believe me or not, i'm, like, i'm good.” (levinson, 2020, 06:33) in this scene, rue as the speaker was high and she asserted that she did not understand how the world worked, and sometimes she had a good life and a bad life. next, she uttered “it’s fucking life.” with a low sigh employing ‘lamenting’ act. this utterance was best understood as her own way to express her own misfortune, which indicates ‘lamenting’ act. data 5 rue : “like the whole thing at the train station. her trying to get me to run away with her, even though i was, um, scared, and... didn't have my medication... just kind of fucked up, and selfish. i didn't think she was actually gonna go. you know, like, leave me.” (levinson, 2020, 36:00) in this scene, rue as the speaker was sharing her sorrow. rue thought that jules know that she loved her despite telling her. rue had loved and trusted her, but jules left her. this resulted rue uttering her disbelief in “i didn’t think she was actually gonna go”. in this utterance, she had employed ‘lamenting’ act indicated in her disbelief “i didn’t think”. 222 data 6 rue : “i mean, there's nothing else to say, you know? except that i loved her. i trusted her. and when i look back at it, you know, just, it's like she lied to me. and, uh, manipulated me.” (levinson, 2020, 35:46) in this scene, rue as the speaker was sharing how jules betrayed her trust and love yet rue never even told she loved jules. that is to say, rue’s unawareness was defective. besides, one of the keys in determining ‘lamenting’ is it comes from one’s own defective act. therefore, she had employed ‘lamenting’ act indicated in disbelief “it’s like she lied to me.” data 7 rue : “and it just started, like, this avalanche of shit, about maybe i deserve it, maybe this is the universe's punishment for me being a piece of shit my entire life. stealing from my mom, hitting her in the face, that's what i've done, ali. i have, i have hit my mom in the face.” (levinson, 2020, 37:27) in this scene, rue as the speaker was sharing her misfortunes that made her relapse. recounting her defective act which was being the worst person to anyone, rue employed ‘lamenting’ act. she employed it to expressed her grief for the defective act she had done. expressing one’s own defective act in a sorrow indicates it as ‘lamenting’. data 8 rue : “i picked up a piece of glass, and i pointed it at my mom and i threatened to kill her. that is some unforgivable shit. maybe i deserve to get my ass left at a train station at 1:00 a.m., you know? drugs change who you are as a person. every time i attacked my mom, i wasn't high.” (levinson, 2020, 38:04) in this scene, rue as the speaker recounted what defective acts she had done; threatening her mother with a piece of glass. this resulted the bold utterance in which rue had employed ‘lamenting’ act. this is indicated with “maybe i deserve…” because her intention was to express her own regret for the defective act. this determines the utterance as ‘lamenting’. g. welcoming data 1 rue : “like, for real, if-if i say some dark shit, you're not gonna report me to the state or something?” ali : “uh, rue, i'm not a guidance counselor. i'm just a crackhead who's trying to do a little good on this earth before i die.” rue : “uh, you're, you're a trip, man.” ali : “what were you gonna say?” rue : “ah. it doesn't matter. it's stupid.” (levinson, 2020, 07:46) in this scene, rue as the speaker wanted to ask ali as the hearer but she was afraid that it would make him report her. having recognized rue’s worry, ali uttered the bold utterance which employed ‘welcoming’ act. this is indicated in the form of question, but more of willingness to help. this willingness corresponds to ‘welcoming’ act. data 2 rue : “it doesn't matter. it's stupid.” ali : “all right, i'm sorry. come on. what were you gonna say? say it.” rue : “nah. i don't wanna—" (levinson, 2020, 07:54) 223 in this scene, rue as the speaker was hesitant to tell something that might scared him. recognizing her hesitance, ali as the hearer employed ‘welcoming’ act in the bold utterance. this is indicated through imperative utterance to let her talk. by letting her talk, ali had shown his willingness to offer a service to listen. offering to listen corresponds to ‘welcoming’ act. h. forgiving data 1 ali : “oh, hey, hey! aah. i didn't know you were gonna pick up. i-i thought i was gonna get your voicemail. uh... heh. nah, nah, i'm not... not trying to guilt trip you. it's just... it's christmas. merry christmas.” (levinson, 2020, 27:35) in this context, ali as the speaker answered his call from his ex-wife as the hearer. he was surprised that she called him back after his voicemail. despite the voice of the ex-wife was unheard in the episode, ali had employed ‘forgiving’ act in the bold utterance. this is indicated from the collocation of the bold utterance and the previous utterances, which shows that the exwife had just apologized for not answering the call sooner. this explains how the bold utterance saying he was fine and he dismissed the matter seriously. data 2 ali : “i'm doing good. i'm... i just came from my meeting. now i'm standing in the parking lot. ha. … nah, nah, nah, i'm just getting pancakes with a kid i sponsor.” (levinson, 2020, 28:58) in this scene, ali as the speaker was being called by his ex-wife as the hearer outside the parking lot. ali employed ‘welcoming’ act in his utterance above. even though the ex-wife’s voice was unheard, this could be inferred from the bold utterance and the previous utterances that his ex-wife apologized that might had interrupted him. the utterance indicated with repeated “nah, nah, nah, …” to dismiss her concern. in other words, dismissing the matter correspond to ‘welcoming’ act. i. boasting data 1 ali : “how long you been clean?” waiter : “seventeen years, by the grace of god, seventeen years. never thought i'd be able to say that. but i say it with a lot of pride. seventeen years.” (levinson, 2020, 31:32) in this particular scene, ali as the speaker wanted to convince rue that being clean from drugs is possible, which she did not believe earlier. ali asked the waiter as the hearer whom he knew in the diner. she answered him by employing 'boasting' act indicated in her repeated “seventeen years” mediated with gratitude “by the grace of god” expressing her achievement to be clean for seventeen years which was long. 4. conclusion expressive acts arouse people’s concern. as has been discussed, there are ways in which expressive acts could be performed. according to norrick, there are apologizing, thanking, congratulating, condoling, deploring, lamenting, welcoming, forgiving, and boasting. these occurred in everyday life and media such as tv series. in this research, the hypothesis was tested on a special episode entitled euphoria part 1: rue – trouble don’t last always. the research found 26 utterances identified with nine expressive acts. there are (2) apologizing, (1) thanking, (1) congratulating, (4) condoling, (5) deploring, (8) lamenting, (2) welcoming, (2) forgiving, and 224 (1) boasting. in this data source, lamenting becomes the most frequent of all the utterances because the entire episode displayed rue sharing her feeling and ali helped her went through it. another finding worthily be noticed is many of these types were expressed implicitly and could only be determined through the social function and features of each type according to the theory. this means that these utterances, if failed in reading the situation, could be perceived nothing but a mere statement. in this case, rue as the speaker who struggled with addiction would feel ignored if ali failed to grasp her intention as lamenting. therefore, the findings help providing instances of particular phenomenon and the indication. references austin, j. l. 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(2005). expression and meaning: studies in the theory of speech acts. cambridge university press. sembiring, w. a., & ambalegin, a. (2019). illocutionary acts on aladdin movie 2019. journal basis, 6(2), 277–284. https://doi.org/10.33884/basisupb.v6i2.1419 setiani, a., & utami, d. p. (2018). an analysis of illocutionary act in “how to train your dragon 2” movie. project: professional journal of english education, 1(3), 225–234. https://doi.org/10.22460/project.v1i3.p225-234 sudaryanto. (1993). metode dan aneka teknik bahasa. duta wacana university press. tamam, b., setiawan, s., & anam, s. (2020). the expressive speech act used by anies rasyid baswedan and recep tayyip erdogan as the reaction of the attacks in christchurch new zealand. prasasti: journal of linguistics, 5(1), 16–29. https://doi.org/10.20961/prasasti.v5i1.39424 wijayanti, a. a. r. p., & widiastuti, n. m. a. (2021). direct and indirect expressive 225 illocutionary acts in the movie onward. e-journal of linguistics, 15(2), 279–286. https://doi.org/10.24843/e-jl.2021.v15.i02.p14 yule, g. (1996). pragmatics (2nd ed.). oxford university press. 226 biography of authors hotman nasution is currently an undergraduate seventh-semester student and soon to be graduated from university. he took english literature at putera batam university as he interested in learning linguistics and literary criticism. email: pb181210028@upbatam.ac.id ambalegin, s. pd., m. pd. is an active lecturer at putera batam university. he also contributes frequently in conducting research. his interest of research ranges from pragmatics, phonetics, morphosyntax, sociolinguistics, applied linguistics, language maintenance and english language teaching. he earned his bachelor degree of english language education in universitas negeri medan and his master degree of english language education in ust yogyakarta. his research publications are available at: google scholar: https://scholar.google.co.id/citations?user=nbfj2z4aaaaj&hl=id email: ambalegin@puterabatam.ac.id https://scholar.google.co.id/citations?user=nbfj2z4aaaaj&hl=id mailto:ambalegin sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 2, july 2023, pages: 260--266 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i02.p15 260 covid-19 related terms in online news headlines: critical discourse analysis nadya inda syartanti universitas brawijaya, malang, indonesia, nadya.inda.sy@gmail.com article info abstract* received date: 17 february 2023 accepted date: 31 march 2023 published date: 31 july 2023 keywords:* covid-19 terms, critical discourse analysis, news headlines, online news media this research aims to construct news headlines related to covid-19 terms in indonesia. the data source is from various online news media such as health.detiknews.com, kompas.com, and liputan6.com. data was collected by only selecting headline news text with istilah (terms) and covid-19. the data were analyzed using norman fairclough’s critical discourse analysis approach. the results showed that through the microstructural dimension, the eight news headlines used linguistic tools with 1) diction or vocabulary selection focused on the use of the word covid-19, and 2) grammatical units dominated by phrases, 3) syntactic functions dominated by descriptions as topicalization of discourse, and 4) the form of news that is emphasized on statements regarding the change or replacement of various terms related to covid-19. then, through the mesostructural dimension, the three online mass media have different characteristics and characters in delivering news, especially related to covid-19 terms, but still being presented accurately and objectively so that news content can be conveyed to readers. finally, through the macrostructural dimension, it was revealed that a political system demonstrated the power of the government and the ministry of health in determining the use of various covid-19 terms in indonesia. 1. introduction the rapid development of communication technology can not be separated from the easy access to information autonomously. communication that used to take a long time to deliver now has become very fast with technology and seems to be without distance. thanks to this technology, various media provides an alternative for the community in finding and utilizing information sources to meet their needs (hadi, 2009). both individually and collectively, the media can build perceptions of other parties. apart from being a tool for conveying news, images, or general descriptions of many things, the media can act as a forum that can shape public opinion and even become a pressure group on an idea that must be accepted by other parties (sobur, 2009). hall (in cenderamata & damayanti, 2019) added that the media had a significant role in explaining events and how they were interpreted and understood by the public. it can be seen from the number of media, especially news media, as a means or forum for delivering and gaining access to various information for the community. news media includes 1) print media such as newspapers, magazines, books, etc.; 2) electronic media including radio and television; and online media include internet media such as websites and others (yunus, 2010). among the three forms of news media, in recent years, online news media, which is a combination of 261 printed-news media and online news media, has developed rapidly. it is understandable because the public can more easily access the information and news they want without any limitations of space and time (nurkiman, 2017). through online news media, every individual has broad access to various information and news about current events locally, nationally, and internationally. one of the news pieces of information that are still being discussed is the use of new terms that have emerged related to the covid-19 pandemic. the meanings of these terms are often unknown, even though they are often known so that sometimes these terms confuse the public or ordinary people because some of them are too technical in the world of health. therefore, there is much news related to the covid-19 terms used by the government, such as odp (orang dalam pemantauan; people under monitoring), pdp (pasien dalam pengawasan; people under surveillance), etc. there are various terms related to covid-19 in english, such as wfh (work from home). information related to the use of terms related to covid-19 is constructed differently by several media according to the ideology of each media. to understand information, readers get different references based on news that has been constructed by each of these media (prihantoro, 2013). therefore, this study will examine how various online news media construct headline news on covid-19 terms using norman fairclough's critical discourse analysis so that the news can be more quickly and more clearly understood. 2. research methods the approach used in this study is based on qualitative descriptive research assisted by a theoretical approach to critical discourse analysis by nourman fairclough (1995). critical discourse analysis theory is built based on the relationship of micro texts with macro community contexts (darma, 2013). the object under study was analyzed with three dimensions of discourse, namely 1) the textual dimension (microstructural) is a text analysis by looking at vocabulary, semantics, sentence structure, and cohesion and coherence between sentences; 2) the dimension of discursive practice (mesostructural) is the practice of discourse by analyzing the production, consumption, and distribution of texts; and 3) socio-cultural (macrostructural) dimensions are socio-cultural practices that are analyzed using three levels, namely (a) situational, (b) institutional, and (c) social (fairclough, 1995). the data sources in this study focused on headline news texts related to covid-19 terms. the text was issued by several online news media, such as detiknews.com, kompas.com, and liputan6.com. the data sources of this study were published during covid-19 pandemic on 2020. the data were collected using the observation method with note-taking technique as data collection methods with the data subject in the form of news headlines related to covid-19 terms. the data analysis method was carried out by the three stages of discourse dimension analysis in norman fairclough's (1995) critical discourse analysis, namely the description analysis stage, interpretation analysis stage, and explanation analysis stage. the description analysis stage describes the content and descriptive analysis of the text described without being connected to other aspects. meanwhile, the interpretation analysis stage is interpreting the text associated with the practice of discourse. the text is not analyzed descriptively but is interpreted by relating it to the text production process. analysis of the content and language used in the editorial is related to the production process of an editorial in the newspaper. lastly, the explanation analysis stage aims to find an explanation of the interpretation results that have been carried out at the interpretation stage. the explanation analysis stage can be obtained by connecting the production of the text with socio-cultural practices to find the reasons why the news discourse is produced. 262 3. discussions the search results for news headlines with covid-19 related terms found several news texts from several online news media, as shown in table 1 below. table 1. data on news headlines related to covid-19 terms online news media data news headline health.detik.com 1 mengenal 20 istilah terkait covid-19: odp, pdp, rapid hingga swab test health.detik.com 2 mengenal deretan istilah baru seputar covid-19 yang diubah kemenkes kompas.com 3 perubahan istilah terkait covid-19 disebut demi dukung penanganan pasien kompas.com 4 perubahan istilah terkait covid-19: jangan bingung, yang penting disiplin kompas.com 5 7 istilah terkait covid-19 yang perlu diketahui, jangan salah kaprah kompas.com 6 setahun pandemi corona, istilah seputar covid-19 pun tercipta liputan6.com 7 saat pandemi corona covid-19, 27 istilah populer yang harus dimengerti: dari novel sampai viral load liputan6.com 8 5 istilah yang kerap dipakai saat pandemi covid-19 tapi diganti pemerintah table 1 shows that some news headlines highlight the introduction or change of various covid19 related terms that are known or changed in indonesia. the coverage of various covid-19 related terms was analyzed based on three dimensions of fairclough's critical discourse analysis, namely microstructural analysis, mesostructural analysis, and macrostructural analysis through the stages of description, interpretation, and explanation analysis. then the data analysis is described one by one based on three dimensions of critical discourse analysis by norman fairclough. 1. textual dimension (microstructural dimension) the textual dimension was analyzed based on the various linguistic tools used by online news media in reporting covid-19 related terms, in which two tools marked the representation of the theme in the news headlines, namely through (1) selection of diction or vocabulary and (2) units of grammar, syntactic function, and form of reporting. there are some diversity of vocabulary choices in the news headlines of covid-19 terms, as shown in table 1. the first diversity are the use of nouns together with other types of word classes to form phrases, namely 20 istilah terkait covid-19 in data (1), deretan istilah baru seputar covid-19 in data (2), perubahan istilah terkait covid-19 in data (3) and data (4), 7 istilah terkait covid-19 in data (5), istilah seputar covid-19 in data (6), 27 istilah populer yang harus dimengerti in data (7), and 5 istilah yang kerap dipakai in data (8). it can be seen that the use of term nouns together with other types of word classes is dominated by noun word classes so that formed noun phrases. however, from the eight phrases, it was found that there were noun terms 263 followed by adjectives, such as the adjective of baru in phrase of istilah baru (data 2) and the adjective of populer in phrase of istilah populer (data 7). likewise, from the eight datas, there are some diversity in the use of numerals (numbers) in four datas, including the use of number 20 (twenty) in data (1), number 7 (seven) in data (5), number 27 (twenty-seven) in data (7), and number 5 (five) on data (8). the mention of numerals in the four news headlines shows the information on covid-19 related terms focusing on the number of terms introduced or used during the covid-19 pandemic. the difference in the numbers mentioned in the headlines shows a focus on covid-19 related terms which was most popularly used during the covid-19 pandemic. later on, there are the use of several covid-19 related terms included in the news headlines, namely odp, pdp, rapid hingga swab test in data (1) and dari novel sampai viral load in data (7). the inclusion of several covid-19 related terms in data (1) and data (7) shows that as a representative form of the many terms often used during the covid-19 pandemic. it is related to the inclusion of numerals of number 20 (twenty) in data (1) and number 27 (twentyseven) in data (7). the inclusion of numbers equal to and more than twenty indicates that the covid-19 related terms discussed in the news content in data (1) and (7) has a large number, so it is necessary to display several terms as representatives in the news headlines. the data in table 1 is dominated by grammatical units of phrases rather than clauses in terms of grammatical units. the grammatical units of phrases are found in data (1), (2), (4), (5), and data (7). the five phrases are dominated by noun phrases in data (4), (5), and data (7), while data (1) and (2) are classified as verb phrases because there is an active verbs of mengenal in both data. on the other hand, the grammatical units of clauses are found in data (3), data (6), and data (8). the three data are included in the grammatical clause unit because of the use of verbs that function as predicates, namely verbs of disebut to in data (3), verbs of tercipta in data (6), and verbs of terpakai in data (8), where all three are passive verbs. 2. discourse practice dimension (mesostructural dimension) the discourse practice dimension is centered on how texts are produced and consumed. text production is closely related to the ideology of news writers and the news media that surrounds them, which are discourse processing, such as distributing and using discourse, media profiles, editor procedures, and the way workers produce news texts. the online news media discussed in this dimension are detik.com, kompas.com, and liputan6.com. detik.com, founded on may 30, 1998, is an internet-based news site created due to the changing times from the analog to the digital era. then, on august 3, 2011, detik.com was officially acquired by chairul tanjung's trans crop. detik.com does not have a print edition, only an online edition. in addition, detik.com provides much information for readers who are not limited in type, which presents news and provides service products, such as discussion services (detikforum) and advertising services (iklan baris; classified ads). with the variety of information presented, detik.com has become a flexible site in cyberspace. it is proven that detik.com can package news up-to-date and uses a neutral choice of words that all readers can touch. even news related to the latest issues, such as the covid-19 pandemic, is presented by detik.com in an updated manner and is packaged in a relaxed manner using short word choices that are easy for readers to understand. kompas.com began with the print media called kompas published on june 28, 1965. kompas was the only print media that reported on politics and law at the beginning of its emergence. however, informational and entertainment rubrics are also featured in the print media as time goes by. kompas has also published through online media version with the name of website, kompas.com since july 1, 2009. two years later, kompas established an electronic 264 media called kompas tv, established on september 9, 2011. the presentation of news on kompas.com used a choice of specific rubrics or channels according to the reader's needs. kompas.com always looks at and points to things that readers have never thought of before. for example, in reporting on current issues such as the covid-19 pandemic, kompas.com invites its readers to directly assess an individual involved in a case. it is evidenced by the careful use of vocabulary and the careful attention to literature. and, also it is the hallmark as well as the character for kompas.com. liputan6.com began with the news broadcast liputan 6, established on august 14, 2000, by pt kreatif media karya, which presented news based on television viewing broadcast by sctv as one of national television station in indonesia. liputan6.com has been present since may 24, 2012. the presentation of information in the form of news broadcasts has made liputan6.com present in videos with the direction of reporting that looks at the criminal aspect. more or less, this media presents public news in detail and highlights a case or event legally and according to the rules. however, liputan6.com does not focus much on legal and criminal issues. this mass media also presents current issues such as covid-19 pandemic issue. 3. socio-cultural practices dimension (macrostructural dimension) the dimension of socio-cultural practice is a macrostructural level analysis based on the opinion that the social context outside the media influences how a discourse exists in the media. socio-cultural practices, such as situational, institutional, and social levels, influence media institutions and discourse. the situational level is related to the production and context of the situation. meanwhile, the institutional level is related to the influence of institutions internally and externally. lastly, the social level is related to more macro situations, such as the political system, the economic system, and the cultural system of society. first, socio-cultural practices at the situational level related to production and the context of the situation are found in all data from data (1) to data (8) indicated by the use of the words pandemi and corona or covid-19. it can be seen by the covid-19 outbreak, which was first detected in wuhan city, hubei, china, on december 1, 2019, and was later designated as a pandemic by the world health organization (who) on march 11, 2020 (who, 2020). however, among the eight data, it was found that there was the use of adverb of time, namely setahun (a year) in the phrase setahun pandemi corona (data 6), which has its functions as topicalization of the discourse. the adverb of time used by data (6) shows that the covid-19 pandemic situation which has lasted for a year since it was designated as a pandemic by who, on march 11, 2020, until the publication of the news with the title setahun pandemi corona, istilah seputar covid-19 pun tercipta which published on march 2, 2021, by kompas.com. second, socio-cultural practices at the institutional level related to the influence of institutions internally and externally are found in data (2) and data (8) which are indicated by the use of the word kemenkes (ministry of health) in data (2) and the word pemerintah (government) in data (8). the word pemerintah in data (8) refers to the indonesian government led by president jokowi. however, it is not president jokowi who is changing covid-19 related terms, but the cabinet ministers assigned to coordinate the handling of the covid-19 pandemic in indonesia. one of the ministries responsible for the covid-19 pandemic in indonesia is the ministry of health of the republic of indonesia. the ministry of health is also responsible for setting covid-19 related terms. previously the ministry of health had divided people suspected of covid-19 into several status levels, such as pdp, odp, otg, and kasus konfirmasi (confirmed cases) (ministry of health, 2020). however, since july 13, 2020, the government has no longer used odp, pdp, and otg to classify patients with the potential or contracted covid-19. many 265 new terms, namely kasus suspek (suspected cases), kasus probable (probable cases), kasus konfirmasi (confirmed cases), and kontak erat (close contacts) were introduced based on the decree of the minister of health of the republic of indonesia number hk.01.07/menkes/413/2020 concerning guidelines for the prevention and control of covid19 (anggita, 2020). finally, socio-cultural practices at the social level related to more macro situations are found in the political system, which can be seen in data (2) and data (8) which refers to the use of the word kemenkes (ministry of health) in data (2) and the word pemerintah (government) in data (8). it can be understood as a political system because the government and the ministry of health are responsible for handling the covid-19 pandemic in indonesia, so the government and the ministry of health can determine various terms related to covid-19. the power shown by the government and the ministry of health is that they are the ones who have the right to determine and even replace these various terms. it can be seen in muhadjir effendy's statement as the coordinating minister for human development and culture. he acknowledged that the terms new normal and lockdown are not under the law (uu) when referring to law number 24 of 2007 concerning disaster management. indonesia should enter a transitional period of socio-economic rehabilitation and reconstruction (reporter merdeka, 2020). 4. novelties the novelty of this research is that critical discourse analysis studies not only examine discourse texts as a whole, but can also be used to examine headlines in news media, especially online news media. this is because the headlines compiled by one news media with other news media will be different when discussing a particular topic. this shows that how the news media uses a certain perspective in reporting a topic that is reported. that perspective will become the ideology of the news media. 5. conclusion based on fairclough's critical discourse analysis through three dimensions of discourse, it can be concluded that through the textual microstructural dimension, the eight news headlines use linguistic tools by: a. vocabulary's choice focused on the use of the word covid-19, b. phrases dominate grammatical units, c. syntactic function dominated by information as topicalization of discourse, and d. the form of news is emphasized on statements regarding the change or replacement of various covid-19 related terms. then, through the mesostructural dimension, the three online mass media have different characteristics and characters in delivering news, especially related to covid-19 terms, but still being presented accurately and objectively so that news content can be conveyed to readers. finally, through the macrostructural dimension, it was revealed that a political system demonstrated the power of the government and the ministry of health in determining the use of various covid-19 related terms in indonesia. 6. acknowledgements the author is grateful to the educational fund management institution (lpdp) for facilitating this research as part of doctoral study enrollment at universitas udayana. references 266 anggita, kumara. (2020). dihapusnya istilah odp-pdp-otg korona. (online). retrieved from https://www.medcom.id/rona/kesehatan/gbmyrzlb-dihapusnya-istilah-odp-pdp-otgkorona on june, 1 st , 2021. darma, y.a. (2013). analisis wacana kritis. bandung: yrama widya. fairclough, n. (1995). language and power. london and new york: longman. hadi, i.p. (2009). perkembangan teknologi komunikasi dalam era jurnalistik modern. jurnal ilmiah scriptura, vol. 3 no. 1, pp. 69-84. doi: https://doi.org/10.9744/scriptura.3.1.69-84. sobur, alex. (2009). analisis teks media: suatu pengantar untuk analisis wacana, analisis semiotik, dan analisis framing. bandung: pt remaja rosdakarya offset. cenderamata, r.c. & darmayanti, n. (2019). analisis wacana kritis fairclough pada pemberitaan selebriti di media daring. literasi: jurnal penelitian bahasa dan sastra indonesia serta pembelajarannya, vol. 3 no. 1, pp. 1-8, 2019. doi: http://dx.doi.org/10.25157/literasi.v3i1.1736. kementerian kesehatan ri. (2020). pedoman kesiapsiagaan menghadapi coronavirus disease (covid-19) revisi ke-4 (pdf). jakarta: direktorat jenderal pencegahan dan pengendalian penyakit, kementerian kesehatan republik indonesia. retrieved from https://covid19.kemkes.go.id/download/rev-04_pedoman_p2_covid19__27_maret2020_ttd1.pdf on june, 1 st , 2021. nurkiman. (2017). dampak media online terhadap perkembangan media konvensional. jurnal politikom indonesiana, vol. 2 no. 2 november 2017. prihantoro, e. (2013). analisis wacana pemberitaan selebriti pada media online. proceeding pesat (psikologi, ekonomi, sastra, arsitektur & teknik sipil), vol. 5 oktober 2013. bandung, 8-9 oktober 2013. reporter merdeka. (2020). pemerintah ganti istilah new normal jadi adaptasi kebiasaan baru. (online). rerieved from https://www.merdeka.com/peristiwa/pemerintah-ganti-istilah-newnormal-jadi-adaptasi-kebiasaan-baru.html on june, 1 st , 2021. who. (2020). who director-general's opening remarks at the media briefing on covid-19 11 march 2020. (online). retrieved from https://www.who.int/directorgeneral/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-oncovid-19---11-march-2020 on june, 1 st , 2021. yunus, syarifuddin. (2010). jurnalistik terapan. bogor: ghalia indonesia. biography of author nadya inda syartanti, s.s., m.si. was born in pangkalan brandan on may 9th, 1979. she is japanese lecturer in japanese literature study program, department of language and literature, faculty of cultural studies, universitas brawijaya, malang, indonesia. he graduated his bachelor degree in japanese literature study program, darma persada university in 2002. he finished his master degree in the postgraduate program, japanese area studies, universitas indonesia in 2005. she currently pursuing doctoral program, lingusitics study program at udayana university. email: nadya.inda.sy@gmail.com https://www.medcom.id/rona/kesehatan/gbmyrzlb-dihapusnya-istilah-odp-pdp-otg-korona https://www.medcom.id/rona/kesehatan/gbmyrzlb-dihapusnya-istilah-odp-pdp-otg-korona https://doi.org/10.9744/scriptura.3.1.69-84 http://dx.doi.org/10.25157/literasi.v3i1.1736 https://covid19.kemkes.go.id/download/rev-04_pedoman_p2_covid-19__27_maret2020_ttd1.pdf https://covid19.kemkes.go.id/download/rev-04_pedoman_p2_covid-19__27_maret2020_ttd1.pdf mailto:nadya.inda.sy@gmail.com sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 2, july 2022, pages: 170—xxx print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i02.p02 170 wadanan as a manifestation of harassing face (study of conversational implicature in osing language) titis sugiyantiningtyas, universitas 17 agustus 1945 banyuwangi. email: titissningtyas@gmail.com article info abstract* received date: 23 december 2021 accepted date: 31 desember 2021 published date: 31 july 2022 keywords:* implicature, wadanan, and osing language wadanan utterances were the research objects. the research problems were related to how the manifestation of harassing the face in wadanan utterances in the osing language and the context of wadanan implicatures as a manifestation of harassing the face. the objectives of this study consisted of (1) to describe the manifestation of harassing face in wadanan utterances in the osing language and (2) the context of wadanan implicatures as a manifestation of harassing face in the osing language.the design of this study was qualitative descriptive. the data source was wadanan utterances in the osing language. the data collection method of this study used direct observation with notetaking techniques. the procedure used in this study were: data presentation stage, data analysis, and data presentation from data analysis results. wadanan utterances data obtained were presented descriptively.the results showed four manifestations of wadanan utterances harassing faces in the osing language, namely with harsh words, with cynicism, ridicule, and expressions of disappointment, forbidding, and complaining. 1. introduction osing language is the language spoken in banyuwangi. linguistically, this language belongs to the formosan branch of the austronesian language family. the word osing has a similar meaning to the word tusing in balinese, the language of the neighboring region, which means "no." the osing language has many similarities and has an ancient javanese vocabulary that is still lagging. osing language is unique in its speech system among others because of some factors, such as: (1) there is a diphthong [ai] for vowel [i], all lexicon ending in [i] in osing language, especially banyuwangi, is always pronounced [ai], as in the word "rabi" (wife) is said as "rabai". (2) the presence of diphthongs [au] for vowels [u]: lexicon ending in [u] is almost always read [au], such as “lebu” (dust) is read “lebau”. (3) glottal consonant [ʔ] which in javanese there is no such thing such as [piro'] (how much), [kiwo'] (left) and so on. (4) pronounce consonants [k] for consonants [ʔ]. in javanese, especially lexicon ending in [k], it is always pronounced with glottal [ʔ]. meanwhile, in osing language, it is still read [k], which means a velar inhibitory consonant, such as "apik" (good/nice) is read "apik," "manuk" (bird) is https://ojs.unud.ac.id/index.php/eol/index mailto:titissningtyas@gmail.com 171 read as "manuk," and others, and (5) palatalization [y]. in osing language, it often appears in the lexicon containing [ba], [ga], [da], [wa], such "bapak" (father) is pronounced "byapak", "uwak" (aunt) is pronounced as "uwyak", "embah" (grandmother/grandfather) is pronounced as "embyah", "banyuwangi" is pronounced "byanyuwangai", "dhawuk" (long) is read as "dhyawuk". wadanan in indonesian means ridicule. wadanan utterances in the osing language break other people's conversations when communication between the speaker and the interlocutor. this wadanan utterance not only conveys information but also disrupts social relations (yayuk, 2018: 68). holmes (2013: 275) mentions a referential function and an affective function. in detail, the referential function conveys information (messages), while the affective function aims to strengthen and maintain social relationships. wadanan utterances usually occur because the hearer is annoyed with what the speaker has said. the interlocutor will express these feelings through oral speech, making the speaker disappointed and embarrassed when he breaks his speech. this mocking utterance consists of various forms of speech that abuse the interlocutor's face based on its communicative meaning in a speech-language. meanwhile, the meaning of speech in a sentence with the meaning of harassing face based on its communicative value in this mocking discourse depends on the context of the speech known. one of them is through implicatures (yayuk, 2018: 68). in utterance events, there are various forms and purposes of language impoliteness. one of them is utterances that can insult someone's face. harassing face is one form of language impoliteness that makes the interlocutor angry. another characteristic of face harassing behavior is the presence of cynicism, ridicule, harsh words, greeting with associations, and shortening. all of them show annoying behavior and confuse others (rahardi et al., 2016:121). rahardi et al. (2016:120-130) further explain that a harassing face has cynical nuance when the verbal expression has a tone, stress, intonation, and a reproachful temperament. furthermore, the nuance of ridicule occurs when the uttered expression contains ridicule related to a person’s character or physical appearance. then, in harassing face with the nuances of the harsh word, the words spoken are expressions of anger by mentioning taboo body parts, expressions, and body movements. greeting with an association is characterized by an image of something negatively associated, such as mentioning the name of an animal. finally, harassing faces with short nuances is related to mentioning acronyms or short expressions of a negative notation. concerning the context of the speech, leech (1993: 20) defines context as background knowledge that is shared by both the speaker and the interlocutor and which helps the addressee interpret the meaning of the utterance. the context of speech in pragmatics is background knowledge understood by the speaker and the interlocutor (rohmadi, 2004: 24). understanding the context will make the reader or interlocutor understand the intent behind the speech spoken by the speaker. kridalaksana (2011:134) states that context is aspects of the physical or social environment that are related to certain utterances or the same knowledge between the speaker and the interlocutor so that they have the same understanding and understand what is meant by the speaker. thus, context is a text with accompanying aspects as the reason for communication in an utterance to have the same understanding. the use of implicatures is part of daily conversational speech. implicature is speech that has an implicit or implied meaning. in other words, implicature is a speech or statement which in its use, has a hidden meaning that is not spoken openly. implicature is the additional meaning of information conveyed. it contains more information than something that can be conveyed (yule, 2006: 69). 172 wadanan is an alternative to using language to express the form of feelings experienced in communication events. this utterance involves the form of implicature in the speech to make the interlocutor able to determine the right speech intention following the context behind the speech so that the purpose of communication can be adequately achieved. the choice of speech form in the osing language term called wadanan can accurately represent the expression of feelings experienced by the speaker. this form of speech can contain negative meanings to insult the face. however, some are conveyed in the form of representation of the speaker's feelings as a response to ongoing conversations to continue a communication event. based on the description above, it was essential to conduct this study because one of the speech cultures owned by a speech community connected with pragmatic studies would be known through this study. this study aimed to explore the use of wadanan as a communication tool by speakers of the osing language. language is a culture that is attached to certain speech community groups. this speech culture has its characteristics compared to other regions in the archipelago. 2. research method this study was a qualitative descriptive study that aimed to describe the manifestation of face harassing in wadanan utterances in the osing language and to describe the context of wadanan implicatures as a manifestation of harassing face in the osing language. the data was taken by direct observation with a note-taking technique. in this way, the accuracy of the data was obtained according to the actual context. the procedure of this study included presenting data, analyzing data, and presenting data from the results of data analysis (sudaryanto, 2015: 6). wadanan utterances data obtained were presented descriptively by determining the manifestation of the harassing face and the meaning of the implicature of an utterance. 3. findings and discussions 3.1 manifestations of harassing face in wadanan utterances in osing language the manifestation of a harassing face in wadanan utterances in the osing language is a speech event carried out by the speaker and the interlocutor in a particular speech context. the speaker and the interlocutor change roles in the speech events that occur. switching roles in speaking can also be said to be a conversation. conversations in the osing language-speaking people often use the term wadanan. they are utterances that contain ridicule meanings as manifestations of harassing the interlocutor’s face in communication events. 3.1.1 manifestations of harassing face in wadanan utterances in osing language with rude words sentences contained in data [tbo.5] experienced a speech event with speech (1) spoken by a friend (speaker) who happened to be his neighbor (interlocutor). in the data [tbo.5], it can be seen that the characteristics of oral speech as intended (chaer, in yayuk, 2017: 73) says that spoken language is a language that is spoken with the help of expressions, body movements, and speech intonation. the speaker asked the interlocutor regarding a guest who came to the interlocutor's house. then, the interlocutor replied casually that the one who visited his house was his girlfriend. the interlocutor expressed happiness with a smile. meanwhile, the interlocutor who heard the speaker answer firmly felt annoyed, and the speaker did not continue his speech. based on the physical context, the interlocutor was angry after hearing the harsh tone and tended to belittle it, mong, gelem tah ambi riko? riko iku cemeng, koyok silite dandang! mosok 173 gelem lare iku ambi riko,, mong hing salah ndeleng ta lare mau iko?”. the wadanan utterance considered as harassing face was koyo silite dandang which meant his face was black, such a pan's ass. based on a pragmatic study, this data [tbo.5] included harassing the speaker's face. the interlocutor used a stern expression, namely "koyo silite dandang." the interlocutor said that the speaker was a black person, then the interlocutor considered that the arrival of a guest whom the speaker considered was his girlfriend was inappropriate. this impoliteness was very visible in the wadanan utterance. sentences contained in the data [tbo.7] experienced speech events with pn speech which was also a relative of the interlocutor. in the data [tbo.7], the interlocutor spoke an advising sentence to the speaker. the interlocutor reminded her not to bring too many cakes because there were still many guests who came. however, the speaker ignores the warning, so the interlocutor says a rude wadanan, namely mulo rai gedhek riko iki! (indeed your face wall). based on a pragmatic study on the data [tbo.7], this event insults the face. a child speaks data [tbo.6] to his mother. the story happened after the children came home from playing in the fields. in this case, the speaker is happy to bring cucumber and give it to his mother. however, when the speaker gave the information, the mother was angry because her son could not find cucumbers in the fields. the interlocutor again asks the speaker questions in a firm tone so that the speaker tells the truth and argues that he got the cucumber he took from his aunt's rice field. in this case, the interlocutor feels irritated, so he says harsh words to the speaker. the speech event, if examined based on pragmatic studies, the speech spoken by the interlocutor in the data [tbo.6] is an utterance that insults the face and violates language politeness. 3.1.2 manifestations of harassing faces in cynical osing language wadanan utterances speech data [tbo.1] is spoken by an older sister (speaker) to her younger sister (interlocutor). the speech occurred because of the background of the speaker's meeting with the interlocutor's friend, namely ratna, and the ex-girlfriend of the interlocutor named candra. in this case, the speaker aims to provide information to the interlocutor related to his meeting at the store with ratna and candra. the utterance occurs in the speaker's house and the interlocutor because they are siblings. the utterance [1] in the data [tbo.1] “isun mau mlaku nang toko, ketemu ririn ambi candra.” (i went to the shop, then i met ririn and candra), is a speaker's statement which is responded cynically by the hearer. the speaker's answer indicates that he is showing jealousy accompanied by a frown and a cynical tone of voice. thus, it surprises the speaker. related to this, if it was studied by a pragmatic study, the speech is categorized as impoliteness that can insult the face. in the utterance [2], it is by the speech partner, namely, the question forms. the speech [2] data [tbo.1] is often spoken. if the rhetorical question is spoken, usually the speech partner will be silent, causing disharmony in the speech. 3.1.3 manifestations of harassing face in the mocking wadanan utterances in osing language data [tbo.2] on utterance [1] “aterno isun nang bale deso!” spoken by someone to his friend. the speaker asked the interlocutor to accompany him to the village office. it was known that the speaker's purpose was to ask the interlocutor to accompany him to take care of the files needed by the speaker. hearing the speaker's invitation to be accompanied to the village office, the interlocutor did not want to go anywhere, so he immediately broke the communication by stating, "kanangan, gedigu bain sing wani." (coward, you are not brave for such that thing). 174 in this case, the interlocutor did not want to accompany the speaker to the village office. finally, the speaker left and did not continue the conversation with the interlocutor. it was an example of a mocking answer from the interlocutor. this data was based on a pragmatic study, including language impoliteness because it harassed the speaker's face using mockery expressions. the utterance data [tbo.4] was spoken by someone [1] to his neighbor. it was known that the interlocutor gave fried peanuts. feeling that the fried peanuts were delicious and crunchy, the speaker commented that the fried peanuts were delicious. however, the interlocutor, who knew that the speaker liked to eat, spontaneously uttered an offensive statement. the interlocutor said that “riko iku paran hang sing enak? mulo kadung lare kerahang iku paran-paran mlebu neng cangkem..." (“what is not delicious for you? indeed, if a person is greedy, anything will come in his mouth, hahaha”). in this case, the interlocutor assumed that the speaker was a greedy person. this data was based on pragmatic studies, including language impoliteness because it harassed the speaker's face by using ridicule expressions. 3.1.4 manifestation of harassing face in disappointed/angry wadanan utterances in osing language a mother spoke data [tbo.3] to her child. the story took place in a house. the speaker told the interlocutor that she would go away for a few days, and she asked her daughter to cook and take the food to her grandfather's house because his grandfather was sick. however, the interlocutor replied that she could not cook food for his grandfather. hearing the speech of the speaker, the interlocutor answered with disappointment. with disappointment, the interlocutor said the wadanan utterance to her daughter. 3.2 meaning of implicature of wadanan utterances as a manifestation of harassing face in osing language the results of the data analysis of harassing face manifestations in the osing language wadanan utterances described four meanings of implicatures. the meaning was known based on the context of the speech at the time the speech event occurred. the descriptions of the two meanings of implicatures were as follows. 3.2.1 commanding implicature the commanding implicature conversation was in declarative or statement sentences but intended to give orders. chaer (2010: 96) states that commanding is speech that expects participants to do what is said, either directly or indirectly. data [tbo.1] “takon tah isun?” (“who did ask you?”) in this speech event showed that the speaker gave a cynical tone. based on the context of the conversation, the interlocutor felt irritated and did not want to listen to the information. then, the speaker automatically stopped the story. the meaning of commanding implicature was also found in the data [tbo.2] “kacangan, gedigu bain sing wani” (“coward, you are not brave for such that thing”). based on the context of the conversation, the interlocutor indirectly intended to order the speaker to go alone to the place he wanted to visit. 3.2.2 affirmation implicature affirmation implicature is a tangible conversational implicature that tends to be in the form of statement sentences that confirm or can be seen from words describing the affirmation of principles. putrayasa (2014: 69-70) states that affirmation is done as an effort to emphasize 175 something so that there is no doubt. in the research data of wadanan utterances, several utterances showed affirmation implicatures, such as in the data [tbo.5] and [tbo.7]. data [tbo.4]; mulo kadung lare kerahang iku paran-paran mlebu nang cangkem... hahaha. (“what is not delicious for you?) if a person is greedy, anything will come into his mouth, hahaha…”) data [tbo.5]; “riko iku cemeng, koyok silite dandang” (you are black such a pan's ass). in the utterance, there was a meaning of affirmation implicature. the expression "koyo silite dandang" socio-culturally had a ridicule meaning which emphasized that someone who was less handsome or had black skin as in the context did not deserve a beautiful girl. data [tbo.7] also had an affirmative implicature, “mulo rai gedhek riko iki!” (“you have a thick face, indeed!”). based on the context of the previous conversation, the interlocutor wanted to make a cake in a large amount, and then she was advised by the speaker. the interlocutor who wanted to take the cake home made the speaker say the phrase. 3.2.3 complaining implicature conversational complaining implicature is usually in the statement form. data [tbo.3] “sira iki wes daplok dikon masakno anang e alesane sing biso. kejolok siro nduk!” (“you have been are already a teenager. you were told to cook for a grandpa but you said you cannot! you are so outrageous!”). based on the context of the speech, the speaker, who was the interlocutor's mother, complained and regretted that her daughter did not want to help her cook and send food to her grandfather. the implicature of complaining in this speech event was further clarified by the expression of the interlocutor, namely "kejolok siro nduk!" (“you are outrageous!”) 3.2.4 forbidding implicature conversational forbidding implicature is often used in command sentences and also in the form of declarative sentences. data [tbo.6]“heemmm…kono menyango nang umahe wak iro! ngomongo jaluk timun, magih cilik ojo belajar ngenthit (heemmm, go to your aunt's house! and say that you ask for her cucumber. you are still a child, please do not learn to steal!). based on the context of the utterance, the interlocutor forbids the speaker from learning to steal even though the stolen thing belonged to his relative. if he took something, he must ask permission first. the implicature of this prohibition was shown in the phrase "ojo belajar ngenthit" which means do not learn to steal. 4 novelties the novelty in this research is the finding of ridicule in the osing language or what is called wadanan. wadanan in the osing language is quite unique. in addition, there are some new findings from this study that can be useful for students or future researchers to analyze mockery terms in other languages. 5 conclusion based on the study results, it was found that there were four categories of harassing face manifestations in wadanan utterances in the osing language. the manifestation categories included the manifestations of harassing face in wadanan utterances in the osing language with harsh words, the manifestation of harassing the face in the cynical wadanan utterances in the osing language, the manifestation of harassing face in the ridicule wadanan utterances in the osing language, and the manifestation of harassing face in the disappointment/angry wadanan utterances in the osing language. furthermore, the meanings of wadanan utterances implicatures as manifestations of harassing faces in the osing language included commanding, asserting, complaining, and prohibiting meanings. 176 6. acknowledgements the writer would like to thank and appreciate those who have contributed to this current study for the criticism, comments and suggestions which has contributed to the maximum completion of this study. hope this study will be useful everyone. references chaer, abdul. 1995. linguistik umum. jakarta: rineka cipta. gazdar, gerald. 1979. pragmatics, implicature, presuppasition, and logical form. england: academic press. leech, geoffrey. (1993). prinsip-prinsip pragmatik. jakarta: universitas indonesia. levinson, c. stephen. 1997. pragmatics. great britain: cambridge university press. putrayasa, ida bagus. (2014). pragmatik. yogyakarta: graha ilmu. rahardi, r. kunjana. (2005). pragmatik, kesantunan imperatif bahasa indoensia. jakarta: erlangga sudaryanto. (2015). metode dan aneka teknik analisis bahasa: pengantar penelitian wahana kebudayaan secara linguistik.yogyakarta: sanata dharma university press. wahyuningsih, hikmah, dan zainal rafli. 2017. implikatur percakapan dalam stand up comedy. bahtera. 16 (2). pp. 139-153. yayuk, rissari. 2018. makna implikatur percakapan tuturan enyekan sebagai manifestasi melecehkan muka dalam bahasa banjar. sirok bastra. 6 (1). pp. 67-79.yule, g. (2006). pragmatik. (terj. indah fajar wahyuni). yogyakarta: pustaka pelajar. biography of authors titis sugiyantiningtyas, is currently a doctoral student studying at udayana university, bali, indonesia. she accomplished his master’s degree in 2014 from ganesha university of education, majoring in indonesian language education. her research interest are pragmatic and sosiolinguistic email: titissningtyas@gmail.com mailto:titissningtyas@gmail.com e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 2, july 2021, pages: 226-232 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i02.p08 226 the analysis of wonderful indonesia logo: sanders peirce's triadic theory indah kusumarini, politeknik pariwisata bali, nusa dua, indonesia. email:indahnusabakti@gmail.com article info abstract* received date: 01 february 2021 accepted date: 10 february 2021 published date: 31 july 2021 keywords:* triadic, representamen, object, interpretation, language function. the wonderful indonesia logo is an indonesian tourism identity formed by verbal and non-verbal elements. the verbal element is the words "wonderful indonesia" and the non-verbal element is a picture of "bird" such as the eagle which is a symbol of the indonesian state. charles sanders peirce's triadic theory mentions three main elements that make up the wondeful indonesia logo, namely: object, representation and interpretant. the representation is expressed in the written language of “wonderful indonesia” with artistic writing, flexible, elegant and beautiful fonts. it is interpreted that indonesia is one of the world's most beautiful, charming and enchanting tourist destinations. the writing of "indonesia" is bigger than the word “wonderful” so that it is interpreted that indonesia is the one that has a variety of charms. the object, in the form of a bird image, is like a garuda. the head, wings, tail and body of the bird are displayed with flexible, beautiful, artistic lines, reflecting that indonesians have a flexible, friendly, peace-loving character and are welcome to the world community. the word "wonderful" is written in english as world’s of language it is hoped that this word which has a great, amazing, enchanting meaning can easily come to the citizen of world’s mind.. based on the function of language, the word "wonderful" has a poetic function, which is a message to be conveyed to the world, that indonesia is very charming, amazing, unique and interesting. 1. introduction communicating in digital era is very easy and more efficient because it is supported by adequate media such as whatsapp, internet, facebook, instagram, twitter and so on. in promoting goods or services, it is sufficient to take advantage of communication media such as advertisements, both in printed and electronic form. advertising is a persuasive communication medium designed in such a way as to achieve response and marketing objectives. an advertising activities must be more than just providing information about the products offered to consumers, but also changing consumer attitudes. in an effort to promote a tourist destination, advertisements are also needed. similar to the tourism promotion for domestic market, the promotion to the world’s market also utilize digital media to be easily accessible to foreign countries. moreover, indonesia's panoramic beauty video has won the best video at the asia pacific level in 2017. the tourism branding “wonderful 227 indonesia” which was launched since 2011 has been recognized at the world level. it is one thing to be proud of, which has raised indonesia to the world level. to popularize indonesian tourism, the government through the ministry of tourism, in addition to creating the branding, also published the indonesian tourism logo. (see figure.1) historically, the tourism branding “wonderful indonesia” logo related to the development of semiotic science is very dynamic, this is evident from the beginning of the emergence of semantic theory by saussure to the triadic theory proposed by peirce. according to peirce, semiotics is based on logic, because logic studies how people reason, while reasoning according to peirce is done through signs. signs allow us to think, relate to other people and give meaning to what the universe represents. peirce focused on the general functioning of the sign. according to peirce, signs are related to the objects that resemble them. their existence has a causal relationship with signs or because of conventional ties to these signs. in effect, peirce has created a general theory for signs. then, one of the implementation of peirce theory in the wonderful indonesia (wi) and pesona indonesia logo is as indonesia's tourism identity which is often found on public transportation, such as being installed on tourist bus, trains and airplanes bodies. how was the use of signs or language expressions stated in the wonderful indonesia (wi) logo in both print and electronic media? for this reason, sign science or semiotics was used as a basis or reference in analyzing the wonderful indonesia (wi) logo. furthermore, there were several explanations about semiotics related to logos such as kusrianto, adi (292: 232) who stated that a logo or picture mark is an identity used to describe the image and character of an institution, product or company or organization. a logotype or word mark is the name of an institution, company, or product that appears in a special written form to describe its commercial characteristics. then, logos are usually used in the form of products developed by an institution, company and organization, as explained by john murphy and michael rowe (2000) who argued that every successful product or organization has its own personality. and the complex human personality, as well as the product and organizational personality. trademarks and logos of products and organizations are the appearance of a complex reality abbreviated into a simple statement, something that can be controlled, modified, developed and matured at any time. based on the above review, this article discusses peirce's theory in examining the meaning contained in the wonderful indonesia logo. yakin & totu (2014) explained that the main principles containing peirce’s theory were the human mind and sign boundaries, the three-dimensional system (triadic), and the relativity regarding the three typologies or taxonomies of signs (icon, index, and symbol). meanwhile, sarpavaara (2013) explained that a sign, or representamen, is a first which stands in such a genuine triadic relation to a second, called its object, as to be capable of determining a third, called its interpretant, to assume the same triadic relation to its object in which it stands itself to the same object. so, the objectives of the study are the following: 1. how is the implementation of the peirce triadic model of semiotic theory in the wonderful indonesia logo? 2. what is the meaning of the sign in the wonderful indonesia logo? 3. what is the language function contained in the wonderful indonesia logo? 228 2. research methods this research applied a descriptive qualitative method. according to moleong (2014) qualitative research is research in a special natural context by utilizing various natural methods that intend to understand the phenomena of what the research subject is experiencing and the way of description in the form of words and language. furthermore, qualitative research is used by researchers intending to examine something in-depth and to examine the background, for example about motivation, roles, values, attitudes, and perceptions (moleong, 2014). then, the qualitative method is implemented to investigate, discover, describe, and explain the quality or features of social influence that cannot be explained, measured, or described through a quantitative approach (wayan & tista, 2020). this research is qualitative since it is concerned with non-numerical data and describing the facts of the analysis systematically based on what they actually are. the instrument of this research is document. according to creswell (2012), documents consist of public and private records that qualitative researchers obtain about a site or participants in research, and they can include newspapers, minutes of meetings, personal journals, and letters. the data of this study are the covers in wonderful indonesia” that is related to topics about the government through the ministry of tourism, which in addition to creating the branding, also publish the indonesian tourism logo. the researchers selected only one cover as data to be analyzed in this research. it was launched since 2011 in asean international forum of the ministry of tourism in cambodia, 17-18 january 2011. after selecting the data, the researchers analyzed the data using peirce's triadic theory model with reference to triadic terms; representation, interpretant and object. after analyzing the data, the researchers provided results and discussion. 3. discussions the wonderful indonesia logo is an advertisement in promoting indonesian tourism for in country level, this logo is often found on public transportation such as on the body of the buses, trains, airplanes and public boards so that it can be seen by many people. meanwhile in other countries, as a promotional strategy for indonesian tourism, this logo together with display images or videos of indonesian tourism objects are installed on the railways, buses and billboards, digital screens, in crowded public places, such as stations, highways, airports and others. figure 1. a figure logo of wi the result of analysis is discussed as follows. 229 3.1. the analysis of the elements forming the wonderful indonesia logo the semiotic theory of the peirce’s triadic model is used in data analysis in this research. the researcher provides a description of the data on the elements related to the wonderful indonesian logo, including verb and non-verb elements. verbal elements in the form of the writing of wonderful indonesia. the word wonderful has a lexical meaning as a good and beautiful thing, while indonesia is the name of a country known as a country with thousands of islands. non-verbal elements, in the form of a bird image, wings with flexible lines in green, blue, purple, orange, and magenta colors. this non-verbal element shows a sign meaning that still refers to reprensetamen and interpretation, if not connected, this non-verb element has no meaning. then, the data can be overviewed in peirce's triadic analysis model. for more details, it can be seen in figure 2 as follows; interpretant (a beautiful description of the charm of nature, culture and everything that indonesia has) representament object (writing: wonderful indonesia) (wonderful indonesia logo + bird image) figure 2. a figure of implementation of charles sanders peirce’s triadic theory 3.2. the analysis of representament of wonderful indonesia the expression of the language used in the wonderful indonesia advertisement is by using written language, namely wonderful indonesia with artistic writing. the letters are flexible, beautiful and captivating. the word indonesia is bigger than the word wonderful. this shows that indonesia has a unique and diverse natural and cultural charms that is different to malaysia or singapore. 3.3. the analysis of interpretant of wonderful indonesia apart from the representament in the semiotic theory of peirce's triadic model, the interpretant part is seen in terms of concepts or meanings that are understood by people in understanding a form of language itself, both conventional and arbitrary. in connection with all these things, the researcher analyzes the data by looking at the interpretant aspect of the language expression itself. for more details, the researcher describes matters related to the interpretation of the advertising data of wonderful indonesia. the discussion of the interpretant analysis is shown below. 230 3.3.1. the interpretation of signs (icons, indexes, symbols) the symbol a bird spreaded its wings indicates the ability to fly beyond limits. being able to present a desire beyond borders, for the purpose of achieving dreams and hopes for the development of indonesia's tourism in around the world. 3.3.2. the interpretation of meanings the interpretation of meaning is classified into: first the word wonderful indonesia, second the outline of the bird's wings and body, and third the five colors in logo. the explanation of each items is in the following: 3.3.2.1. the word wonderful indonesia it shows that indonesia is an amazing world tourist destination from all aspects, which makes someone curious to see, enjoy, adventure with natural charm, cultural diversity, customs, community life and everything that indonesia has. 3.3.2.2. the outline of the bird's wings and body it is interpreted as the flexible lines reflecting the flexibility of the indonesian people character, i.e. friendly and welcoming. 3.3.2.3. the five colors in logo it reflects indonesia's diversity such as nature, culture and ethnicity, culinary arts, society and others. according to nugroho (2008: 37-38) color has its own meaning: 1. green: natural beauty, freshness, peace and relaxing effect 2. purple: faith, live in peace. 3. orange: warmth, comfort, familiarity 4. blue: broad, shade 5. magenta: physical mental balance (emotional). 3.4. the analysis of the object of wonderful indonesia logo the analysis of the objects on the wonderful can be seen in the wonderful indonesia logo and the colorful bird image on its wings and body. all these things, show that there are relationship between interpretants and representants which illustrate that the logo itself has meaning in accordance with the previous references, both the representative and the interpretant. so that in the object of the meaning of the sign, both the meaning of colorful bird images imply that the color indicates that a situation in the state of tourist destinations in indonesia is very diverse and has its own uniqueness, both in terms of cultural, religious and natural tourism. all these things have been reflected by the provision of various colors in the wonderful object or logo, which illustrates the shape of the bird image. 3.5. the analysis of the language function in logo in the wonderful indonesia logo, the word wonderful is deliberately written in english as the world's language. it is hoped that this word which has a great, amazing, enchanting meaning can easily come to the mind of the world’s citizens. this is in accordance with the language function conveyed by jakobson, namely the poetic function. there is a message to be conveyed to the world, that indonesia is very charming, amazing, unique and interesting. from the word wonderful, it will bring someone to imagine the beauty and charm of indonesia's panoramic views, causing curiosity and ultimately wanting to travel to indonesia. the conative function plays a role in this context, which is to cause reactions to the interlocutor or speaker (addressee) to do something. the word indonesia is bigger than the word wonderful. 231 there is a message to convey that it is indonesia that is charming, not malaysia, singapore or other neighboring countries. 4. novelties peirce’s theory of triadic meaning can be applied in tourism industry, especially in analysing the icon logo of wonderful indonesia (wi) as one of indoensia’s tourism branding. in this logo of wi, there are two language function found: connotative function and poetic function. connotative function is used to motivate someone to act and do something. this meaning is implicitly applied in the word wonderful. this writing, made people wonders and curious about the true charm of indonesia. poeitic function is used in sending certain message. the written of indonesia is slightly bigger than the word of wonderful. it is a message that indonesia is charm and it is no other neighbouring country such as malaysia or singapore. 5. conclusion the phrase of wonderful indonesia logo is an indonesian tourism brand that was launched in 2011 to replace visit indonesia. from the semiotic analysis, the wonderful indonesia logo is formed by verbal and non-verbal elements. the verbal element is in the form of the words "wonderful indonesia” and the non-verbal element is in the form of a picture of bird such as the garuda hich is a symbol of the indonesian state. the head, wings, tail, body of the bird are displayed with flexible lines, beautiful, artistically colored in green, blue, purple, orange, magenta colors. it reflects that indonesian people have a character that is flexible, friendly, peaceloving character and are open to welcoming the world community. the whole part of the bird is given various colors. this is intended to provide an illustration that indonesia is an archipelago that has diversity, nature, culture, and the life of its people with distinctive customs and coexistence with adherents of different religions. the representament analysis expressed in the written language of wonderful indonesia with artistic writing, flexible, elegant and beautiful fonts reflects that indonesia is one of the world's beautiful, charming, captivating and enchanting tourist destinations. the word indonesia is bigger than the word wonderful. this shows that indonesia has a diversity of charms, not malaysia, singapore or other neighboring countries. the word wonderful is deliberately written in english as the language of the world. it is hoped that this word which has a great, amazing, enchanting meaning can easily come to the citizens of the world’s mind. based on the function of language, the word wonderful has a poetic function, which is a message to be conveyed to the world, that indonesia is very charming, amazing, unique and interesting. from the word wonderful, it will bring someone to imagine the beauty and charm of indonesia's panoramic views, causing curiosity and ultimately wanting to travel to indonesia. the conative function plays a role in this context, namely causing reactions to the interlocutor or speaker (addressee) to do something. 6. acknowledgements the researcher would like to thank and appreciate those who have contributed to this current study, especially to suparman for the translation. 232 references creswell, john, w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research. united state of america: pearson education, inc. kusrianto, adi. (2009). introduction to visual communication design. yogyakarta: publisher andi. moleong, lexy j.(2014). the qualitative research revise edition: bandung remaja rosdakarya. murphy, john and michael rowe. (2000). how to design logos, symbol and icons. ohio : north light books. nugroho, eko. 2008. pengenalan teori warna. yogyakarta: penerbit andi. peirce.c.s. 1998. principles of philosophy, volume i, ed: charles hartshorne & paul weiss, colected papers of charles sanders peirce. england : thoermmes press. piliang, yasraf amir. 2010. hipersemiotika: tafsir cultural studies atas artinya makna.yogyakarta: jalasutra. sarpavaara, h. (2013). a peircean analysis of counselors’ interpretations and clients’ responses in motivational interviewing sessions. social semiotics, 23(1), 67–82. https://doi.org/10.1080/10350330.2012.693297. sebeok, t. (2001). signs: an introduction to semiotics (toronto studies in semiotics and communication). university of toronto press. wayan, n., & tista, k. (2020). process types of transitivity system in the ritual teks of tawur sasih kesanga in desa adat kuta. e-journal of linguistics, 14(2), 257–267. yakin, h. s. m., & totu, a. (2014). the semiotic perspectives of peirce and saussure: a brief comparative study. procedia social and behavioral sciences, 155(october), 4–8. https://doi.org/10.1016/j.sbspro.2014.10.247. biography of author indah kusumarini is a japanese lecturer in politeknik pariwisata bali, indonesia. she graduated from japanese language program in surabaya university, east java, indonesia in 1996. she obtained her master degree in tourism from udayana university, bali, indonesia in 2007. she is currently a doctorate candidate in linguistics at udayana university and her main research is focused on linguistic pragmatic. email: indahnusabakti@gmail.com https://doi.org/10.1080/10350330.2012.693297 https://doi.org/10.1016/j.sbspro.2014.10.247 mailto:indahnusabakti@gmail.com sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 1, january 2023, pages: 08-18 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i01.p02 09 the translation of subject pronoun i from english into balinese in the novel the little prince and raja cenik ni made ariani denpasar, bali, indonesia, email: nimade.ariani45@gmail.com article info abstract received date: 5 april 2022 accepted date:11 april 2022 published date:31 january 2023 keywords: subject pronoun, translation, culture, english, balinese balinese language has various varieties for its subject pronoun i. investigating whether the translator presents these varieties when translating the english subject pronoun i into balinese using the novel the little prince and its balinese translation raja cenik is the focus of this study. as the finding, the translator utilizes three different lexicons in translating the english subject pronoun i into balinese. these varieties include icang, titiang and gelah. the utilization of these three lexicons depends on the social status of the speakers and the interlocutors. balinese language possesses a number of different linguistic registers. each of the register addresses the social status of the speakers and the interlocutors. the finding of this study shows that culture and language are intricately interwoven to each other in the translation process. 1. introduction cultural content can always be found in specific language items. a language is a part of a culture and a culture is a part of a language; the two are intricately interwoven so that one cannot separate the two without losing the significance of either language or culture (brown, 1994:165). this concept resonates perfectly with balinese language and its culture. balinese language appears to be the epitome of its people, their historical and cultural backgrounds plus the approach they take on to live their lives. take, for instance, balinese language has varied registers for their native speakers to utilize in accordance with their interlocutors’ castes or social status in the society. there are four different castes in bali, which include brahmana, ksatria, waisya and sudra. the caste of brahmana includes a group of clergies who perpetuates their lives to carry out spiritual duties in the community. the second caste of ksatria includes a group of leaders who perpetuates their lives to serve the government, such as warriors, nobilities and royals. the third caste of waisya includes a group of people who involves in the trading industry. in the past, they worked as merchants for various types of commodities to support the economy. meanwhile the last caste of sudra includes a group of people who worked as farmers or laborers. this caste is also known as the caste for commoners in the ancient time. the communication activity very much depends on the castes or the social status, which bind the speakers and the interlocutors. this tradition is not merely about a polite etiquette, but it also shows a concept of affirmation toward the higher castes. this affirmation articulates a sense of gratefulness or appreciation from people with lower castes for the roles, responsibility and contribution those with higher castes did. there is a philosophical value behind of the existence of these castes. 10 these four castes are the cultural content, meanwhile different linguistic registers are one of the distinctive items in balinese language. there is an intricacy exists within these two areas, culture and language. translating this intricacy into another language then appears to be the background of this study. balinese language has various varieties for its subject pronoun i, which is the focus discussion of this study. investigating whether the translator presents these varieties when translating the english subject pronoun i into balinese is the formulated problem of this study. an attempt to explore the possibility in translating a culture is the goal of this study. the result of the analysis is expected to contribute in providing an insightful perspective in translating cultural content without ‘sacrificing’ the linguistic scope of the discussed issue. there are a number of previous studies, which take the topic on linguistic registers in balinese. reviewing these studies is part of the process in understanding the availability to delve more into this topic discussion. moreover, this is also to investigate various innovative strategies to translate these linguistic registers from balinese into different languages or vice versa. investigating the decision in representing the cultural content into the target language (tl) or otherwise sticking with the syntactical rule of the source language (sl) is the focus in reviewing these previous studies, which serves to be the enrichment for this present study. savitri & dewi (2019) analyzed the process in translating words or phrases, which contain speech levels in balinese into indonesian and english. they concludes that the balinese speech levels cannot be easily translated into indonesian and english. their conclusion motivates this present study to explore more using different perspective to understand the challenges in articulating the concept of speech levels or registers in balinese language. meanwhile, one of the most important highlights observed from sutika (2019) is the fact that balinese language conveys a sense of modesty, courtesy, and manners. this present study is to utilize these three important points as key references and observe if they are also conveyed by the sl in the present study. the existence or the absence of these three values in the sl is further analyzed in order to understand how significant they influence the translation product. andini, riana & dhanawaty (2019) analyzes the utilization of balinese registers in short stories. they find that there are five different registers utilized, which include alus singgih, alus sor, alus madia, alus mider and basa andap. their finding can be another important reference for this present study to utilize in analyzing the types of registers in the present study’s tl. the similarity these three previous studies share is the various registers in balinese language as their topic discussion, meanwhile the differences can be observed from their analytical units. this present study also takes different registers exist in balinese language; however, its analytical unit is completely different, which is focused on the translation of subject pronoun ‘i’ from english into balinese. 2. research methods the approach of this study is descriptive translation studies (holmes in toury, 1995), meanwhile examining the translation product becomes the primary orientation of this approach. in the light of these points, this study is qualitative in nature as the entire analytical process is drawn from a constructivist / interpretivist perspective (creswell, 2009). the data was taken from two translated novels. the sl is in english entitled the little prince. meanwhile the tl is in balinese entitled raja cenik. these two novels are translated from its original version, which is in french le petit prince. this beloved classic is composed by antoine de saint-exupéry. this timeless tale does not only touch upon imagination but also offers life lessons immensely. the data was analyzed based on subjective interpretations. the results of the analysis in the study were presented by combining the formal method with the informal method (sudaryanto, 2015). 11 3. discussions this section sheds light on the varied translations of subject pronoun i from english into balinese. these varieties can ultimately be a clue in determining whether culture can be translated from one language to another language with their distinctive characteristics. as the initial finding, the translator seems to use three different lexicons in translating the subject pronoun ‘i’ from english into balinese. these varieties include icang, titiang and gelah. these three lexicons indicate the first person singular subject pronoun. there are six representative data presented in order to elaborate a number of factors, which might influence the translator’s decision in rendering the subject pronoun ‘i’ into different lexicons in balinese. data (3 1) sl : once when i was six years old i saw a magnificent picture in a book… (1995:7) tl : dugas icang enu cenik matuwuh enem tiban, icang taén nepuk gambar ané karure luwung di buku… (2019:9) the first variation the translator opts in translating the subject pronoun i is icang. in accordance to the linguistic registers in balinese, this lexicon is categorized as part of the basa sor category, specifically the sub category of basa kasamen / kapara. tinggen (1986) explains that balinese language possesses a number of linguistic registers. these registers are known as sor singgih basa bali. there are many different ways to categorize these registers. one of them is by dividing the registers into three different categories, which include basa sor, basa madia and basa singgih. each of these three categories can still be further divided into a number of sub categories. these divisions are always in line with the existence of those four different castes in bali. data (3 – 1) is said by the narrator of the story in the little prince novel. the narrator provides the readers with his throwback memories from his past. the translator may want to show the narrator’s attempt to build a closer bounding connection with the readers. one of the core concepts of basa kasamen / kapara is the familiarity the speakers and the interlocutors share. the use of icang in this context does not convey an indication to disrespect the interlocutors’ castes. it does not convey an indication to elevate someone’s position or domination in the communication process either. data (3 – 1) is found in the beginning of the novel. this seems to show the strategy the translator utilizes in setting the tone or the flow of the narration. building the familiarity between the narrator and the readers can be regarded as one of the most importance factors influencing the translator’s decision in using this lexicon. data (3 2) sl : “nothing. i own them.” (1995:89) tl : “sing kénkén. nak icang ané ngelahang.” (2019:81) the sense of familiarity can also be identified on data (3 2). this utterance is the response from the businessman to little prince’s question. tinggen (1986) highlights that basa kasamen / kapara can be used by both parties; the speaker and the interlocutor in the communication process. the businessman does not seem to elevate the little prince’s caste nor does he attempt to elevate his own. in fact, he creates an impression that these both characters have a good companionship or in balinese, it is known as the term pasawitran. setting a strict boundary seems to be absent from this context situation. these two data prove that the translator does not only render the closest equivalent of the message, but also manages to present the cultural value, which binds the language of the tl. 12 data (3 3) sl : “that is so. and if you are good i will give you a string, too, so that you can tie him during the day, and a post to tie him to.” (1995:23-24) tl : “inggih rarisang. yéning ida arsa, jagi aturin titiang tali anggén negul i domba wantah ring rainanné. naler jagi aturin patokné.” (2019:24) the narrator of the story says this utterance to the little prince, who is the main character in the novel. the narrator is engaged in a conversation with the little prince and eventually learning about the background and the social status of his interlocutor. the translator seems to translate the subject pronoun i into titiang based upon the perspective the narrator has toward the little prince. in addition, the translator might have built an association between balinese castes and the social status of these two characters. in balinese culture, a prince is categorized as ksatria. the caste of ksatria includes a group of leaders who perpetuates their lives to serve the government, such as warriors, nobilities and royals. therefore, it can be summed up that the context situation in this conversation is the communication between the narrator, who is described as a pilot and the little prince, who is obviously a royal. when this context situation is associated with balinese castes, it can be identified that there are two different castes engaged in the communication activity. since there is no further explanation regarding the social status of the narrator, besides the fact that he is described as a pilot whose plane happens to be falling down from the sky, it might be safe to say that his social status is lower than the little prince’s. to begin with, there are two castes lower than the caste of ksatria, which are the castes of waisya and sudra. identifying the type of occupation the narrator has, which is a pilot and has minimum connection with the essence waisya (trading or business), therefore his social status can simply be assumed as a sudra. this data (3 – 3) shows that the translator does not merely find the closest equivalence for the subject pronoun i in balinese, but she also identifies the social status between these two characters beforehand. this identification process can be an indication that the translator also renders the cultural value into the translation product. utilizing the inappropriate translation for i into balinese will create an awkwardness that the native speakers would feel about the translation. moreover, the tone of the conversation would also sound rude since a sudra is expected to utilize proper word choices in addressing their interlocutors with higher castes. this might have been one of the possible factors influencing the translator’s decision in translating i into titiang. the word titiang is the literal translation for the subject pronoun i. this lexicon is identified as part of the basa singgih category, specifically the sub category of basa alus sor. this sub category is utilized in order to humble oneself when speaking with people of higher status or people who are worthy of respect. the utilization of titiang as the translation of i indicates that the narrator attempts to humble himself when having a conversation with a prince. even though the sl does not indicate the utilization of different tones or registers in communicating the subject pronoun i, but the translator presents this different register in the translation product. the data (3 – 3) also proves the translator tends to put the emphasis on the tl instead of the sl. the translator translates something, which is not addressed in the sl. presenting this unaddressed points into the tl seems to be a logical step to do in order to set the appropriate tone of the communication and provide the naturalness in the translation product. producing a satisfactory translation product therefore can be realistically achieved by prioritizing the tl without changing or interfering the original message conveyed by the sl. 13 this data (3 – 4) below also shows a similar indication of the speaker humbling herself when speaking with someone of higher status or someone who is worthy of respect. the following utterance is said by a flower to the little prince. data (3 4) sl : “ah! i am scarcely awake. i beg that you will excuse me. my petals are still all disarranged ...” (1995:56) tl : “ah, titiang wau kedat. nunas ampura, bok titiangé kantun samben… ” (2019:51) the translator seems to do the same initial process before selecting the appropriate lexicon in translating the subject pronoun i, similar to the previous data (3 – 3). identifying the social castes between the characters involved is the initial process, which seems to help the translator in accelerating the natural tone of the translation product. the little prince is very much moved and amazed to look at this beautiful flower, which is about to bloom. the little prince is not able to restrain his admiration to this flower. in spite of her beauty, the flower repeatedly attempts to humble herself. firstly, she says that she has just woken up, which is in contrast with the full radiance of her beauty. secondly, she says that her petals are still all disarranged, which the little prince seems to have trouble understanding it. as mentioned on data (3 – 3), the core concept of the basa singgih basa alus sor is to help appropriately positioning ourselves in the communication process. when oneself is fully aware about the social status of his or her interlocutors, the speakers are expected to set the appropriate tone. setting this tone can cover from the utilization of the appropriate lexicons for our interlocutors to the utilization of the lexicons for our own selves. considering the fact that the flower and the little prince obviously possess different social status, therefore the tone must be adjusted accordingly. as a prince, the main character has a higher social status than the flower. besides his royal title as one of the earliest indications in identifying the superiority of his social status, the responsibility he is in charge of toward the flower also seems to be another factor in identifying his higher status. in the story, the little prince is described to look for a sprinkling can of fresh water in order to tend the flower. this action shows that the little prince has an important responsibility for the flower. whereas, the flower pretty much depends on the little prince. the different social status these two characters have and the responsibility one possesses over another can then be identified as two significant factors causing the translator to choose the lexicon titiang as the translation for the subject pronoun i that the character of flower uses. besides these two factors, the decision in using this lexicon also seems to help the flower’s attempt in humbling herself toward the little prince. the translator might not want to make the flower sound over confident by easily accepting the little prince’s compliment. secondly, by using this lexicon titiang, the translator might want help the flower to affirm that her interlocutor does not only have a higher social status but also more power over her. using the lexicon titiang for this context situation seems to address these goals. the translator renders the subject pronoun i into titiang, which is the category of the basa singgih,and basa alus sor sub-category specifically to not only translate the surface structure from the intended message but also the deep structure, which is the concealed intention one of the characters has. this data (3 – 4) shows that different registers in balinese can be used to implicitly convey our meaning and intention without really saying it explicitly. the translator clearly presents the culture of the tl in the translation product, which is actually not addressed in the sl. the action of presenting this cultural value actually makes the translation product closer to the tl audiences, since they are familiar with this cultural value and in need to have it to help them understand the context situation binds the story. 14 the third variation of the subject pronoun i in balinese is gelah. the little prince says this following data (3 – 5) to the narrator of the story. unlike the other four previous data, which utilizes the lexicons icang and titiang, the translator opts for gelah this time. data (3 5) sl : “i am very fond of sunsets…” (1995:43) tl : “gelah demen gati mabalih disurup matan ainé…” (2019:41) gelah is the literal translation for the subject pronoun i. this lexicon is in the category of basa andap. this category provides a rather neutral nuance in the communication activity. basa andap is neither rude nor polite. therefore, this category is normally utilized by people from the same caste and the same years of birth. in addition, basa andap is also chosen by the speakers with higher castes to communicate with their interlocutors from lower castes. this concept can be observed from (suwija, dkk, 2018:15) as follow “kata-kata andap tersebut setelah membentuk kalimat, bisa dipakai berbicara oleh sang singgih (golongan terhormat) terhadap sang sor (golongan penghormat).” this quote explains that words in basa andap category after forming a sentence, can be used by the singgih (the speakers with higher castes who are being respected by their interlocutors) to speak to the sor (the interlocutors with lower castes who respect their speakers). this concept highlights a clear boundary, which the speakers and the interlocutors possess with their respective roles they play and contribute in the communication activity. the little prince opts the lexicon gelah to address himself when he communicates with the narrator. this lexicon affirms the main character’s social status as a prince without really belittling the narrator. using this lexicon in fact seems to position the little prince with a good grace in the entire communication process. for this context situation, this lexicon can also be observed providing a sense of comfort as it prevents the interlocutors from the feeling of being intimidated. suppose the little prince utilized the variation of icang like data (3 – 1) and (3 – 2), the narrator would have probably felt terrified. often times, when people with higher status opts for this lexicon icang when communicating with their interlocutors with lower castes, it can be an indication of anger or disappointment. the given context situation, which binds the communication certainly plays a vital importance in providing a clue or two to the interlocutors in giving the appropriate response or further feedback. likewise, the initial way the speakers set the tone will always be crucial, too in allowing everyone involved in the communication activity to contribute. getting a simple message across from one to another requires an adequate understanding to varied aspects. these aspects certainly do not only cover the linguistic aspect, but also the cultural and the ability to understand the tone used by people we communicate with. the initial tone the little prince sets also provides some kind of concealed information on how this main speaker wishes his interlocutor to respond him. this action proves that choosing the appropriate translation for the subject pronouns in balinese, especially i is very important to do. the translator seems to respond the urgency in setting the boundary between the little prince and the narrator well. the variations a subject pronoun has in balinese clearly does not only help people to understand the intended message, but they are also capable of guiding them to identify the background of the speakers. data (3 – 5) proves that translating always requires a deep analysis both linguistically and culturally. these two aspects need to be analyzed from both the sl and the tl. the sl can be initially used to help the translator navigate on where and what the target of the translation will have to be. likewise, the tl culture also needs to be perfectly understood in order to accelerate the meaning and make sure the translation product can be accepted, understood and read well by the tl audiences. 15 this following data (3 – 6) is between a king and the little prince. the little prince finds himself in the neighborhood of the asteroids 325, 326, 327, 328, 329, and 330. as the little prince has never been in these planets before, it is no wonder that the king has no idea of who the little prince really is. it might be safe to say that the king might view the little prince as just a visitor to his kingdom or planet, ignoring the fact that his visitor is a prince. data (3 6) sl : “i make you my ambassador,” the king called out, hastily. (1995:78) tl : “gelah nadiang iba utusan agung,” rajané jeg majeritan. (2019:70) the translator utilizes the lexicon gelah as it is obvious that the social status or the caste of the king is higher than the main character. rendering the message that the king does not realize that they both are actually royals also might be another important consideration for the translator to opt for this lexicon. even though the king does not seem to create a rude impression or belittle the main character by using gelah as the translation for the subject pronoun i on this data (3 – 6), however, this utilization can still be identified as an action to consider oneself higher in status toward the other. this utterance is about the order the king gives to the little prince. as described in the story, the king possesses a magnificent air of authority. he keeps on giving orders to the little prince since he scarcely has a visitor to his own planet. the story also details the moment when he first found that there was someone visiting his planet and feeling consumingly proud of being at last a king over somebody. that somebody is the little prince. considering the character of this king described in the story, therefore the utilization of basa andap appears to be the right fit for this context situation. these six representative data presented in this study show that the subject pronoun i can be translated from english into balinese through varied different lexicons. icang, titiang and gelah are three among many others. the utilization of these variations strictly depends on the context situation, which binds the communication activity. the context situation addressed here can cover from the context of place when and where the communication takes place to the people involved in the communication activity among many other important factors. this study highlights the latter factor, which is the people involved. the background of the speakers and the interlocutors very much determines the decision in choosing the appropriate subject pronouns in balinese. people coming from different castes in bali will constantly adjust their word choices in order to get their messages rendered and make sure they are received well. this study takes the unit of subject pronoun i and shows the possibilities on how it can be adjusted with varied context situation. the background of the speakers and the interlocutors is where the communication’s core concept based upon. realizing the caste of our interlocutors can help us to navigate the tone of our communication. this is one of the examples of balinese culture. this study shows that the translator’s decision in choosing the appropriate lexicons to render the closest equivalence is the epitome of translating the culture itself. english does not share this similarity in having different lexicons to indicate one single subject pronoun. in spite of this difference, the translator does not seem to strictly bind herself to follow the sl. there is an action of prioritizing the tl over the sl, which is shown by the translation product. the translator does not merely utilize one single lexicon to translate the subject pronoun i into balinese. the translator in fact creates an adjustment in order to present what is familiarly accepted and understood in the tl culture, which are different varieties of lexicons accepted and understood in balinese culture. this adjustment further marks the strategies that the translator chooses in making sure the best possible way to render the approximate meanings without upsetting the syntactical rule of the sl and also without ignoring the cultural value of the tl. 16 4. novelties as the novelty, this present study discovers a strategy in dealing with culture related translation project. the sl in this present study does not address the possibility that one single subject pronoun can possess many different synonyms or varieties. in contrast, the tl in this present study does have different linguistic registers contributed by its culture. having these registers means that there are a number of varieties in specifying a subject pronoun. the entire analytical process as well as the result of this study lead to a strategic solution translators can take to cope with this type of challenge. the solution is to prioritize the tl by providing the adequate emphasis on the tl instead of sticking with the sl’s syntactical rule. the translator can present these different varieties even though they are not being addressed in the sl. this process is to be conducted under one condition, which is to not change the initial message conveyed by the sl. the translator should have to present the varieties in translating the subject pronoun according to the standard, which is familiarly accepted, understood and read by the tl audiences as the given situation in this present study. 5. conclusion the translator presents a number of various lexicons in translating the english subject pronoun i into balinese. these varieties include icang, titiang and gelah. these lexicons are the literal translation for i. however, their utilization depends on the social status of the speakers and the interlocutors. balinese language possesses a number of different linguistic registers. each of the register addresses the social status of the speakers and the interlocutors. the lexicon icang is in the category of basa sor, specifically the sub category of basa kasamen / kapara. the lexicon titiang is in the category of basa singgih, specifically the sub category of basa alus sor. meanwhile the lexicon gelah is in the category of basa andap. these varieties are the examples indicating that the translator does not merely attempt to find the closest equivalence for the subject pronoun i from the sl into the tl, but the translator also attempts to present the tl culture in the translation product. culture always involves in the translation process as it is part of the language that the translation process works very closely with. the cultures, which bind one language to another are always different. in spite of these differences, rendering them in order to create the closest equivalence in meaning as well as to produce a satisfactory translation needs to be always prioritized. 6. acknowledgements the author would like to thank for all parties who facilitated this research and for at lembaga pengelola dana pendidikan (lpdp) scholarship or the indonesian endowment fund for education scholarship under the indonesian ministry of finance to enrol the ph.d study program in 2020. so, the author would like to thank for fulbright foreign language teaching assistant (fulbright flta) scholarship in asian languages and cultures department at university of michigan, united states of america in 2018 2019.which has supported the research. references andini, ni putu melda., riana, i ketut., & dhanawaty, ni made. 2019. penggunaan sor singgih basa bali pada cerpen berbahasa bali siswa smp negeri 5 denpasar. jurnal ilmu sosial dan humaniora, 8(2), 105-111. brown, h. d. 1994. principles of language learning and teaching (third edition). englewood cliffs: prentice hall regents. 17 creswell, john w. 2009. research design: qualitative, quantitative and mixed methods approaches (third edition). california: sage publications, inc. de saint – exupéry, antoine. 1995. the little prince (translated by katherine woods). california: harcourt brace & company. de saint – exupéry, antoine. 2019. raja cenik (translated by cokorda sawitri). denpasar: pt. sekali bali. granoka, ida wayan oka, dkk. (1996). tata bahasa baku bahasa bali. denpasar: balai penelitian bahasa. halliday, m.a.k. 1979. exploration in the function of language. london: edward arnold. j, kersthen. (1970). warna-warna bahasa bali (dimuat dalam tata bahasa bali). ende flores: arnold dus. jiang, wenying. 2000. the relationship between culture and language. elt journal, 54(4), 328-334. kramsch, claire j. 1993. context and culture in language teaching. oxford: oxford university press. kramsch, claire j. (1998). language and culture. oxford: oxford university press. lazear, edward p. 1999. culture and language. journal of political economy, 107(6), hlm. 95 – 126. nida, eugene. 1998. language, culture, and translation. foreign languages journal, 115(3), 29-33. nida, eugene a & taber, charles r. 1982. the theory and practice of translation. leiden: e.j. brill. risager, k. 2006. language and culture pedagogy: from a national to a transnational paradigm. clevedon: multilingual matters. savitri, putu weddha & dewi, a. a. sg. shanti sari. 2019. translation variation of speech level in balinese into indonesian and english. international journal of linguistics and discourse analytics, 1(1), 1-7. sudaryanto. 2015. metode dan aneka teknik analisis bahasa (pengantar penelitian wahana kebudayaan secara linguistis). yogyakarta: sanata dharma university press. sutika, i nyoman duana. 2019. penggunaan anggah ungguhing basa bali: sebuah kesantunan dan penanda kelas sosial masyarakat bali. pustaka, 19(2), 68-73. suwija, i nyoman., mulyawan, i nyoman rajeg., & adhiti, ida ayu iran. 2018. kamus anggahungguh kruna bali – indonesia dan indonesia – bali. denpasar: ikip pgri bali. tinggen, i nengah. 1986. sor singgih basa bali. singaraja & denpasar: rhika dewata. toury, gideon. 1995. descriptive translation studies and beyond. amsterdam / philadelphia: john benjamins pub. co. 18 biography of author ni made ariani is currently a ph.d student of linguistic study program at udayana university, bali, indonesia. she completed her master study program in applied linguistics – translation studies from udayana university in 2016. she completed her undergraduate study program in english literature from sekolah tinggi bahasa asing (stiba) saraswati denpasar, bali, in 2013. she received lembaga pengelola dana pendidikan (lpdp) scholarship or the indonesian endowment fund for education scholarship under the indonesian ministry of finance to enrol the ph.d study program in 2020. she received fulbright foreign language teaching assistant (fulbright flta) scholarship in asian languages and cultures department at university of michigan, united states of america in 2018 2019. her research interests in linguistics include translation studies, semiotics and cultural studies. email: nimade.ariani45@gmail.com https://orcid.org/0000-0002-0921-3673 the_translation_of_subject_pronoun_i introduction research_methods discussions novelties conclusion acknowledgements references biography_of_author sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 1, january 2023, pages: 100--107 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i01.p12 100 an analysis of students’ writing anxiety in english learning at grade xii mipa 3 of sman 6 padang 1 ilham rulyandi universitas putra indoneisa “yptk” padang, indonesia, irulyandi@gmail.com article info abstract* received date: 1 september 2022 accepted date: 1 nopember 2022 published date: 31 januari 2023 keywords:* students’ anxiety, students’ writing, anxiety problem, writing anxiety, sampling technique this study aims to analysis of students’ writing anxiety in english learning at sman 6 padang grade xii mipa 3. this research is qualitative. the techniques of collecting data are questionnaire and interview. the subject of this research was 36 students’ of xii mipa 3. the purpose of this research is analyzed what factors cause students to be anxious about writing in english learning in grade xii mipa 3 sman 6 padang. the results of the data that have been obtained with the cognitive problems is the factors that most influence students’ anxiety in writing english especially in grade xii mipa 3 at sman6 padang, and from internal factors influencing students’ anxiety in writing english factor problem of word choice has the lowest score from internal factors in writing english classroom, it scores was 31.86%. and from external factors lowest score is lack of knowledge about writing stages, it score was 32.03% 1. introduction according to ₁ learners of english as a foreign language need to master a number of abilities, such as oral communication, reading comprehension, listening comprehension, and writing. learners of second or foreign languages face particular challenges when it comes to the art of writing. writing, the process of thinking to produce concepts, determining a strategy to categorize into clever writing, and composing the ideas into a statement and a paragraph clearly. for most people, it's their major means of expressing themselves intellectually, emotionally, and intellectually in general. writing allows people to communicate ideas, sentiments, and persuasion and persuasion to others ₂ according to ₃ writing anxiety, can be broken down into two types: somatic anxiety, and avoidance anxiety. negative expectations, obsessive focus on one's own performance, and worry about how one is perceived by others are all examples of cognitive anxiety. one's sense of physical symptoms of worry, such as nervousness and tightness, is referred to as "somatic anxiety." a kind of anxiety known as avoidance anxiety occurs when students are unable to write ₄. student of the sman 6 padang, on the other hand, is still apprehensive and hesitant about writing in english. according to ₅ as a result of their incompetence, as well as that of the children they work with, this situation has occurred. they are unable to write in english because of their fear. they have to deal with their own issues, as well as those of their peers, teachers, and other members of the community. writing anxiety is common among foreign language learners because of this ₆. meanwhile, the researcher observed evidence of concern in his teaching practice at sman 6 padang, where some students are still having difficulty expressing their ideas in formal manner. students' 101 inability to complete their homework, confusion, lack of self-assurance, and difficulty deciphering and comprehending writing english are all signs that they are suffering from anxiety. according to ₇ several factors cause them to be unable to understand the writing. first, the lack of background those students have when writing, especially in english. therefore, they do not get an idea of what they have been writing. second, the students do not master enough vocabulary when they are writing the text. so, this is will make it difficult for them to understand the writing because they are not able to get a good in writing in english. 2. research methods as a result of discovering data on students' writing anxiety in an english-language classroom, the researcher decided to conduct descriptive qualitative research. when conducting a basic qualitative study, or "basic interpretative study," the goal is to gain insight into the phenomenon, process, or specific point of view of those who are directly involved, according to ₈. due to the fact that students' writing anxiety is being studied, the researcher employs this research design. a research setting is a location where someone conducts research in order to collect data from research participants. this research was conducted in sman 6 padang. the address of the school itself is at jl. koto kaciak, mata air, kec. padang sel., padang city, west sumatra. in conducting a research, it is important to determine the research participants. according to ₉ that sampling is a method for selecting a small number of people from a larger group. as a result, the degree to which the results can be generalized is directly related to the number of samples selected. purposive sampling is used by the researcher. the researcher selects a sample based on his her experience knowledge of the group to be sampled when using purposive sampling, which also known as judgment is sampling. in other words, the researcher would only pay attention to the students in the first semester of the english-language learning program who have writing anxiety (xii mipa 1, xii mipa 2, xii mipa 3, xii mipa 4, and xii mipa 5). then, one class will be selected as a representative sample. there are 36 students in class xii mipa 3. the sources of the data in this research are students’ writing anxiety in the form of students’ answer of questionnaire and interview. those data are collected from students’ questionnaire, and from interview. the data use documentation, questionnaire, and interview to know what factors made students anxiety writing in english learning. instrument is one of element that is important in conducting a research. instrument is a tool that is needed by researcher to gather any information in a research. according to ₁₀ there are 4 types of data collection, they are observation, interview, document, and audio-visual material. in this research, the researcher will only use questionnaire and interview. the researcher also will apply questionnaire and interview to obtain the data from students. 1). questionnaire in addition to student interviews, the researchers used a questionnaire to gather additional data. researchers made use of closed questions. no free writing is required for this item; instead, the respondent must select one of the options presented, regardless of whether their preferred response is one of the options. 2). interview according to the definition of an interview, this is a process used to gather data by asking people directly. verbal activities are conducted in a single-on-one conversation between an interviewer and the respondent. interviews, on the other hand, are methods for obtaining information from people by asking those questions in person. in addition to using observation and questionnaire, the researcher also uses interview to obtain the data of the research. interview is a series of asking and answering activities that are conducted to get any information to the interviewee. interview is an extendable conversation between people that aims to get in-depth information a certain topic or subject and from interview; a 102 phenomenon can be interpreted by the interview. interview is also used to know factor that makes students anxiety writing in english learning. there are 3 students who will be interviewed asked to give information more detail. in conducting this research, the researcher collects the data by questionnaire and interview. the technique in collecting data, as follow: 1. questionnaire a. at the end of class time, the researcher asked the students for permission to ask for a few minutes to be questionnaire and give explain how to answer the questionnaire. and then the researcher gives the questionnaire to the students at grade xii mipa 3 of sman 6 padang b. the students answered and collected the questionnaire to the researcher. 2. interview a. the researcher prepares some questions to be asked to students b. after that, the researcher picks a portion of the sample to be interviewed c. the researcher takes a note the answers from students d. the data will be analyze the answers from students to know the types writing anxiety table 1 indicator of writing anxiety no indicator aspect concept/meaning 1 internal factor cognitive problems cause by physically and healthy grammatical problems cause by incorrect grammar when writing problem of word choice cause by sometimes in haste or out of ignorance, authors tend to use incorrect words. 2 external factor lack learners’ motivation cause by never watch and read motivator lack of knowledge about writing stages cause by less of knowledge about writing lack of practice cause by rarely to do learning at home 103 table 2 internal factors students’ anxiety in writing english no indicator component total percent (%) 1 grammatical problems 223 32.75% 2 problem of word choice 217 31.86% 3 cognitive problems 241 35.39% jumlah 681 100% table 3 the external factors students’ anxiety in writing english no indicator component total percent (%) 1 lack of knowledge about writing stages 205 32.03% 2 lack learners’ motivation 214 33.44% 3 lack of practice 221 34.53% jumlah 640 100% 3. discussions the results presented the findings of the data analysis. the questionnaire was used to determine the factors that contribute to students' anxiety when writing in english. the data was gathered from mipa 3 students in the first semester at sman 6 padang. the factors that contribute to students' anxiety in writing english in mipa 3 at sman 6 padang's first semester. they are as follows: 1. the internal factors that cause the students’ anxiety in writing english it was previously mentioned that there were three factors that contributed to the students' anxiety when it came to writing in english. these factors were grammatical problems, problems with word choice, and cognitive challenges. the questionnaire contained a total of six different questions. a. cognitive problems one of the elements that influences students' anxiety that focuses on internal factors is cognitive problems. these aspects are internally focused. there were two items pertaining to cognitive issues that were included in the questionnaire. based on the data that was analyzed and used in the cause of writing anxiety inventory (cwai) that was proposed by ₁₁, saw that rotated the mean factors that given meaning as expected and each factor can already be interpreted clearly. this was seen based on the cause 104 of writing anxiety inventory (cwai). because the loading factor with a strong internal factor than its score was 35.39%, cognitive problems were considered to be an internal factor. additionally, the number of cognitive problems was greater than that of any other internal factor. b. grammatical problems grammatical errors are one of the many reasons that might contribute to students' anxiety, particularly those that are focused on as being internal issues. there are two questions pertaining to grammatical issues that are included in the questionnaire. the mean factors that given meaning as expected and each factor can ready be interpreted clearly, grammatical problems included internal factor because factor with a strong internal factor that its score 32.75%, it means that grammatical problems was the second highest score on internal factor that influenced students' anxiety to writing english in grade xii mipa 3 at sman 6 padang. the mean factors that given meaning as expected and each factor can ready be interpreted clearly. c. problem of word choice the problem of word choice is one of the aspects of the internal elements that are impacting students' anxiety. these aspects are centered on the classroom environment. there are two questions pertaining to the issue of word choice that are included in the questionnaire. the factors that have, as was to be expected, provided significance, and each component may already be interpreted in a straightforward manner. the problem of word choice was considered an internal factor because the factor with a strong internal factor had a score of 31.86%. this indicates that the problem of word choice was lower than the other internal factors that influenced the students' anxiety when writing english in grade xii mipa 3 at sman 6 padang. 2. the external factors that cause the students’ anxiety in writing english it was mentioned before that there were three external elements that contributed to the students' anxiety when it came to writing in english. these factors are a lack of understanding about the stages of writing, a lack of learners' motivation, and a lack of practice. there were a total of six questions on the questionnaire. a. lack of practice one of the external issues that is being focused on that contributes to the students' anxiousness is the fact that they do not get enough practice. there were two questions pertaining to the lack of practice aspect that were included in the questionnaire. the factors that have, as was to be expected, provided significance, and each component may already be interpreted in a straightforward manner. because the mean factor with a strong external factor that its score was 34.53%, lack of practice was considered to be an external component. additionally, the number of people who lacked practice was the greatest among all external factors. the number of students' lack of practice was the higher factor in external factors that influenced students' anxiety to writing english in grade xii mipa 3 at sman 6 padang. this is because the mean factor with a strong score, its 34.53% much more powerful than all of the other external factors, and the number of students' lack of practice was the highest factor in external factors that influenced students' anxiety to writing english. b. lack learners’ motivation 105 one of the elements that contributes to the students' anxiousness that is focused on from outside sources is a lack of motivation on the part of the students. the element of a lack of learners' motivation was addressed in the questionnaire on two separate occasions. the data analysis that was used for the cause of writing anxiety inventory (cwai) that was proposed by rezaei and jafari (2014) cause of writing anxiety inventory (cwai), saw that rotated the mean factors that given meaning as expected and each factor can ready be interpreted clearly. this was seen based on the cause of writing anxiety inventory (cwai). lack of learners' motivation factor was the second highest influenced factor in external factors because the mean factor with a strong score, its 33.44% much more powerful than lack of knowledge about writing stages and the number of lack of practice was the second higher factor that influenced students' anxiety to writing english in grade xii mipa 3 at sman 6 padang. this was because the mean factor with a strong score, its 33.44% much more powerful than lack of knowledge about writing stages. c. lack of knowledge about writing stages one of the elements affecting the students' anxiousness that was focused on was external causes, and one of those aspects is a lack of awareness about the stages of writing. in the questionnaire, there were two items related to the factor of having insufficient information about the stages of writing. the factors that have, as was to be expected, provided significance, and each component may already be interpreted in a straightforward manner. lack of information about writing stages was included as an external factor due to the fact that the mean score for all of the writing stages was 32.03%, and the number of people who lacked knowledge about writing stages was the lowest factor among all of the external variables. this finding indicates that students in grade xii mipa 3 at sman 6 padang had the least amount of anxiety when it came to writing english since the lack of understanding about writing phases was the external factor with the lowest score. figure 1. conceptual framework 4. novelties problems in writing students’ anxiety internal factors:  grammatical problems  problem of word choice  cognitive problems external factors:  lack of knowledge about writing stages  lack learners’ motivation  lack of practice 106 a. theoretically the findings of this study are to help readers, students, and teachers to be aware of students' writing anxiety in learning english and can prevent worries, which can make it easier for future learning or what will be teach.. b. practically 1. english teachers the researcher hopes that the results of research that analyzes students' concerns in writing english can reduce fear in learning english, more precisely in writing using english and increase students' interest in being more enthusiastic in learning english. 2. english learners in order to help students, overcome their fear of learning a new language, teachers should be aware of their students' anxieties and reassure them that studying english isn't scary at all. with these efforts, of course, it will affect the interests, learning styles of students, and will make an increase in the student's own value later. however, the researcher also believes that this will make it easier for students to practice writing words and sentences. 3. for further researchers this anxiety analysis can also be used for researchers by knowing what the weaknesses are, which makes them lazy and anxious in learning english. with that, researchers can take lessons from the findings of this research and can also serve as a source of data for another research. 4. for readers by analyzing and knowing the anxiety of writing in english, the researcher hopes that by reading this research, readers will have new ways to practice their writing skills. readers can also use the findings of this study as inspiration for their own work. 5. conclusion based on the results of the analysis, there are two factors influencing students’ anxiety in writing english that internal and external factor. based on the findings of factor analysis, cause of writing anxiety inventory (cwai) proposed by rezaei & jafari (2014) cause of writing anxiety inventory (cwai). the mean factor cognitive problems its score was 35.39%. and from all factor influencing students’ anxiety in writing english, factor cognitive problems that have the highest score from all of factors in writing english classroom. this means that cognitive problem is the factor that most influence students’ anxiety in writing english especially in grade xii mipa 3 at sman 6 padang. and from internal factors influencing students’ anxiety in writing english, factor problem of word choice has the lowest score from internal factors in writing english classroom, it score was 31.86%. and from external factors influencing students; anxiety in writing english, factor lack of knowledge about writing stages, it score was 32.03%. 107 references shenton, a. k. 2004. strategies for ensuring trustworthiness in qualitative research projects. education for information, 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[₁₁]https://doi.org/10.1016/j.sbspro.2014.03.577 biography of author i ilham rulyandi was born in padang on april 10th, 2000. i was graduated from vocational high school 2 padang, with my major is technical computer and networking. email: irulyandi@gmail.com https://doi.org/10.3233/efi-2004-22201 https://doi.org/10.4324/9780203464120 https://doi.org/10.1016/j.jslw.2004.07.001 https://doi.org/10.1093/elt/ccn029 https://doi.org/10.4324/9780203891643 https://doi.org/10.30762/jeels.v4i1.51 https://doi.org/10.1016/j.sbspro.2011.03.337 http://dx.doi.org/10.14689/ejer.2016.63.19 http://dx.doi.org/10.1598/jaal.54.5.5 https://doi.org/10.11648/j.ajtas.20160501.11 https://doi.org/10.1016/j.sbspro.2014.03.577 mailto:irulyandi@gmail.com e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 2, july 2021, pages: 171-183 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i02.p03 171 topicalization of the dawan language mollo dialect ariyanto a. nau 1 , agustinus semiun 2 , yosep b. kroon 3 1 universitas nusa cendana kupang kupang-ntt, 85111 indonesia, e-mail: nauariyanto22@gmail.com 23 universitas nusa cendana kupang-ntt, 85111 indonesia, 2 e-mail: agustinussemiun@gmail.com, 3 e-mail:yosepkroon@gmail.com article info abstract* received date: 8 march 2021 accepted date: 15 mach 2021 published date: 31 july 2021 keywords:* ,dawan language,foklore. this research studies about topicalization of the dawan language mollo dialect. the problems of this research are namely 1) is there any topic sentence in dawan language? 2) how is the topic sentence structure in dawan language?. the research located in oelbubuk village, middle mollo district, south eastern timor regency, east nusa tenggara province. this research is qualitative research. the data were taken from folklore text the methods used to collect the data were interview, observation and introspection. the technique used in this research are the disappearing technique, reverse technique, insertion technique, and chancing technique. the result of data analysis is an informal way by verbal description. the pragmatic theory is applied in data analysis. the result of this research is indicated that there is a topicalization structure in dawan language. preposition es always appear in topicalization in dawan language as distinguished future of active voice structure and topic sentence. the appearance of clitic is also attached to the verb as a structure of a topic sentence in dawan language. 1. introduction the austronesian language family is a language family that is very broad in distribution, austronesian refers to a geographical area where the population speaks austronesian languages. the dawan language (uab meto) belongs to the austronesian language group. most of the dawan speakers live on the island of timor, in the province of east nusa tenggara (kupang city, kupang regency, south central timor (tts), north central timor (ttu), and parts of belu regency) and oecusse-ambeno regency (timorleste). this language is also called baikenu although the locals call it uab meto or molok meto. the dawan language (hereinafter abbreviated as bd), is a regional language that is a means of communication-based on culture. bd is the language spoken on the island of timor and is also specifically spoken by people in the south central timor regency (tts) which is administratively included in the territory of the province of east nusa tenggara. geographically, the south central timor regency is on the island of timor with an area of 3.955.36 km2. the north central timor regency is bordered by north central timor regency, the east is bordered by north central timor regency and belu regency, the west is bordered by kupang regency, and in the south is bordered by the timor sea. demographically, the population of the south central timor regency is 441,155 people, spreading over 32 sub-districts and 12 urban villages, and 266 villages. bd speakers are spread across 32 sub-districts namely north mollo, mollo mailto:agustinussemiun@gmail.com 172 tengah, west mollo, fatumnasi, tobu, nunbena, polen, soe city, west amanuban, east amanuban, south amanuban, central amanuban, batu putih, strongnana, noebeba, kuanfatu, kualin, kolbano, oenino, faut molo, fatukopa, ki’e, kot’olin, south amanatun, north amanatun, boking, nunkolo, noebana, santian, kokbaun, and toianas. this indicates that almost all areas in south central timor regency are bd speaking areas (fernandez, 1996). dialectically, bd has a number of dialects, according to (levi, 1978) by the speaking community, bd is grouped into several dialects namely mollo, amanatun, amanuban, amarasi, amfoang, biboki, miomafo, manlea, and kupang. in general, these dialects can be classified into two major dialects, namely the l dialect and the r dialect (mbete, 1985). geographically, dialect l is spoken in the areas of mollo, amanatun, amanuban, amfoang, biboki, miomafo, manlea, kupang, while dialect r is spoken in the amarasi part of kupang regency. the distinguishing mark of the two dialect groups is the tendency of parallels, namely the tendency of the same lexicons to appear, which in one dialect group begins with the consonant /l/ for example leko ‘baik’ and the reko in the /r/ dialect group. 1.1 topic the term topic can be defined in several different senses, namely a) the phrase in one clause that is understood, b) phrases in an understandable discourse, c) having a special position in one discourse (the far right corner or the left corner of the clause). in general, it can be said that the topic is the same as the subject. (givon, 1984) stated that topicalization is something that is rather vague, has a scale, and is ranked based on its degree in sentences. this will be clearly seen in sentences containing subject, direct object, and indirect object. these dative forms experience a shift so that the object is not immediately promoted to the main object and the object is immediately shifted down. 1.2 subject in syntactic studies, the subject is limited to four concepts, namely pragmatic concepts, semantic concepts, categorical concepts, and grammatical concepts. the traditional definition of the term subject is what is said (chafe, 1970). from a pragmatic, grammatical, and semantic perspective, the terms psychological subject, grammatical subject, and logical subject emerged (halliday, 1988). the understanding of the three kinds of subject terms confuses the notion of the subject. therefore (halliday, 1988) uses the term subject for grammatical subjects, while for psychological subjects the term theme is used and for logical subjects, the term actor is used. (pike, 1977) and (verhaar, 1996) distinguish subject and actor into two different levels of analysis, in which the subject is at the level of grammatical function, while the actor is in the level of role. in addition, the subject can also occupy a middle position in topicalization (sugono, 1995). in terms of semantics, the subject can have a certain semantic role. (chafe, 1970) explained that in semantic structures, verbs function as central and nouns as peripheral. verbs determine the presence of a noun, for example as an agent, patient, instrument, complement, and location. 173 1.3 theory in this study, there are three theoretical references used, namely a) basic linguistic theory, b) functional typology, and c) pragmatic theory. of the three theories, the main theory used to analyze the research data is the pragmatic theory. 1.3.2 basic linguistic theory the basic linguistic theory is put forward by (dixon, 2012). the basic linguistic theory refers to the theoretical framework that is most widely used in the description of the language, in particular the grammatical description of an entire language. basic linguistic theory is widely used and best known especially outside the united states. this theory is very popular among linguists who are more interested in using basic linguistic theory in analyzing the structure of a language. basic linguistic theory is a cumulative framework that slowly develops over time that is used by linguists to better describe the structure of a language. it is based on traditional grammar emphasizing the need to describe each language in its own context, rather than imposing individual language concepts where the main motivation comes from another language. this theoretical framework takes analytic techniques from the structuralist tradition, especially in the fields of phonology and morphology which are purely structuralists in an effort to describe language including semantic considerations in its analysis by using terminology and phenomena in each language. the basic linguistic theory differs from many other theoretical frameworks in that it is not a formal theory but an informal theory. that is, many grammatical phenomena can be defined in terms of adequate accuracy in a natural language. 1.3.2 functional typology approach etymologically, typology means a classification of domains. the term typology has the meaning of grouping languages based on their characteristic of words, sentence group, or grouping based on their structural characteristics. the study of linguistic typology is a study that determines the grouping of languages based on characteristics, interrelated structures. the form of a typology study is a word order typology as practiced by greenberg (mallinson, graham, blake, 1981). a study of greenberg’s typology of word order shows that languages can be grouped according to word order in the basic clause, namely s-v-o. studies that attempt to examine the grammatical features and characteristics of languages in the world, then make groupings according to parameters in the linguistic world or what is known as the study of linguistic typology. the results of this study gave birth to language typology, which is the grouping of languages with the designation of certain groups. the purpose of linguistic typology is to group languages based on the nature or behavior of the language structure. its main purpose is to answer the question: what is x language like? there are two main assumptions of linguistic typology, namely (a) all languages can be compared based on structure, and (b) there are also structural differences between languages. based on the study of linguistic typology, the experts attempt to make a grouping (also called pentipology). with this pentipology, there is a language with a typology of nominative-accusative (accusative language), ergative-absolutive (ergative language), active language, and passive language (comrie, 1988). the pentipology of languages based on grammatical behavior is also known as grammatical typology. this term is made to distinguish between grammatical typology studies 174 and functional typology studies, namely typology studies whose studies are based on pragmatic features and functions or the function of language as a means of communication. so, in its development, the linguistic typology which was originally developed from grammatical typology developed into a functional typology study. however, the basis for the study of linguistic typology rests on grammatical typology which examines a language from the point of view of linguistic typology which is a natural-descriptive (givon, 1984). (givon, 1984) argued that the approach to language studies and analysis of language behavior may not be “silent” (off the hook) from the characteristics, structure, and behavior of language in its context as a means of communication. by paying attention to the main function of language as a means of communication, functional typology gets its analysis at a grammatical level by paying attention to the use of language in its context (pragmatic function) to express the essence of a language. 1.3.3 pragmatic theory the main theory used as a basis for analyzing the research data is the pragmatic theory. pragmatics is a branch of linguistics that is increasingly known today, although about two decades ago, this theory was rarely or almost never mentioned by linguists. this is based on the increasing awareness of linguists that efforts to uncover the nature of language will not bring the expected results without being based on an understanding of pragmatics, namely how language is used in communication (lambrecht, 1996). (lambrecht, 1996) also defined pragmatics as the study of meaning in relation to speech situations. pragmatics is also defined as conditions that result in whether or not the use of language in communication is compatible; aspects of language use or context outside the language that contributes to the meaning of speech (kridalaksana, 2008). according to (verhaar, 1996) pragmatics is a branch of linguistics that discusses what is included in the structure of language as a means of communication between speakers and listeners, and as a reference to language signs in the “extra lingual” matters being discussed. (kridalaksana, 1990) defined pragmatics as an analysis of utterance using context-bound meanings. meanwhile, treating language pragmatically is treating language by considering its context, namely its use in communication events (kridalaksana, 1990). based on several opinions above, pragmatic boundaries defined. pragmatics is a general study of how context affects speech participants in interpreting sentences or examining meaning in relation to speech situations. 1.3.5 information structure the flexibility and empowerment of language as a means of communication has and continues to enable humans to develop socially, culturally, and intellectually. language is a very complex sign system, bound by rules, and used by the speaking community to communicate. (foley, 1997) stated that language, in general, is a sign system accompanied by the rules for its combination. all linguistic signs, expressions, indices, or symbols have a dual structure, namely the structure of form and structure of meaning. the two layers of the language structure, although there are no official rules governing them, cannot be made arbitrary. (foley, 1997) stated that the principles of incorporation into the rules of the signs are arranged in such a way as to form sentences which are generally called the grammar of the language concerned. each grammar of a language typically deals with two levels, namely morphology, and syntax (especially in agglutinative and polysynthetic languages). grammatically, a sentence is a construction that carries the main meaning in language. the package unit of grammatical meaning that is carried by the sentence is the package of the 175 complete meaningful utterance marked by the intonation unit of the core argument. (gundel, 1988) asserted that the basic principle of grammar since the time of plato and aristotle is that sentences are divided into two main parts, subjects, and predicates. although lexically the word also carries meaning, the packaging of the meaning carried by the sentence is the meaning of a linguistic unit that underlies the development of a broader meaning. thus, the grammatical structure of the information is in the sentence. with regard to the structure of information, (lambrecht, 1996) stated that the information structure is a component of grammarly sentence in which a proposition as a conceptual embodiment of a state is paired with a lexicogrammatical structure in relation to the mental state of the speaker who uses and interprets these structures as units of information in the context of a particular discourse. more specifically, (lambrecht, 1996) stated that the structure of sentence information is a formal expression and pragmatic structuring of a proposition in a discourse. propositions that have an experiential pragmatic structuring are called pragmatically structured propositions. important categories of information structures are (i) presuppositions and affirmations, relating to the structuring of propositions into parts in which a speaker hears the person spoken to; (ii) identification and activator, which relates to the speaker’s allegation about the state of mental manifestation of the discourse reference in the mind of the interlocutor at the time the speech occurs; and (iii) topic and focus, which deals with the approximate value of the relative estimate or unpredictability of the relationship between a proposition and its elements in a particular discourse situation. the structure of information is formally manifested in the prosodic aspect, in special grammatical markers, in the form of syntactic elements (certain nominal), in the position and order of constituents in a sentence, in the form of complex grammatical constructs, and in the choice of certain words between lexical items. which is related. the analysis of information structures focuses on the comparison of pairs of sentences that are equivalent but formally and pragmatically different, such as active-passive, canonical-topicalize sentences, canonical sentences splitting or releasing, subject emphasis sentences predicate stress sentences, and so on (lambrecht, 1996). the analysis of the information structure in this paper is related to and directed to examine the sentence information structure in bd topicalization construction. this research, empirically, will look at the comparison of the information structure brought by the topicalized construction with the information structure. in linguistics, the term topicalization is used to refer to a syntactic (derivative) construct in which the noun phrase (np) in the basic (canonical) construction that is in the position after the verb (predicate) appears in the initial position before the subject (or directly before the verb) in languages with a 2-verb sequence, in which case the subject appears at the position of the object) (lambrecht, 1996). (lambrecht, 1996) argues that in english and french, for example, the topicalized phrase can appear in a topic or focus related to the proposition expressed by a sentence; topic relations have a “focus predicate” structure, and focus relations have an “argument focus” structure. more specifically, (lambrecht, 1996) explained that the topic of the sentence is something about the proposition expressed by the sentence. the definition of a topic in terms of the “about” relation between one being and a proposition, is actually derived from the traditional definition of “subject”. the two terms “topic” and “subject” are not absolutely the same even though they are related. the topic is not necessarily a grammatical subject, and a grammatical subject is not necessarily a topic. topics can also be called pragmatically constructed sentences which must be understood as meanings framed by a particular discourse context. 176 topicalization is a syntactic construction that places a constituent, which normally follows a verb, to the front (beginning) of a sentence, preceding the subject’s np (kroeger, 2004). the topic is a clause element related to pragmatics, while the subject is a sentence element related to the grammatical level. not all arguments at the beginning of a clause (sentence) are subject. there are syntactic constructs whose initial element is the subject. there are syntactic constructs whose initial constituents are not grammatical subjects. this kind of construction is known as left-dislocation or topicalization. an example of topicalization is follows. ita, in afi nem. nama, 3tgl kemarin datang ‘ita, dia datang kemarin’. on this construction, ita ‘nama’ has a top (topic) syntax function, then followed by in ‘dia’ has a syntactic function as s (subject), afi ‘kemarin’ has a syntactic function of adverb of time, and nem ‘datang’ has a syntactic function v (verb). the structure can be changed into: (b). afi, ita nem kemarin, ita datang 2. research methods the approach taken in this study is a qualitative descriptive approach. (bogdan & taylor, 1975) in (moleong, 1990) adopted by (muhammad, 2011) defined qualitative methodology as a research procedure that produces descriptive data in the form of words or verbally from people and observable behavior. the data used in this study were qualitative data related to the topicalization of the dawan language. data collection in this study was carried out using the listening method and speaking method. the method used in analyzing the data is the agih method, it is a method in which the determinant is part of the language itself, the listening method is a method that is carried out by listening, while the speaking (cakap) method is in the form of a conversation between the researcher and the informant. the techniques used in this research were lesap (disappearing) technique, reverse technique, insert technique, and ganti (chancing) technique. 3. discussions 3.1 basic structure of the dawan language verbal clause verbal clauses are clauses whose predicates are filled in by verbs. syntactically verbs are the core categories that appear in the predicate position of the clause. based on syntactic behavior, the verb is the essence of the verb phrase which is also the core constituent of a clause. it is the verb that determines whether an argument is present in a clause. semantically, verbs are categories that refer to the meaning of action. conversely, the verb syntactically is a core category that appears in the predicate position of the clause. from the semantic aspect, verbs talk about the number of participants or arguments involved in an event or situation, while from the syntactic aspect, verbs talk about the number of core arguments that must be present in a clause. by referring to the classification of verbs based on the semantic and syntactic aspects, bd clauses are classified into intransitive clauses, monotransitive clauses, and ditransitive clauses. 177 3.2 topicalization after describing the topicalization of bd in the previous section, the study in this section will begin with the topicalization in bd. then the description will continue with the analysis of sentence information structure, bd topics and topicalization, and bd topicalization clauses. 4.31 topicalization of the mollo dialect of dawan language sentence analysis can be carried out at three levels of functions, namely syntactic functions, semantic functions, and pragmatic functions. syntax functions are grammatical relationships between elements that function as subjects, predicates, objects, complements and descriptions. the semantic function is the relationship of meaning between elements that function as predictors and elements that function as arguments. the relationship between the argument and the predictor is also called the role. the role of semantics in sentences is divided into; respondent, actor, subject, characteristic, target, result, user, size, tool, place, source, reach, companion, time, and origin. pragmatic functions are functions that relate to the information status of construction, namely elements that function as old information and elements that function as new information (jufrizal, 2004) the elements of a pragmatic function that are interconnected in a sentence will form an information structure. broadly speaking, the information structure is an encoding of a more informative part of the sentence in relation to a certain context. more specifically, the structure of the information relates to the way the speaker and his speech partner interpret information based on the shared knowledge of the speech participants during the speech. this knowledge can be recognized in sentences as a status of information that is already known (old information) and information that is just known (new information). topicalization is a syntactic construction that places a constituent, which normally follows a verb, to the front (beginning) of a sentence, preceding the subject’s np. referring to the above statement, there is also topicalization in bd. the following is an example of topicalization in bd. (60) a. au iun oel 1tg minum air ‘saya minum air’. b. oel au iun air 1tg minum ‘air saya minum’. data (60.a) is called the active sentence because au ‘saya’ has a syntactic function s (subject), iun ‘minum’ has a syntactic function p (predicate), and oel ‘air has an o (object) syntactic function. while in data (60.b) oel ‘air’ as top (topic), au ‘saya’ as s (subject) and iun ‘minum’ as v (verb). oel ‘air’ s referred to as the topic sentence because oel ‘air’ is the core of the conversation in the sentence. sentence information structure, topic and topicalization of mollo dialect in dawan languag. considering the grammatical properties of the basic bd clauses, the typology of word order in this regional language is s v o. as reported by (jufrizal, 2004), a grammatical typology examination of basic clauses shows that the usual word order in bd, both in command clauses, statements, and questions is s v o. the choice of other forms with o s v and v s o word order is only possible in constructions with verbs without affixes or in derivative constructs, including the construction of topicalized clauses, as will be the main subject of this paper. the results of the grammatical typology research conducted by (jufrizal, 2004) stated that bd is a language with a nominative-accusative typology at the syntactic level, with word order in 178 the basic clauses of s v o. as a morphologically agglutinative language, the presence of affixes in verbs has an important role both grammatically and semantically. it is also stated that this local language is a subject prominent language. thus, the basic construction of the bd clause is more appropriate to be treated as constructing “subject predicate”, not “topic”. however, the grammatical properties of bd cannot be completely separated from the pragmatic influence so that the syntactic construction can undergo a change in word order to become o s v and v s o. the construction of clauses with the o s v and v s o orders is considered a derivative construction because there is a change in the verb markers and their word order from the construction which is considered a basic clause. this kind of construction in this paper is called topicalized construction. examples of clauses are below. (61) a. au ait benas 1tg ambil parang ‘saya mengambil parang ’. b. benas au ait parang saya ambil ‘parang saya ambil. c. ait au benas ambil 1tg parang ‘ambil parang saya. data (61.a) is referred to as an active clause. meanwhile, data (61.b) and (61.c) are derivative constructs of active clauses. on data (61.a) au ‘saya’ has a syntactic function of an s (subject), ait ‘ambil’ has a p (predicate) syntactic function, and benas ‘parang’ has an o (object) syntactic function. the data (61.b) is referred to as topicalization where benas ‘parang’ is as a top (topic), au ‘saya’ as s (subject) and ait ‘ambil’ as v (verb). ait ‘ambil’ referred to as a topic because ait ‘ambil’ is the core of the conversation in the sentence. while data (61.c) ait ‘ambil’ has a syntactic function of a p (predicate), au ‘saya’ has a s (subject) syntactic function, and benas ‘parang’ has an o (object) syntactic function. data (61.c) is referred to as a pragmatic construction because it is seen from the literal translation of the clause ait au benas that is supposed to have the meaning ‘ambil saya parang’ but because it is influenced by the information structure and pragmatic status, the meaning of the clause ait au benas according to the people of dawan is ‘ambil parang saya’. topicalization clause in the mollo dialect of dawan language based on the results of field research, the researcher found that there was clause topicalization in bd. topicalization of bd can be seen in the following clause (62-68) data. (62). neno ma pahpinan, in es an-su (mh.3) top 3tgl yang klt-pikul ‘bumi dan langit, dia yang junjung’. (63). tuapakas ante bitan, suku bessi es an-pao(ptiu.22) top nama yang klt-jaga ‘tuapakas sampai bitan, suku bessi yang jaga. (64). be’it a’naek, moa hitu es an-mui (mh.4) top nama yang klt-miliki ‘kekuatan besar, moa hitu yang miliki’. (65). suku teun le’nan, benafa es an-jail nakaf (ptiu.26) top nama yang klt-jadi kepala ‘ketiga suku itu, benafa,yang menjadi kepala’. 179 (66). atukus namfau, in es an-mui (fa.3) top 3tgl yang klt-miliki ‘banyak penjaga, dia yang miliki’. (67). haumeni, sin es an-sos (atiu.3) top 3jmk yang klt-beli ‘kayu cendana, mereka yang beli’. (68). bale le’nan, sin es an-nekafmese (ptiu.8) top 3jmk yang klt-sepakat ‘tempat itu, mereka yang sepakati’. if attention is given, the bd topicalization structure, grammatically, the position or sentence structure positions the top at the beginning of the sentence, s is in the middle of the sentence, then followed by the verb which is at the end of the sentence, as in the data (62, 63, 64, 65, 66, 67, and 68). the clause in (62-68) which is neno ma pahpinan ‘langit dan bumi’ (in data 62), tuapakas ante bitan ‘tuapakas sampai bitan’ (in data 63), be’it a’naek ‘kekuatan besar’ (in data 64), suku teun le’nan ‘ketiga suku itu’ (in data 65), atukus namfau ‘banyak penjaga’ (in data 66), haumeni ‘kayu cendana’ (in data 67), and bale le’nan ‘tempat itu’ (in data 68) which appears at the initial position of the clause and is not the subject, but the topic. the basic concept of grammatical relations is based on the opinion given by comrie (1989: 65), which stated that grammatical relations are parts or elements of a sentence that are categorized as subject (s), direct object (do), and indirect object (io). the three grammatical relations are syntactic relations, and there are relations that are semantic, namely: locative, benefactive, and instrumental, collectively called the oblique relation of blake in (artawa, 2004). grammatical relations in this case provide an appropriate concept, both about how language works in general, as well as certain languages. comrie (1989) stated that the prototype (nature of origin) of the subject is a link between the agent and the topic. cross-linguistically, the subject is both the agent and the topic. meanwhile, the object is an argument that undergoes an action which is stated by the transitive verb. arguments that experience actions expressed by these verbs occupy the second position in the hierarchy of grammatical functions after the subject (verhaar, 1996) and (jufrizal, 2004). the direct object (do) and indirect object (io) must appear together in the clause with ditransitive verbs, for example, the verb gives in indonesian (jufrizal, 2004). the clause, in ‘dia’ (in data 62), suku bessi ‘suku bessi’ (in data 63), moa hitu ‘nama’ (pada data 64), benafa ‘nama’ (in data 65), in ‘dia’ (in data 66), sin ‘mereka’ (in data 67), dan sin ‘mereka’ (in data 68) is a subject and it all appeared before neno ma pahpinan ‘bumi dan langit’, tuapakas ante bitan ‘tuapakas sampai bitan’, be’it a’naek ‘kekuatan besar’, suku teun le’nan ‘ketiga suku itu’, atukus namfau ‘banyak penjaga’, haumeni ‘kayu cendana’, and bale le’nan ‘tempat itu’. (jufrizal, 2004) stated that the subject cross-language has distinctive characteristics and behaviors. these behaviors can be grouped into four characteristics, namely: (i) the nature of the autonomous behavior; (ii) the nature of the perpetrators of the case; (iii) semantic role; and (iv) direct dominance. these four characteristics have a different character of subtlety, which is described below. the characteristics of the subject’s autonomy behavior include: (a) independent existence; (b) indispensability; (c) autonomous reference. the nature of the case marker behavior includes: (a) the subject of an intransitive sentence is generally not marked if each np in that language is unmarked; (b) np which changes its case marker on the included subject; (c) np which changes the case marker of the nominalization of the action including the subject. the semantic role 180 (agent, patient) of the subject is thought to be the main form of the verb. based on this semantic role, subject include: (a) the subject if only one usually discloses the agent (of the act); (b) the subject usually expresses the addressee phrase in an imperative form; (c) the subject usually shows the position of the case marker corresponding to the same verb as the cause np in the causative sentence. the examination of the subject’s behaviors is based on the grammatical behaviors that have been carried out by (artawa, 2004) in the balinese language. according to him, because the subject is a grammatical relation, the determiner of the subject of a language should be based on the nature of its own grammatical behavior. based on this, the subject can be seen in terms of: (1) no-light pronoun (pro), (2) quantifier float, (3) relativization. next, es ‘yang’ in data (62) clarify that neno ma pahpinan ‘bumi dan langit’ is supported by in ‘dia’, es ‘yang‘ in data (63) clarify that tuapakas sampai bitan ‘tuapakas ante bitan’ is guarded by suku bessi ‘suku bessi’, es ‘yang’ in data (64) clarify that be’it a’naek ‘kekuatan besar’ is owned by moa hitu ‘moa hitu’, es ‘yang’ in data (65) clarify that suku teun le’nan ‘ketiga suku itu’ is guarded by benafa ‘benafa’, es ‘yang’ data (66) clarify that atukus namfau ‘ ‘banyak penjaga’ is owned by benafa ‘benafa’, es ‘yang’ in data (67) clarify taht haumeni ‘kayu cendana’ is bought by sin ‘mereka’, es ‘yang’ in data (68) clarify that bale le’nan ‘tempat itu’ is guarded by sin ‘mereka’. furthermore, on data (62) an-su ‘pikul’, data (63) an-pao ‘jaga’, data (64) an-mui ‘miiki’, data (65) an-jail ‘jadi’, data (66) an-mui ’miliki’, data (67) an-sos ‘beli’, data (68) an-nekafmese ‘sepakat’ are verbs. in data (62-68) there is a clitical aspect ‘an’ and the clitic aspect refers to the subject attached to the verb, namely in ‘dia’ in data (62), suku bessi ‘suku bessi’ in data (63), moa hitu ‘moa hitu’ in data (64), benafa ‘benafa’ in data (65), in ‘dia’ in data (66), sin ‘mereka’ in data (67), and sin ‘mereka’ in data (68). here’s the subject pronoun in bd. table 2. subject pronouns in dawan language pronoun indonesian dawan clitic singular first saya au a the first plural of ink kita hit at the first plural eks kami hai am singular second kamu/engkau ho am second plural kalian hi am singular third dia/ia/nya in an third plural mereka sin an the following is an example of clitic in dawan on clause data (67). (69). haumeni, sin es an-sos kayuendana 3jmk yang beli top s klt-v ‘kayucendana, mereka yang beli’. (70). haumeni in es an-sos kayuendana 3tgl yang beli top s klt-v ‘kayucendana, dia yang beli’. (71). haumeni au es a-sos kayucendana 1tgl yang beli top s klt-v 181 ‘kayucendana, saya yang beli’. (72). haumeni ho es am-sos kayucendana 2tgl yang beli top s klt-v ‘kayucendana, kamu yang beli’. (73). haumeni hi es am-sos kayucendana 2jmk yang beli top s klt-v ‘kayucendana, kalian yang beli’. (74). haumeni hit es at-sos kayucendana, 1jmk yang beli top s klt-v ‘kayucendana, kita yang beli’. clitics in clause data (69-74) are clitics ‘an’ attached to an-sos ‘beli’ verb that refers to the plural third-person pronoun sin ‘mereka’ in data (69), ‘an’ attached to a verb an-sos ‘beli’ refers to a singular third-person pronoun in ‘dia’ in data (70), clitic ‘a’ attached to verb a’-sos ‘beli’ which refers to a singular first-person pronoun ‘au’ in data (71), clitic ‘am’ that is attached to amsos ‘beli’ refers to the singular second-person pronoun ho ‘kamu’ in data (72), clitic ‘am’ that is attached to verb m-sos ‘beli’ refers to the plural second-person pronoun hi ‘kalian’ in data (73), clitic ‘at’ attached to a verb at-sos ‘beli’ refers to a singular first-person pronoun hit ‘kita’ in data (74). based on the data example (62-68) is the construction of the topicalized clause in bd. if the active clause is considered a basic clause, then the topicalized clause is a derived clause. somewhat different from the passive construction whose syntactic process is grammatical, the topicalized construction is a construction that occurs at the syntactic level with the influence of pragmatic functions. based on the basic (active) clause, the grammatical processes that occur to give birth to a topicalized construction are: there is a shift in the information structure brought about by this construction semantically and pragmatically, namely from the prominence of the topic of conversation, however, the np that is highlighted does not reach its position as a grammatical subject but as a topic. in accordance with the pragmatic theoretical framework used, as described above, constructs such as clause data (62-68) are topicalized constructs in bd. 4. novelties topical dialect of dawan language can be applied in the field of knowledge such as in the subject of bahasa indonesia because the dawan language also has various levels of dialects and functions as in bahasa indonesia. and the dawan dialect can be used in several regions such as south central timor, amarasi, and north central timor. 5. conclusion topicalization in bd always presents the preposition ‘es’ as the difference between the active sentence structure and the topic sentence. the topic sentence structure in bd also has a clitical aspect inherent in verbs. the structure of linguistic information carried by the topicalized construction in bd gives semantic and pragmatic cues that the role of np as a subject still exists, but its function is as a topic. in the topicalized construction, the role of the grammatical subject in the np of the agent is not eliminated, which only shifts to its role as a topic. thus, the construction of topicalization is oriented to the topic or something that is the subject of discussion. 182 6. acknowledgements the researcher would like to thank and appreciate those who have contributed to this current study, especially to hendrik a.e. lao for the translation. references artawa, i. k. 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(1996). asas-asas linguistik umum (vi). gadjah mada university press. 183 biography of authors ariyanto ayub nau is a graduate of education from pgri kupang university in 2010. he obtained his master degree in humanities in the linguistics program from the university of nusa cendana kupang indonesia in 2019. now he works as civil servant at smpn 2 sambet, district south central timor kupang indonesia. his research focused on study of local language topicalization. email:nauariyanto22@gmail.com agustinus semiun is postgraduate university of nusa cendana kupang indonesia. now his lecturer at s1 english education program and s2 english education program yosep kroon is phd graduate the university of adelaide. his working at english department of teacher training and education faculty. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 2, july 2022, pages: 273--282 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i02.p013 273 expressive illocutionary act in the little mermaid 1989 movie 1 ni kadek dian trisnawati mahasaraswati denpasar university, indonesia, nikadekdiantrisnawati@gmail.com 2 desak putu eka pratiwi mahasaraswati denpasar university, indonesia, desak.eka.pratiwi@gmail.com 3 i putu andri permana mahasaraswati denpasar university, indonesia, andripermana@unmas.ac.id article info abstract* received date: 22 february 2022 accepted date: 26 february 2022 published date:31 july 2022 keywords:* expressive, illocutionary act, context of situation, movie this article discusses about expressive illocutionary act in the little mermaid 1989 movie. this article analyzing the data used descriptive qualitative method. the aims of this article are to identify the types of expressive illocutionary act and the context of situation in the movie. this article used theory by searle (1979) to identify the types of expressive illocutionary act and theory by halliday and hasan (1985) to analyze the context of situation. the result of this article showed 22 utterances which are produced by the characters. 1. introduction language is a form that shall allow people to communicate their thoughts and feelings to one another. noises, symbols such as written or spoken words, postures, gestures, or signs can all be used to transmit feeling and thought, with the receiver interpreting a specific meaning (day translations, 2018). language is used by humans to communicate. the process of receiving and transmitting messages using verbal or nonverbal means, such as speaking, oral, writing, charts, signs, signals, and actions, is known as communication (nordquist, 2019). in the study of language, pragmatics concern how language is used among people in context. according to yule (1996) the significance of studying language through pragmatics is that one can discuss people’s intended meanings, their two presuppositions, their aims or goals, and the types of action they are showing when they speak. however, each has their own style of expressing their beliefs, which can often be expressed through speech act. a speech act is something that is said with the aim of not only informing but also showing something. according to austin (1962: 94) speech act is explained by saying something is also to do something. that means, when the speaker says something, it is more than just uttering words; the utterance also has the intent to perform acts. austin also divided 274 speech act into three kinds. they are locutionary act, illocutionary act and perlocutionary act. locutionary act is an act of saying something that occurs when the speaker and the hearer convers. illocutionary act is an act performed in the utterances of the speaker that might cause the hearer to do something. perlocutionary act is an act that is the hearer performed after hearing to the speaker utterance in certain context. according to searle (1979: viii) the illocutionary act is divided into five parts. assertive, directive, commissive, declaration, and expressive. assertive illocutionary act indicates that the speaker wanted to inform others about how things are going. the speaker uses a directive illocutionary act to make people to do something; it expresses what the speaker requires. commissive illocutionary act is the speaker committed to do something. expressive illocutionary act is an act express the speaker attitudes, feeling and emotion. the expression is apologizing, congratulating, thanking, wishing, attitude, and greeting. declaration illocutionary act is an act that the speaker uses their words that can bring about change in the world. according to halliday and hasan (1985: 12) context of situation divided into three parts. field, tenor and mode. field refers to the taken place and what is happening. tenor refers to the actors, the players, what kinds of relationships among the participants, and mode refers to what language is used in that situation. the researcher would like to show the previous study related in this article. the first study by tiwul (2018) entitled an analysis of expressive illocutionary act found in the light between oceans movie script. the aims of her study were to identify the types of expressive illocutionary act and find out the meaning of the utterance expressive illocutionary act. her data were analyzed by using quantitative and qualitative descriptive method and theory proposed by searle (1969). the second study by pratama (2019) entitled the function of expressive illocutionary act with special reference to chbosky and spiliotopoulus’s beauty and the beast. his study aims to identify the functions of expressive illocutionary act and the context of situation applied in the movie beauty and the beast. his study used qualitative descriptive method and theory by searle (1979) to analyze the data. the last is journal by sirwan and yulia (2017) entitled an analysis of expressive speech acts used by steve rogers as the main character in civil war movie. their journal focused to explain kinds of expressive speech act used and the s-p-e-a-k-i-n-g model used by steve rogers in civil war movie. their data analyzed by using the theory by searle, watching the movie and reading the movie script to collected the data. this article focuses on the types of expressive illocutionary act. the aim of an expressive illocutionary act is to express the feeling and emotion of speaker through an expression. the expressions are apologizing, thanking, congratulating, attitude and wishing and greeting. 2. research methods this article used the little mermaid 1989 movie as the data. the data were collected by observation method. it was done by watching the movie, reading the movie script, taking note the utterance and classifying the data based on the types of expressive illocutionary act. this article used descriptive qualitative method and some theories to analyzed the data. first, theory proposed by searle (1979) to classifying the types of expressive illocutionary act and second theory proposed by halliday and hasan (1985) to analyze the context of situation. formal and informal method used in presenting the data. 275 table 1 types of expressive illocutionary act expressive illocutionary act frequency percentage (%) apologizing 5 22,72% thanking 3 13,64% congratulating 3 13,64% wishing 3 13,64% attitude 6 27,27% greeting 2 9,09% total 22 100% 3. discussions expressive is one of illocutionary act classification used to express the feeling of the speaker. according to searle (1979) there are six types of expressive illocutionary act. apologizing, thanking, congratulating, wishing, attitude and greeting. 1. apologizing apologizing is an utterance used to express a regret. the expression such as ask forgiveness, plead guilty, beg pardon and so on. data 1 grimsby : you know, eric, perhaps our young guest might enjoy seeing some of the sights of the kingdom. something in the way of a tour? eric : i’m sorry, grimsby, what was that? grimsby : you can’t spend all your time moping about, you need to get out. do something, have a life. get your mind off (the little mermaid 1989 movie, 00:54:56) the utterance above categorized as expressive for apologizing. eric expresses beg pardon because he did not understand what grimsby said. castle dining room is the field. grimsby and eric were chatting and have dinner in the dining room. grimsby told eric to take his young guests on a tour of the kingdom's sights. however, eric did not understand and had no idea what grimsby was talking about. in this utterance eric did not apologize for making a mistake, but for asking a repetition to re-explained what grimsby meant. the participants in this conversation are eric and grimsby. the relations between participants are a prince and his caretaker. in this conversation the mode is eric. his expression was uttered by spoken mode can be considered as informal because they already know each other and it just daily conversations. data 2 triton : oh, what have i done? what have i done? (the little mermaid 1989 movie, 00:57:15) this utterance can be classified as an expressive of apologizing because the speaker expressed his feeling of regret. triton regretted to ariel for making ariel leave the palace. this utterance took place in undersea palace, when triton realized his actions for destroying all of ariel's collections. the collections kept human items. he did that because he really 276 hated anything about human. because of that, ariel was very sad, then left the palace. triton realized that when he was alone and ariel was nowhere to be found. in this utterance the tenor is triton. he really regretted his actions. he did that because he did not want ariel fell in love with human. triton expressed her feeling of regret through his utterance. this expression was uttered by spoken mode in an informal way. 2. thanking thanking is used to express the speaker gratitude to the hearer through an utterance. data 3 ariel : oh, eric, i i wanted to tell you. vanessa : eric no! (the sun sets and ariel becomes a mermaid) ursula : you're too late! you're too late! so long, loverboy. eric : ariel! ursula : poor little princess it's not you i'm after. i've a much bigger fish to – (the little mermaid 1989 movie, 01:10:09) in this conversation the speaker expressed her feeling of grateful. this utterance classified as an expressive of thanking. in this utterance, the speaker expressed her gratefulness because the situation supports her plan. the field is on the ship, when ursula almost succeeded in marrying eric. ariel and her friends succeed to stop their marriage. ariel regained her voice and caused prince eric to wake up from ursula's magic. but at the last step, ariel was too late to kiss prince eric before sunset and at that time ariel turned back into a mermaid. therefore, ursula laughed and was very grateful because the situation had supported her plan to turn ariel into a mermaid again. the tenor are ursula, ariel and prince eric. at that time, ursula as the speaker was very grateful and happy because ariel became hers. the mode is ursula, she expressed her grateful to the situation by spoken mode. her expression can be considered as informal way because she expressed her feeling with an evil laugh. data 4 ariel : i love you daddy. (ariel and triton hugged each other) (the little mermaid 1989 movie, 01:17:36) the utterance above classified as an expressive of thanking because ariel expressed her feeling by say something. she said “i love you” not “thank you” to thanks her father. the utterance took place on the ship at ariel’s wedding, she was very happy because her dream to become a human and marry a human was realized by triton. at first triton really hated everything about human, but ariel never gave up. she did everything to become a human. until finally her father realized her dream of becoming a human and marrying a human. so, ariel thanked her father by saying “i love you daddy” for making her dream come true. in this utterance the participants are ariel as the speaker and triton as the hearer. ariel thanked to triton by saying “i love you daddy”. however, triton only responded to ariel with a hug to show his happiness. in this utterance the mode is ariel, she expressed her gratitude towards triton for everything her father gave and had done. the utterance was uttered by spoken mode in an informal way, but still with feeling grateful. 277 3. congratulating this utterance is used to express feeling of happiness for the luck of the hearer. data 5 grimsby : silence! silence! it is now my honor and privilege to present our esteemed prince eric with a very special, very expensive, very large birthday present. eric : ah, grimsby y'old beanpole, you shouldn't have. grimsby : i know. happy birthday, eric! (the little mermaid 1989 movie, 00:21:03) this conversation above could be categorized as an expressive illocutionary act. grimsby expressed his feeling of happy towards eric. he really enjoyed eric’s birthday celebration. the utterance uttered by the speaker relates to the expressive of congratulating. the field is on the ship, when eric's birthday. grimsby was very happy on eric's birthday because eric still given a long life. grimsby gave a very large statue to eric as a birthday present. his uttered "happy birthday eric" showed his happiness to eric. there are two participants in this conversation, they are grimsby and eric. in this conversation grimsby wanted everyone enjoy the celebrations. the relation between participants is a prince and his caretakers. the mode in this conversation is grimsby, expressed his feeling by spoken mode and informal way. so, it just daily conversation. data 6 scuttle : ariel! ariel, wake up! wake up! i just heard the news. congratulations, kiddo, we did it! sebastian : what is this idiot babbling about? (the little mermaid 1989 movie, 01:04:18) in this utterance above, the speaker expressed his feeling of happy by say something. his expression relates to the expressive of congratulating. in this utterance, scuttle was shouting something to ariel to express his emotions. the setting in this conversation is in castle at ariel’s room, when scuttle came to ariel to told the news that he heard. he heard prince eric's would marry very soon. he thought that their plan had been a success for ariel to marry prince eric. he woke up ariel by shouting congratulations to ariel who was still sleeping. the tenor in this conversation is scuttle as the speaker, ariel and sebastian as the hearer. in this conversation scuttle thought that their plan had worked. therefore, he came to ariel with a shout and congratulate them on their success. the relation among the participants is a friend. in this conversation the mode is scuttle, he expressed his happiness towards ariel by spoken mode in an informal way, since scuttle expressed his feeling by shouting to his friends. 4. wishing wishing is used to express the speaker’s wish to the hearer to became a fact. data 7 ursula : oh, no, no, no, no, no, no. i can't stand it it's too easy. the child is in love with a human. and not just any human – a prince! her daddy will love that. king triton's headstrong, lovesick girl would make a charming addition to my little garden. (the little mermaid 1989 movie, 00:27:14) 278 this scene ursula’s utterance can be classified as an expressive of wishing. ursula was very satisfied about ariel fell in love. she knew ariel would make her father angry. in ursula’s utterance, she not only saying something but also hoping something. in this scene the field is in ursula’s cavern. ursula always monitoring ariel from her cavern to find out ariel’s activities. she did that for revenge on triton. at that time, she knew ariel fell in love with a human. she was very satisfied because she knew triton would be angry with that. she thought it would be the beginning for her to take revenge on triton. ursula really knew triton, therefore she said “her daddy will love that” in hoped triton would be angry if ariel fell in love with human. the mode is ursula. her utterance expressed feeling of hoping by spoken mode. it can be considered as informal way because her utterance expressed with an evil laugh. data 8 ariel : he loves me . . . hmmm, he loves me not. . . . he loves me! i knew it! (picking petals off a flower) sebastian : ariel, stop talking crazy (the little mermaid 1989 movie, 00:28:37) the conversation above classified as an expressive illocutionary act. the speaker expressed her feeling of hoping. the utterance uttered by ariel belongs to the expressive of wishing. undersea palace is the field. when ariel was feeling in love, she was also expecting something. she had a dream to marry with a human. at that time, it was the first time she saw prince eric. ariel was very amazed because she had never seen a human. in the conversation she also expecting something while picking petals off a flower. she hoped get the flower petals that prince eric loved her. the participants in this conversation are ariel as the speaker and sebastian as the hearer. ariel really hoped prince eric also love her and she expressed her hope by saying “he loves me . . . hmmm, he loves me not. . . . he loves me! i knew it!”. the relation between the participants are a king triton’s daughter and her supervisor. the mode is ariel. she expressed her feeling of hoping by saying something and it was uttered by spoken mode in an informal because their conversation was in daily life. 5. attitude this utterance used to express the feeling of disagreement or dislike with the hearer’s attitude. data 9 triton : i'm really looking forward to this performance, sebastian sebastian : oh, your majesty, this will be the finest concert i have ever conducted. your daughters they will be spectacular! triton : yes, and especially my little ariel. sebastian : yes, yes, she has the most beautiful voice. if only she'd show up for rehearsals once in a while. (the little mermaid 1989 movie, 00:04:21) based on expressive illocutionary theory the utterance above could be categorized as an expressive of attitude. the speaker expressed his feeling of complain by say something, however he did not directly express his complaint to the hearer. the setting took place in undersea palace at the concert hall, when the big concert would start. ariel had a beautiful voice and she would be singing there. triton was very excited for ariel’s performance. at that time, triton talked about ariel had a beautiful voice to sebastian. at the beginning, 279 sebastian admits that ariel had a beautiful voice. but after that his expression turned into a complain because ariel never rehearsals. however, sebastian never reported to triton. the participants are sebastian and triton. in this conversation sebastian complains about ariel was never rehearsals. however, he did not directly complaint to triton. the relation between participants is king and his advisor. sebastian is the mode in this conversation, he expressed his feeling by spoken mode. his expression belongs to the informal way because he did not complaint in front of triton. data 10 grimsby : i know. happy birthday, eric! eric : gee, grim. it's, err, it's, err it's really something. . . . grimsby : yes, i commissioned it myself. of course, i had hoped it would be a wedding present, but . . . (the little mermaid 1989 movie, 00:21:21) in the conversation above, eric expressed his feeling of dislike. his expression relates to the expressive of attitude. in the conversation, eric did not directly express his feeling of dislike. the speaker actually did not like the birthday present given by the hearer. this conversation took place on the ship, when prince eric’s birthday celebration. he got a birthday present from grimsby. it was a large statue that resembled prince eric. however, prince eric did not like the statue. in the conversation he did not say that he did not like directly. he only response with spoke brokenly and flat expression. his expression showed that he does not like the birthday present given by grimsby. there are two participants, they are prince eric and grimsby. prince eric as the speaker got a birthday present from grimsby. however, he did not like the birthday present. the mode is prince eric who expressed his dislike by spoken mode. his expression can be considered as informal way, since it just a daily conversation. 6. greeting this utterance is an expression of greeting. it is used to welcoming the hearer. data 11 seahorse : ahem . . . his royal highness, king triton! triton : i'm really looking forward to this performance, sebastian. (the little mermaid 1989 movie, 00:03:47) in this conversation the speaker expressed his feeling of welcoming. his utterance can be categorized as expressive for greeting. the speaker welcomed triton by saying something. he did not directly say welcome. the field is in undersea palace at the concert hall. it was the day that king triton had been waiting for. at that time, king triton would be led the concert. therefore, seahorse welcomed king triton. he did not directly say welcome however, he greeted. king triton very excited and respectful. the tenor in this conversation are seahorse, triton and sebastian. in this conversation the speaker welcomed the king when open the concert. the mode in this conversation is seahorse. he showed his greets towards king triton by spoken mode. his expression belongs to the polite and formal way because the speaker greetings for a king. 280 data 12 ariel : morning, daddy atina : oh, she's got it bad. triton : what? what has she got? (the little mermaid 1989 movie, 00:28:05) in the utterance above classified as an expressive illocutionary act. ariel expressed her feeling of greeting. her utterance relates to the expressive of greeting. the setting took place in undersea palace at dressing room. at that time, ariel just came out to the dressing room and she saw all her sisters. she also saw her father therefore she greeted her father with a very happy face. the participants in this conversation are ariel, triton, atina, and andrina. in this conversation the speaker greeted the hearer with a happiness. the relation between the participants are daughters and their father. ariel is the mode in this conversation. she showed her greets towards triton by spoken mode. her expression belongs to the informal way because the speaker greeted her father and it just daily conversation. 4. novelties expressive illocutionary act is one of the classifications of illocutionary act used to express a feeling of the speaker. the novelties from this article is an expressive illocutionary analysis of old movies. the movie was produced by disney in 1989. this movie is well known to many people. in addition to disney production, this movie has an interesting story. where a mermaid falls in love with a human. the little mermaid 1989 also has good moral values. this article shows how expressive illocutionary act is used in this movie. in analyzing this movie is very necessary a thoroughness. interestingly, this article is figuring out expression that have hidden meanings. this article also analyzed the context of situation in the little mermaid 1989 movie. 5. conclusion this article analyzed expressive illocutionary act in the little mermaid 1989 movie. based on the discussion above it can be concluded there were 22 data that contained expressive illocutionary act. the result shows there are 6 types of expressive illocutionary act found the movie. there are apologizing (5), thanking (3), congratulating (3), wishing (3), attitude (6) and greeting (2). this article also supports by the context of situation. there are three parts that relates in the characters, such as field, tenor and mode. the field refers to the taken place and what is happening. the tenor refers to the actors, what kinds of relationships among the participants, and the mode refers to what language is used in that situation. 281 references austin, j.l. 1962. how to do things with word. oxford: oxford university press. day translations. 2018. the definition of language and communication. url: https://www. daytranslations.com/blog/languagecommunication-differences/. accessed at 3 december 2021, 11.00 a.m. halliday, m. a. k and hasan, r. 1985. language, context, and text: aspects of language in a social semiotic perspective. oxford: oxford university press. yule, george. 1996. pragmatics. oxford: oxford university press johanningmeier, corey. the script of the little mermaid 1989 movie. url: http://www.fpx. de/fp/disney/scripts/littlemermaid.html. accessed at 13 september 2021, 14.45 p.m. nordquist, richard. 2019. the definition of communication. url: https://www.thoughtco.co m/what-is-communication-1689877. accessed at 4 december 2021, 13.17 p.m. pratama, luky nanda. 2019. the function of expressive illocutionary act with special reference to chbosky and spiliotopoulus’s beauty and the beast. english department faculty of arts udayana university denpasar. searle, john r. 1979. “expression and meaning” studies in the theory of speech acts. new york: cambridge university press. sirwan, lalu banu and yulia, yuyun. 2017. an analysis of expressive speech acts used by steve rogers as the main character in civil war movie. sarjanawiyata tamansiswa university: jellt from: https://jurnal.ustjogja.ac.id/index.php/jellt/article/download/ 1873/1042. accessed at 7 december 2021, 09.12 a.m. tiwul, margaretha. 2018. an analysis of expressive illocutionary act found in the light between oceans movie script. english study program college of foreign languages (stiba) saraswati denpasar. https://www.thoughtco.co/ https://jurnal.ustjogja.ac.id/index.php/jellt/article/download/ 282 biography of authors ni kadek dian trisnawati, s.s. was born in buleleng, august 13 th , 1999. she is a graduated student from the faculty of foreign language, mahasaraswati denpasar university. she graduated from mahasaraswati university in 2022 with bachelor degree in english study program. she is interested in pragmatic. email: nikadekdiantrisnawati@gmail.com dr. desak putu eka pratiwi, s.s., m.hum. is a lecturer at mahasaraswati denpasar university. especially, in english study program, faculty of foreign languages. graduated from her bachelor degree in english literature at udayana university in 2007. she continued to master degree in 2009 and doctoral degree in 2015 from linguistics department at udayana university. she got sandwich scholarship in 2013 from ministry of research, technology and higher education of the republic indonesia and attended a short study in the linguistics department of sydney university, australia. she actively published her articles in national and international journals also attends national and international conference and presents her articles. she is interested in linguistic anthropology, pragmatics, semantics and semiotics. email: desak.eka.pratiwi@gmail.com i putu andri permana, s.s., m.hum. (andri) is a lecturer at mahasaraswati university denpasar as well as an english private teacher, copywriter and mc both in indonesian and english. he is already happy with the world of language, especially english, starting from junior high school to college taking the english department at the faculty of cultural sciences udayana denpasar bali. still feeling thirsty for knowledge, he continued to masters’ degree taking language teaching and learning (applied linguistics) still at udayana university bali. he started his career as a teacher in 2006 as an english course teacher in denpasar while taking undergraduate program. graduated from his bachelor's degree while continuing masters’ degree, he became teacher at a foundation in ubud part time while working at villa management as reservation and sales officer full time. his career in english had also given him the opportunity to work with one of the rotary international members in perth western australia focusing in kindergarten teacher training program both in australia and bali. he also has an experience working in hotels as an hr assistant manager. he is currently working as a lecturer in mahasaraswati university and actively being involved in teaching, researches and community service programs. email: andripermana@unmas.ac.id mailto:nikadekdiantrisnawati@gmail.com mailto:desak.eka.pratiwi@gmail.com mailto:andripermana@unmas.ac.id sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 1 january 2022, pages: 30-37 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i01.p03 30 the uniqueness and attractiveness of the bima language linguisticallys rabiyatul adawiyah nahdlatul wathan mataram university, ntb, indonesia, rabiyatula@gmail.com article info abstract* received date: 14 may 2021 accepted date: 21 june 2021 published date: 31 january 2022 keywords:* uniqueness, bima language, linguistics this study aims to determine the uniqueness and attractiveness of the bima language linguistically, this is based on the fact that each regional language experiences its own characteristics. the research method used is qualitative with oral speech data sources, written data and language intuition. the research sample was in lere village, parado district, bima regency, west nusa tenggara. results from the study it was found that the bima language did not have a final consonant in every word, all words in bima ended with a vowel, even at the beginning of the word using vowels and there were additions or changes to the phonemes in the word. in addition to this, there is the elimination of the final consonant in a name, there are clusters (double consonants) at the beginning of the word. it was also found that words that have the same phoneme have different meanings in indonesian by adding an apostrophe before the letters b or d. there is a phonemic relationship between nasal consonants in vocabulary. there are phonemes / consonant vocabulary that are interconnected in terms of meaning. finally, for the clotting pattern in bima, there are four syllable patterns, namely the (v), (kv), (kvk), and (1/2 kv) patterns. consonants are not found in the closing syllables so that bima is classified as a vocal language. 1. introduction in essence, language is sound or speech. this can be explained by using historical facts that the parents of a group of people (community) since ancient times have been able to communicate using a mutually agreed upon language orally. written language only came later after the emergence of linguists who created written symbols which were also based on the agreement of each group or community who used the language. one of these languages is the local language. local language is an identity and wealth of a group of people which is used as a means of speech in communicating with a group of language people. there is the phrase "language denotes the nation." this expression means that someone's speech will show how the character and character of that person is (sumarsono, 2007: 68). each regional language has its own uniqueness in the linguistic field and has potential that needs to be explored more deeply, one of which is the bima language. this language is spoken by the bima tribe on the eastern part of sumbawa island, west nusa tenggara which is used by speakers as a means of communication both in the family environment and in the community environment. https://ojs.unud.ac.id/index.php/eol/index mailto:rabiyatula@gmail.com 31 in its position as the regional language, the bima language functions as (1) a symbol of regional pride, (2) a symbol of regional identity, and (3) a means of communication within the family and local community. in relation to the function of the indonesian language, regional languages serve as (1) a support for the national language, (2) the language of instruction in primary schools in certain areas at the initial level to facilitate the teaching of indonesian and other subjects, and (3) a development and support tool. according to (tomkisn: 1995) there are 7 functions of language, including: (a) instrumental, language is used as a tool to obtain physical needs, (b) regulatory, language is used to control or control other people, (c) interactional, language is used to relate or associating with other people, (d) personal, language is used to express oneself, (e) heuristic, language is used to express the world around it or express experiences, (f) imaginative, language is used to create, and (g) informative, language used to communicate new information. then fishman (in chaer et al, 2010: 15) states that language has a function of "who speak what language to whom, when and to what end", language functions, among others, can be seen from the point of view of the speaker, listener, topic, code , and the message of conversation. based on several concepts expressed by linguistic experts about the function of language, the authors conclude that the main function of all languages, especially the bima language, is used as a means of communication both spoken and written. in the 1945 constitution it is also stated that the regional language which is still used as a means of communication which is alive and fostered by the people who use it is respected by the state because it is part of the living nation's culture, badudu (in sumarsono, 2000: 175). the regional language is a supporting language of the indonesian language whose existence is recognized by the state. article 32 paragraph (2) of the 1945 constitution affirms that "the state respects and maintains regional languages as national cultural assets." and also in accordance with the formulation of the second indonesian language congress in 1954 in medan, that regional languages as a support for the national language are a source of guidance for the indonesian language. the contribution of regional languages to indonesian includes, among others, the fields of phonology, morphology, syntax, semantics, and vocabulary. likewise, the indonesian language affects the development of regional languages. the reciprocal relationship between indonesian and regional languages is complementary in its development. as a language, bima certainly has differences from other languages. these differences include differences in phonetics, phonology, morphology, syntax, or semantics. because of these differences, each language has its own uniqueness and uniqueness. examples of the segmental vocoid sound in bima with the initial position 'likened' become ibara in bima, indonesian 'durian fruits` becomes daria, there is a change in sound and the release of the final consonant in the lexicon. with these data, it can be said that the bima language plays a very important role in the speaking community and as one of the regional languages which is the richness of indonesian culture, it needs attention, maintenance, and guidance. language is constantly changing, so the symptoms of spoken language that now exist, if not documented, will lose track of one of those cultures. in this study the author will document the uniqueness of the bima language. 2. research methods this research includes qualitative research, research based on the philosophy of postpositivism, used to examine the condition of a natural object (as opposed to an experiment) the researcher is a key instrument, sugiyono (2015: 15). the research location was parado subdistrict, lere village, bima regency, west nusa tenggara. sources of data are taken from oral data collected through interviews with key informants. researchers are involved in direct contact with key informants. conducted interviews and recorded the bbm data used by the bima community directly in the field. when conducting interviews, researchers used tools, such as a list of questions about bbm. furthermore, the explanation of the answers to these questions is recorded manually. 32 data collection used the method of careful observation (observation). there are three data sources (1) spoken speech, (2) written data, and (3) language intuition. the research instrument is the researcher himself, the researcher can understand the bima language data obtained through direct interviews with informants so that it is very possible for researchers to directly clarify and check the accuracy of the data and its meaning at the time of conducting interviews, merriam (2009: 15). in this connection, spadly (1980) and bugin (2003: 54-55) propose five criteria for selecting samples in the form of key information, namely: 1) subjects who have long and intensively integrated with the intended information activity or field of activity 2) the subject who are still fully / actively involved in activities that concern researchers 3) subjects who have enough time or opportunity to be interviewed 4) subjects who provide information do not tend to be processed or prepared in advance so that it seems that there is engineering, and 5) subjects who previously classified as still unfamiliar with research, so researchers feel more challenged to learn from the existence of the subject. from the above opinion, the researcher used 4 criteria. 3. discussions the bima language as a regional language has several uniqueness. these uniqueness will be described below: 3.1 any final consonants in a word are omitted most of the bima language (does not end with a consonant in the word) except for speakers who are educated due to the influence of other languages. the elimination of the final consonant occurs in the name of a person who has a consonant at the end of a word and is also found in loan words from a second language or another language. in the bima language, for every name that ends with a consonant, the phoneme is omitted. however, if a name ends with a vowel, there is no elimination of the final phoneme, for example the name fahruroji will still be pronounced fahruroji, amrin will still be pronounced amri, and so on. the following is the linguistic data. a. muhammad will be muhammad, consonant (d) is omitted b. ahmad will become ahma, consonant (d) is omitted c. the machine will become mesi, the consonant (n) is omitted d. astronaut will become astrono, consonant (t) is omitted e. the heat will become pana, the consonant (t) is removed the morphophonemic process of removing phonemes or segments in bima occurs because regional vocabulary is always pronounced with inanimate letters. then another thing from removing the final phoneme on each word ending in a consonant. this case is called reduction, which means the event of reducing the phoneme in a word. reduction symptoms can be divided into three, namely apheresis, syncope, and apocope (muslich, 2010: 106). however, what is related to the bima language is the removal of the phoneme at the end of the word, which is called apokop.. 3.2 every nickname, to the elder (di lia kai or a nickname of respect to the elder) will change the phoneme the following is the data for calls to older people: a. ismail is called mo'i, the name ismail has 6 phonemes (/ i /, / s /, / m /, / a /, / i /, / l /) to be di lia kai (honorifics for older ones) it will be called mo'i. this happens because in the phoneme / m /, / a /, / i /, through the phoneme change process, the phoneme / a / becomes the phoneme / o /, so ma'i is called mo'i. 33 b. abu bakr was called beko, bakar is called beko, the name bakar has 5 phonemes (/ b /, / a /, / k /, / a /, / r /), to be called lia kai (honorifics for the elders) it will be called beko. this happens because in the phoneme (/ b /, / a /, / k /, / a /), through the process of changing the phoneme, the phoneme / a / becomes / e / and the phoneme / a / becomes / o /, so baka called beko. c. hasan was called heso, hasan is called heso, hasan's name has 5 phonemes (/ h /, / a /, / s /, / a /, / n /), to be called lia kai (honorifics for elders) it will be called heso. this happens because in the phoneme (/ h /, / a /, / s /, / a /), through the process of changing the phoneme, the phoneme / a / becomes / e / and the phoneme / a / becomes / o /, so hasa called heso. based on some of the phoneme change data above, it is caused by 3 factors as follows: (1) there is a change in the phoneme which is known as a phonemic vowel modification, which means a modification that causes certain vowel phonemes to change into other vowel phonemes (verhaar, 2010: 81) based on this opinion, according to the author's opinion, it can be concluded as follows; ismail (ma'i) is pronounced mo'i, where the sound / a / is pronounced as a / o / sound so that the vowel / a / becomes a vowel sound / o /. the word bakar (baka) is pronounced beko and hasan (hasa) is pronounced heso, where the vowel sound /a/ is pronounced as /e/ so that the vowel sound /a/ becomes a vowel sound /e/ and the vowel sound /a/ is pronounced as sound / o / causing the vowel sound / a / to become a vowel sound / o /. (2) there is a change in the form of the word which is referred to as an analogy, which is a language formation by imitating existing examples. in a language that is growing and developing, the formation of new words is very important because the formation of new words will enrich the vocabulary (muslich, 2010: 101). for example in indonesian we recognize the words sons and daughters. the two forms of this word have different phonemes, namely the phoneme / a / and / i /. the phoneme / a / and / i / has the function of expressing the sex differences between men and women. then, in the language bima does not differentiate gender, but only as a call of honor to the elders who do not differentiate function. however, forming a new word causes a phoneme change as the example described above. (3) changes in the form of words, from the name ismail to mo'i the phoneme changes / a / to / o /, bakar to beko changes the phoneme / a / becomes / e / and / a / becomes / o /, and hasan becomes heso changes the phoneme / a / becomes / e / and / a / becomes / o /, can distinguish functions, namely to maintain language ethics and speak to the elders. 3.3 there are two implosive laminobilabial and laminobilabial consonants that are different from / b and d /. both are denoted by / b and d / the phoneme laminobilabial consonants are consonants that occur due to the combination of lamino and bilabial which in the articulation process, lamino is a consonant that occurs on the tongue and gums, in this case the tongue leaves stick to the gums like a sound / t / and / d /, while bilabial is a consonant which occurs on both sides of the lower lip, the lower lip is closer to the upper lip, which includes these bilabial sounds are / b /, / p /, and / m / sounds. meanwhile, implosive laminobilabial is a combination of two consonants; lamino is a consonant that occurs on the tongue leaf and gums, in this case the tongue leaves stick to the gums like a sound / t / and / d /, while bilabial is a consonant that occurs on both sides of the lower lip, the lower lip is closer to the upper lip, which includes this bilabial sound is the sound / b /, / p /, and / m /. so, implosive laminobilabial consonant means the sound of the inhibition that occurs with the flow of the inhaled air, such as the sound / b / and / d /. as a comparison, pay attention to the letters in arabic, for example in the sound letters (vowels) in place of fathah, kasrah, and dammah, a, i, u are used as usual. except for the long sound or maddah, each of them is marked with a sempang on it, namely a, i, and u. however, in the language of bima the sign of sempang above the 34 consonant / b / and / d / does not mean a long sound like in arabic, but has a meaning as a sound of obstruction that occurs with the flow of air being sucked in. the following are linguistic data found in the field: a. the word / ḇaḇa / 'chinese bitter melon; /baba/ 'brother or brother', while / baba / 'binds the whole body'. b. the word / didi / 'order'; whereas / ḏiḏi / 'pressing, immersing, and the day after tomorrow (yesterday)'. from the data above, seen from the semantic study related to the type of meaning, it can be concluded that the word (ḇaḇa) with (baba) and the word (ḏiḏi) with the word (didi) are homographical which refers to the form of speech with the same orthography or spelling, but speech and meaning are not the same. the rationale for the writer concludes above because according to the author's analysis of the bima language the phoneme / b / consists of two allophones [ḇ] and [b] while the phoneme / d / has two allophones [ḏ] and [d]. 3.4 there is a cluster (consonant cluster) at the beginning of the word a cluster is a series of two or more consonants that are in the same syllable. therefore, in bima this cluster usually always appears at the beginning of a word that is different from other languages which sometimes appears at the beginning of a word, in the middle of a word, or at the end of a word. the consonants that make up the consonant group are classified as homorgan consonants. for example, in the word mbora / mbora / 'disappear', it consists of two syllables / mbo / and / ra /. the sequence of two consonants / mb / in the syllable / mbo / is a consonant group. however, the order of consonants / nt / in pronouns (indonesian) is not a group of consonants. this is caused by / n / in the first syllable (/ gan /) and consonant / t / in the second syllable (/ ti /). the data collected in this study indicate that each homorgan sequence always has the status of a consonant group. from the description above, it can be concluded that not all consonant series have the status of a consonant group. based on research, the bima language has consonant clusters as follows: 1) /mb/ in the data mbai /mbai/ 'rotten' mbaju /mbaji/ 'mashing' mbaka /mbaka/ 'get well' mbece /mbece/ 'wet' 2) /mp/ in the data mpowa /mpowa/ 'only' mpoka /mpoka/ 'broken' mpoki /mpoki/ `tiny` 3) /nd/ in the data nda /ndada/ 'evil' ndai /ndai/ 'about' ndadi /nda?i 'so' 4) /nt/ in the data ntada /ntada/ 'see' ntangga /ntanga/ `concerned' ntara /ntara/ 'star' 5) /nj/ in the data anjo /anjo/ 'the front of the sailboat' garanji /garanji/ 'bamboo baskets' 6) /nc/ in the data nconggo /ncongo/ 'debt' 35 ncongge /nconge/ 'stuck' ncangga /ncanga/ `uneven` 7) /ng/ in the data nggamba /ngamba/ ' glittering' nggalo /ngalo/ 'hunt' nggali /ngali/ 'expensive' 8) /ngk/ in the data angku /angku/ 'measure with the soles of the feet` jonkoro /jongkoro/ 'a kind of orange' kabungka/kabungka/`bost about oneself' 3.5 simple tribal patterns bima language is a language that has a simple tribal pattern. basically, the alliance pattern of the bima language can be classified into the following sections. 1. the v pattern is a syllable pattern in the bima language which consists of only one vowel phoneme found in the first syllable and in the next syllable, for example: i-wa ' family' i-ti 'brain' i-si 'seed' a-ma 'father' o-ma ' field' 2. kv pattern the kv pattern is a syllable pattern consisting of a series of consonant and vowel phonemes. example: ka-ro-to 'esophagus' ba-ke 'wood base' ko-ha 'coconut shell' 3. kvk pattern kvk pattern is a syllable pattern whose phonemic structure consists of consonants, consonants and vowels. example: mba-ju 'mashing' nda-da 'evil' nta-ra 'star' 4. 1/2 kv pattern ½ kv pattern is a syllable whose phonemic structure consists of a semi-consonant phoneme (abbreviated as 1/2 k) and a vowel phoneme. example: wa-ca 'wash' u-wi 'yams, yams' wa-ya 'puppet' ka-ci-yo 'cringe of hungry stomach' 36 in bima, consonant phonemes are never found in the closing syllable. the tribal patterns found in syllables are very simple when compared to the syllable patterns in indonesian. 4. novelties this article has advantages compared to previous studies, namely that it contains the uniqueness of the bima language which is the main attraction for differentiating it from other regional languages, discussing not only phonology, but also its use in the corpus. in contrast to previous studies that only emphasized one thing, for example phonology and morphology, it was comprehensively discussed the specificities of the bima language. 5. conclusion from this study it can be concluded that the bima language does not have a final consonant in each of its words, in other words all the words in the bima language end in a vowel, even at the beginning of the word it uses vowels and there are additions or changes to the phoneme in the word. omitting the final coson in a name. there is a cluster (consonant consonant) at the beginning of the word. words that have the same phoneme have different meanings in indonesian by adding an apostrophe before the letters b or d. there is a phonemic relationship between nasal consonants in vocabulary. there are phonemes / consonant vocabulary that are interconnected in terms of meaning. the alliance pattern in bima is very simple because it only has four syllable patterns, namely (v), (kv), (kvk), and (1/2 kv) patterns. consonants are never included in the closing syllable. thus, bima is classified as a vocal language.. references: chaer, a. & agustina l. 2010. sociolinguistics early introduction. jakarta: rineke cipta. bungin, burhan. 2003. qualitative research data analysis, philosophical and methodological understanding towards mastery of application models. jakarta: raja grafindo persada. harimurti kridalaksana. 1983. dictionary of linguistics. jakarta: gramedia. merriam, sharan. b. 2009. qualitative research: a guide to design and implementation. san francisco: jossy-bass. muslich, masnur. 2010. grammar of indonesian language, study towards descriptive grammar. jakarta: earth literacy. sugerman. 2011. symptoms of bima language in phonology and morphology studies. lombok post, p. 10. sugiyono. 2015. "quantitative research methods, qualitative, and r & d". bandung: aflabeta. sumarsono. 2000. attitudes and behavior of loloan malay speakers towards his language and other languages. jakarta: bpk gunung mulia. sumarsono, 2011. sociolinguistics. yogyakarta: student library. spradley, james p. 1980. participant obsevation. usa: holt rinehart and winston. tama, et al. 1996. phonology of bima language. jakarta: development and development center language. tomkisn, g.e., and hoskisson. k. 1995. language arts: strategic content and teaching. boston: allyn bacon. verhaar, j. 2010. principles of general linguistics. yogyakarta: gadjah mada university press. 37 biography of author rabiyatul adawiyah, is currently a doctoral student studying at udayana university, bali, indonesia. she accomplished his master’s degree in 2012 from mataram university, majoring in indonesian language education. his interest is in semantics, language and literature. currently the authors are members of various memberships, innovation ntb, hiski ntb (association of indonesian literature scholars), ikaprobsi (indonesian language and literature studies societies) and adobsi (indonesian language and literature lecturers association). he is a lecturer at nahdlatul wathan mataram university. email: rabiyatula@gmail.com mailto:rabiyatula@gmail.com e-journal of linguistics vol. 9. na.1 page 29--40 issn: acreditation:- 29 e-journal of linguistics transliteration from latin into balinese script (aksarabali)using computerized program of bali simbar i ketutparamarta e-mail: ketutgembel@yahoo.co.id universitaspendidikanganeshasingaraja prof. dr. aronmekombete e-mail: aronmbete@yahoo.com study program of linguistics, school of postgraduate studies, udayana university prof. dr. drs. i.b. putra yadnya, m.a. e-mail: putrayadnya@yahoo.com study program of linguistics, school of postgraduate studies, udayana university dr. a.a. putu putra, m. hum e-mail: putraharini@yahoo.com study program of linguistics, school of postgraduate studies, udayana university abstract the process of transliteration(latin-balinese script) by using a computerized program of bali simbar is a noble step to preserve the existence of balinese script from the domination of the written tradition with latin letters. the utilization of bali simbar program in transliteration process has proved to have many advantages. first, the result of transliteration is not just a paper printout but canbe stored in digital soft copy form that does not require a large space, can be duplicated, and persist for a long time. mailto:ketutgembel@yahoo.co.id mailto:aronmbete@yahoo.com e-journal of linguistics vol. 9. na.1 page 29--40 issn: acreditation:- 30 second, the process oflatin-balinese text transliteration by utilizing balisimbar program is much faster than manual transliteration. third, the cost needed in the process of latin-balinese transliteration of satua is very little because it only requires a software program of bali simbar and computer (personal computer/pc, laptop, or notebook). this study was focused on the transliteration of ten satua text from gedong kirtya singaraja museum collection performed by 4th semester students of balinese language education department of undiksha. key words :transliteration, latin letters, balinese letters, computerized program of bali simbar 1.introduction the development of written tradition in bali has been a very long process. in the beginning, the media inscribed with balinese script is in the form of stone, bamboo, wood, clay, metal, up tothe introduction of literary tradition on palm leaves and paper (dinas kebudayaan, 2005:30).the process of writing the written media is still done manually, which relies on writing skills of balinese script by hand (with the help of writing tools such aschisels, pangrupak (small knife), pencil and pen). along with the development of information and communication technology, in 1996 writing medium of balinese script was made into computer technology with the creation of bali simbar software program. through the creation of software program of bali simbar, balinese literary tradition which at first was still done manually, can now be adapted to computer technology. each character of balinese letters is no longer be written by hand, but simply by pressing one of the keys of computer keyboard that will automatically display a variety of balinese characters desired. e-journal of linguistics vol. 9. na.1 page 29--40 issn: acreditation:- 31 utilization of bali simbar program in transliteration process has a lot of advantages. first, the results of transliteration is not just a paper printou tbut can be stored in digital softcopy form that does not require a large space, can be duplicated, and persist for a long time. second, the process of latin-balinese text transliteration by utilizing bali simbar program is much faster than manual transliteration. third, the cost in the process of latin-balinese transliteration of the text is very little because it only requires the software of bali simbar program and computer (personal computer/pc, laptop, ornotebook). the process of transliteration by utilizing bali simbar program is a noble step to preserve the existence of balinese script from the domination of the written tradition with latin letters. based on thedescription above, the focus of this study is whether the use of a computerized program of balinese script (bali simbar) is capable of facilitating the text (satua) transliteration from latin letters into balinese conducted by the 4a semester students of jurusan pendidikan bahasa bali universitas pendidikan ganesha singaraja. 2.concept and theoretical framework 2.1 concept 2.1.1 transliteration kamus besar bahasa indonesia (indonesian dictionary) puts transliteration as a replacement of letters from one system of alphabet to another. transliteration is defined as the transfer of one writing to another writing (robson, 1994:24). 2.1.2 computerization of balinese script (bali simbar) e-journal of linguistics vol. 9. na.1 page 29--40 issn: acreditation:- 32 computerization of balinese script is a typing program of balinese letters with the use of computer software. in 1996i made suatjana created bali simbar fonts or better known as bali simbar version b to simplify the process of typing of balinese script by using computer software. 2.2. theoretical basis the theory used as a basis or foundation of this research is the theory of philology, that is, text transliteration. transliteration is very important to introduce the old texts written using the local scripts. not many indonesian paeople know even familiar with the existence of this local scripts. baried (1994: 67) introduces two kinds of transliteration methods as follows. 1) diplomatic transliteration method is a transliteration of scripts as it is in accordance with the original text. 2) standard transliteration method is a transliteration of scripts according to eyd or inaccordance with the rules of writing in the alphabets used for transliteration. this study uses a standard transliteration method, namely the transfer of the latin alphabet to the balinesei n accordance with the rules of writing using balinese scripts (uger-uger pasang aksara bali). according to baried (1994: 64) in the text transliteration there are three things that must be considered, namely (1) decoding of words, (2) spelling, and (3) punctuation or sign graphics conventionally used to separate the various parts of a written language; punctuation. 3.researchmethod e-journal of linguistics vol. 9. na.1 page 29--40 issn: acreditation:- 33 this research applied a qualitative approach with descriptive qualitative research design. the study focused on the process of satua text transliteration from latin letters into balinese with the use of computerized programs of bali simbar. it was conducted through three stages, namely (1) the preparation and manuscript inventory, (2) text transliteration, and (3) text editing. the instruments used in this study were divided into three. first, the instrument is in the form of tests, in which students were assigned to transliterate satua texts using a balinese script computerized program of bali simbar. the second instrument was in the form of a questionnaire that was used to determine in more detai lthe response of students to the activities of satua text transliteration into balinese with bali simbar program utilization. thirdly ,timer (stopwatch) was used to record the time students needed in every process of transliteration. data on the satua text transliteration and stretch of time required were obtained through the implementation of test. the assessment of test results was obtained through editing stages of transliterated text. the data were analyzed descriptively. the data relating to test results were analyzed based on the number of errors of every aspect of the transliteration assessed. the results are then interpreted qualitatively. the data regarding the average speed per syllable of transliteration were analyzed by the following formula: span oftime spent(sec) n= number ofsyllablestransliterated specification: n= the average speed for the transliteration of the syllable (sec /syllable) 4. research findings and discussions 4.1average speed fortransliteration of one syllable e-journal of linguistics vol. 9. na.1 page 29--40 issn: acreditation:- 34 based on the calculations by the specified formula, in 7seconds, every student was succeeded in transliterating one syllable of the satua text from latin letters into the balinese with the probability of error rate percentage of 1.6%. 4.1 ability to transliterate balinese text from latin letters into balinese script utilizing balinese script computerized program of balisimbar the test results indicate that the students’ ability to transliterate satua text of the latin alphabet into balinese script is excellent hal ini terlihat dari rerata jumlah kesalahan hasil transliterasi yang hanya 1,6% dari 3.584 silabel yang berhasil ditransliterasikan. this is evident from the average number of errors that is only 1.6% of the 3,584 syllables successfully transliterated. of the three aspects assessed, spelling ability is the most problematic aspect. it can be seen from the mean acquisition of transliteration error (1.2%) in that aspect. kesalahan ini merupakan yangterbanyak jika dibandingkan dengan perolehan rerata di aspek lain, yaitu aspek pemenggalan kata hanya (0,34%), dan aspek pungtuasi hanya (0,1%). this error was the highest when compared with the average acquisition of other aspects, the aspect of decoding of words only (0.34%), and aspects of punctuation only (0.1%). of the 28 students who became subjects in this study, the test results indicate that the skills of transliterating balinese text from latin alphabet into balinese script throughthe use of balinese scrip tcomputerized programs of bali simbar is excellent. this is evident from the average number of transliteration errors (based on three aspects) conducted by the students, which is only 1.6%. the rest, 98.4% are correct transliteration. however, the students still have trouble with spelling aspects (uger-uger pasang aksara bali), where 1.2% transliteration errors were found in that aspect. e-journal of linguistics vol. 9. na.1 page 29--40 issn: acreditation:- 35 a detailed analysis proves that many students have difficulty in applying the spelling rules of writing balinese script (uger-uger pasang aksara bali). this is evident from the results of the assessment carried out, in which 17 students made mistakes in the spelling of writing balinese script. more detailed analysis indicated: 1 student made transliteration mistakes(spelling aspect) at 7 syllables (5.5%), 1 student made transliteration mistakes (spelling aspect) at 6 syllables (4.7%), 2 made mistakes on 3 syllables (2.3%), 5 made mistakes on 2 syllables(1.6%), 8 made mistakes on 1 syllable (0.8%), and the remaining 11 students did not make mistakes on spellinga spect. the ability to understand and apply spelling rules of writing with balinese script (uger-uger pasang aksara bali), is essential in improving writing skills of balinese script. errors in applying spelling rules resulted in awkward words, unacceptable, and meaning change. therefore, mistakes in applying spelling balinese script writing can interfere with the delivery of the information contained in the satua text. some examples can be seen in the following table. no. error correction 1. sñ yê k/ *sdayak (sda-yak) su (¾ yê k/ suryak (sur-yak) ‘cheer’ 2. e mñ kø n/ *mdekin (mde-kin) e \ñ kø n/ ngdekin (ng-de-kin) ‘laughing’ 3. sr% *sa? (sa-?) sï*¾ sarng (sa-reng) ‘with’ 4 p) t \ u æi k ø *petangsiki (pe-ta-ngsiki) p) t*¾ si kø pta siki (pe-tang-si-ki) ‘four’ 5 tu tu ró¡ tu r n___ tu tu(¾ 35 ut u tur n___ e-journal of linguistics vol. 9. na.1 page 29--40 issn: acreditation:- 36 *tuturtuturana (tu-turtu-tu-ra-na) tutur tuturana (tu-tur-tutur-an-a) ‘be told’ 6 k ku h *kakuha (ka-ku-ha) k k ù kakua (ka-ku-a) ‘tortoise’ 7 e h e n *e ne  (e ne ) h) en e ne  (e ne ) ‘this’ 9 e g n ;¾ *genah(ge-nah) g) n ;¾ gnah (ge-nah) ‘place’ 10 k e s*ÿ¾ *kasong (ka-song) k e s(ÿ¾ kasor (ka-sor) ‘wellknown’ as regard to decoding of words, it can be seen that from 3584 syllables successfully transliterated, 13 syllables (0.34%) errors were recorded. when the writing of balinese script is described by syllables, the errors on decoding of words resulted in obstacles to understand the contents of balinese text. errors on decoding of words tend to make a word unacceptable in the context of its use. the examples can be seen in the following table. no. error correction 1. tø m p l / *timapal (ti-ma-pal) tø mæ l/ timpal (tim-pal) ‘friend’ 2. __à n tu k/ *anatuk (an-na-tuk) ___à nó¡ k/ antuk (an-tuk) ‘by’ 3. j l n k *jalana ka (ja-la-na-ka) j l nð jalan ka (ja-lan-ka) ‘the roadto’ 4 hø pu n *ipuna (i-pu-na) hø pu n/ ipun (i-pun) ‘he’ 5 n g__ ri k/ n g r ri k/ e-journal of linguistics vol. 9. na.1 page 29--40 issn: acreditation:- 37 *naga rik (na-ga-rik) naga rarik (na-ga-ra-rik) ‘dragon name’ 6 k e kþ s n *kaklesana (ka-kle-sana) k e kþ s e nð kaklesan ka (ka-kle-sanka) ‘released into’ 7 l ø n *lina (li-na) l ø nó*¾ lintang (lin-tang) ‘more, through’ 8 p k ³ i *pakasi(pa-ka-si) p k× i paksi (pak-si) ‘bird’ 9 n̈ e dÿ n k____ *nirdona ka(nir-do-naka) n̈ e dÿ n¾ð nirdon ka(nir-don-ka) ‘useless’ in term of punctuation use, it can be seen that from 3584 syllables that were successfully transliterated, 4 syllables (0.1%) were due to errors in applying the aspects of punctuation. in the application punctuation or ceciren pepaosan, only four students who made mistakes. this demonstrates that the ability of students to use punctuation or ceciren pepaosan was classified as very good. the type of punctuation most commonly found are not carik siki (comma) as a pause for a while. if punctuation is not written, the writing of balinese scriptsi is also different, because the balinese script writing system is adopting a jajar sambung (without spaces). the examples can be seen inthe following table. no. error correction 1. sê p¾š) ò m¾à p mu zøÿ en m ekéo e sÿ k / siap selem apa munyine makrosok ‘whatkindof blackcockwithsoundmakrosok’ sê p¾š) ò m/ , hp mu zøÿ en m e kéo esÿ k/ siap selem, apa munyine makrosok‘black cock,what sound makrosok ’ e-journal of linguistics vol. 9. na.1 page 29--40 issn: acreditation:- 38 2. m k) b $¾ p n k¾àø pu n¾ð k l ø ;¾ s*¾ ku wu k¾ß l ø ;¾ m t ek n/ makeber panak ipun malih kakalih sang kuuk malih mataken ‘there fly her two chicks. sang kuuk asked again’ m k) b $¾ p n k¾àø pu n¾ð k l ø ;¾ , s*¾ ku wu k¾ß l ø ;¾ m t e k n/ makeber panak ipun malih kakalih, sang kuuk malih mataken ‘‘there fly her two chicks. sang kuuk asked again’ 3. r ri s¾ài pu n¾ß) e n k¾é&¾ b e l raris ipun menek ring bale ‘thenshe went up tothe house(bale)’ r ri s¾ài pu n/ , m)e n k¾é&¾ b e l raris ipun, menek ring bale ‘thenshe, went up tothe house(bale)’ 4 r&¾ ed ´ b ø lu k¾ù e w e \ ðo n¾â) g r h m \ ði n n/ , s mæu n¾ð s e m n¾ð w só ni e n¾ñ ´ b ø l u k/ ring desa biluk wewengkon negara amangkinan, sampun kasamen kawastanin desa biluk ‘in bilukvillage of negara territorytoday, named afterthe village is biluk' r&¾ ed ´ b ø lu k¾ù e w e \ ðo n¾â) g r ,h m \ ði n n/ , s mæu n¾ð s e m n¾ð w só ni e n¾ñ ´ b ø l u k/ ring desa biluk wewengkon negara, amangkinan, sampun kasamen kawastanin desa biluk‘in bilukvillage of negara territory,today, named afterthe villageis biluk' 5. conclusion based on the results of research and discussion that have been presented in the previous section, and in line with the objectives of the research the following conclusions could be made: 1) the ability of students to transliterate balinese satua text of latin letters into the balinese letters with the use of computerized programs of bali simbar version b showed excellent e-journal of linguistics vol. 9. na.1 page 29--40 issn: acreditation:- 39 results, since out of 3,584 syllables successfully transliterated identified only 59 syllables (1, 6%) rate of errors. 2) the students’ ability to transliterate balinese satua text of latin letters into the balinese letters can be seen from the three aspects of the assessment criteria, such as the decoding of words, spelling, and punctuation/sign. based on these three aspects, the average number of students’ errors in transliterating are respectively 0.34%; 1.2%; and 0.1%. 3) based on the calculation by formula that has been set, within 7 seconds, every student succeeded in transliterating one syllable of the satua text from latin letters into balinese script. if one hour lesson(55 minutes=3300seconds) is used to transliterate balinese language text from the latin alphabet to the balinese script by using the computerized program of bali simbar, the number of syllables that can be transliterated is approximately 471 syllables. references barried.,dkk siti baroroh. 1985. pengantar teori filologi. jakarta: pusat pembinaan dan pengembangan bahasa. dinas kebudayaan. 2005. pameran tradisi tulis di bali. denpasar : dinas kebudayaan propinsi bali. djamaris, edwar.2002. metode penelitian filologi. jakarta: cv manasco. _____________________. 1994. pengantar teori filologi. yogyakarta: bppf ugm. regmi, krishna.2010. ”understanding the processes of translation and transliteration in qualitative research”. theinternational journal of qualitativemethodsvol.12, issue 2, june: 16-26. http://www.iiqm.ualberta.ca/en/pdf/june-2010.pdf robson, s.o. 1994. prinsip-prinsip filologi indonesia. jakarta: rul. http://www.iiqm.ualberta.ca/en/pdf/june-2010.pdf e-journal of linguistics vol. 9. na.1 page 29--40 issn: acreditation:- 40 saputra, nabilah. 2008. naskah teks dan metode penelitian filologi. jakarta : puslitbang lektur keagamaan badan litbang dan diklat departemen agami ri. simpen ab, i wayan.1973. pasang aksara bali. denpasar : dinas pengajaran propinsi bali. suatjana, i made. 2009. "aksara bali memakai komputer". denpasar : yayasan dwijendra. tantra, dewa komang. 2006. "bahasa, aksara, dan sastra bali dalam pendidikan". denpasar : makalah kongres bahasa bali vi. tanaka, n. 1988. “politeness: some problems for japanese speakers of english”. injaltjournal, vol.2, pp. 81-102. widodo, p. 1999. “register pw di yogyakarta”. (tesis).tidakditerbitkan. yogyakarta: universitas gadjah mada. 1 e-journal of linguistics bilingualism among the adolescents in badung regency, bali i nyoman muliana e-mail: mulianainyoman@yahoo.com warmadewa university, denpasar prof. drs. i made suastra, ph.d. e-mail: suastra@fs.unud.ac.id study program of linguistics, school of post graduate studies, udayana university prof. dr. made budiarsa, m.a. e-mail: imadebudiarsa@yahoo.com study program of linguistics, school of postgraduate studies, udayana university dr. ni made dhanawaty, m.s. e-mail: sainandana@yahoo.co.id study program of linguistics, school of post graduate studies, udayana university abstract this paper presents a discussion of bilingualism among the adolescents in badung regency, the province of bali. it aims to explore the bilingualism situation and the existence of balinese language among them. the discussion is based on participant observation to the adolescents and it is based on sociolinguistic theory. the result of the discussion shows that the adolescents in badung regency are bilinguals of balinese and indonesian languages. they use balinese language in all their communicative activities, except some females occasionally showed the use of indonesian language. their conversations both in balinese and indonesian languages are also followed by code mixing of the words and phrase of indonesian, balinese, and english languages. the result of the discussion also indicates that balinese language still used and maintained by the adolescents in badung regency. key words : bilingualism, adolescents, badung regency i introduction 2 bilingualism is a situation in which someone or a group of people can use more than one language for communication. the situation can be easily found in communities with members who are open to other community and in this modern era such communities are there all over the world. now people are in competitions of contacting and meeting others for different purposes, such as friends, educations, trading, business, etc. the contacts and the meetings others of different language background will result a consequence, they must be able to use the language of the other community and they are in a bilingualism situation and they are bilinguals. many linguists have showed bilingual communities as the results of their researches. price (2007) found that the people of madawaska community in maine, one state of the united states of america are bilinguals. they speak french and english because the state is in the border of the united states of america to canada. jamai (2008) did his research to morocan migrants in britain who came to britain in 1950. as migrants, the morocan people must be able to speak english in order to communicate with the local people. the morocan people in britain are bilinguals with an ability of using morocanarabic and english. wardhaugh (1986) shows bilingualism situation in singapore where people must be able to speak more than two languages because the country has four formal languages; english, mandarin, tamil, and malay. in indonesia, almost all communities are in bilingualism situation as showed by some researchers; yuliawati (2008), in her research to people of pandaran, west java, found that most of them are bilinguals with the ability of using three languages, such as sundanese, javanese, and indonesian. a research of indonesian linguist inspiring the writing of this paper is the research conducted by adisaputra (2010) to the adolescences in stabat, langkat regency, north sumatera. the regency changed when it was opened for rubber plantations that invited many migrants of different ethnics in indonesia rushed the regency. adisaputra found that the adolescences in stabat become bilingual with three different languages; stabat malay, javanese, and indonesian. this paper discusses the bilingualism situation among the adolescents in badung regency, bali. there are some reasons to discuss the situation in this regency and the one is as has been stated above. first, badung is one of the regencies of bali that has been massively developed this last decade, especially the western part of the regency. many villages in that part have changed into urban areas. second, the development of that area has invited people of different ethnics of indonesia coming there. they are javanese, sasaknese, sumatranese, and so on. some of them are expatriates and foreign visitors. many of them are permanent residents and build their own houses. many of them are also not permanent residents and these migrants rent rooms at home stays of local people. third, balinese local people in the area are progressing a lot economically due to the development and tourism sector in bali. fourth, people of different ethnics live so close to balinese local people that they have many chances to contact among them. these situations certainly influence each other in their connection to the bilingualism situation of the adolescences. it can be assumed that they are bilinguals with abilities of using at least balinese and indonesian languages. the discussion in this paper includes the bilingualism situation and language choice made by the adolescents in badung regency. it aims to see how the adolescents use the 3 languages and the meaning of the bilingualism toward the existence bl among them. the discussion is presented qualitatively based on sociolinguistic theory. ii concept and theoritical framework 2.1 concepts 2.1.1 adolescent the concept of adolescent used in this paper is quoted from sarwono (202:14) stating that there are two criteria used to determine adolescent. the criteria are age limitation and marital status. the age limitation for adolescent is between 11 to 24 years old and unmarried. these criteria are used to determine adolescent based on the following considerations. 1) 11 years old is an age at which generally secondary sexual signs begin to appear (physical criteria). 2) in many indonesian communities, at the age of 11 years old one has grown up traditionally and religiously so that he/she is not behaved as children (social criteria). 3) at the age, there are signs of soul perfection, such as achievements of self identity, genital phase, and cognitive and moral peaks (psychological criteria). 4) the age of 24 years old becomes maximum limit to give chances for those who are at the age still depends on his/her parents. 5) marital status is the most determining because it has an important meaning in our society. someone who is married, at any age, is considered and behaved as adult. 2.2.2 verbal repertoire the concept of verbal repertoire is quoted from nababan (1993:5) who states that the term of verbal repertoire is used for all languages and language varieties mastered and known and used by someone in relationship, work, and other businesses. everyone can master and use many varieties of his mother tongue or his first language and some varieties of his second language, a language that does not become his first language, but it is widely used in a community where he lives or works. he often masters one variety (sometimes two varieties) of a foreign language or another language he knows. the adolescents at buduk village seem to have verbal repertoire as defined by nababan. they may acquire bl as their first language (fl) because their parents are balinese people speaking bl. they can also speak il as the second language they acquired from schools or communications with people of other ethnics around them. 4 2.2 theoritical framework this paper applies two approaches in sociolingustic theory, such as bilingualism and language choice. the approach of bilingualism is quoted from weinreich (1953) stating that bilingualism is the ability of using two languages in communication. this definition of bilingualism is neutral and acceptable for explaining the bilingualism situation of the adolescents at buduk village. as stated at the part of verbal repertoire, the adolescents can use bl and il. language choice is also part of sociolinguistic theory studying language (languages) choose by someone or a group of people to communicate to others. the fashold (1984:180) defines that language choice is one’s ability to use two languages or more and he/she has to choose one of the languages in accordance to its function. the activities of language choice as stated by fashold is also found at the communication activities of the adolescents at buduk village and it is also described in the part of the discussion of this paper. iii research method the discussion made in this paper is a qualitative discussion so that all data needed for the discussion are the languages uses done by the adolescents at buduk village. the location of the research of this paper is at buduk village, badung regency. this village has situational criteria as described in the introduction. the adolescents as the data source for the discussion of this paper were limited on their ages from 11 to 24 years old of both males and females. the data were all collected by using participant observation method in order to carry out direct observation to languages uses among the adolescents. iv discussion 4.1 verbal repertoire of the adolescents at buduk village the observation to adolescences at buduk village showed that they are bilinguals. it could be seen from their abilities in using two languages: balinese language (bl) and indonesian language (il). they acquired bl as their mother tongue and il from their schools. all of them have good abilities in using those languages in communications. however, there seems a problem in the relation to their mastery on bl. as a local language, bl has its speech levels having relations to traditional classification of balinese people well-known as caste system and the elders. the levels consist of kasar ‘rude’, madia ‘middle’, and alus ‘formal’. the levels are shown by the use of different vocabularies. for example, the word “eat” can be stated with three different words for each of the levels: ngamah is for the kasar, medaar is for madia, and ngajeng is for alus. the adolescences show a tendency that they cannot use the alus level. they can only use the kasar and the madia ones. they may be two reasons supporting the inability of the adolescents in using the alus level of bl. first, it can be caused by a common situation for balinese people that 5 things related to their tradition are only comprehended and carried out by the elders. this situation automatically influences the use of the alus balinese language in which it can only be used by the elders. second, the social situation of balinese people has changed a lot especially those who live in urban areas such as in badung regency. soon after the reformation occurring in indonesia in 1999, people felt equality socially and viewed the caste system as a traditional and old matter. it seems that the situation also influences the adolescences at buduk village at viewing that there is no usage to learn and use the alus level of bl. the elders of balinese people seem to accept such situation that the adolescences do not speak the alus level of balinese language to them. 4.2 language use among the adolescents this part discusses the use of languages among the adolescents at buduk village. it aims to see which of the two languages mentioned above tend to be used and how they use them. the discussion presents the languages use of each sex of the adolescents and it is completed with examples of their dialogs. all the dialogues were taken from their communications in informal situations with different topics. a model of writing is letters is used in order to identify the languages in each dialog; the italic letters are bl, the bold letters are the il, and the capital letters are english language. 4.2.1 language use among male adolescence communication among male adolescents shows a tendency of using bl. this language is used everywhere, in any situation, and for all topics they communicate each other. but, they cannot avoid the use of words of other languages such as il and english because bl do not have such words. dialog 1 : participant 1 : dija montor cie? ‘where is your motorbike?’ participant 1 : nu sid raie. ‘still at rai’. participant 2 : kenapa? ‘what’s wrong?’ participant 1 : mesine metune-up. ‘the machine is tuned-up’ participant 2 : ci kel milu event? ‘you will join an event?’ participant 1 : aa. di klungkung. ‘yes, in klungkung’. 6 dialog 1 is a conversation between two participants and both of them are adolescences. participant 1 is about 15 years old and participant 2 is about 14 years old. the topic of the dialog 1 is taking to a friend. participant 1 wanted participant 2 to take him to a friend named rai who is a motorcycle mechanist. the dialog was in informal situation and both participants use balinese language. both of them spoke short utterances and some of the words belong to the kasar lever balinese language, such as the pronouns wae ‘i’ and ci ‘you’. but, the participants did not use these two pronouns to show rudeness to the interlocutor, they were used to show intimacy between the participants. the conversation made by the participants in dialog 1 shows code mixing in the use of english words in the balinese language utterances. the english words are tune-up and event. the use of the english words cannot be avoided by the participants of dialog 1 because balinese language does not have any word for expressing the two meanings of tune-up and event. however, the participants and the adolescences in general are already familiar with the words. tune-up means that any reparation made to a motorbike machine in order to increase its power. meanwhile, event is a word that is a word recently familiar to adolescences meaning an event of motorbikes off road that is appearing recently in bali. the following is dialog 2 between three participants and they are all adolescences. the dialog made by the participant occurred at participant 1’s house. dialog 2 : participant 1 : ci lari nae!. ‘you have to run!’ participant 2 : tuni wae jogging jak ade. ‘this morning i did jogging with ade’. participant 3 : nyos aliange pelatih ken bapane. ‘nyos is given a trainer by his father’. participant 2 : timpal bapane to. polisi. ‘it is his father’s friend. a police’. participant 3 : ha..ha… selem ia jani. ‘ha..ha….now he is black’. participant 1 : apa gen tesne? ‘what are the tests?’ participant 2 : renang, lari, kesehatan. tes kesehatan gen pendo. ‘swimming, run, health. health test is twice. participant 1 : mmih!. ‘wow!’ participant 3 : ha..ha.. pragatne mase nombok. ‘ha..ha…the end is bribing’. the topic the participants in dialog 2 talked is about tests of applying to be a police. at the time of the conversation, there was an employment of applying for becoming a 7 police and one of the participants did the application. all participants in dialogs 2 use bl to do their conversation. they used short utterances as the common bl of adolescences at a talk, but there are some words and a phrase of other languages used as code mixing in their balinese utterances. the first word is from english, jogging. bl does not have any word to express jogging meaning running slowly for an exercise. meanwhile, bl only has one word to say an action of running, that is melaib that tends to refer the meaning of running fast. the other words are from il such as renang ‘swimming’, lari ‘run’, kesehatan ‘health’, and nombok ‘bribing’. some of these words can actually be found in balinese language, such as renang ‘swimming’ is ngelangi but this word is only used for stating an action of swimming in general and not specific for sport so that people only use renang. the word kesehatan ‘health’ has only its adjective form in bl, it is seger ‘healthy’. one participant also mixes il word tes ‘tes’ with bl suffix –ne having form and meaning of possession. a phrase of il is also used in the dialog, that is tes kesehatan ‘health test’. bl does not have this phrase so that participant 2 could not avoid to use it in his bl. the two dialogs presented above can represent the language use of male adolescents at buduk village. the participants observation made showed that male adolescents at buduk village tend to choose only bl for communication among them for any topics and any situations. the use of bl by the male adolescents is also followed by code mixing of il and english language. the percentage of the phenomena is not very high due to the absence of the words and phrase in bl. 4.2 language use among female adolescents female adolescents at buduk village show language use that is similar to the males. they use bl for their communications as done by two girls in the following dialog. dialog 3 : participant 1 : enggal dik, nik! ‘hurry up, ta!’ participant 2 : nah. bin dik. ‘ok. a little more’. participant 1 : enggalen dik! ‘hurry up!’ participant 2 : nyi ba mandi? ‘have you taken a bath?’ participant 1 : ya, suba. ‘yes, i did’. participant 2 : nah. mase sing ada nyen. ‘ok. there isn’t anybody there’. participant 1 : pak made ba di banjar. ‘mr. made is already at banjar’. participant 2 : beh? ‘is he?’ 8 participant 1 : aku nepuken. ‘i saw him’ the participants of dialog 3 are two girls of different ages, participant 1 is 18 years old and participant 2 is 13 years old. the conversation occurred at participant 1’s house when participant 2 picked up participant 2 to go to banjar, the balinese community hall for a balinese dance training. they both communicate each other in bl and the bl conversation made by the two girls in dialog 3 reflects a conversation popularly used by adolescents. it can be seen from the short utterances used by the participants and some words of il used as code mixing, such as the pronoun aku ‘i’. bl actually has forms of pronoun referring to the first person singular which are popular in the participants’ region, such as wae, yang, and cang. but, the use of aku reflects that the speaker just wants to show a variation and it is only used by certain speakers. there is also another il word mandi ‘take a bath’ used in the dialog 3 that is more familiar used by balinese speakers especially the adolescents instead of its bl, manjus. the conversation of dialog 3 also shows an interesting use of bl that can be seen from the use of nyi, a pronoun for female second person. in bl this pronoun belongs to kasar level, but the speaker did not use it for showing rudeness, she used it as an expression of intimacy to participant 1. the observation to the language use of the adolescents at buduk village also showed that there were some of them use il. the following dialogue is one example of the use of il found at female adolescents’ communication. dialog 4 : participant 1 : kamu dah dapat satuanya? ‘have you got the story?’ participant 2 : satuanya yang itu ja ku pakai. ‘i did. it is the story that i use’. participant 3 : aku pinjam ya? ‘can i borrow it?’ participant 2 : yee. cari ja di google!. ‘hmm. just find it at google!. participant 1 : kita nyeritain atau kumpul aja? ‘we have to tell the story or just collect it? participant 2 : ah. ndak ngerti aku. ‘hmm. i don’t understand’. participant 3 : gurunya gabeng sekali. ‘the teacher is not clear’. the participants of dialog 4 are female adolescents. they are all about 13 years old and the students of a junior school. the topic they were discussing was about the bl assignment of satua ‘story’ given by their bl teacher. they did the conversation at a parking area of an internet counter when they were trying to find the assignment. such use 9 of il is occasionally found to female adolescents at buduk village and they usually employ code mixing of words of other languages in their il use as seen in dialog 4. the words are satua ‘story’, gabeng ‘unclear’, and google. as other words of internet services, the word google cannot be found yet in il, but the words satua and gabeng are actually there in il as cerita for satua and tidak jelas for gabeng. but, the use of these two bl words indicates certain meanings. the speaker used the word satua to give a stress on the message she sent that the story is of bl and not of other language. the word gabeng is frequently used by balinese people when using il in informal situation. as the participant 3 in dialog 4, she seemed to prefer to use it reflecting that she wanted to give stress on the message of being unclear with the bl gabeng. the occurrences of il use among the female adolescents cannot be predicted whether they use it for certain reasons as topic or situation of conversation. and, in fact, the observation to the girls and most of the female adolescents at the village showed the facts that at home and in other occasions they mostly or only use bl. but, seen from some occurrences of il as done by the girls can give a meaning. they used il as at the dialog may be caused by their intention to show a prestige. this meaning can be concluded from the occurrences of the use of il by the girls itself. they tend to use il among them only at public areas that seem that they use il only to show a prestige. the observation and the discussion made on the language use by the female adolescents at buduk village indicate that the adolescents in badung regency are bilinguals of bl and il. they acquired bl as their mother tongue and il from their schools. their abilities in using bl are very good for communicative purposes among them. some of the adolescents also showed the use of il, this activity is just done by the females. their actions of using il are not constant that which mean that they do not always use il in every communication, such as at home they use bl. the conversations of the adolescents at buduk village both in bl and il are also followed by code mixing of the words and phrase of il, bl, and english. of all the observation conducted to language uses by the adolescents at buduk village can represent that bl is still used and maintained by the adolescents. v conclusion some points of conclusions can be obtained from the discussion of the language use among the adolescents at buduk village. 1) verbal repertoire of the adolescents at buduk village consists of bl and il. 2) the adolescents at buduk village can use bl and il well for communicative purposes among them. 3) the language use among the adolescents at buduk village can represent that bl maintains among the adolescents in badung regency. bibliography 10 adisaputera, a. 2010. “kebertahanan bahasa melayu langkat : studi kebahasaan terhadap komunitas remaja di stabat, kabupaten langkat”. (dissertation). denpasar : program doktor, program studi linguistik, program pascasarjana, universitas udayana. jamai, a. 2008. “language use and maintenance among the moroccan minority in britain”. (dissertation). uk : european studies research institute (esri) the school of languages, university of salford. fashold, r. 1987. the sociolinguistic of society. oxford : basil blackwell. nababan, p.w.j. 1993. sosiolinguistik : suatu pengantar. jakarta : pt. gramedia pustaka utama. price, j.e. 2007. “the status of french among youth in a bilingual american canadian border community: the case of madawaska, maine”. (dissertation). indiana : the department of french & italian, indiana university. sarwono, sarlito wirawan. 2002. psikologi remaja. jakarta : pt. rajagrafindo persada. yuliawati, s. 2008. situasi kebahasaan di wilayah pangandaran: suatu kajian sosiolinguistik tentang pergeseran dan pemertahanan bahasa. bandung : fakultas sastra, universitas padjadjaran. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 2, july 2022, pages: 204--2012 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i02.p06 204 using translog to analyze self-corrections in translating advertisement texts by professional translators 1 clara brigita silaban universitas sumatera utara, medan, indonesia, clarabrigita07@gmail.com 2rudy sofyan universitas sumatera utara, medan, indonesia, rudy@usu.ac.id 2dian marisha putri universitas sumatera utara, medan, indonesia, dian.marishaputri90i@gmail.com article info abstract* received date: 14 desember 2021 accepted date: 30 desember 2021 published date: 31 july 2022 keywords:* advertisement text, selfcorrection, translation process, translog this study aims to determine the method and type of selfcorrections done by two professional translators in translating texts from english into bahasa indonesia. this research used a descriptive qualitative method. the data were the recording of translating advertisement texts from english into bahasa indonesia process using translog ii and camtasia studio 8. the findings are (1) meaning correction is the most frequent type of self-correction with the frequency of 36.2%; (2) return correction is never used by the professional translators; (3) the professional translators apply the multidirectional method in doing self-corrections. finally, it can be concluded that selfcorrection is the crucial part that the translator should not skip in producing a better quality translation. this research also proves that translators cannot rely entirely on google translate as it cannot ultimately deliver the meaning from the source text (st) into the target text (tt). consequently, the translation provided by google translate needs to be revised. 1. introduction nowadays, translation plays an essential role because it is both a field of study and a means of communication (sofyan & rosa, 2020: 3). language is one of the communication media, and through language, translation has a relationship with communication. it helps people communicate their minds, even bridges the different cultures worldwide. the translation is a process of transferring meaning from the source language (sl) into the target language (tl); as catford (1965: 20) says that translation may be defined as the replacement of textual material in one language, i.e., the source language (sl), by equivalent textual material in another language, i.e., the target language (tl). since the study of translation has been developed, translation is focused not only on the product but also on the process. the translation process tries to access the black box of the translators and see what they do during the translation process (kussmaul & trikkonen, 1995: 178). https://ojs.unud.ac.id/index.php/eol/index 205 there have been many pieces of research conducted to see the translation process. in the 1980s, the think aloud protocol (tap) was introduced to understand the mental process of the translator better. this happened because translation is a cognitive process involving creativity (kussmaul, 2000). following tap, in the 1990s, the keystroke logging program, translog, was developed to obtain keyboard activities during the translation process. studies on the translation process are continued about mental processes and typical reading, learning styles, and management resources that can be analyzed through the keylogging program. when translating a text, a translator can't do it without any revision. robert (2008: 5) states that the term 'revision' refers either to the process of revising one's translation or to the process of revising another's translation. based on that statement, revision is a process of giving correction to a translation text, in this case, done by the translator him/herself. this process is also called self-correction or self-revision. self-corrections or self-revisions are a process that cannot be skipped by translators, whether they are student translators or professional translators (rosa, 2017). moreover, many errors should be fixed if they use technology such as google translate to help them in the drafting stage. otherwise, self-correction is not a sign of lousy process translation. even previous research shows that a professional translator spends more time on self-correction than the student translators (kunzli, 2006). concerning the role of self-correction in the translation process, this article aims to analyze self-corrections done by professional translators. the two respondents are two professional translators, full members of hpi (association of indonesian translators). they were asked to revise english text translated by google translate into indonesian, and the translation process is recorded using translog. by observing the self-correction process, student translators can improve their skills in translating. last but not least, self-correction is very important since it can improve the quality of the translation product. 2. research methods this research was conducted using a descriptive qualitative method, which utilizes qualitative data described descriptively in words rather than in numbers. the data were collected using several instruments. translog ii was used to collect the first data by recording all activities on the keyboard; then, the results were presented in the log file form. the second instrument, screen recording camtasia studio 8, was used to collect online activities during translation. the researcher chose two english texts to be translated into bahasa indonesia. the first text (313 words) was from the axe page and the second text (279 words) was from the rexona page. both texts were taken from unilever's global company website https://www.unilever.com/. the participant were two professional translators who are full members of hpi (association of indonesian translators), and they were asked to revise bahasa indonesia texts translated by google translate. the data from translog ii and camtasia studio 8 were analyzed qualitatively to find out the types of self-corrections and self-correction methods during the translation process, especially in the post-drafting phase. after they finished their works, the file was saved in an xml document. then, the file would be opened using the translog ii supervisor to see the linear view of the translation. the linear view allowed the researchers to see the entire process of the translation. first, the researchers identified the methods and types of self-correction used by the professional translators and then classified them. the researchers also counted the type and method of self-corrections most frequently used. camtasia studio 8 was used to support the data 206 that could not be detected on the keyboard, such as types of online resources used by the professional translators, the websites they opened, and their activities during the pauses. 3. discussions due to the research code ethics, the translators' identification would be kept confidential and respectively. in this research, they were called translator r and translator t. they did the translation process in the translog worksheet, and all keyboard activities were recorded. they spent the different duration of time to finish their works. translator r spent 30.40 minutes translating the first text and 19 minutes translating the second. meanwhile, translator t spent 19.81 minutes translating the first text and 30.10 minutes translating the second text. all keyboard activities were recorded using translog, and they can be observed with the help of linear view. 3.1 method of self-corrections related to the sequences of self-corrections, the professional translators used a similar method. translator r did self-correction multidirectional. he decided what parts needed to be revised, whether it was started from the first paragraph, second paragraph, or last paragraph. for example, in text 1, translator r began revising the first sentence draft before coming to the second text. but suddenly, he edited the title and back to his first revision until the whole text was completely revised. in text 2, after he corrected the title, he continued revising the first sentence, the second sentence until the last sentence. still, suddenly he returned to the other part that he did not change at first and corrected it. he also recorrected the part that he already fixed in the first. like translator r, translator t also applied a multidirectional method of self-correction. he did it zig-zag, jumped to the second sentence, to the third sentence, and then back to the first sentence. he did it randomly in both texts, text 1 and text 2. 3.2 types of self-corrections in this research, the type of self-correction followed the classification of self-corrections proposed by malkiel (2009). in addition, another type of self-correction found by sofyan (2016), named word addition (wa), was also used to complete malkiel’s (2009) classification. based on the data analysis, it was found that there were seven (7) types of self-corrections made by the professional translators, including word substitution (ws), word deletion (wd), meaning correction (m), word addition (wa), capitalization (c), grammar (g), and spelling correction (s). they did 262 times of self-correction, which were divided into seven types. the only type of self-correction they did not use was return correction (r). the types and frequency of selfcorrection are presented in table 1. 207 table 1 types and frequency of self-corrections no types of self-correction translator r translator t total % t1 t2 t1 t2 1 word substitution (ws) 16 5 21 19 61 23.2 2 meaning correction (m) 15 13 39 28 95 36.2 3 word deletion (wd) 12 13 13 15 53 20.2 4 word addition (wa) 4 2 5 1 12 4.5 5 capitalization (c) 4 5 8 5 22 8.3 6 grammar (g) 4 1 6 6 17 6.4 7 spelling (s) 1 1 2 0.8 8 return (r) total 56 39 93 74 262 100% 95 167 table 1 shows that meaning correction (m) is the type of self-corrections most frequently used by the translators at 36.2%. the other types of self-corrections include ws 61 times (23.2%), wd 53 times (20.2%), wa 12 times (4.5%), c 22 times (8.3%), g 17 times (6.4%), and s 2 times (0.8%). return correction is the only type that the translators do not use. in both texts, the translators often corrected in terms of meaning correction. translator r did 28 times out of the total 95 times of his self-corrections, while translator t did 67 times out of the total 167 times of self-corrections. this happened because the text was a kind of advertisement, and the translator should correct the meaning to make it more acceptable in tt and readable. this was especially done by translators when they added new words that did not exist in the st to make the translation more natural. it can be seen through the example below: . source text : deodorants which go on completely clear, eliminating the white marks aerosols and sticks can leave on dark clothes. first draft : deodoran yang benar-benar bening, menghilangkan noda putih yang dapat ditinggalkan aerosol dan stik pada pakaian gelap. final draft : deodoran yang benar-benar bening menghilangkan noda putih akibat aerosol dan stik yang tertinggal pada pakaian berwarna gelap. from that data, we can see that the translator corrected the meaning by adding new words. first, he added ‘akibat’ to his final draft in order to give the cause of ‘white marks’ or noda putih. he also added the word ‘berwarna’ to emphasize the meaning of ‘dark cloth’. by adding those words, the translation he made was more natural. furthermore, the translators corrected the meaning due to the unclear or awkward meaning made by google translate. one of the criteria of a good translation is the meaning from the st can be conveyed to the tt accurately, so when the reader reads it, it does not feel like they read a translation product. while in the translation provided by google translate, there were some meaning distortion and inappropriateness in the tt. that is why the translators decided to replace it with the most appropriate meaning. this can be seen when the translator replaced the meaning. for instance, he changed the word ‘meraih’ in ‘reach axe’ became ‘memilih.’ the word ‘memilih’ was more appropriate for the context of this sentence. this also happened when the translator changed the meaning ‘smell their most attractive’ translated by google translate 208 ‘mencium aroma paling menari mereka’ became ‘wangi sepanjang masa’. the translation made by google translate cannot be well understood in the tt, that is why he decided to change it, and his translation became easier to understand. other meaning corrections recorded by the log include ‘dan ini tentang hubungan’ became ‘ditentukan oleh ikatan.’, ‘untuk menyadarkan’ became ‘ingin menyadarkan’, ‘orang-orang’ became ‘para pria’, ‘atau’ became ‘ataupun’ ‘dalam dua hal’ became ‘dalam kedua kondisi tersebut.’. the second most frequent type of self-corrections made by the translators is substitution. they did substitution 61 times or 23.2%. this occurs because many words in the translation made by google translate are replaced. the words may be acceptable in tt, but they chose the most appropriate one. word substitution can be seen in the example below; source text : we’ve helped guys look, feel, and smell their most attractive first draft : kami telah membantu para pria melihat, merasakan, dan mencium aroma paling menarik mereka. final draft : kami telah membantu para pria untuk tampil, merasa, dan beraroma sangat menarik. the word substitution can be found when the translator replaced the word ‘melihat’ became ‘tampil’ translated from ‘look’. this was done because ‘melihat’ is less appropriate in the target text. although ‘melihat’ and ‘tampil’ are acceptable in tt, the translator should fit the meaning with the context of the sentence. in this sentence context, ‘look’ refers to the guy’s appearance, not as a verb to gaze or stare at something. for this reason, the translators chose ‘tampil’ to deliver the meaning of ‘look’. another example included when the translators chose ‘kami’ instead of ‘kita’, translated from the sl ‘we’, ‘bereveolusi’ became ‘berubah’, equivalent with the st ‘evolved’. the translators also made self-preference by choosing ‘para lelaki’ to translate the st ‘guys’, which was translated ‘para pria’ by google translate and sometimes ‘kaum adam’. another frequent type of self-corrections done by the translators was word deletion (wd) as many as 53 times. the translators did the deletion due to some reason. first, deleted words were needless, and although they were deleted, the meaning from the st into the tt still can be kept. for example, he deleted the word ‘namun’ (st: but) in the phrase ‘namun terlepas dari itu’, as seen in the data below. source text : but despite that, many guys don’t feel comfortable being themselves. first draft : namun terlepas dari situ, banyak pria merasa tidak nyaman menjadi diri sendiri. final draft : terlepas dari itu, banyak pria merasa tidak nyaman menjadi diri sendiri. in that sentence, the word ‘namun’ was deleted, but it did not change the sentence's meaning. the use of ‘namun’ was not too important, which is why the translator decided to start his sentence with ‘terlepas’. another example was when the translator deleted the phrase ‘di seluruh dunia’ (sl: across the globe). those words were not needed because the following phrases represented their meaning. it can be found in the phrase ‘di lebih dari 90 negara’ (sl: in over 90 countries). his final draft became ‘para pria di lebih dari 90 negara memilih axe’, translated from ‘men across the globe in over 90 countries reach for axe’. it was translated by google translate became ‘pria di seluruh dunia di lebih dari 90 negara meraih ax”. 209 the second reason for word deletion was because of the other type of corrections. it can be seen in the data below: source text : we’ve helped guys look, feel, and smell their most attractive first draft : kami telah membantu para pria melihat, merasakan, dan mencium aroma paling menarik mereka final draft : kami telah membantu para pria untuk tampil, merasa, dan beraroma sangat menarik. first, the translator deleted ‘mencium’ translated by google translate from ‘smell’. this deletion happened because he changed the structure, in this case, part of speech, where ‘aroma’ functioned as a noun became ‘beraroma’ worked as a verb. after he changed the structure, the word ‘mencium’ was no longer needed because it had already been replaced by ‘beraroma’. from the data above, the translator also deleted the word ‘mereka’ used in both the source text and the first draft provided by google translate. nevertheless, the deletion did not change the meaning. word deletion can also happen to the affix level. for instance, ‘merasakan’ (sl: feel) was changed to ‘merasa’. the suffix ‘kan’ was deleted to keep the meaning of the translation product. following the word substitution, the translators' next type of self-correction frequently used was capitalization. the capitalization was done when the translators did word addition or word deletion, as shown in the example below: source text : men across the globe in over 90 countries reach for axe first draft : pria di seluruh dunia di lebih dari 90 negara meraih ax final draft : para pria di lebih dari 90 negara memilih axe the capitalization happened to the word ‘para’ in the data above. this was done because he added the word ‘para’ to translate ‘guys’, which was translated ‘pria’ by google translate. this addition certainly changed the capital letter ‘p’ for the word ‘para’ since it started the sentence. the capitalization also can be found when the translator did word deletion. for instance, he deleted the word ‘namun’ in the phrase ‘terlepas dari itu’. when the translator deleted the word ‘namun’, the sentence will certainly be started with the word ‘terlepas,' and ‘t’ should be written in a capital letter. the translators less frequently used the other types of self-correction. they are grammar, word addition, and spelling. in terms of grammar correction, the translators corrected the structure by changing part of speech, such as ‘aroma’ (noun) became ‘beraroma’ (verb); changing noun clause became noun phrase, such as ‘apa yang unik tentang mereka’ became ‘keunikan mereka’ from the st ‘what’s unique about them’. another example of grammar correction was when the translator moved the st object to become the tt's subject. the first draft by google translate was ‘rexona tidak akan mengecewakan anda’ from st ‘rexona won’t let you down’. then the translator revised it to become ‘anda pasti tidak akan kecewa dengan rexona.’. in terms of word addition (wa), the translators added a word that existed in the source text but was not translated by google translate. for instance, in the st, it is written ‘to collect empty aerosol’. the translation provided by google translate was ‘mengumpulkan aerosol kosong,' and this was replaced by ‘untuk mengumpulkan kaleng aerosol’ in the translator’s final draft. there was also word addition in translating the word ‘guys’ became ‘para pria’, which was translated by google translate with ‘pria’. the last self-correction made by translators was spelling correction. there was only one spelling correction in the word ‘axe’. google translate cannot translate this word correctly, and it resulted in the wrong spelling that was ‘ax’. this 210 translation was obviously incorrect since ‘axe’ is the product's name and should be written as ‘axe’ too. 3.3 the use of online resource in self-correction from the recording of camtasia studio 8, it was found that both translators visited some websites to find the most equivalent word that they could use while doing self-corrections. for instance, translator r opened google to look for 'stereotip' meaning from st 'find stereotypically ‘manly’ guys more attractive’ in correcting ‘menganggap pria stereotip jantan lebih menarik’. this was done because the translator wanted to ensure that his translation was equivalent and had the same meaning as the one in tt. in this case, he opened the kkbi website and looked for the 'stereotip' meaning. but after translator r visited the website, he decided not to correct the translation provided by google translate in the first draft because he thought it had already been equivalent. in translating text 1, translator r only visited google once, and he did selfcorrection based on his knowledge and experience. in text 2, translator r also did not use many online resources, and he only visited google three times. unlike translator r, translator t often visited google to find the most appropriate and acceptable word for his self-correction. for example, he self-corrected ‘melihat’ from st ‘looked’ became ‘terlihat makin ganteng’. after he corrected the meaning by adding other new words, he opened google and typed 'axe terlihat makin ganteng’. he did it because he wanted to see whether his correction was equivalent with st and acceptable in tt. in addition, translator t visited google five times in self-correcting text 1 and 8 times in self-correcting text 2. he also opened google translate to find the most appropriate vocabulary for his self-corrections. this was done when he looked for the meaning of ‘judge’ from st ‘for fear of being judged and labelled’. after translator t found the meaning from google, he corrected ‘dihakimi’ provided by google translate to become ‘dikritik’. although only a few use of the online resource by professional translators, they still need it sometimes. in addition, this proved that the knowledge and experience of both translators are not doubted in the translation field since they can correct the texts without using many online resources. 4. novelties based on the analysis, it was found that there were some types of self-correction by kourouni (2012) applied by professional translators in doing self-correction. this proves that self-correction is one of the crucial parts of the translation process and cannot be missed by translators. 5. conclusion the findings show that self-correction is very important, and by knowing self-correction done by professional translators, student translators can improve their skills to produce a highquality translation. it also proves that spending much time on self-correction does not mean that translators cannot make better quality translation products. translog is beneficial to record all activities on the keyboard to see what and how translators can do self-correction. besides, the use of screen recording such as camtasia is also important to record the monitor and see what website or online resources visited by the translator to help them in doing self-correction. finally, it is crucial to note that google translate cannot be used as a reference to produce a better quality of translation. it needs to be revised significantly in terms of meaning and word substitution. 211 references bell, r. t. (1991). translation and translating: theory and practice. new york: longman inc. carl, m., & kay, m. (2011). gazing and typing activities during translation: a comparative study of translation units of professional and student translators. meta: translators’ journal, 56(4), 952-975. catford, j. c. (1965). a linguistic theory of translation. oxford: oxford university. jakobsen, a. l., & schou, l. (1999). translog documentation. in g. hansen (ed.), probing the process in translation: methods and results (pp. 149-184). copenhagen: samfundslitteratur. kevin. (2017). dampak swa-koreksi pada proses terjemahan mandarin-indonesia seni pertunjukan komedi tiongkok xiangsheng (unpublished bachelor thesis). medan: universitas sumatera utara. kourouni, k. (2012). translating under time constraints in an undergraduate context: a study of students’ products, processes and learning styles (unpublished doctoral thesis). tarragona: universitat rovira i virgili. kunzli, a. (2006). translation revision a study of the performance of ten professional translators revising a technical text. in m. gotti & s. sarcevic (eds.), insights into specialized translation (pp. 195-214). bern/frankfurt: peter lang. malkiel, b. (2009). from antonia to my antonia: tracking self-corrections with translog. in s. göpferich, a. l. jakobsen & i. m. mees (eds.), behind the mind: methods, models, and results in translation process research (pp. 149-166). copenhagen: samfundslitteratur press. mossop, b. (2001). revising and editing for translators. manchester, uk; northampton, ma: st. jerome. muchtar, m. (2013). translation: theory, practice, and study. medan: bartong jaya. nababan, m. r. (1999). teori menerjemah bahasa inggris. pustaka pelajar. newmark, p. (1988). a textbook of translation (vol. 66). new york: prentice-hall. robert, i. (2008). translation revision procedures: an explorative study. in p. boulogne (ed.), translation and its others: selected papers of the cetra research seminar in translation studies 2007, pp. 1-22. rosa, r. n. (2017). an analysis on translation and translating: sfl language metafunctions in the translation of student and professional translators (unpublished doctoral dissertation). medan: universitas sumatera utara. 212 sofyan, r. (2016). translation process and translation quality: a study of indonesian student translators (unpublished doctoral dissertation). medan: universitas sumatera utara sofyan, r., & rosa, r. n. (2015). using translog to investigate self-corrections in translation: a pilot study in translation process. proceedings of the 15 th international conference on translation (ict15), pp. 500-508 sofyan, r., & rosa, r. n. (2020). kajian terjemahan: panduan praktik dan penelitian terjemahan. tangerang: mahara publishing. biography of authors clara brigita silaban s.s is a fresh graduate from the english department, faculty of cultural studies, universitas sumatera utara. she is an english teacher in mec indonesia, medan branch. email: clarabrigita07@gmail.com rudy sofyan was born in kabanjahe on 13th november 1972. he got his bachelor's degree in 1996 from the english department, faculty of letters, universitas sumatera utara. he finished his master's in 2009 and doctoral degree in the postgraduate school, linguistics department, universitas sumatera utara in 2016. he works as an associate professor of translation studies at universitas sumatera utara. he is a full member of the association of indonesian translators. email:rudy@usu.ac.id dian marisha putri is a lecturer at the faculty of cultural studies, universitas sumatera utara. she accomplished her bachelor's degree in english department universitas sumatera utara. she also gained her master's degree from linguistics department universitas sumatera utara. email: dian.marishaputri90i@gmail.com mailto:clarabrigita07@gmail.com mailto:dian.marishaputri90i@gmail.com e-journal of linguistics representation of indonesian revolution in poem “rapat mengganyang 7 setan” by h.r. bandaharo i wayan artika e-mail: batungsel@yahoo.com faculty of languages and arts ganesha university of education, singaraja prof. dr. i nyoman kutha ratna, s.u. e-mail: khuta_ratna@yahoo.com study program of linguistics, school of postgraduate studies, udayana university prof. dr. i nyoman weda kusuma, s.u. e-mail: weda_kusuma@yahoo.com study program of linguistics, school of postgraduate studies, udayana university abstract this present study explores the representation of indonesian revolution in the poem “rapat mengganyang 7 setan” written by h.r. bandaharo. the meaning of the poem was revealed through the exploration of the reciprocal relationship between the speech delivered by president soekarno and what was written by d.n. aidit. the approach used was the qualitative one. the data were analyzed through parallel reading. the result of the study showed that the representation of the indonesian revolution through the themes and diction adopted from the expressions/slogans used during the revolution era. the reciprocal relationship between the poem “rapat mengganyang 7 setan” and the speech delivered by president soekarno and what was written by d.n. aidit was based what is referred to as “mukadimah lekra” (introduction to lekra), “konsepsi kebudayaan rakyat” (conception of the people‟s culture), and “metode asas kombinasi 1-5-1” (method of combined principle 1-5-1). representation of the indonesian revolution in this literary work showed that literature was part of the political movement used to achieve what the indonesian revolution aimed at, namely, a community with justice and prosperity. mailto:batungsel@yahoo.com mailto:khuta_ratna@yahoo.com keywords: representation, indonesian revolution, new historicism 1. introduction the indonesian revolution was marked by the struggle among the ideologies of nationalist, religion (islam), and communist (nasakom) in the framework of controlling the historical process. such a struggle interfered with cultural and literary worlds in which it showed itself as a political movement. this was shown by the establishment of the cultural organization which affiliated with a particular political party (violeta, 2012), such as lekra which stands for „lembaga kebudajaan rakjat‟ (the institution of the people‟s culture). lekra as the cultural front of the indonesian communist party „partai komunis indonesia (hereinafter referred to as pki)‟ was established by d.n. aidit, m.s. ashar, a.s. dharta, and njoto on 17 th august 1950. through the concept of the people‟s art (foulcher,, 1986:50; sastrowardoyo, 1989: 131; rosidi, 1995:22) which was adhered to, this institution was intended to resist the colonial culture (toer, 2003: 174) and to reject the concept that art was created for art and universal humanism as they were regarded as capitalist-bourgeois products (teeuw, 1967: 136). it worked so effectively that it developed rapidly and was influential (rosidi, 1995: 22). in order to achieve what had been aimed at by the revolution through culture, pki displayed banners that art for the people and revolution (djunaedi, et al, 2014: 52), which cc pki clarified as the attitude and official establishment of the party (aidit, 1964c). such attitude and establishment constituted the constellation of the marxist ideology, social process, history, and political struggle in order to achieve socialism. from the beginning the lekra literary works had been prepared as an important part of the indonesian revolution, as formulated in its introduction (mukadimah), the conception of the people‟s culture, and the principle of the combined working method 1-5-1. during the indonesian revolution era, the lekra controlled the literary life and activities (zaimar, 1990: 4). the poems and short stories collected in the anthology of gugur merah, sehimpunan puisi lekra harian rakyat 1950-1965 (yuliantari and dahlan eds, 2008a), matinya seorang petani (jajasan pembaruan tt), and laporan dari bawah, sehimpunan cerita pendek lekra harian rakyat 1950-1965 (yuliantari and dahlan eds, 2008b) proved what had been done by the lekra. the anthology of the lekra‟s poems which were published after the reformation (1998) contained 452 poems written by 111 poets. h.r. bandaharo was one of the lekra most important poets. among his 15 poems, the poem “rapat mengganyang 7 setan” most representatively contained the indonesian revolution. it could show the role played by literature in the revolution. this is in line with what is stated by karl marx that culture is not an independent fact but it cannot be separated from the historical condition (in selden and widdowson, 1993: 71). the lekra literary words had only been discussed from the era when they were not written or from what is referred to as „manifesto kebudayaan‟ (cultural manifesto), the political statement which was opposed to the lekra. such a condition should be made balanced by the exploration of its own historical process. therefore, in this present study the theory of new historicism was chosen at it positions literature in the middle of its relationship with various institutions during a certain period (culler, 1997: 130). this can be used to understand literary texts from when they are written by involving the non literary works which are not written in the era when the literary texts are written as the co-texts which are read in a parallel way. the theory of new historicism is the one which refers to historical facts as the source of meaning (ryan, 2011: 218). the meaning of the poem “rapat mengganyang 7 setan” was revealed by exploring the reciprocal relationship between it and one of the speeches delivered by president soekarno in the book entitled “dibawah bendera revolusi (1964), as the co-text. 2. concepts 2.1 indonesian revolution according to president soekarno (1964: 409), the essence of a revolution is destructing every condition which is useless in order to establish and create a new condition. every old condition was destructed in order to establish a new one (soekarno, 1964: 527). every useless condition was deconstructed in order to create and establish a new one. this led to various changes and turbulences (soekarno, 1964: 401) as, basically, a revolution always led to the great changes followed by rapid growth (soekarno, 1964:291, 299, 397, 562, 597). the great changes followed by rapid growth showed that a revolution was forward movement which would never stop before it reached its final objective (soekarno, 1964: 399). a revolution refers to an attempt made to establish a new condition by deconstructing the old condition with a consequence that principle changes, rapid growth, and social turbulences will take place. 2.2 representation according to barker (2005: 10), representation is the social construction and presentation of the world. the world which is represented in a text is determined by social strengths (ideology, politics, economy, culture, religion, and societal values). such social strengths also determine how a community defines the representation of the world. therefore, representation is pragmatic, strategic, and politic in nature (ratna, 2008: 86). every representation of the world in a text is always controlled by various social interests. the concept of representation used in the present study states that the representation of social, political, and ideological representations in a literary work (a poem or short story) is controlled by the ideological and political strengths. 3. research method in the present study the qualitative approach was used to search for meaning (geertz, 1996: 5). in addition, sociological and historical approaches were also used and the data were in the forms of literary works and non literary texts. the formal object of the present study is the representation of the indonesian revolution in the poem “mengganyang 7 setan” and its reciprocal relationship with the non literary texts. the material object included the speech delivered by president soekarno, and what was written by d.n. aidit. the data were collected through library research, through several stages; they are (1) reading and observing every unit or title of the literary works thoroughly and intensively; (2) identifying the theme or the subject matter (the content) it contained; and (3) quoting data from the data sources, and (4) note taking and organizing the data in a file. the data were analyzed through parallel reading and using analytic descriptive method (ratna, 2010: 336). such a data analysis method was supported by the technique of content analysis. 3. theoretical framework the theory of new historicism considers that the literary history is part of the greater history of culture. a literary work is not the product of simple consciousness; it is a product of historical and cultural processes (greenblatt, 1980: 3-6). therefore, a literary work should be explored from the social and political contexts, and from the cultural history (selden and widdowson, 1993: 161). the term new historicism was introduced by stephen greenblatt, an american critic (greenblatt, 2005:18). he was influenced by michel foucault, louis althusser, who state that there is no objective truth in history (selden and widdowson, 1993: 163), and clifford geertz, who states that anthropologic text is a fiction. what is meant is that “everything which is formed” or “something which is created” and that it is now a non factual thing (geertz, 1996: 19). the new concept introduced by the theory of new historicism is analyzing the relationship between literary works and various social strengths such as social, economic, and political strengths in which they are included (brannigan, 1999:421; bressler, 1999:326; barry, 2010: 201; budianta, 2006: 2-3). any literary work created from this relationship is regarded as a cultural product and an ideological agent (williams, tt: 125). literature and history exist in the dialectic of the producer and product (williams, tt: 125). they are woven in a dynamic dialogue or they are reciprocally related; in other words, there is a reciprocal relationship between textual historicity and historical textuality (motrose, in liu, 2006: 2); as a result, the meaning of a literary work is more easily described by referring to history (greenblatt, 2005: 13; ryan, 2011: 217). according to greenbault (1980: 3-6), history and literature are not applicable absolutely among generations. the era when any literary work and history were written should be back referred to in order to define them using the texts written in that era. any literary work is a text among other texts (selden and widdoson, 1993: 163) and there is no textual isolation (focault and harari in junus, 1996: 1). according to barry (2010: 202), the historical documents which are written in the same era are not subordinated as the work context (payne, 2005:6); they are analyzed as independent texts (co-texts). this is based on the view that the boundaries of disciplines of sciences and disciplines of knowledge, the boundaries of fictions and realities have become dissolved (liu, 2006: 3). liu affirms that the focus of the theory of new historicism is on the reciprocal relationship between textualism and contextualism. 4. discussion 4.1 representation of indonesian revolution in the poem “rapat mengganyang 7 setan” the poem “rapat mengganyang 7 setan” (h.r. bandaharo, pp. 388-389) describes the atmosphere of the general meeting held by pki at the square of klaten city (central java). it was attended by the official of pki, namely, nyoto. the speech delivered by njoto in the poem “rapat mengganyang 7 setan” represented the indonesian revolution, such as : (1) nasakom (nationalist, religion, and communist); (2)the people were the strength of the indonesian revolution; (3) the sokoguru (the central pillar) of the indonesian revolution were farmers and laborers; (4) the resistance to imperialism and colonialism; (5) the resistance to the village‟s seven devils; (6) landreform; and (7) socialism. the daily diction and the slogans of the revolution clarified what the indonesian revolution looked like in this poem. the diction, the simple sentences , the clarification of the contents or messages showed that this literary work was specific to the lekra literature; the language used was simple and easily understood by the people (teeuw, 1996: 31) and foulcher (1986: 141). such revolutionary slogans showed the reciprocal relationship between the poem “rapat mengganyang 7 setan” and the speech delivered by president soekarno and what was written by d.n. aidit. the reciprocal relationship between the poem “rapat mengganyang 7 setan” and the speech delivered by president soekarno and what was written by d.n. aidit could be observed from the expressions or slogans of the indonesian revolution, such as “tujuh setan desa” (the seven village‟s devils), “kaum tani dan buruh” (the farmers and laborers), “berdiri dengan dua kaki” (standing on two feet), “tanah garapan” (the land cultivated by tenant farmers), “palu-godam revolusi ditangan rakyat” (the large hammer of the revolution is in the people‟s hands), “ganyang” (crush) malaysia, the united states of america, the wicked landlords, the rural gangsters, bureaucrat capitalists, the profiteers, those who bought goods for resale, “uupa and uppbh”, “partial action”, “ritul” (derived from the word “retool”, meaning completing), “nasakom”, “socialism”, “the people”. the expression “setan desa” (the village‟s devils) showed that they were the enemies of the people, the farmers, and the indonesian revolution. the expression “setan desa” was used to refer to a group of enemies who inflicted the people; they are the wicked landlords, the rural gangsters, the bureaucratic capitalists, the profiteers, those who bought goods for resale. the word “sjaitan” appeared in the speech entitled “penemuan kembali revolusi kita” (the recovery of our revolution)”, the instruction of president soekarno on 17 th august 1959. in this speech, the word “sjaitan” means the indonesian revolution (federalism, ethnicity, individualism, agglomeration, deviation, corruption, multiparty, and separatism (soekarno, 1964: 376). the use of the word “setan” (devil) in the poem “rapat mengganyang 7 setan” and the word “sjaitan” in the speech delivered by president soekarno had the same purpose, namely, subordinating and underestimating the enemies of the indonesian revolution. the expression “kaum tani dan buruh” (the farmers and laborers) refer to the view that the farmers and laborers were the “sokoguru” (the central pillar of the indonesian revolution (aidit, 1964b: 71). the farmers and laborers, as the “sokoguru” of the indonesian revolution were talked about in the speech entitled “genta suara republik indonesia” (abbreviated to gesuri), the instruction of president soekarno on 17 th august 1963. the reason why the farmers and laborers were used as the “sokoguru” of the indonesian revolusion was to increase production (soekarno, 1964: 543). the productive power of the farmers and laborers should be developed in order to increase production (soekarno, 1964 543). the farmers and laborers worked hard and produced the products which could satisfy the human needs so that their community and history would develop (aidit, 1964a: 51). ironically, as long as the history of the higher class is concerned, the working people were becoming oppressed (aidit, 1964a: 52). they were suffering as they did not have production tools (aidit, 1964a: 50); as a result, the landlords oppressed them (soekarno, 1964:419). the expression or slogan „berdiri dengan duakaki ditanah garapan” (standing on two feet on the cultivated land), was intended to free the farmers from the landlords through the landreform program (undang-undang pokok agraria [uupa] and undangundang pokok bagi hasil [uupbh]. the landreform means strengthening and widening the land ownership for all the indonesian people, especially the farmers (soekarno, 1964: 419). essentially, the indonesian revolution was the agrarian revolution as the landreform had something to do with the indonesian people‟s fate. most of the indonesian people were farmers (aidit, 1964b: 70). the implementation of uupa and uupbh was not easy as it was obstructed by the landlords. therefore, the farmers were required to make a revolutionary movement to reinforce uupa and uupbh. the expression “aksi sepihak” (partial action) in the poem “rapat mengganyang 7 setan” referred to the revolutionary movement made by the farmers in reinforcing uupa and uupbh reflecting the level of the farmers‟ political consciousness (aidit, 1964b: 71). the expression or slogan “berdiri dengan duakaki ditanah garapan” (standing on two feet on the land cultivated by the tenant farmers) was also used by aidit (1964b:56) in another version, “berdiri di atas kaki sendiri dibidang pangan” (being independent on food); however, the meaning is the same. this expression or slogan was actually created in the framework of “nation-building and character-building” during the indonesian revolution era (aidit, 1964b:70). according to aidit (1964b: 69), the nation building and the character building was based on three principles; they are being politically free, being economically free, and having cultural personality. the expression of resistance “ganyang” was found in the speech entitled “tahun vivere pericoloso”, the instruction of president soekarno on 17 th august 1964. in this speech, the expression “mengganyang neo-kolonialisme “malaysia”!” (curse the neocolonialism “malaysia”) was made to be the instruction for the volunteers who were supposed to perform their national-patriotic responsibility as a holy struggle to curse the neo-colonialism “malaysia” (soekarno, 1964: 591). in the poem “rapat mengganyang 7 setan”, the use of the expression “ganyang” (curse) was widened into “ganyang amerika serikat” (curse the united states of america), „ganyang tuan tanah jahat” (curse the wicked landlords), “ganyang bandit desa” (curse the village‟s gangsters), “ganyang kapitalis birokrat” (curse the bureaucratic capitalists), “ganyang lintah darat” (curse the profiteers), “ganyang tukang ijon” (curse those who buy goods for resale), and “ganyang tengkulak” (curse the brokers). the expression or slogan “ganyang malaysia” was related to the view and attitude of president soekarno that malaysia was the imperialistic fortress of the american imperialist and that tengku abdul rachman (the prime minister of malaysia) was the henchman the imperialist (soekarno, 1964:563). d.n. aidit quoted what was said by president soekarno that malaysia was the dog which guarded the imperialism installed in front of the gate of the republic of indonesia (aidit, 1964b: 51). according to d.n. aidit, cursing malaysia without cursing the united states of america was impossible (aidit, 1964b: 51) as the american investment in indonesia, the support given by the united states of america to malaysia through fleet vii, the collective statement of johnson-tengku which was hostile to indonesia and the american subversive activities in indonesia (audit, 1964b: 51). the expression or slogan “persetan bantuan amerika serikat” (to hell! the assistance given by the united states of america) and “ganyang amerika serikat” (hate and resist) stated by president soekarno who chose honor, patriotism, independence of the nation, and the state of indonesia rather than the assistance provided by the united states of america (soekarno, 1964: 586). “nasakom” which appeared in the poem “rapat mengganyang 7 setan” came from the view of president soekarno published on the newspaper “suluh indonesian muda” in 1926 (lane, 2012: 84). it referred to the three objective political groupings of the indonesian people which were in line with the 1945 constitution and pancasila (the five principles) (soekarno, 1964: 544). according to aidit, nasakom referred to the three political ideologies (nationalist, religion, and communist), and constituted the essence of the national unity (aidit, 1964b: 72). “nasakom” in the poem “rapat mengganyang 7 setan” refers to the strength to defeat the enemies of the indonesian revolution in order to achieve “socialism”. according to president soekarno (1964: 459), socialism should be the second nature of the indonesian people (soekarno, 1964: 459) as socialism had a great objective, namely, creating happiness for the people (soekarno, 1964: 460). the indonesian revolution which was aimed at socialism or a new world without exploiting de l’homme par l’homme and exploiting de nation par nation (soekarno, 1964:566-567). according to d.n. aidit, socialism is a community without any oppression and exploitation of man by man as the production tools were not owned by individuals any longer; they were already owned by the community in which everybody was equal (aidit, 1964b:50; aidit, 1964b:79). the future of the indonesian people would be good with socialism (aidit, 1964b: 113) which constituted the indonesian social class and historical consciousness (aidit, 1964b:114). the reciprocal (parallel, equivalent, correspondent) relation of “rapat mengganyang 7 setan” and the speech delivered by president soekarno and what was written by d.n. aidit took place as the literary works as part of the political movement which was based on the political principles. the writer and cultural observer were obliged to integrate themselves with the people, especially the farmers and laborers (situmorang, 2004b: 198). in this present study, the “politics of literature” is not equivalent to literary politics (foulcher, 1986:119). the introduction to lekra “mukadimah lekra” and “konsepsi kebudayaan rakyat” (the people‟s cultural conception) was the political attitude/view of the cultural politics. according to karl marx, culture is not an independent fact; it cannot be separated from the historical condition in which man creates his life materials (selden and widdowson, 1993: 71). this view was implemented by the lekra activists by treating culture as the ideological and political weapon/tool which would lead to propaganda as the way in which literature could be glorified. 5. conclusions the result of the study showed that the representation of the indonesian revolution in the poem “rapat mengganyang 7 setan” through the theme expressed through the expressions or slogans of the indonesian revolution. the poem took part in the reproduction of the text of the indonesian revolution. in the poem, the indonesian revolution was not only used to intensify the definition/understanding/ meaning but it was also used as a tool or the “fuel” for inspiring the oppressed classes to show resistance. references aidit, d.n. 1964a. tentang marxisme. djakarta: akademi ilmu sosial aliarcham. aidit, d.n. 1964b. revolusi indonesia, latarbelakang sedjarah dan haridepannja. jakarta: jajasan “pembaruan”. aidit, d.n. 1964c. dengan sastra dan seni yang berkepribadian nasional mengabdi buruh, tani dan prajurit, pokok-pokok referat di hadapan konfernas sastra dan seni revolusioner. diucapkan di jakarta tanggal 28 agustus 1964. dalam tentang sastra dan seni. yayasan pembaruan jakarta, 1964. available from: url: http://www.marxist.org/indonesia/indones/aidit (1964)-sastra dan seni.pdf. diakses pada hari sabtu tanggal 2 maret 2013. barry, peter. 2010. beginning theory: pengantar komprehensif teori sastra dan budaya (harviyah widyawati dan evy setyarini penerjemah). yogyakarta: jalasutra. barker, chris. 2000. cultural studies, teory dan praktik. yogyakarta: bentang 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(eds). ahli waris budaya dunia, menjadi indonesia 1950-1965. jakarta: kitlv, denpasar: pustaka larasan. hal. 287-315. culler, jonathan. 1997. literary theory, a very shorth introduction. new york: oxford university press. djunaedi dkk., 2014. lekra dan geger 1965. jakarta: seri buku tempo dan kpg. foulcher, keith. 1986. social commitment in literature and the arts, the indonesian “institute of people’s culture” 1050-1965. clayton, victoria: southeast asian studies, monash university. geertz, clifford. 1996. tafsir kebudayaan (francisco budi hardiman penerjemah). yogyakarta: kanisius. greenblatt, stephen. 1980. renaissance self-fashioning: from more to shakespeare. chicago: university of chicago press. greenblatt, stephen. 2005. “towards a poetics of culture”. dalam payne, michael (ed). the greenblatt reader. victoria: blackwell. hal. 18-29. junus, umar.1996. teori moden sastera dan permasalahan sastra melayu. kuala lumpur: dewan bahasa dan pustaka kementerian pendidikan malaysia. liu, hong. 2011. lalu lintas budaya antara cina dan indonesia 1949-1965. dalam lindsay, jennifer dan liem maya h.t. 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(ed). sastra revolusioner. yogyakarta: matahari. hal. 194-199. teeuw, a. 1996. modern indonesian literature ii. (edisi kedua). leiden. kitlv press. toer, pramoedya ananta. 2003. realisme sosialis dan sastra indonesia. jakarta: lentera. violeta, syenny seftira. 2012. ”pengaruh politik terhadap perkembangan sastra indonesia masa demokrasi terpimpin” (skripsi). jakarta: universitas indonesia. williams, mukesh. tt. “new historicism and literary studies”. available from: url: http//:www.libir.soka.ac. akses sabtu, 29 desember 2012. diakses hari sabtu, 7 april 2013. yuliantri, rhoma dwi aria dan dahlan, m. muhidin. (eds) 2008b. gugur merah, sehimpunan puisi lekra harian rakjat 1950-196. yogyakarta: merakesumba. yuliantri, rhoma dwi aria dan dahlan, m. muhidin. (eds) 2008c. laporan dari bawah, sehimpunan cerpen lekra harian rakjat 1950-196. yogyakarta: merakesumba. zaimar, okke k.s. 1990. menelusuri makna ziarah karya iwan simatupang. jakarta: ildep. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 2, july 2021, pages: 257-265 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i02.p11. 257 uncover the meaning of figurative language in bts selected song lyrics ni putu risma cahyani mahasaraswati university ,denpasar bali, indonesia, rismacahyani788@gmail.com desak putu eka pratiwi mahasaraswati university ,denpasar bali, indonesia, desak.eka.pratiwi@gmail.com dw. ayu devi maharani santika mahasaraswati university ,denpasar bali, indonesia, devimaharani17@gmail.com article info abstract* received date: 7 may 2021 accepted date:17 may 2021 published date: 31 july 2021 keywords:* figurative language, meaning, song lyric. this article entitled "uncover the meaning of figurative language in bts selected song lyrics". figurative language is language that have some meaning behind the word or sentence and uses figures of speech. a figure of speech could even be how of claiming something aside from the literal meaning of the world. this article aims to analyze the types of figurative language and uncover the meaning of figurative language used in bts selected song lyrics. the writer is interested in analyzing bts selected songs since their songs not only tell stories of love or heartbreak, but also about current social situation. the data were collected by observation method and note taking technique. the collected data were analyzed by descriptive qualitative method using theory proposed by keraf (2006) and kennedy (1983) to identify the types of figurative language and theory of meaning by leech (1981) to uncover the meaning of figurative language. the finding shows that there are various figurative language used in bts song lyrics such as metaphor, metonymy, hyperbole, symbol, and synecdoche. 1. introduction behind the world of music that is in great demand by the general public, there are numerous composers who create songs using language that has such deep meaning. every language they use must have a meaning that the composer wants to precise to the general public. composers use language and words that interest the listener. language can unite the thoughts of others, become a way of exchanging ideas, culture, social life, and far more. stand 258 what other people say if they have a different language, therefore, we have an international language, namely english to strengthen our relationship with other people who have different languages. language is one of the media used to communicate with other people. language can connect us with all people in the world. people can communicate with other people through many other media, for example literature such as books, novels, poetry, or a song that can provide information to others. at this time, the song is one of the media that is in demand by almost all people in the world, so that the development of the times, there are a lot of composers and songwriters in the world. they create songs to express their feelings about their surroundings, social environment, or about their life stories. however, most composers or songwriters do not directly convey what they want to say through song lyrics, most song lyrics use figurative language to make the lyrics sound beautiful, full of mystery and do not offend any party. figurative language is language that have some meaning behind the word or sentence and uses figures of speech. a figure of speech could even be how of claiming something aside from the literal meaning of the world. rozakis (1995: 28) says that figurative language may be a thanks to saying one thing in terms of another. figurative language is critical aspect needed to form the literature, use of a word that contrasts from the first word sense, a phrase with a singular meaning not supported the particular meaning of the words. according kennedy (1991:548) a figure of speech could even be said to occur whenever a speaker or writer, for the sake of freshness or emphasis, departs from the standard denotations of words. wren and martin (1981:488) stated that figure of speech could even be a departure from the standard from expression or the standard course of ideas so on supply a greater effect. the authors focused on analyzing several selected songs by bts, which is one of the famous boy groups from south korea. the writer is interested in analyzing their songs because their songs not only tell stories of love or heartbreak, but also take the theme about current social situation. the authors uses this song because as we know, kpop is seen as an industry that only relies on physical appearance as the main point, but the writer wants to break this assumption because they do not only rely on physical, but their music can also give positive messages to listeners. 2. research methods the authors used bts selected songs as data source which taken from genius.com site. this site not only provides song lyrics, but also includes explanation about the song, writer, authors, credit to the artist, year of release, singer, etc. the authors used 23 songs from several bts albums such as not today, dope, filter, cypher pt. 3, love maze, let me fly to my room, heartbeat, and a brand new day. the data were collected by observation method and note taking technique. the collected data were analyzed by descriptive qualitative method using theory proposed by keraf (2006) and kennedy (1983) to identify the types of figurative language and theory of semantic by leech (1981) to analyze the meaning of figurative language in bts song lyrics. 3. discussions this section will present the analysis of types and meaning figurative language found in bts selected songs. the authors found five types of figurative language from the song lyrics such as metaphor, metonymy, symbol, hyperbole and synecdoche. the finding can be seen in the following table. 259 table 1. types of figurative language contained in bts selected song no. types of figurative language total percentage 1. metonymy 2 22,22 % 2. metaphor 2 22,22 % 3. symbol 2 22,22 % 4. hyperbole 2 22,22 % 5. synecdoche 1 11,11% total 9 100% a. metonymy metonymy is a sort of language that uses a word to precise something else because it has a very close relationship (keraf, 2006: 142). metonymy often replaced something with other objects that are closely associated with it. metonymy can describe a thing with different words or sentences which associated with the meaning to be expressed. data 1: “all the underdogs in the world, a day may come when we lose” “but it is not today, today we fight!” (bts: not today) the lyrics above use metonymy due to the use of the word ‘underdog’. ‘underdog’ is a term commonly used in a competition aimed at teams or individuals, where the underdog means the person who is most likely to lose. ‘underdog’ refers to a competitor thought to have little chance of winning a fight or contest. the opposite of ‘underdog’ is ‘top dog’ which refers to a person who is successful or dominant in their field. from this song, it can be seen that bts invites everyone to keep trying to achieve their goals. people who are considered underdogs will not always lose, they can win by fighting hard. through this song, bts motivates people who are desperate to keep fighting until they can be the ‘top dog’ by continuing to fight and work hard because their victory will come. there is so much that must be fought and struggled for in achieving a goal that has been set. data 2: “i don’t need givenchy 'cause i'm a star” “i don’t need hugo, already a boss” (bts: cypher pt. 3) the lyrics use metonymy because of the words 'givenchy' and 'hugo'. givenchy is a luxury perfume, fashion, accessories and cosmetics company in france that was founded by hubert de givenchy in 1952. according to the genius website, hugo boss is a luxury fashion brand from germany. hugo boss was founded by one of the leading fashion 260 designers in germany named hugo ferdinand boss. the two brands above are wellknown brands that have sold various kinds of luxury fashion products in the world and are big brands from france and germany. from the lyrics above, it can be interpreted that bts does not need luxurious and expensive brands to achieve popularity since they are indeeed more popular than the brands. they are trying very hard to achieve their dreams and their own popularity by creating their music and show their unique talent to the world. with their current popularity, one by one the luxury brands want to make them their brand ambassadors and want to invite bts to collaborate because they have a huge influence in the world. b. metaphor metaphor compares two things directly (keraf 2006: 139). it directly refers to one thing by mentioning another. it may provide clarity or identify hidden similarities between two different ideas. the examples of metaphor can be seen in the following analysis. data 3: “love is a maze” (bts: love maze) this lyrics use metaphor because it compares love and a maze. love may be a set of emotions and behaviors characterized by intimacy, passion, and commitment. it involves care, closeness, protectiveness, attraction, affection, and trust. love can vary in intensity and may change over time. it is related to a variety of positive emotions, including happiness, excitement, life satisfaction, and euphoria, but it also can end in negative emotions like jealousy and stress. a maze is a pathway that is intricately created and has many branch paths that can lead someone astray, and a maze has many dead-end paths. the lyrics above compare love with a maze which means that love is complicated. the deeper we love someone, the more pain we feel which could be caused by the one we loved. when we have problems or ague one another, or even if lost him/her, it can be very stressful and caused depression. there are so many twists and turns that make us emotional, feel scared, panic and so on. however, if someone's love has a positive impact, we will find a way out of the pain. data 4: “i’m your filter” (bts: filter) the lyrics of the song above use a metaphor because they compare themselves and filters. a filter is literally a medium that can filter or separate solids from liquids, or separate powders to get a finer powder. the word ‘filter’ in this context has deeper meaning. in speaking or acting we must also filter what we say and what we want to do in order to keep the feelings of others. the lyrics say that bts become filters, meaning they will become filters like filters, but not filtering solid or liquid which normally filters to get a finer result, but removing or filtering out bad things or words or thoughts so that other people only can hear and see the good things. filter is used to take the best thing 261 out of somebody. the lyrics implicitly convey that bts is able to be a filter of their loved ones who can make their partner their best version. c. symbol according to kennedy (1983) symbol in literature, could also be a thing meaning quite its literal meaning. it is the practice or art of using an object or a word to represent an abstract idea. an action, person, place, word, or object can all have a symbolic meaning. when an author wants to suggest a certain mood or emotion, he can also use symbolism to hint at it, rather than just blatantly saying it. data 5: “cause we got fire (fire) higher (higher)” “i gotta make it, gotta, gotta make it” (bts: dope) the song lyrics above are categorized into symbol. fire is the rapid oxidation of a cloth within the exothermic chemical change of combustion, releasing heat, light, and various reaction products. fire is literally a chemical reaction that gives off light and heat. fire is useful, but also very dangerous because it can cause houses, trees and many other things to burn into ashes. fire symbolizes many things, including passion, desire, rebirth, resurrection, eternity, destruction, hope, hell and purification. these symbols have been used in literature, film and religious texts for millennia. and from our earliest literature, humans have written about fire. they have written about its ability to nourish and protect, but also harm and even kill. the symbolism of fire can change depending upon the context. in one book, it may represent passion. in another, it may represent destruction. in this song lyrics, the fire symbolizes courage, desire or passion. this lyrics means that bts has a definite goals and dreams to reach and they have high courage to make dreams come true. data 6: “get me outta my blues” “and now i'm feelin' brand new” (bts: let me fly to my room) these lyrics can be categorized into symbol. ‘blue’ is literally a color intermediate between green and violet, as of the sky or sea on a sunny day. it also has connotative meaning. ‘blue’ refers to mood of melancholy, sad, down, miserable or depressed. ‘outta my blues’ in the song lyrics above means out of the negative feeling or mood. it implicitly means that the singers are feeling great. it is followed by the lyrics “and now i'm feelin' brand new” which emphasized the idea of happiness. it is actually part of their history and the fact that bts had difficult time before they became the world’s new idol. however, now they are feeling brand new which means that they feel so good and better and different than their normal life. before they became popular, they had dark times where they felt depressed during their struggle to reach their dreams. they were not accepted easily by the people. moreover, so many people scoffed them and said that they would not succeed. but now they prove that it is wrong. bts has come out of their dark times, where they had to experience a downturn, the desire to give up, depression, https://grammar.yourdictionary.com/grammar/verbs/what-is-mood-in-grammar.html https://simple.wikipedia.org/wiki/chemical https://simple.wikipedia.org/wiki/chemical_reaction https://simple.wikipedia.org/wiki/light https://simple.wikipedia.org/wiki/heat 262 excessive panic that made them afraid to act. and now finally bts has come out of the difficult time and can feel a new better life. d. hyperbole keraf (2006: 135) defines that hyperbole is a figure of speech that has overstatement. knickerbocker (1963: 367) defines hyperbole as an exaggeration used for effect. it is a figure of speech in which an author or speaker purposely and obviously exaggerates to an extreme. it is used for emphasis or as a way of making a description more creative and humorous. it is important to note that hyperbole is not meant to be taken literally; the audience knows it is an exaggeration. data 7: “you give me a new life, you give me a new birth” (bts: heartbeat) these lyrics use hyperbole because of the phrase ‘new birth’ since it’s illogicall that one person can give life to another. only god can determine a person's life and death. but the lyrics have another meaning. this song tells about the important role of the people we care about in life, people who can be the reason for our struggles. the behavior and words of a person can affect our personal nature and behavior. there are times when you feel down, fall and depressed about particular circumstances. that's where the love and attention of others really matters. from the lyrics above, it can be interpreted that somebody can give new life. not ‘life’ in its literal meaning but provide a zest for life, motivation, and affection that can be a source of happiness in life. it helps bts to get through the worst time as if they are reborn with a better feeling and enthusiasm. the support they receive can be a reference and a spirit to show the world that they can give their best. with the support of the community, especially their fans army, bts can create music which can motivate us to always enjoy life and strive to pursue dreams. data 8: “my heart is on fire for your love” (bts: hearbeat) these lyrics are hyperbole since ‘someone’s heart is on fire’ is an overstatement. if something is on fire, it is literally burning and being damaged or destroyed by an uncontrolled fire. however, in this case, if you say that someone is on fire, you mean they are very enthusiastic, excited, or passionate about something. it also refers to a state of mind in which people believe that they are unstoppable and can do anything they want. these lyrics implicitly means that bts are very enthusiastic, excited, or passionate for someone’s love. when they are on fire meaning that they are unstoppable and can do anything to get what they want. in this case, bts want to get attention and affection from the their loved ones. e. synecdoche according to keraf (2006) “synecdoche is a figurative locution that used a part in order to signify the whole”. synecdoche is a figure of speech in which a part of something is used to signify the whole, or vice-versa. as a literary device, synecdoche https://literaryterms.net/figure-of-speech/ https://www.collinsdictionary.com/dictionary/english/fire https://www.collinsdictionary.com/dictionary/english/burning https://www.collinsdictionary.com/dictionary/english/damage https://www.collinsdictionary.com/dictionary/english/destroy https://www.collinsdictionary.com/dictionary/english/uncontrolled https://www.collinsdictionary.com/dictionary/english/say https://www.collinsdictionary.com/dictionary/english/enthusiastic https://www.collinsdictionary.com/dictionary/english/excite https://www.collinsdictionary.com/dictionary/english/passionate https://www.collinsdictionary.com/dictionary/english/enthusiastic https://www.collinsdictionary.com/dictionary/english/excite https://www.collinsdictionary.com/dictionary/english/passionate https://literarydevices.net/figure-of-speech/ 263 allows for a smaller component of something to stand in for the larger whole, in a rhetorical manner. synecdoche can work in the opposite direction as well, in which the larger whole stands in for a smaller component of something. synecdoche is a helpful device for writers to express a word or idea in a different way by using an aspect of that word or idea. this allows for variation of expression and produces an effect for the reader. data 9: “(we know the world)” “show the world just who i can be” (bts: a brand new day) the lyrics of the song above are included in synecdoche which uses the word ‘world’ which represents the whole of the universe. the lyrics use the whole to signify part of it. show the ‘world’ does not smply means showing every single thing exists on earth. more specifically, it means that bts want to show to people around the world who they are. bts has a dream that their success will be recognized by all people in the world. they want to introduce their music to all the people in the world. bts proved that their efforts and hard work can help them to achieve their dreams. nowadays, almost all people in the world know them, their fans are spread all over the world, and they also received recognition from their country for promoting korean music to the world. 4. novelties figurative language is critical aspect needed to form the literature, use of a word that contrasts from the first word sense. the novelties from this study is the analysis of figurative language in songs composed by the south korean boy band bts. artists from south korea are currently well known by people in the world. bts is one of the popular artists from south korea who has succeeded in giving a new breakthrough in the south korean industry and being able to deliver the name south korea to be known throughout the world. their songs not only tell about feelings, but can be inspired by the social conditions around them. their songs provide lessons for us to always be aware of our surroundings, and invite us to always love ourselves. this study gives an overview about the recent trend of the korean music in which they used both korean and english in their song lyrics so that their music can be accepted globally. in addition, most of their songs’ tittles are in english to make it easily understood and more attractive. some of their lyrics are in english, although korean is still more dominant. however, it is very effective to promote their music all over the world. interestingly, the song lyrics also use figurative language to make it more interesting. this study shows how english figurative language used in korean song lyrics and how it plays an important role in giving an effect for the hearers to enjoy the songs in the language they understand. this study also discover the meaning of figurative language used in bts song lyrics which is very crucial in understanding the messages delivered by the songs. 5. conclusion 264 based on the discussion above it can be concluded that there are nine figurative language used in bts selected song lyrics, which consist of metonymy, metaphor, symbol, hyperbole and synecdoche. figurative language plays an important role in the song lyrics since it creates particular effects for the hearers. it makes the lyrics more beautiful and meaningful. figurative language often provides more effective means of saying what a writer means than a direct statement. the functions of using figurative language in song lyrics are to create a fresh work, to emphasize certain part of the work, and to be an alternative from the usual denotation words. figurative language is used in a non-literal way to create an effect. this effect may be rhetorical as in the deliberate arrangement of words to achieve something poetic, or imagery as in the use of language to suggest a visual picture or make an idea more vivid. overall, figures of speech function as literary devices because of their expressive use of language. words are used in other ways than their literal meanings or typical manner of application. references arifah, k. (2016). figurative language analysis in five john legend's song. thesis. malang: english language and letter departement, faculty of humanities, maulana malik ibrahim state islamic university. genius, a brand new day, url: https://genius.com/bts-and-zara-larsson-a-brand-new-daylyrics. accesed at: 8 february 2020, 03.10 p.m. genius, cypher pt. 3, url: https://genius.com/bts-bts-cypher-pt-3-killer-lyrics. accesed at: 8 february 2020, 02.47 p.m. genius, dope, url: https://genius.com/bts-dope-lyrics. accesed at: 8 february 2020, 02.38 p.m. genius, hearbeat, url: https://genius.com/bts-heartbeat-lyrics. accesed at: 8 february 2020, 02.20 p.m. genius, idol ft. nicki minaj remix, url: https://genius.com/bts-idol-remix-lyrics. accesed at: 8 february 2020, 02.56 p.m. genius, let me fly to my room, url: https://genius.com/bts-fly-to-my-room-lyrics. accesed at: 8 february 2020, 02.10 p.m. genius, love maze, url: https://genius.com/bts-love-maze-lyrics. accesed at: 8 february 2020, 02.25 p.m. genius, not today, url: https://genius.com/genius-romanizations-bts-not-today-romanizedlyrics. accesed at: 8 february 2020, 02.00 p.m. kennedy, x. j., & gioia, d. (1995). literature: an introduction to fiction, poetry, and drama (6th ed.). new york: harpercollins college publisher. keraf, g. (2006). diksi dan gaya bahasa (16th ed.). jakarta: pt. gramedia pustaka utama. koreaboo, bts’ v describes “blue & grey as and expression of depression and anxiousness, url: https://www.koreaboo.com/news/btss-v-track-blue-grey/. accesed at: 8 february 2020, 03.45 p.m. leech, g. (1981). semantic the study of meaning second edition. england: penguin books. wikipedia, maze, url: https://en.m.wikipedia.org/wiki/maze. accesed at: 8 february 2020, 03.20 p.m. wikipedia, fire, url: https://en.m.wikipedia.org/wiki/fire. accesed at: 8 february 2020, 03.25 p.m. https://literarydevices.net/imagery/ https://genius.com/bts-and-zara-larsson-a-brand-new-day-lyrics https://genius.com/bts-and-zara-larsson-a-brand-new-day-lyrics https://genius.com/bts-bts-cypher-pt-3-killer-lyrics https://genius.com/bts-dope-lyrics https://genius.com/bts-heartbeat-lyrics https://genius.com/bts-idol-remix-lyrics https://genius.com/bts-fly-to-my-room-lyrics https://genius.com/bts-love-maze-lyrics https://genius.com/genius-romanizations-bts-not-today-romanized-lyrics https://genius.com/genius-romanizations-bts-not-today-romanized-lyrics https://www.koreaboo.com/news/btss-v-track-blue-grey/ https://en.m.wikipedia.org/wiki/maze https://en.m.wikipedia.org/wiki/fire 265 biography of authors ni putu risma cahyani, s.s. was born in tabanan, july 19 th , 1999. she is a graduate student from the faculty of foreign language, mahasaraswati denpasar university. she graduated from mahasaraswati university in 2021 with a bachelor degree in english literature. she is interested in semantics, business, and composing fiction. dr. desak putu eka pratiwi, s.s., m.hum. is a lecturer of english study program, faculty of foreign languages, mahasaraswati denpasar university. she graduated from udayana university in 2007 with bachelor degree in english literature. she got her master degree in 2009 and doctoral degree in 2015 from linguistics department, udayana university. in 2013, she got sandwhich scholarship from ministry of research, technology and higher education of the republic indonesia and attended a short study in the linguistics department of sydney university, australia. she actively attends national and international conference and presents her articles which generally discusses about the language of advertisements. she also published her articles in national and international journals. she is interested in semantics, semiotics, pragmatics and linguistic anthropology. i dewa ayu devi maharani santika was graduated from udayana university. her bachelor's degree was in 2006 from the english department, and her master's degree, in 2012, was from the linguistics program. at this moment she works as a lecturer in the faculty of foreign languages, mahasaraswati denpasar university. she actively attends national and international seminars and publishes articles in national journals of linguistics. she is interested in translation, semiotic, and pragmatics. sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 17, no. 1, january 2023, pages: 62--68 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2023.v17.i01.p08 62 language style of advertisements 1 ni wayan wida yustiari, 2 i made rajeg, 3 putu ayu asty senja pratiwi 1 widayustiari096@gmail.com, 2 made_rajeg@unud.ac.id, 3 senja_pratiwi@unud.ac.id 1, 2, 3 english department, faculty of humanities, udayana university denpasar, bali article info abstract* received date: 15 june 2022 accepted date: 1 july 2022 published date: 31 january 2023 keywords:* language style, advertisement, magazine the article aims to find the type of language style and the meanings implied in the advertisement. the data were taken from advertisements in now! bali magazine was published from may 2018 to june 2018. they were analyzed using the descriptive qualitative method and the theory type of language style (w. d. wells, 2009), and the theory of meaning (keraf, 2006). the result shows that there are seven types of language styles applied in them including similes, personification, metonymy, alliteration, assonance, ellipsis, and hyperbole. in terms of meaning, denotative and connotative meanings are implied. 1. introduction language plays an important role in human life because it is a tool of human communication in everyday life. people express their feelings, thoughts, ideas and everything that exists in their heads through language (dennaya & bram, 2021). holmes (2013, p. 1) stated the study of language and society is known as sociolinguistics. it influences how people pick the appropriate language to interact with others in the current situation. when people express or convey ideas in oral and written forms, people use their style since it is connected to social factors. according to chaika (1982), language style is the way people communicate through language, which can be written or spoken. meanwhile finegan (2008) stated that style is a language variant that is characteristic of certain linguistic situations. people use written utterances to communicate their ideas in written language. in the era of globalization, there are different forms of communication between people and the environment. this type of communication is called mass communication (mulyawan & ratna erawawti, 2019). advertisement is an example of a written language that was produced by humans. hackley (2018) stated that as mass media, advertising is often seen as a strategic element of marketing communication. this technique can change the destiny of a company, create a brand and transform an entire market. moreover, according to asher (1994), advertising language is the purpose to persuade or seduce individuals to buy products or services offered by the company. meanwhile, wells et all (1995) stated advertisement is a paid non-personal communication from a recognized sponsor using mass media to persuade or influence an audience. in some cases, the goal is to raise customer awareness of the product. in others, it aims to convince or influence the reader to do certain actions. the advertisements can be found in various media for instance, magazine. mailto:widayustiari096@gmail.com mailto:made_rajeg@unud.ac.id mailto:senja_pratiwi@unud.ac.id3 63 one of a magazine that provides advertisements is now! bali magazine. some advertisements support all industries that provide things for the island, including hotels, adventure, food and beverage, retail, events, etc(speirs, et all; 2018). therefore, tourists will be persuaded to choose the best destination when traveling to bali. the different language styles used in the advertisement might result in more engaging advertisements. a sentence delivered a more attractive idea than employing ordinary words in terms of language style (tarigan, 2009). advertisements in now! bali magazine used a language style that is very attractive and eye-catching picture. it is persuasive and compact to attract customers to use the product or services that are being provided. moreover, keraf (1991) claims that linguistic contexts such as word choice, tone, sentence structure, and direct and indirect meaning can be used to analyze language style. therefore, this topic is very interesting to know the types of language styles used in this advertisement and the meaning expressed in the advertisement of now! bali magazine. there have been studied some previous studies. one of them is done by putri and arman (2019). they analyzed the language styles of english advertisements in the magazine. they claimed that the language styles found in their studies were simile, personification style, metaphor, alliteration, assonance, and hyperbole. the other study is analysis of language style in the new york times advertisements” by rahmawati (2019). she analyzed the types and used of language style in the new york times. the result, it found three types of language style included hard sell, soft sell, and straightforward style. based on the previous phenomena, this study focuses to identify the type of language styles and analyze their meanings as they are used in now! bali magazine advertisement. 2. research method the research method employed in this study is divided into the following sections such as data source; method and technique of collecting data; method and technique of analyzing data; and method and technique of presenting analysis. the source of data for the study is advertisements in one of the hospitality magazines called “now! bali”. this magazine is a monthly magazine (2018). the magazine that will be used as a data source is a magazine published from may 2018 until june 2018. there are 20 advertisements from now! bali magazine was chosen randomly for data adequacy. several types of language styles are found in advertisements of now! bali magazine therefore can be used as a data source. the method used to collect the data was observed through the script of the advertisement in now! bali magazine. then, the technique of collecting data was note-taking. the data were analyzed by using the descriptive qualitative method. according to sidiq and choiri (2019), qualitative research is the research that produces findings that cannot be achieved by using statistical procedures or by quantitative means. the data was explained based on the theories applied in this study by taking the following steps: a. first, the data were categorized according to the type of language style based on well’s (2009) theory. b. second, the data was interpreted and then described from each category of language style of advertisement based on wells (2009) theory. c. third, explain how the meanings are expressed in the advertisement of now! bali magazine by keraf (2006). d. finally, the conclusion was made based on the research findings. 64 3. discussion the data is presented in sentences. it used the theory language style of advertisement by wells (2009) and keraf (2006) to categorize and analyze the data. it is used to answer the research problem of the study, there is the type of language style is used in now! bali magazine and the meaning expressed in it. a. the type of language style it was found some data which are appropriate to the types of language style in the advertisement that was purposed by wells. the 10 types of language styles in advertisements such as simile, metaphor, personification, metonymy, alliteration, assonance, ellipsis, euphemism, prolepsis, and hyperbole. the data are presented as follows: simile (3-1) play like nobody’s watching in bali’s coolest new destination this sentence in (3-1) contains a simile language style. a simile is a direct comparison between two things with different realities. as....if, as......as, as like, as though, and so on are common phrases. the word like is one of the characteristics of similes that means similar. based on the definition above, the reason why this expression is classified as a simile is that it compares the situation when playing is usually seen by many people and playing situations without being seen by people. it compares verbs and verbs. personification (3-2) let the delightful aromas and the sizzle of meats invite your taste buds to enjoy a selection of beef, chicken, or seafood that is grilled bbq-style. personification is the language style applied in this advertisement. personification is the process of describing non-living objects as though they are alive and acting like humans. the word “invite” as a verb in data (3-2) is personified. in this case, the food is used as a substitute for human beings which can be invited to the taste buds of the guest. metonymy (3-3) pay with tcash and get cashback 20%* based on wells (2009), metonymy means replacing the name of something with the name of something that has the same character or substitution to convey what is truly meant. based on the definition, tcash in the data (3-3) is an electronic money service that functions like a bank account that is flexible and without interest. that way, tcash is an electronic transaction tool that is widely used in this modern era. alliteration (3-4) bali's best beach club based on wells, alliteration is a language style in which the same consonant sound is repeated after each other. according to the definition, alliteration can be found in the advertisement of finns beach club, the sentence in the data (3-4) has a repetition of the same b consonant sound. it is repetition in adjectives and nouns. (3-5) great food. great fun. great party the language style used in the advertisement of bubba gump shrimp co. bali is alliteration. wells (2009) in his theory said that alliteration is a pattern of words that start with the same letter or have a similar sound. it can be found in the headline of the advertisement great food. great fun. great party. the word great is an adjective, food 65 is a noun, and fun is a verb. that sentence has a repetition of the same g and f consonant that follows each other. assonance (3-6) run eat fun in one go assonance can be found in this advertisement. it can be found in the sentence “run eat fun in one go” which has a repetition of the u sound in the world run and fun. as the definition before, assonance is the repeating of the same vowel sound that follows each other. ellipsis (3-7) a new destination awaits... ellipsis in now! bali magazine advertisement can be found in the “karma beach bali” advertisement. the language style used in the data (3-7) shows one of the characteristics of the ellipsis, that there are three dots at the end of the sentence that is used to show a trail off into silence this is also reinforced by the definition of the ellipsis by wells (2009), ellipsis is a language style in which a part of a sentence is omitted so that the reader may easily fill in the blanks or understand the meaning of the phrase. hyperbole (3-8) ayodya resort bali, a kingdom of hospitality according to wells (2009), hyperbole is a language style that exaggerates a character's or an object's size with the intent of highlighting, intensifying, etc. this language style can be found in the advertisement “ayodya resort bali”. the word kingdom is a noun that implies extravagant and obvious exaggeration. b. the meaning of language style the following sub-chapter will discuss the meaning of the language style conveyed in the now! bali magazine. each data will be analyzed using the theory from keraf (2006) to determine what meaning is contained in the advertisement, either denotative meaning, connotative meaning, or in one data it can contain two meanings. the following will be explained further. denotative meaning (3-9) pay with tcash and get cashback 20%* the fourth advertisement is from bluebird. the advertisement shows tcash from telkomsel in collaboration with bluebird. readers who want to use taxi services from bluebird can now pay using tcash as electronic money which is currently more widely used because it is practical, safe, and has many other advantages. the data (3-9) contains denotative meaning. it shows a sentence promoting tcash. t-cash is an electronic money service from telkomsel that has been released since 2010. it attracts customers by giving cashback up to 20% with terms and conditions apply. therefore, the data in (3-9) is included in the denotative meaning. (3-10) bali's best beach club the finns beach club advertisement shows a club in bali by offers beautiful beach views. the data (3-10) contained in this advertisement is a denotative meaning. the word best means the most excellent type or quality (oxford learner’s pocket dictionary., 2009). consequently, this advertisement has real meaning to promote to the readers of the advertisement that this club is the most excellent in bali. then, the repetition of the same consonant sound makes the advertisement more aesthetic. 66 connotative meaning (3-11) play like nobody’s watching in bali’s coolest new destination the data (3-11) has an implied meaning, the guest who comes to visit this place gets the freedom to enjoy the atmosphere of that place without nobody can disturb the guest because the advertisement offers a private resort. in addition, the meaning contained in this advertisement is to promote a place for the guest who needs a private resort and calming atmosphere. (3-12) let the delightful aromas and the sizzle of meats invite your taste buds to enjoy a selection of beef, chicken or seafood that grilled with bbq-style. the data in (3-12) contains connotative meaning. it can be found in the word invite which means interesting or appetizing meaning. the advertisement offers food in the form of a selection of beef, chicken, or seafood that is grilled bbq-style. the restaurant likens the aroma produced by the food to be able to attract the attention of visitors to enjoy the food offered by the restaurant. therefore, in the context of the data, it means inviting someone to enjoy a selection of beef, chicken, or seafood that is grilled bbq-style through the aroma produced by the dish. in this case, the aromas and the sizzle of meat are used as a substitute for human beings which can be invited to the taste buds of the guest. (3-13) run eat fun in one go the connotative meaning is contained in the data (3-13). the participants who will take part in the competition are not doing activities such as running, eating, and having fun at the same time. however, the data (3-13) means that the participants who take part in these activities get three benefits such as eating, running competitions, and having fun in one event. as keraf (2006) said apart from connotative meaning, this occurs when a speaker tries to convey a feeling, such as agree, disagree, like, or dislike, to a listener or someone who has chosen the same word to express how they feel. the advertisement only uses different sentences but has implied meanings to attract the reader's attention. this advertisement also wants to invite readers to participate in enlivening the event that wants to organize by using language style in the advertisement of bali kilo run 2018. (3-14) a new destination awaits... data in (3-14) implied connotative meaning because it is very unlikely that a destination or place is waiting. the sentence is used to attract the interest of the reader in the advertisement to come to the destination soon. the new destination is also still a secret, so it uses the three dots to make the reader curious. besides that, the three dots at the end of the sentence have the meaning to show a trail off into silence. (3-15) ayodya resort bali, a kingdom of hospitality in the context of the sentence, the word kingdom has a connotative meaning. it means center. in today's era, of course, the era of the kingdom has become extinct in indonesia. the word is used to attract the reader's attention that ayodya resort bali is the center of hospitality in bali. the hotel offers luxurious services like being in a kingdom. 4. novelties this research was conducted based on suggestions from previous studies entitled “language style of english commercial advertisement on television” by muthmainnah (2016) with the same topic but different in the object. based on the point of view in the study of the object of research, the types and meanings of language styles were proposed in this 67 research. alliteration is the most common type of language style found in advertisements in now! bali magazine. the repetition of consonant sounds makes the brand sink into the audience’s mind and also makes the advertisement or marketing offer work. the rhythm and melody provided by the repetition of consonant sounds at the beginning of syllables are one of the best ways to create big, predictable results. therefore, some of the advertisements used alliteration as a slogan for their product because easy to remember and attracts the reader. in terms of meanings, connotative meaning is the dominant meaning contained in the advertisement of now! bali magazine. connotative meaning is an imaginative or emotional suggestion related to the words that make the advertisement more eye-catching and easier to convey to the reader. 5. conclusion according to the discussion in the previous chapter, it can be concluded that the seven of ten types of language styles can be found in advertisements in now! bali magazine. it consists of simile, personification, metonymy, alliteration, assonance, ellipsis, and hyperbole. out of 20 data used, ten data implied both denotative and connotative meaning, meanwhile, ten data express denotative meaning only. a word that contains a denotative meaning can be found by searching for its primary meaning in a dictionary, however connotative meaning cannot be found in every word and must be understood in a context related to the advertisement. 6. acknowledgements the author would like to thank for all parties who facilitated this research and for at english department, faculty of humanities, udayana university which has supported the research. references asher, r. e., & simpson, j. m. y. 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(2009). advertising: principles & practice (international ed., 8. ed). prentice hall. biography of author ni wayan wida yustiari is a student of english department at udayana university. she was born in tabanan, on 13 may 2000. she currently is completing her undergraduate thesis in the faculty of humanities, udayana university. e-mail: widayustiari096@gmail.com prof. dr. i made rajeg, m.hum. is an associate professor in linguistics at the english department, faculty of humanities, udayana university. his research interests include figurative languages, corpus linguistics, lexical semantics, and discourse. e-mail: made_rajeg@unud.ac.id putu ayu asty senja pratiwi, s.s., m.hum., ph.d. is an assistant professor at the english department, faculty of humanities, udayana university. she holds a bachelor’s degree in literature from udayana university, and gained her master’s degree from linguistics department at udayana university. in 2021, she finished her postgraduate at yamaguchi university, japan. e-mail: senja_pratiwi@unud.ac.id mailto:widayustiari096@gmail.com1 mailto:made_rajeg@unud.ac.id mailto:senja_pratiwi@unud.ac.id sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 16, no. 2, july 2022, pages: 188--195 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2022.v16.i02.p04 188 persuasive discourse on the application of worship mosque in denpasar a case study of landscape linguistics i wayan ardi sumarta lampung university, bandar lampung, indonesia, wayanardisumarta@gmail.com article info abstract* received date: 13 october 2021 accepted date: 30 october 2021 published date: 31 july 2022 keywords:* discourse, outdoor signs, persuasion, ethics, and semiotics the existence of outdoor signs in places of worship not only conveys information, but also has the intention of persuasive invitations or appeals and contains symbolic meanings. this study aims to analyze the outdoor signs that exist in the mosque environment around denpasar. the source of the data for this research is outdoor signs in mosques around denpasar. this study uses methods and techniques which are divided into three stages, namely (1) the method of data collection using the method of documentation and observation. data collection techniques with observation and photography techniques. (2) data analysis using qualitative methods. the data analysis technique used descriptive analytic technique by describing the facts which were then followed by data analysis; (3) presentation of the results of data analysis using informal methods and formal methods with the help of deductive techniques. the results show that outdoor signs are not only information elements such as announcements or notifications, but also have persuasive power and meaning. 1. introduction language is a productive tool as a means of conveying messages between writers and readers. language functions as a means of sending messages in this case an appeal. appeal is an information conveyed with the aim of inviting the recipient of the message to do something according to the author's intent. appeal language arises because of a two-way communication system between the reporter or writer and the target of the information. the appeal can be in the form of procedures for being clean in places of worship, such as the discourse of "throwing trash in its place", it can also be an appeal that contains persuasive meanings containing an invitation to join a tentative worship program. appeals are usually installed in strategic places in the worship environment and of course in synergy with activity centers in places of worship, appeal language is a language phenomenon in the public sphere that can be studied using landscape linguistic studies. according tolandry and bourhis (1997:25)landscape linguistics study discusses billboards, writings such as posters, signboards, place names, billboards, https://ojs.unud.ac.id/index.php/eol/index 189 including the names of buildings in an area. the name of the place is the target, of course there is a language phenomenon in the public space that is functioned according to the language function. one of the functions of language is to appeal. calling or inviting is a form of commanding speech. appeals function as a form of communication can be in the form of oral or written. the form of written information in an appeal is an interesting phenomenon to observe because of course an appeal in oral form is different in power from a written appeal. for example, an appeal against the prohibition of littering, even in the writing area someone calmly and deliberately violates it. the appeal is a form of information that can reach the target recipient of the message, but its practice still needs to be questioned. for example, if you see the words “don't throw trash here”, the meaning of the appeal is up, but the effect of the appeal does not provide compliance with its target. this means that not far from the location, even the perpetrators have read the appeal but apathy still dominates so that the mission carried out by the appeal is not achieved. garbage is still scattered around the words "don't throw trash here". source: https://www.cendananews.com/2019/09/larangan-buang-sampah-semampangan-tak-diindahkan.html based on the picture above, it is important for the author to try to package the information he wants to convey so that his goals can be conveyed properly. language reflects a person's personality, in this context of course the author's goal has not been achieved because the appeal was not obeyed. based on these problems, it is important to package the appeal efforts in order to achieve the target recipients of information and of course the appeal can be realized until the communication objectives are achieved. in addition to that, with regard to where the writing was made it also had an influence on the quality of the language conveyed in order to achieve communication goals. the purpose of communication is to store the meaning of the language the author wants to convey. meaning is the intermediary for the implementation of appeals in every persuasive discourse. meaning is a language content that is conveyed and is a transfer of messages through ideas or thoughts and feelings. understanding the meaning needs to be packaged with creativity while still thinking creatively that does not obscure the real meaning to be conveyed. language in the public sphere becomes a medium of accurate information and the appeal is more comprehensive to every target that does not need to communicate one by one to the interlocutor. writings in the form of rules, regulations, and up to announcements or appeals are often found in places of worship. it's just that how to package and choose the right language means to appeal but to impress which is hard to find. creativity and language power as well as sufficient vocabulary are capital for delivering messages. based on these problems, the formulation of the problem can be described as follows. (1) what is the semiotic element in the appeal for worship at the mosque in denpasar? (2) how is the packaging of persuasive discourse in the appeal for worship at the mosque in denpasar? 190 2. research methods a case study is a study that examines in depth an event or activity in order to obtain indepth information (rahardjo, 2017). the methods and techniques in this study are divided into three stages, namely the method of collecting data using the method of documentation and observation. data collection techniques with observation and photography techniques. (2) data analysis using qualitative methods. the data analysis technique used descriptive analytic technique by describing the facts which were then followed by data analysis; (3) presentation of the results of data analysis using informal methods and formal methods with the help of deductive techniques (puzey, 2016). 3. discussions landscape linguistics (ll) is a study that discusses outdoor signs.according to landry and bourhis (1997:25) landscape linguistics study discusses billboards, writings such as posters, signboards, place names, billboards, including the names of buildings in an area.blommaert (2013) mentions space as an arena for human social interaction and carrying out a series of cultural activities. the interaction space can be judged as a form of action or behavior that space is something that is complex and contains many layers of activities in it. based on the above, matters relating to outdoor signs can be used as ll study data. based on its function, ll is divided into two functions. it was also stated by landry and bourhis (1997) that ll has two functions: an informational function and a symbolic function. the informational function focuses on how the series of information is conveyed in an announcement or appeal. on the symbolic functionis the ll sign function that characterizes the status of the language that is the identity of the region. so this symbolic function will be a symbolic parameter for the existence of language in the public sphere. outdoor sign is a form of communication which is a language code in its presentation. the discourse of appeal to worship is a form of invitation or language meaning that expects the reader to do what is written in the message on the outdoor sign. the characteristics of persuasion in outdoor signs become the implied meaning that is the goal of communication. the word persuasion comes from english persuasion which is derived from the word to persuade and means to persuade or convince. persuasion discourse is a discourse that aims to influence the speech partner to take action as expected by the speaker (rani et al., 2006: 42). in line with the concept of persuasion, the appeal for worship expects the reader to be convinced and persuaded by the meaning of the message stored in the written language of the appeal. interpreting outdoor signs into a complete form of information requires the concept of understanding signs. this concept shows how semiotics plays a role in ll and tries to capture language as an intermediary between space and place. the concept of sign in ll focuses on the discussion of colors, text, and images. the object of this study will be discussed using the semiotic theory of charles sanders pierce. pierce's semiotics discusses the trichotomy of signs viewed from the representament as part of an object that is inseparable from its reference object. the subject's understanding of the interpretant sign. 191 peirce divides the sign on the icon (icon), index (index), and symbol (symbol). the division is described in the table1 below. sign type description and explanation example icon the sign that the relationship between the signifier and the signified resemble the natural form miniature horse /photo/map index there is a causal relationship between the sign and the signified or it can be interpreted as having a cause-and-effect relationship smoke is a sign of fire symbol the relationship between the sign and the signifier is arbitrary which shows a natural relationship symbols that have been agreed upon by the wearer (top-down red and white colors of the indonesian flag) (source: peirce, charles sanders. 1982. “logic as semiotics: the theory of sign”. bloomington: indiana university press.) 4. novelties outdoor sign is an important information to be known by the recipient of the message or the reader. understanding the sign and its interpretation makes the message conveyed so that efforts to achieve communication goals have the maximum opportunity. understanding outdoor signs requires a model in capturing the meaning of the sign. pierce presents a triadic model in the dichotomy of icons, indexes, and symbols in outdoor signs. this discussion is related to the emergence of outdoor signs in places of worship in denpasar which can be discussed using pierce's triadic model. meaning of language signs (semiotics) image: baitul mu'miniin mosque at bkdi bali (photo: sumarta, 2019). 192 icon this study focuses on appeals for worship in mosques in denpasar, from the data there are elements of icons that can be seen in the following explanation. based on the male icon, a relationship between icons, indexes, and symbols can be manifested in the following explanation. the three parts are used as dissecting, analyzing, and classifying language signs in the public space “musholla baitul mu'miniin”. icon according to (pierce, 1982) means a sign or object similar to the original. as in the photo with the original figure referred to in the photo. the picture shows the relationship of language signs in a selection of handsome male icons. dress style, photo style, haircut, and even if you know more, someone tends to duplicate the style of the idolized character. it is undeniable that we ourselves take or imitate some styles or appearances, even related to the life style of other people's figures. in a text mentioned an intertextual meaning that each text has a relationship with other texts and their hypograms. icons relate to a person's reference to the object to be displayed. the relationship between the image of a man and the words "handsome man" cannot be separated. the persuasive discourse "handsome man, starting today diligently to pray at dawn in the mosque" is a form of persuasive discourse which is then realized by the icon of a handsome man image. the reader's interpretation of the model figure on the billboard can influence the reader's interest in imitating the model's habits so that it triggers the call to the dawn prayer to be heeded. this is closely related to the referent or reference of what is seen, felt, recorded in memory and then rewritten in the form of other information. there is a connection between the author, the writing and the image that is the icon in the article. a minimum of intensity and interaction between the author and the iconic figure or the language environment is created. the man on the icon of an appeal to worship at dawn is a description of an example of the handsome criteria indicated by muslims not only having a religious appearance but also being spiritually diligent in worshiping, especially the willingness to pray at dawn to the mosque. moreover, being able to become a leader in worship, of course muslim women will really admire him. index image: baitul mu'miniin mosque at bkdi bali (photo: sumarta, 2019). according to (pierce, 1982) the index is a sign relationship that is causal or related to a causal relationship. for example, if there is smoke there must be fire. the cause-and-effect relationship relates to how language is chosen in conveying meaning. there is a relationship between the choice of the word "handsome man" with the word "spirit of the dawn prayer at the mosque". the causal relationship that the author wants to convey in this case contains a relationship with the interpretation of a handsome man, namely those who have a religious outward appearance, are diligent in worshiping—dawn prayers in the mosque—to their obedience in practicing their religious teachings. the causal relationship between people who are diligent in worship, have a religious appearance, and obey religious orders produces results and is called the title of a handsome man. 193 handsome in measure and point of view seen from the application of religious teachings. a handsome muslim man is a man who diligently worships and performs the five daily prayers according to the teachings of his religion."whoever purifies himself in his house and then walks to one of the houses of allah (i.e. the mosque) to fulfill an obligation that allah has made obligatory for him, then one of his steps will wash away sins and another step will raise his rank." (hr. muslim no. 1553). the author of the notice board has a mission to convey information on the information board. the writings submitted can be packaged in a manner or form of language in general "starting today the dawn prayer at the mosque". the choice of language like that will not at all have a positive impact and touch the conscience of the reader. the appeal will not touch at all and does not show or does not reflect the mosque's administrators who are friendly, easy to get along with, and of course good. the reason is that a mosque administrator who always tries to practice religious orders as a result in making appeals has a way of choosing the right language and seducing for good things. persuasive discourse appears in the form of writing. the meaning contained creates an element of invitation by initiating the reader as a handsome man, so be diligent in praying at dawn in the mosque. the form of an invitation accompanied by flattery appears on the outdoor sign "handsome man" with a persuasive element meaning that the flattery can influence the reader to want to be more active in praying at dawn at the mosque. the inscription "come on, my brother... handsome man starting today, the spirit of fajr prayer at the mosque". the form of speech conveyed by the author in written media and speakers in oral media must have a background that makes the writing important to be expressed. in general, it takes habituation for anyone to have a habit that becomes a routine. until there is a principle to get someone used to it, it is necessary to withstand coercion, after being continuously forced it will become a habit, and after getting used to it will become a necessity. like this can be illustrated in the habit of getting up in the morning. for example, at one point we are forced to wake up early and have activities so we have to use the alarm on our cell phone. get used to the new habit of getting up early and still need an alarm. after a long time the alarm has not sounded, we have woken up, then without turning on the alarm we can wake up in the morning. this habit can be continued only for those who want to return to the initial state very quickly the change returns to its original state. persuasive discourse contains an invitation. it is clear that the speech contains an appeal that there is a word before the complete sentence "come on, my brother..." the sentence uses a marker of the element of persuasion, namely the word "come on". the words described in the appeal for worship on the object mean an invitation for muslims to come to the mosque and perform prayers. another persuasive element is conveyed from the choice of the word "handsome" for men who want to come to the mosque and pray together in the mosque. like an inducement to someone to want to do something, the form of flattery and flattery is expressed. the utterance seeks to achieve the goal of communication so that the interlocutor reads and interprets the purpose of the appeal to worship. symbol according to (pierce, 1982) symbols are related to objects or agreements that have been made and mutually agreed upon. for example, people agree on traffic signs that a red light means the driver must stop, the yellow light is ready and careful, then if the light turns green then all drivers are expected to run their vehicles. the symbol can be seen from the contents of the appeal on the word "fajr prayer". muslims have an agreement and it has even become a rule in muslims that there is a division of prayer times, namely at dawn, dhuhur, azhar, maghrib, and isya. the time for the fajr prayer starts from the dawn of the sadiq, which is a ray of light that precedes the light of the sun. rises in the east broadly and fills the horizon, then rises to the skythe moon of the dawn kadzib, which is a beam of light that does not radiate widely. bursts in small volume and extends towards the sky. both sides are dark so that it resembles the tail of a black wolf whose inside of the tail is white and the outside is white (al-jaziri, 2011:21). 194 the word "dawn" becomes a language symbol for the interpretation of coming to pray in the morning which is an activity of worship before starting daily activities. it is hoped that by starting the activity with the dawn prayer, the people who will go to work can wake up early and prepare themselves, so they are not late for work. in addition, for teenagers too. a student who will go to school when he wakes up at dawn and prepares himself for the dawn prayer, he will come to school quickly and on time so that he is not late. 5. conclusion outdoor signs are indeed a powerful tool as a means of communication. the author easily ensures that his writing will be read so that what he wants to convey which is the purpose of speaking can be achieved. every utterance must have a speech purpose in accordance with what is behind an utterance delivered. creativity and language packaging in public spaces is not just an appeal or whatever the purpose of speech. however, it takes skill in packaging the message so that it reaches the target. semiotics helps research to classify data into language signs contained in language in public spaces. the power of discourse also makes a communication goal fast to the communication partner.based on these conclusions, the authors provide suggestions to readers and other researchers. the author gives advice to readers related to the number of languages in the public sphere which also have data richness values, it is necessary to increase the intensity of research and to other researchers who want to research ll studies, other theories besides semiotics can also be chosen, such as sociolinguistics, and stylistics. 6. acknowledgements the author would like to thank for all parties who facilitated this research and for university of lampung which has supported the research. references blommaert, jan. 2013. ethnography, superdiversity and linguistic landscapes: chronicles of complexity.ontario: multilingual matters. chaer, abdul. 2007. linguistik umum.jakarta: rineka cipta. ______. 2009. kesantunan berbahasa. jakarta: rineka cipta. chaer, abdul danagustina, leonie. 2004. sosiolinguistik.jakarta: rineka cipta. landry, rodrigue, dan richard y. bourhis. 1997. linguistic landscape and ethnolinguistic vitality: an empirical study. journal of language and social psychology 16, no. 1: 23–49. margono, s. 1996. metodologi penelitian pendidikan. jakarta: rineka cipta. moleong, lexy j. 1990.metode penelitian kualitatif. bandung: remaja rosdakarya. peirce, charles sanders. 1982. “logic as semiotics: the theory of sign”. bloomington: indiana universty press.) puzey, guy. 2016. linguistic landscapes. dalam the oxford of handbook of names and naming, ed. carole hough, 476–496. oxford: oxford university press. puzey, guy. 2016. renaming as counter-hegemony: the cases of noreg and padania. dalam names and naming: people, places, perceptions, and power, ed. guy puzey dan 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analisis wacana pragmatik. kajian teoridan analisis. surakarta: yuma pustaka. biography of author i wayan ardisumarta was born in kaliwungu, may 02, 1991. he completed his undergraduate studies at the department of language and arts education, indonesian language and literature education study program, fkip, university of lampung (unila) in 2013. the author continued his master's studies at fkip, university of lampung in 2013. masters program in indonesian language and literature education while teaching as a lecturer assistant and as a teacher at the vocational high school (smk) 2 may bandar lampung. the author completed his masters in indonesian language and literature education in 2015. currently, the author is one of the young lecturers at the university of lampung (unila). sebuah kajian pustaka: e-journal of linguistics available online at https://ojs.unud.ac.id/index.php/eol/index vol. 15, no. 1, january 2021, pages: 126-154 print issn: 2541-5514 online issn: 2442-7586 https://doi.org/10.24843/e-jl.2021.v15.i01.p15 126 kinds of meaning in classical arabic from more recent denotational theory perspectives samee al heeh department of applied english, palestine ahliya university, bethlehem e-mail: samheeh@paluniv.edu.ps article info abstract* received date: 4 december 2020 accepted date: 4 december 2020 published date:31 january 2021 keywords:* semantics, kinds of meaning, recent denotational theories, morphemes vs. lexemes, lexical and syntactic meaning, classical arabic. this paper explores the extent to which meaning is conveyed in classical arabic. it aims to quantify as well as qualify the various kinds of meaning and the techniques used to advance them on the linguistic various levels. from a semantic perspective, it first categorizes kinds of meaning according to denotation and connotations satisfied by paraphrasing and definition and to 'sense' perceived by ostensive, i.e. sensory, definition. second, it examines the syntactic meaning achieved by composition, addition, and (inclusively but exceptionally by) arabic sentence-pattern switching and phoneme clipping on the structural level. then, it advances lexical meaning expressed by synonyms, antonyms, hyponyms, meronyms, polysemous words, and family resemblances. finally, it presents the categorematic word that can carry full meaning and the syncategorematic one which can only modify meaning. in both types, morphemes are isolated and allomorphs are exemplified. the paper quotes from the holy script of islam, the noble quran, for its linguistic preciseness and conciseness. 1. introduction in modern denotational theories, linguists cannot agree on a specific definition for the term meaning. they argue that 'meaning' is a misleading term. meaning as well as 'sense' is nonlinguistic. it resides somewhere in our heads. according to 'the speechact theory' (sat), saying something entails three processes: 'locution, illocution, and per-locution' (hurford, 232-267). locution refers to the process of saying words. it is a pure linguistic process, and it depends mainly on the speaker. illocution denotes the meaning intended or loaded by the speaker and perceived by the listener or listeners. per-locution stands for the procedure to be taken by the listener. for example, the preformulated pair "good morning!" "good morning!" clearly mirrors both processes of locution and per-locution, but does not mirror the meaning loaded by the speaker who means to express his greetings to another colleague. this helps explain why the whole process of both loading and interpreting meaning is referred to as an illocution, i.e. nolinguistic, process both terms of 'meaning' and 'sense' are rather confusing as they are used interchangeably by people. the term 'meaning' refers to what is 'intended' to be, or is actually, expressed or indicated palmer 1-15). the term 'sense' also refers to the meaning of a word or phrase in a specific context or as a word isolated in a dictionary or glossary. mailto:samheeh@paluniv.edu.ps 127 it is the semantic element in a word or group of words. for example, the expression "it makes sense" means that the hearer grasps a full understanding of what he or she is listening to. however, the term 'means' in "red means stop!" for instance, does not refer to the semantic element of the words 'red' and 'stop'. it must stand for what the whole expression is intended for a 'driver', for example, to mean. the selection of the colour red possibly creates the 'sense of danger' if the driver does not stop at a traffic light which indicates that colour. an efl teacher should also ask his students what the arabic for 'cat', for instance, is. he should not ask what cat 'means' in arabic. from a semantic perspective, sense and meaning are related to meaning aboutness or nearness. this means that the synonyms which have quite identical or symmetrical meaning are rare in natural language. for example, the terms 'bathroom', 'toilet', and 'lavatory' refer to the same room, though each is perceived differently by people. besides, words are usually defined by other words that help convey meaning. for example, the words 'dove' and 'pigeon' are defined as a 'bird'. this definition helps us assign a certain meaning for birds as relatively small, peaceful animals with feathers and wings that can fly. this stereotypical image, however, changes radically once we talk about other birds such as 'eagles', 'turkeys' or 'penguins'. this example shows that the definitions that good dictionaries' usually give for words are related to 'meaning aboutness'. it is also characterized by 'circulation' that helps create some general understanding about the target words (hurford, 177-186). indeed, 'the semantic value' of any word (sval) means that word itself (hurford, 187-197). therefore, the [sval (pigeon)=pigeon] interpreted as the semantic value of pigeon equals pigeon'. linguists identified 'six kinds of meaning' (kearns:1-24). they include namely denotation and sense, syntactic and lexical meaning, and categorematic and syncategorematic expressions. each dichotomy uses certain techniques to achieve meaning. denotation applies both paraphrasing and definition. sense exploits our senses to convey meaning. linguistically, meaning is best realized by images, real and educational objects, tables, graphs, and models. syntactic meaning is attained by both addition and composition. lexical meaning is negotiated by synonyms, antonyms, meronyms, hyponyms, metonyms, polysemous words, and family resembling words. needless to say that, anonyms can be complementary, such as 'open' and 'closed' and non-complementary or gradable, as 'hot' and 'cold'. categorematic words, i.e. words that carry meaning, promotes full meaning. finally, syncategorematic words can only cause some modification on meaning. 1.2 research problem, objectives, and questions locally, educational policymakers as well as instructors of arabic language are likely to focus on certain kinds of meaning. among these, lexical meaning, namely synonyms and antonyms, is presented repeatedly in official schooling textbooks from earlier stages to very advanced ones. other kinds of lexical meaning, such as meronyms and hyponyms, are presented less. denotation is officially presented as an opposite where the syntactic properties of both the noun phrase (np) and its opposite are highly covered. however, paraphrasing and definition are probably not referred to as some techniques that facilitate meaning. sense, i.e. meaning that aims at not telling but 128 showing, is processed (to some extent) in a literary context as a potential figure of speech. categorematic and syncategorematic meanings are unlikely in arabic syllabi. as semantics is a universal branch of science, this small-scale study analytically investigates kinds of meaning in arabic. it explores the extent to which arabic language manipulates the various kinds of meaning. it also aims to identify the techniques used to further each kind. as it attempts to quantify as well as qualify kinds of meaning, the paper sometimes exploits certain disciplines in semantics, such as meaning relations, truth values, meaning postulates and first order logic. unconventionally, this paper examines kinds of meaning from a pure semantic point of view as well as from other more integrative perspectives on the morphological, structural and functional levels. the paper will subcategorize the kinds and their techniques into six main parts. it also aims to unearth any arabic exclusive techniques. for its precision and concision, this paper quotes from the holy script of islam (available at www.quran.com).transliterations will also be provided for the nonnative speakers of arabic. consequently, the study addresses the following questions: 1. what kinds of meaning does classical arabic tend to select and use in various contexts? 2. how does classical arabic convey certain meanings by using certain types of meaning? 3. how can meaning relations and postulates, truth values and first order logic affect the selection of one particular kind of meaning in classical arabic? 2. riview of previous studies al-qtaibi and khan (2017) minded sentiment analysis challenges of informal arabic in social media. they claimed that there was a large number of social network users to share various kinds of resources, express their opinions, thoughts, and messages synchronously. such arab users had already increased the amount of electronic content. the researchers also added that sentiment analysis became a very interesting topic in research community. they also warned that more attention to arabic sentiment analysis had to be given by researchers. therefore, they discussed the challenges and obstacles when analyze the sentiment analysis of informal arabic in the social media programmes. they found that most of recent research sentiment analysis was conducted for and in english text. however, when the research work related to arabic sentiment analysis, researchers often concentrated on formal arabic, though most of social media networks used the informal arabic, i.e. colloquial vernaculars. the scholars investigated these problems and the challenges to identify sentiment and meaning in informal arabic language which was mostly used when users expressed their opinions and feelings in context of twitter and youtube arabic content. hasan et. al (2011) argued that most works in cognitive semantics had been focusing on the manner, in which an individual was behaving –as if it were the mind, brain, or even computers processing the various kinds of information. they claimed that social life might be richly cultured. cultural and social acts were made possible by cognitive studies, as they could provide specific inputs to cognitive processes. in their study, the researchers focused on the use of colors as a term in both the arabic and 129 english culture. they assumed that one color may imply different meanings at the same place, and this could make one ponder on how colors were realized in cross cultural diversity. in relevance, they found that three different meanings could be identified basic meaning, extended meaning and additional meaning. ‘basic meaning’ often referred to the original meaning of the colour term. the ‘extended meaning’ referred to the meaning extended from the original meaning throughout human experience. however, the ‘additional meaning’ always referred to the meaning which had been further abstracted from the extended meaning. gutzmann and stei (2011) studied quotation marks and kinds of meaning. the researchers conducted a systematic investigation into the question of what specific kind of meaning quotation marks contributed to the overall meaning of one specific utterance. in regard to the various kind of meaning, they considered literal meaning, presupposition, conversational implicatures, and conventional implicatures. they claimed that the notion of conversational implicatures looked to be the most promising alternative, so they displayed arguments in favour of a pragmatic analysis of quotation marks. as any approach based totally on conversational implicatures might encounter some problems when taking direct and pure quotations into account, namely effects on grammaticality and on truth values conditions, the researchers suggested acceptable solutions to these criticisms. the scholars considered finally examined how a radical pragmatic account of quotation could be integrated into a neo-gricean architecture of the semantics/pragmatics-interface. hall and waxman (1993) conducted two experiments in which three‐year‐old children interpreted a novel count noun (e.g., “this is a murvil”) applied to an unfamiliar stuffed animal as referring to a basic‐level kind, rather than to a kind that individuates its members by type of situation, i.e. context or life‐phase. kids made their interpretations akin to ‘person’, i.e. a basic‐level kind rather than ‘passenger’, i.e. a context‐restricted kind, and dog or a basic‐level kind rather than ‘puppy’ or a life‐phase‐restricted kind. both experiments also record the role of object familiarity, i.e. the prior knowledge of a basic‐level count noun for the animal, and explicit information related to the animal's situation in the learning of count nouns for situation‐restricted kinds. the researchers observed that children readily learned the meanings of basic‐level count nouns through ostensive definitions (e.g., “this is an x”), although ostensive definitions did not make a distinct between basic‐level kinds and situation‐restricted kinds. as a result, they suggested that children made an implicit assumption that a count noun applied to an unfamiliar solid object referred to a basic‐level kind of object, and not to a kind that individuates its members by type of situation. they illustrated the importance of this assumption by showing how it bore directly on individuation, and therefore, on quantification (e.g., counting). 3. methods and materials methodologically, the study benefits from both corpus linguistics (cl) and discourse analysis (da). to benefit from corpora (plural of corpus) i.e. large bodies of texts, the paper first concordances the holy script of islam for 'key words in context' (kwic) (beatty, 57-61). these will include certain quotes collected as data for more analyses. then the paper makes use of da to reveal the linguistic features of the texts 130 under investigation. as the paper underlies pure linguistics as an approach, 'systemic functional linguistics' (sfl) is expected to leak a lot about the grammatical functions of the structures under study (schmitt, 92-111). as the paper aims at quantifying kinds of meaning, it applies an integrative approach to qualify kinds, values and relations of meaning. the syntactic properties are also supposed to be calculated and acknowledged. the paper highlights to a great extent pure linguistics as an approach to study linguistic phenomena, though it stresses the importance of the 'social factors'. from a sociolinguistic as well as a pragmalinguistic perspective, language has to be examined within a 'social context' (holmes, 1-13). the 'participants', i.e. the speaker and the listener or listeners, their age, their roles, status, and relation will certainly affect people's use of language. they also affect the style used. language styles vary a lot; they can be casual, formal, intimate or even frozen. the 'message content', that is how beneficial the message to both the speaker and the hearer, has a big impact on language selection. the 'communicative activity', a job interview or a complaint, for instance, has a considerable impact on the language choice, as it develops certain norms, such as the right to talk and ask questions, to structure discourse, and to determine the mood of the talk (schmitt, 74-91). 4. discussion and analysis 4.1 kinds of meaning: denotation and sense in this section, two kinds of meaning are referred to and discussed: denotation and sense. in the former, satisfying meaning by both paraphrasing and defining is listed and discussed. in the latter, conveying meaning by ostensive definition is finally explained. 4.1.1 denotation: conveying meaning by paraphrasing denotation is a semantic term that refers to 'the meaning of a word or a phrase' (www.meriam.com). the word often has one literal denotation but has several different connotations. connotation refers to the quality or idea that a word makes you think about in addition to its meaning. a word can have either negative or positive connotations. for many people, the word 'fat', for instance, has negative connotations. the word 'childlike' also has positive connotations of 'innocence'. word connotations may be the same in every culture. for example, the word 'pigeon' has the positive connotations of 'peacefulness'. some words have different connotations among people. for example, the word 'pig' has the negative connotations of 'obstinate' or 'stubbornness' for a native speaker of english whereas the same word has those of 'dirtiness' or 'filthiness' for a native speaker of arabic. denotation is usually carried out by paraphrasing or definition. a paraphrase is a restatement, i.e. a statement that says something that someone or someone else has said or written in another way. paraphrasing subsumes saying something in other words that help clarify meaning. in quote a1 below, the phrase [as-sira:ta almustaqi:ma] meaning (the straight path) is paraphrased by [sira:ta alathi:na an'amta 'alayyhim] meaning (the path of those upon whom you have bestowed favor), by [ghayiri 131 almaghdu:bi 'alyhim] meaning (not those who have evoked your anger), and by [wa-la: ad-da:lli:na] meaning (or those who got astray). as the word 'path' denotes, i.e. means, one specific thing, it is qualified by [almustaqi:ma] meaning (the straight) to create the connotations of 'straightness'. the phrases that restate the head word (hw), path, also use either positive words such as 'bestowed favor' or negative phrases such as 'provoked anger' or 'astray'. not only is the denotation of 'the path' paraphrased, but the negative and positive connotations of this hw are also satisfied properly. from a semantic perspective, a world can be possible, real, virtual, perfect and potentially virtual. in any possible world (there are many), a 'way' can be either straight or not straight. whatever the 'path' is, people in general tend to prefer straight paths. in the real word -reality resides in our heads, a straight 'path' or 'line' is characterized by 'brevity' in both time and space. in a perfect world -where obedience is highly recommended, guidance is necessarily required. controversially, lack of guidance in an imperfect world leads people to get astray. this may help explain why the directive quote begins with 'guide' proceeds to 'the straight path' and ends in 'astray' (see quote a1). denotations may also take place at the topic level. in the relatively modern european paragraph, the topic sentence must be controlled, i.e. paraphrased by some ideas. similarly, the essay, which is developed by francis bacon in the 19th century, has to be introduced by a thesis statement in the introductory paragraph. the thesis statement should also be controlled by some aspects ranging from three to four ones. this criterion is identified to meet linearity and to avoid parallelizing, i.e. repeating, ideas twice or more when writing. in this sense, the hw word that denotes meaning is best referred to as a topical word. the other words that paraphrase the hw should be referred to as thesis or content words. the topical word has a carrier content to show whereas its restating words have a real content to reflect. indeed, lexemes, i.e. words in context give a lot to as well as benefit from the context. once de-contextualized, words whether head or paraphrasing ones are almost dead. this helps explain why the internal paraphrasing or the external interpretation of words from one natural language to another is a tough mission. in quote a2, the hw ['azwajan] meaning (kinds or groups) is used on the thesis level. it follows a few verses that introduce the topic of a quranic episode describing 'the day of resurrection'. the hw is identified by 'three' groups of people. then, it is paraphrased by the companions of the 'right', the companions of the 'left', and 'the forerunners'. these paraphrasing words 'companions' (repeated twice) and 'runners' convey the number assigned by the hw. the other words namely 'right', 'left' and 'fore' create the positive, negative, and very positive connotations. historically, the native speaker of arabic dwelling in arabia has a positive feeling of what comes from or lies to the right. in turn, the same speaker relatively has a less positive (up to a very negative) feeling of what comes from the 'left'. the word 'fore' creates a very positive feeling, as it converts the whole process of competition from just 'running' into 'winning'. the following verses discuss those groups. surprisingly, the descriptive quranic episode headed by the thesis presented in quote a2 is very linear. it meets the general criteria identified for constructing a modern essay. the episode is characterized by unity of 132 topic. it also has a clear format where an introduction, three body paragraphs and a brief summative conclusion are all used. 4.1.2 conveying meaning by definition denotation can also be accomplished by definition. definition refers to the process of explaining the meaning of a word or a phrase. it is a statement that defines or describes a certain word or expression. description is the quality that makes it possible to see the shape, outline, and detail of something clearly. definition is pivotal for some technical terms that can be seen differently by people. for example, the term 'beauty' can be defined as 'anything that raises the spirits' or as the shakespearean's 'in the eye of the beholder'. both definitions describe what beauty is. the former makes us shape 'beauty' whereas the later helps us outline it. the later lets the door open widely for more personal details to be added or other possible meanings to be negotiated. like paraphrasing, definition attempts to say a word in other words. unlike paraphrasing, definition struggles for new words or a confusing one to qualify. in quote a3, the hw [tasni:m] is a proper name. it is defined as a 'spring' of water. at the beginning of islam, an arab was not familiar with this new but divine word. therefore, the holy script tends to define it for the hearers. it also tends to quantify it with 'whereof drink those nearest to allah'. the word 'spring' aims to denote or tell what [tasni:m] is. the other words are meant to create a positive feeling about that spring. a native speaker of arabic would perceive [tasni:m] as a positive, feminine word. this also helps explain why the same word is picked as a desirable proper name for females in the arab and possibly in the islamic worlds. needless to say that, most words in arabic reflect for gender. the arabic counterpart for 'spring' is feminine. quote a4 also presents a clear definition. the word [khunnas] is technically used to refer to a certain type of stars. the arabic equivalent for 'stars' is [an-nuju:umu]. this word has been used many times throughout the holy script of islam. in arabia, people were very familiar with the term 'stars'. however, the new technical term is derived from [khanasa] roughly glossed as (he was silent) in modern english. this word is used to refer to a specific type of silent (as the arabic root suggests) stars. novelty and specificity subsume more clarifications to grasp a full meaning. the words used to 133 define 'the silent stars' under presentation to a native speaker for the first time come as [jawa:ri:] and [kunnas] respectively. the former is derived from the tri-literal root [jara:] meaning (he ran away); the later comes from [kanasa] meaning (he swept or mobbed something). regardless of the english interpretation given below, the hw suggests that the stars under fresh presentation are characterized by the semantic features of total muteness, full locomotion and excessive elimination. 4.1.3 sense: conveying meaning by ostensive definition to proceed, sense can also refer to the meaning conveyed or intended. it is 'one of a set of meanings a word or a phrase may bear in mind or in a dictionary'. as a kind of meaning, it refers to the process of perceiving something by senses, becoming aware of, grasping the meaning of, or understanding that thing. if the colour 'red' is defined as 'as any of various colors resembling the colour of blood', then the phrase 'resembling the colour of blood' helps us grasp the meaning of 'red'. similarly, when the word 'sour' is defined as 'having an acid taste, resembling that of vinegar, lemon juice, etc', the 'taste of lemon juice' makes us understand the sense of 'sour' (www.dictionary.com(. in quote b1, the predicate [be the light of heavens and the earth] tells big news about the argument, allah. the semantic feature of the word 'light' is that of concreteness. the denotations of the words 'heavens' and 'earth' are also very wide. a good speaker of arabic may find it difficult to grasp a full understanding of the verse because the words do not show. they simply tell a lot. the words that follow attempt to materialize 'light' into 'a lamp' as well as to narrow the meaning of 'the heavens' and 'the earth' into a niche. this change on meaning enables the reader to perceive what is said about allah by his own sight. the semitic word [mathalu] meaning (like or as) is very frequent in the holy script of islam. it is used to introduce some similes that help understand abstract words and ideas. quote b2 also introduces the notions of spending money to be seen by other people and disbelieving in allah and the last day. unlike a concept which suggests a full understanding of an idea, the notion refers to the way of understanding that thing. for example, one may say 'that is your notion of friendship. not mine'. he or she means that 'this is the way you understand friendship'. similarly, the quote comments on the way some people perceive alms and faith. their way is not different from 'a smooth stone upon which is dust and is hit by a downpour that leaves it bare'. the words used in the conceit, i.e. long metaphor, are tangible. they help us become aware of the uselessness of spending money only for the sake of ourselves. 134 4.2 syntactic meaning 4.2.1 constructing meaning by composition meaning can also be achieved on the syntactic, i.e. structural, level. a sentence is identified as a unit of language that carries full meaning. blocks of comprehensible meaning can be added to one another either by composition or by addition. composition refers to a piece of writing in which certain elements or parts are put together or rearranged to build a longer or more complex piece. for example, a native speaker may say "the cat that chased the dog killed the mouse". another may say "the dog that chased the cat killed the mouse". a furious son may also say "that was the nurse who did not allow me to open the door that i was opening so quietly to see my father who was having an operation to remove a big stone that stood still in his bladder." composition allows ideas to stream naturally. quote c1 presents a full image where the word [misba:hu] meaning (lamp) triggers [zuja:jah] meaning (glass) which resembles the [kawkabun duriyyun] meaning (a glowing star) lit by some [zayyut] meaning (oil) taken from [zayytu:nah] meanig (olive tree) coming from neither the east nor the west. for a modern comprehender of arabic, the technique used here sounds sweet because of the positive connotations of the words used. indeed, for an illiterate speaker of arabic, this technique is very responsive as it facilitates prediction of what comes next. at the early stages of islam, the vast majority of people -including muhammad, the prophetwere illiterate. they used to memorize the quranic verses by heart. in modern languages, composition usually takes place by using relative pronouns. relative clauses can be either defining or non-defining. only is the defining relative clause pivotal to meaning. for example, the english sentence "the workers who went on the strike were dismissed" subsumes that 'only the workers who participated in the strike were fired'. the same sentence can be written as "the workers, who went on the strike, were dismissed". the reader would assume that the isolated relative clause is not 135 essential, so he will contend that 'all the workers were given the sack because they all went on the strike'. on the syntactic level, the relative pronoun, such as 'who' or 'that' for instance, can also be deleted if it does not have any grammatical or functional content. stylistically, the native speaker of english may remark that "the food (that) we had at the chinese restaurant and that we paid a fortune for was too hot to be edible". note that the bracketed 'that' is an optional element in the first mention, but it is an obligatory one for the second. pragmatics is concerned with 'the study of meaning that linguistic expressions receive' (schmitt, 74-91). one task of pragmatics is to explain how participants in a dialogue move from decontextualized meanings of the words and phrases to a full grasp of their meanings in context. pragmatics involves four processes including the assignment of reference in texts or speeches, the assignment of sense, i.e. meaning, in the context, the interpretation of the illocutionary force, i.e. the purpose of the talk or the argument, and finally the interpretation of the implicated meaning. absent any process, people usually misunderstand each other. quote c2 exemplifies for a pragmatic composition carried out by an interrogative and some relative clauses. unlike english, the relative pronoun ['alati:] roughly glossed as (that) or (which) in english is an optional element in all the clauses. as the relative pronoun reflects for number and gender, the arabic ['alathi:] and ['alati:] can be both characterized as singular but masculine and feminine ones, respectively. in the quote, the relative pronoun ['alati] is deleted as the personal pronoun [ha:] meaning (it) is assigned in all the clauses as a reference to the noun phrase [as-sama:u] meaning (the sky). the meaning is also assigned for both 'the creation of mankind' and 'the construction of the sky'. the purpose of the verses sounds persuasive. it aims at convincing people that one of the arguments is much more difficult than the other. the meaning implicated can be interpreted as the 'construction of the sky' is rather tougher than 'the creation of man'. 4.2.2 constructing meaning by addition besides composition, syntactic meaning can also be advanced by addition. in standardized arabic, pure coordination is often carried out by [wa-], [la:kinna] and [aw] meaning (and), (but) and (or), respectively. because of its frequent use for random addition, the bound morpheme [wa-] can also be assigned as a template for both [thumma] and [fa-] which are both roughly glossed as (and next) and (then immediately next), respectively. the less frequent and atrophic [bal] meaning (rather) or (nay) can also be used as a disjunction. it is used either to correct a previous idea or to argue for an opposite one. 136 quote c3 clearly shows the process of creating mankind. this creation or rather composition is displayed in some stages where each stage is linked to the other by [thumma]. unlike their counterparts [wa-] and [fa-] which both maintain random and immediate addition, respectively, the arabic free morpheme [thumma] always confirms a few events or stages in a sequence of events each of which takes some time before stepping to the next. therefore, the stages are sequentially successive. the first stage refers to creating man from dust. this initial stage was so quick and immediate due to the use of [-fa]. the later stage including those of the sperm, clinging clot, formed and unformed lump of flesh, child and adult are subsequent. the initial stage looks very materialistic as it comes from dust; the later sounds temporal as the following stage is conditioned in time (and probably in space) by the stage that comes before. the verb phrases (vps) used in quote c3 also vary. the vp [khalaqa] meaning (he created) entails processing. the vps [akhraja] meaning (he brought out) and [balagha] meaning (he reached) are, however, locomotion. they both postulate development. quote c4 also exemplifies for the syntactic meaning accomplished by addition. it is similar to a situation where certain events are likely. it lists the cases in which a prayer can use clean earth if water is not available. the urgent situation, i.e. using soil, is conditioned by lack or rather absence of water. therefore the situation is exclusive as it is conditioned to lack of water. this helps explain the use of [wa-inn] glossed as (and if or only if) at the beginning of the proposition quote. the cases are rather inclusive. this means that only if one (inclusively) or more (but not necessarily) of the events is present, then using dust is very likely soon. this helps explain why [aw] meaning (or) is used to mirror the inclusive excuses of 'being ill', 'being on journey', 'coming from the toilet', or 'having sex' to use dust sooner if water is not available. immediateness is highlighted by [fa-] meaning (then soon). quote c5 also models for constructing meaning by addition on the structural level. the verse consists of two sentences. the former is a narrative. it begins with the reporting verb [wa-ka:lu:] meaning 'and they said'. the latter is a directive. it also starts with [qul bal] meaning [say,"nay or rather"]. the narrative statement uses [aw] meaning (or). 137 this linking word highlights an exclusive meaning that can be interpreted as "be either jews or christians" to be guided. as the propositional reporting sentence excludes other potential groups of people, such as muhammad's companions, the consequent, i.e. the directive statement, accelerates [bal] meaning (rather) for more correction of what comes before or [bal] meaning (nay) for a full refusal of what has been said before. as it suggests that muhammad should follow the religion of abraham, i.e. the source of the other divine religions, the linking word does not entail a full refusal of what has been said. it is best referred to as a correction marker similar to 'rather' in modern english. 4.2.3 constructing meaning by sentence-pattern shifting and phonemic clipping besides composition and addition, syntactic meaning might also be approached by sentence pattern switching. grammatically, arabic allows for certain patterns including vso, vos and ovs to be used. in quote c6, the whole pattern is shifted from an ovs to a vso pattern. the vp [taqtulu:n) meaning (you kill) negotiates the argument (fari:q) meaning (a party or a group of enemy). linguistic selectional distributions in arabic enable us to place the object even if it is a collective noun phrase such as 'party' before the vp 'kill'. this makes sense as the 'enemy' was already 'a party' before they were 'killed' in a fight. however, such distribution does not logically make sense when a vp such as [ta'siru:n] meaning (you arrest) is used. this means that they are a 'party of prisoners' only after you 'arrested' them'. the difference in meaning relations, whether a before or an after one, between the main verb and its object argument has accelerated such a shift from one pattern to another in order to meet the semantic burdens of logic. pattern switching is very likely to be exclusive to arabic syntax. in a very unique post lexical, but syntactic process, meaning is also satisfied by clipping. in arabic, the vp [istata:'a] meaning (he was able to) is used to express ability. such a vpcan be used to express both cognitive and physical ability. as abilities vary from one person to another, the vp should model and mirror such a variance. for example, the vp 'be able' and 'can' can be both used to express ability in english. the former negotiates some tough abilities resulted from good training or long practice as in "i was able to drive my father's truck". the later models the abilities that do not require paying big effort or that just occur naturally as in "i can drive" and "i can smell the food burning", respectively. quote c7, the vp [ma: 'istata:'u:] roughly glossed as 'they were not able to' is used twice to model ability. in the first reference, the vp negotiates the argument of 'climbing the wall'. in the second, it negotiates for 'piercing that wall'. as the later sounds tougher, the word-formation rules respond to meet such a variance the 138 semantic factor urges. as any linguistic change should appear finally on the phonological level, the phoneme /t/ is clipped from the vp that models 'climbing'. clipping is a pragmatic idea that highlights the logical rule that reads: the more morphemes are used, the more meanings are given; the less, the less. a morpheme is defined as the smallest unit of language that carries meaning (see the annotated <-> phoneme in quote c7). 4.3 lexical meaning 4.3.1 achieving meaning by synonyms on the discourse level, lexical meaning can be achieved by providing certain lexemes, i.e. contextualized words that carry similar meaning. words carrying similar meaning are usually referred to as synonyms. the words that carry exact meaning are very rare in natural language. indeed, the semantic factors constrain or rather block the morphological rules that allow for deriving two morphemes that carry one full meaning. for example, the morpheme 'stealer' is totally blocked in english due to the availability of another morpheme carrying the same meaning, namely 'thief'. however, the semantic factors are a bit flexible if there is a need for deriving another morpheme if a minor difference in meaning is registered. in english, the term 'guest' has already constrained the term 'comer', for instance. the word 'guest' has positive connotations. everyone welcomes his guests. however, if someone knocks your door at midnight, then he is certainly not a welcomed one. he is just 'a midnight comer'. in classical (also known as standardized) arabic, words that have identical meaning are also rare. however, the phono-morphological rules are responsive if a slice difference in meaning is spotted. for example, the word [khalaf] meaning (successors) has a positive meaning. once the connotations of the word are rather negative, the phonological rules allow for [khalf] glossed as (poor successors). the two terms are perceived as "who comes next" and "who or what is left behind". palestinian local farmers refer to the 'dried, small olives' as [khilf]. as such 'olives; are useless, they are left behind on trees. sometimes, the morphological rules are also responsive for some cultural reasons. in arabia, people used to welcome their guests for some time. hosts would 'go out to prepare banquets'. they had to trench for some good excuses to go out. this polite cultural act urged the derivation of [ra:gha] meaning (he went out stealthily) from [ra:ha] meaning (he just went out). morphologically, the prosodic, melodic tier identified musically as [a¬a¬a] for the past tense root also changes when there is some change in meaning on the state of mind or in the mood. for example, the melodic tier for ['akala] meaning (he ate) reads as [a¬a¬a] whereas it modifies itself to [a¬i¬a] for [shabi'a] meaning (he had enough food) or [ghadiba] meaning (he got angry). in quote d1, meaning is achieved by providing two synonyms. they are namely [nasab] meaning (fatigue) and [lughu:b] meaning (weariness). the former probably refers to 'the state of being very tired or extreme weariness' due to hard work. the later denotes 'lacking strength, energy, or freshness because of a need for rest or sleep'. it also 139 implicates being 'bored or annoyed' by something because you have seen it, heard it and done it many times or for a long time' (www.merriam.com). content words, such adjectives and nouns, can be base or strong. the base word usually carries a general but gradable sense whereas the strong word carries an extreme meaning. in general, both terms express a state or an extreme state of [ta'ab] meaning (tiredness). as the verse negotiates two probable states of exhaustion, it sustains the perceptive predicate [yamass] meaning (it touches). though taken from two different episodes, quotes d2 and d3 describe one occasion on which the messengers of god had already visited abraham. in both verses abraham welcomes his guest by bringing them a calf. in quote d2, the term [sami:n] meaning 'fat' is used to describe the calf he served for his guests. the term [hani:th] also roughly glossed as 'fat' is, however, used in quote d3. from a sociolinguistic perspective, the selection of words is determined by three factors including 'the participants, the linguistic activity, the context, i.e. the purpose of the talk' (schmitt, 83-84). checking the context, it has been found that the term [sami:n] is used to describe the calf served for the participants, i.e. god's messengers sooner after their arrival, on one hand. on the other, the term [hani:th] is used to welcome the guests a bit later after bringing abraham some good news of having a kid though he is very old. as there is a shift in the context, the linguistic activity should response to meet the emerging state of mind of the participants. the morpheme [an] which is traditionally referred to as an 'extra' one is probably used in quote d3 to show that abraham took some time to pick up the best calf. if so, then that calf was 'meaty', 'sturdy' and 'very fat'. logically, beef is served cooked, so the sense 'roasted' is unlikely. 4.3.2 achieving meaning by antonyms 4.3.2.1 complementary antonyms: binary and temporal more frequently, lexical meaning is conveyed by providing an opposite. linguistically, the word that carries an opposite meaning is referred to as an antonym. logically, antonyms can be either complementary or non-complementary. complementary antonyms can also be sub-classified into binary and temporal ones. complementaries, whether binary or temporal, usually entail some contradiction on the logical level. for example, the words 'inside' and 'outside' are binary, i.e. they come as a pair. if a is 'inside' b, then b is 'outside' a. this also entails that a is not 'outside' b. contradiction is a logical term that entails the proposition and not the proposition 140 [p&p]. the temporal complementary antonym is similar except for the time factor. if x is 'dead', then x was once 'alive'. and if the door is 'open', then it is not 'closed'. the door cannot be 'open' and 'close' at the same time. this entails that if the door is 'open', then it was once 'open'. this helps explain why we laugh when someone says that 'the door is neither open nor closed', as the statement mirrors a contradiction on the logical level. in traditional arabic, binary complementary antonyms may include [qabl] and [ba'ad] meaning (before) and (after), [yami:n] and [shima:l] meaning (right) and (left) and [mashriq] and [maghrib] meaning (east) and (west), respectively. quotes d4 to d6 exemplify for lexical meaning carried out by binary complementary opposites. in quotes d4 and d5, the binary complementaries [qabl] and [ba'ad] are used to parallel ideas and construct meaning. on the syntactic level, these adverbial antonyms are marked with the nominative [-u] if they are not added to any other noun phrases as in quote d5. elsewhere, they are marked with [-i] or [-a] to reflect the additive or the accusative case, respectively. in quote d6, note also how the synonyms ['ata:] and [ja:'a] are used interchangeably to show a state of 'coming' that entails 'arriving at' and 'returning from' somewhere, respectively. quote d6 also models for binary complementary antonyms that show directions. lexical meaning can also be advanced by temporal complementary antonyms. like their counterparts, the binary opposites, the temporal antonyms are complementary. however, the temporal complementaries are restricted by time factor. quote d7 exemplifies for two pairs of temporal antonyms. they include namely [an-naha:ru] meaning (day) and [al-laylu], meaning (night), and [al-hayy] meaning (the living) and [al-mayyit] meaning (the dead). the turtle, for example, has the semantic features of animates, i.e. the living. to figure out how 'living' and 'dead', for example, work from a logical perspective, one has to exemplify from the possible world of turtles which have the general characteristics of animates. if a biologist from national geographic, for instance, sees at a lunar nighta turtle lay some eggs on the beach, then he is simply watching 'the dead' coming from a 'living' element. the egg has the semantic features of the inanimate, i.e. the dead. when the same person some time later watches the eggs hatching into some turtles and crawling helplessly but steadily to the sea, then he is seeing 'the living' are coming from 'the dead'. each pair of these antonyms is unlikely unless the other occurs and is due on time and in place. (see the direct impact of the time factor on the antonyms referred to in quote d7). 141 4.3.2.2 non-complementary antonyms: equipollent, overlapping and polar unlike the binary and temporal complementary opposites, the noncomplementary antonyms are rather gradable. they do not entail any contradiction when used together in a comparative or one instead the other for description. for example, the adjectives 'big' and 'small' can be used to show the size. one thing such as a 'room', for instance, can be described by an american, for instance, as 'vey big', 'big', 'small' 'very small', 'so small' and 'too small'. however, the same room can be referred to by a japanese, for example, as 'neither big nor small'. this reference means that the 'size of that room' is fine and suitable. non-complementary words are gradable, agreeable and consistent. generally speaking, they are subcategorized into equipollent, overlapping, and polar ones. equipollent, i.e. equal, opposites are compatible. they include a group of words that form pairs, such as 'hot' vs. 'cold', 'nice' vs. 'nasty', and 'happy' vs. 'sad'. these words do not have one word in common. besides grading, each of which has its own semantic features, so they are coded as distinct properties. they do not have one neutral term that describes both of them. this entails that each word in the pair constitutes one entity by itself. any comparison, description or argument carried out on the positive pole of 'hot' or the negative pole of 'cold' will be a real one. this helps explain why the positive word [al-harr] meaning (the heat) is used in quote d8. as garments can protect us from both heat and cold, any opposite word is likely (see table 1 for the potential 'cold'). in quote d9, both [shaqiyy] and [sa'i:d] glossed as a (very sad) and (very happy) person, respectively, are parallelized to describe two groups of people in the next life. this description may also denote ranking from 'total sadness' to 'full happiness'. similarly, quote d10 argues for sea-water which can be 'very salty' or 'freshly sweet'. though sees meet, their waters -surprisingly, never mix. real propositions and potential consequents of 'heat' and 'cold' p q p & q comments 142 1. garments can protect us from heat and cold t t t both 2. garments can protect us from heat but not cold. t f t heat 3. garments cannot protect from heat but can from cold. f t t cold 4. garments cannot protect us from heat and cold. f f t none but in war table (1) equipollent non-complementary antonyms in qur’anic discourse non-complementary antonyms may also overlap. they do so because each pair does not have one neutral term that covers the property of both words. this type includes any pair that can be evaluated as 'good' and 'bad'. it covers evaluative words, such as 'love' vs. 'hatred', 'politeness' vs. 'rudeness', 'prettiness' vs. 'ugliness', and 'kindness' vs. 'meanness'. as they rely so heavily on our evaluation, any argument carried out by the negative term is always true from a logical perspective. in turn, any argument done by the negative word always manifests itself logically as a pseudo, i.e. not real, one. in quote d11, the holy script attempts to or rather does persuade people that [jiahad] meaning (fighting for alla's sake) is 'good' for people. initially, it uses the negative word [kurh] meaning (hatred) because everyone thinks that 'war' is always 'bad'. then, it confirms what people 'hate' may turn to be 'good' and what they 'love' may turn to be 'bad' for them. note how the beginning of the quote addresses a real word -reality always resides in our heads. the final parts of the quote negotiate two possible worlds. in the first, 'fight', is undesirable though good; in the second, desirable though bad. to be a real one, the whole quranic argument basically builds on the negative poles of the antonyms used. otherwise, the argument will be blocked right in the begging of the quote as it looks unreal. only then, a native speaker of arabic would immediately wonder how 'war' be 'good' and 'desirable'. surprisingly, the evaluative terms 'good' and 'bad' the verse uses clearly show that 'fight' is actually hateful, though it is necessarily not bad sometimes (see table 2 for the unlikely 'lovable'). real propositions and potential consequents of 'hate' and 'love' p q p & q comments 1. fight is both hateful and not hateful. t t f contradiction 2. fight is hateful and not lovable. (only hateful) t f t real 3. fight is not hateful but lovable. (only lovable) f t f pseudo 4. fight is neither hateful nor lovable, (but it is good sometimes). f f (t) logical table (2) overlapping non-complementary antonyms in the qur’anic discourse quote d12 also models overlapping antonyms. it clearly concludes by using the negative poles twice. in each verse, the predicator [mm'a al-'usri] roughly glossed as be with hardship argues for [yusr] meaning (easiness). a predicate is what is said about the subject (or business like). as it is held on the negative pole, the argument sounds real. otherwise, it is not real and may contradict itself. from a logical perspective, real arguments (also referred to as factual statements), such as "parallel 143 lines never meet" are necessarily true in our heads, in any possible world and in any perfect one. in modern languages, coordination by recursive words is always pseudo. for example a native speaker of english may say "there are doctors and doctors" to express some relief. he definitely means that there are 'good' and 'poor' doctors. the same speaker may also express his anger by saying "it rained and rained and rained". he certainly means that "it rained too much". in quote d12, the two identical verses are already certified by ['inna] meaning (indeed). it is probable that the verse recursion aims at quantifying such an endorsed real value of meaning twice. meaning can also be achieved by polar antonyms. unlike the equipollent and the overlapping opposites, the polar non-complementaries may compromise any two opposite but gradable words that have both one neural term. they include many words, such as 'heavy' vs. 'light', 'fast' vs. 'slow', 'long' vs. 'short' and 'high' vs. 'low' showing the general properties of 'weight', 'speed', 'length' and 'height', respectively. any linguistic description carried out by such pairs of antonyms whether on the positive pole or on the negative one is always unreal. quote d13 presents [qari:bun] meaning (near) and (ba'i:dun) meaning (far). these synonyms are polar because they both negotiate one neutral term related to 'length of time'. however, truthfulness is guarantied by the contradiction, i.e. negation, marker ['in] perceived as (not) and the disjunct ['a] and ['am] meaning (either..or). contradiction and disjunction help further statements that have true values on the logical level (see table 3). propositions and consequents p q p or q comments 1. what you are promised might be near, or it might be far t t t near or far 2. what you are promised might be near, but it might not be far. t f t near 3. what you are promised might not be near, but it might be far f t t far 4. what you are promised might not be near, or it might not be far. f f t far or near table (3) polar non-complementary antonyms in the qur’anic discourse propositions and consequents p q p & q 1. people spent a small or big amount, and they were rewarded. t t t 2. people spent a small or big amount, but they were not rewarded. t f f 3. people did not spend a big or small amount, but they were rewarded. f t t 4. people did not spend a big or small amount, and they were not rewarded. f f t table (4) polar non-complementary antonyms in the qur’anic discourse 144 similarly, quote d14 presents a pair of polar antonyms, namely [saghi:r] and [kabi:r] meaning 'small' and 'big', respectively. both are used to describe 'the amount of money' that should be spent to be rewarded by allah. meaning is advanced by [la:] meaning 'nor' and [illa:] roughly glossed as 'but' in modern english. this exceptional, linguistic technique aims at excluding 'spending expenditure' for alla's sake. the verse advances 'the amount' of that expenditure (see quote d14). this amount can be inclusively 'small' or 'big'. though 'the amount' is inclusive, the whole verse is a conjunction which expresses different values. the meaning value is only false if the sequence 'rewarding' is absent (see l2 in table 4). line 3 is true as it opens the door for other options such as 'crossing a valley to fight' (see also quote d14). 4.3.3 representing meaning by meronyms and hyponyms lexically, meaning can also be represented by 'meronyms' (kearns, 1-10). they include any word that a have a part-of-whole meaning relation. for example, words, such as 'head', 'hand', 'leg', and 'trunk' are all meronyms, i.e. parts, of the human 'body'. one word, as 'head' can have other parts, such as 'face', 'mouth', 'ears' and 'chin'. and one sub-categorized word as 'mouth' may have other parts, such as 'teeth', 'tongue' and 'palate'. once a meronym is used metaphorically, it turns to be a metonymy. for example, the word 'mouth,' as in "he has a filthy mouth" can be figured as 'he uses vey offensive words'. in the arabic speaking countries, people use [lisa:n] meaning 'tongue' to refer to their mother tongue, arabic. quote d15 lists the organs muslims have to wash before going to say their prayers. they include, namely [wuju:h], [ayidi: 'i:la: al-mara:fiq], [ru'u:s] and [arjul 'ila: al-ka'bayn] meaning (faces), (hands to elbows), (heads) and (feet to ankles), respectively. the directive verse is carried out by the vp ('ighsul) meaning (wash) and ['imsah] meaning (wipe out). the vp wash is assigned by addition for all the argument words except 'the head' which is assigned by 'wipe out'. both 'hand' and 'feet' are specified by the locative phrases (loc-ps) up to the 'the elbows' and 'ankles', respectively. the word 'face' includes both 'the nose' and 'the mouth'. the word 'head' also includes both 'ears' and 'the nick'. this may help understand why people also 'gargle', 'inhale water', 'wipe out their ears and nicks' when doing the washing before going to their prayers. as they are divided into categories and subcategories, they can be used to represent (to a greater degree) meaning. therefore, people can either wide or narrow their meanings. for example, an angry math teacher may insist that her lazy students keep the rule in their 'head' or in their 'brain'. 145 dissimilarly, hyponyms include a group of words that refer to the kind. like meronyms, hyponyms can be categorized and subcategorized according to some relevant semantic values, like the taste, colour, shape and size. for example, words like 'raspberries', 'blackberries' and 'strawberries' have the general features of the 'berries' which, in turn, have the general characteristics of 'fruits' that constitutes one kind of 'plantations'. in quote d16, both words of [annakhlu] meaning 'palm trees' and [azzar'u] meaning 'crops' are used to exemplify for the 'covered' and 'uncovered' gardens, respectively. this exemplification explicates that both refer to one kind, though different in shape and taste. it also implicates (through picking such examples) that they are both have different sizes. still both taste differently. the other words namely ['azzaytu:nu] and [arruma:nu] meaning 'olives' and 'pomegranates' look similar and dissimilar. they have the same shape and possibly the same size. still they have different tastes. as their characteristic features considerably vary, hyponyms can be given as examples to clarify meaning. 4.3.4 conveying meaning by polysemous words and family resemblances a polysemous word refers to any morpheme that carries many different meanings. though different in meaning, these lexemes have the same form as if they were descending from the same root. for example, the word 'fork' has the u-shape which can be given to anything sounds symmetric, such as a 'forked tongue', 'forked branch' and 'forked road'. what counts here is the format or the shape. in arabic, certain words, such as [qarnun], [qari:nun], [al-qarnu], [qarnayin], and [muqarran] meaning a 'nation', 'companion', 'the century', 'two horns', and 'be bound to', respectively, tend to be polysemous words. a 'horn' is defined as one of the 'bony, permanent, hollow paired growths, often curved and pointed, that project from the upper part of the head of certain cattle' such as sheep and goats' (www.dictionary.com). it is probable that such values have been exploited to form such words. the word [qari:n] meaning 'companion' matches the value of being a duo or a fixed pair. the atrophic [qarn] meaning a 'nation' mates the negative values of a curved, but empty growth. like human being, a nation develops and collapses. it has a starting and ending point and a duration. throughout the holy script, the connotation of [qarn] is negative whereas that of [ummah] also 146 glossed as 'nation' is (stylistically) very positive. in quote d17, the adverbial phrase [muqarrani:na] is used to describe the doers of very bad deeds. it means that they will be bound together in chainswith which their feet and hands are tied to their chins and necks. unfortunately, their postures are not different from that of horns'. as the phrase suggests, family resemblances refer to a group of words that form one atomic or extended family. to speak metaphorically, the family, whether big or small, has some members with different ambitions and abilities. however, those members should have one vision and some targets to accomplish. logically, many words such as 'football', 'handball', 'chess', 'javelin', 'cards' are classified as 'games' or 'sports'. they all constitute a family resemblance, though they are completely different. some of them are very physical; others are almost mental; time accounts in many; still it does not account in many others. as they aim to recreation, training or competition, they tend to have one common goal to satisfy. in arabic, each of ['inna] glossed as 'indeed' and [ka:na] roughly glossed as 'be', for instance, makes a family because they have some members with clear targets. the former aims at endorsing the nominal style whereas the later intends to verbalize the same style by inflecting the past tense. although they deal with one nominal style, these family resemblances behave differently on the syntactic level. quotes d18 and 19 exemplify for a family of believers, namely muslims, jews, christians, and sabeans. in the first verse, all the family arguments, i.e. members, are assigned for the predicate believe in allah & the other day and already endorsed (inclusively) by ['inna] meaning 'indeed' (see quote d18). the word 'saba'a' technically refers to a group of arabs who rejected polytheism and believed in the teachings of jesus, the christ before muhammad's era. in the second verse, only believers in muhammad (and possibly moses) are endorsed by ['inna]. both the sabeans and christians are exclusively assigned for the predicate believe (see quote d19). this exclusion is carried out by word-order where the argument 'sabeans' comes before the argument 'christians' and receives the nominative marker [u:n]. exclusion may also include jews as the whole verse uses [wa-] which is used for random addition. this syntactic modification allows for a new, uncertified nominal sentence to begin and 147 receive a predicate. the predicate is what is said about one argument or more. the changes done on the syntactic level, probably present the members of this family resemblance as unequal partners, i.e. believers. as people behave differently, the syntactic rule also behaves differently to meet the potential, emerging burdens of meaning. 4.4 categorematic and syncategorematic expressions so far we have already exemplified as well as discussed meaning from a pure semantic, syntactic, and a prolonged morphological perspective. meaning can also be discussed from a lexico-grammatical perspective. this discussion integrates both grammar and word-formation to check meaning. unlike syntax which minds studying sentence structure, grammar concerns sentence functions. morphology bothers word study. as semantics is interested in studying meaning, it checks both the content as well as the function of a lexeme, i.e. a word in context. such investigations have resulted in spotting two types of words. they are referred to as 'categorematic and syncategorematic' expressions (kearns, 5-6). a categorematic expression is identified as any contextualized word that carries full meaning. words that are pivotal to meaning are -according to chomsky, governed by 'the right-hand / the left-hand-head rule' (katamba, 5-10). this rule principally makes people of the romance languages, such as the spanish and the french to place them to the left. this principle also allows for their counterparts, the anglo-saxons to place them to the right. the same principle allows for other parameters to function so that other words less pivotal to meaning can further. the britons tend to start with the less pivotal words whereas the french incline to end with. in english, the combined phrases 'red apple' and 'apple red' contain two words each. as the content word always seats on the right, the first phrase is perceived as 'fruit' whereas the other is felt as a 'colour'. in general, native speakers of arabic are governed by the right-hand-head rule. they tend to place the pivotal word to the right. this helps explain why the vso pattern is very frequent in arabic. the vp (also referred to as predicate) is the part of speech that carries full meaning in a sentence. in relevance to the less pivotal words, an arab tends to be flexible. like their english and french counterparts, arabs also incline to either start or end with the less pivotal to meaning words. this also helps explain why the ovs and the sv(o) patterns are used but less frequently. in arabic, content words are either fixed to the right or circum-fixed, i.e. centralized. a syncategorematic word is identified as any contextualized morpheme that does not carry meaning by itself but attempts to modify meaning. this category refers to any word used for a grammatical purpose. the grammatical word includes the morphemes that inflect for the number, gender, tense, voice, aspect, phase and case. it also includes the determiners, such as definite article, the quantifiers, such as indefinite articles, prepositions, linking words and the deficient modals. for example, the long structure [fa-sa-ya-kfi:-ka-humu allah-u] meaning "allah will suffice you them", mirrors both categories very well. the centralized, consonantal tier [kafa:] also glided as [kafaya], functions as a predicate for the structure. this vp is pivotal to meaning, so it can be assigned as a categorematic word because it can stand alone as in [kafa:!] meaning "enough!". the other arguments, namely (allah) functioning as subject and (k-a) and 148 (humu) functioning as indirect and direct objects are content words. they are all less pivotal to meaning, so they are placed to the left. the other words are depicted for a grammatical purpose. the linking word [fa-] meaning 'and then' modifies addition from a random, general one into an immediate one. the bound morpheme modal [sa-] modifies the present tense into a future one. the tense marker [ya-] modifies the past tense into a present one. the syntactic morpheme [-a] in [-ka-] marks the accusative case. and the syntactic morpheme [u] suffixed in allah marks the nominative case. as they behave grammatically, these morphemes are best referred to as syncategorematic words. in classic arabic, pronouns can be personal, demonstrative, relative and reflexive. the personal pronouns can be first, second and third. these pronouns are grammatical as they are used as references for other content nouns. they are referred to as deictic personal pronouns. on the syntactic level, such deictic pronouns can, however, move cataphorically, i.e. forward, or anaphorically, i.e. backward. quotes e1 and e2 exemplifies for both anaphoric and cataphoric deictic personal pronouns. in quote e1, the personal, but feminine plural pronoun [-ha:] in [butu:niha] meaning 'their bellies' refers backward to ['al-an'a:m] meaning 'livestock'. in quote e2, the personal, but singular and masculine pronoun [-hi] in [butu:nihi] meaning also 'their bellies' moves forward. this time, the pronoun refers to 'blood' and 'excretion'. the word 'batan' meaning 'belly' is a polysemous word in arabic. it can be used to refer to anything that 'hides' inside or 'covers' something else. that is why 'ba:tin' means 'covert' and 'bita:nah' refers to any bad companions that hides over faults. whether cataphoric or anaphoric, these deictic pronouns are best classified as syncategorematic words. they are rather grammatical; they can only refer to the content words that carry full meaning. like the deictic, i.e. reference, personal word, the demonstrative pronoun, is often classified as a syncategorematic word. it can only demonstrate proximal place and property. in modern english, the demonstrative pronoun 'this' as in "this is my book", for instance, reflects both nearness in distance and possession. the pronoun 'that' used in "that is your book", for instance, does not necessarily show distance. here, the speaker might be carrying that book, but he is just distancing himself from being the owner of that book. similarly, the semitic demonstrative noun phrase [ha:tha:] meaning 'this' shows distance. as words in arabic inflects for gender and number, other forms such as [ha:thih], [hatha:n], [hata:n], [ha'wla:'i] meaning (this girl), (both of these boys), 149 (both of these girls), and (these boys or girls), respectively. these forms are used for a near distance. arabic also used other forms derived from these base forms to show some mid and distant places. this would result in a long category, such as [ha:tha:], [tha:ka], and [tha:lika]. these forms are used to show a near, mid, long distance, respectively when indicating for something or someone having the general linguistic features of males. in arabic, the demonstrative noun phrases also have to inflect for the speech. for example, the arabic pronoun [tha:-li-ku-mu] consists of four morphemes. the first is [tha:-]. it entails demonstration. the second is [-li-]; it modifies the distance into a remote one. the third is [-ku-]; it modifies speech into a direct one. the last is [-mu]; it inflects for a plural number. isolating the syncategorematic morphemes that inflect for both the speech and number, one list the allomorphs [ha:tha:<>hathih], [tha:<>tin], and [tha:l<>til] as categorematic morphemes that can demonstrate. among these, only [tha:-] is pivotal to meaning, as it can stand alone. needles to say that, this free morpheme also belongs to a word family that inflects by [u:], [a:], and [i:] for a nominative, accusative, and additive case, respectively on the syntactic level. because of its saliency to meaning as well as its frequency in many demonstrative forms, the morpheme [tha:-] can be assigned as a template, i.e. a basic form, for demonstration in arabic. like its english counterparts, 'this' and 'that', the demonstration template [tha:-] must also mirror or describe what belongs to others. surprisingly, it does so in [tha: an-nu:ni] meaning 'that man of the fish' in reference to jonah. and it also does so in [tha: al-qarnaiyni] meaning 'this man of the two horns' in reference possibly to alexander, the macedonian. in both quranic phrases, the template [tha:] points at what belongs to those men. it is also possible that the template [tha:] has other allophones, namely [ha:-] and [ta-] that inflect for demonstration and a genitive case. the quranic verse [ha:'u:mu iqra'u: kitabiya] glossed as "here, read my book" furthers the interjection [ha:-'u:-mu] that has three morphemes showing demonstration, direction and plural speech. where this true, [ha:] demonstrates what belongs to someone. the quranic phrase [ta-allahi] glossed as 'i swear by allah' is frequent. it also advances [ta-] which may show neutral demonstrative case where allah does not belong to anyone, but to everyone. needless to say that pure pledging is carried out by [wa-] in arabic. in modern languages, the demonstrative pronoun is classified as an endophoric or exophoric reference. an endophoric reference can move either backward or forward to a certain linguistic element in the text. an exophoric reference can also move backward or forward but to a full idea in the content. in this sense, the endophoric word has a linguistic reference whereas the exphoric word has a semantic, i.e. a meaning, reference. meaning has an illocutionary, i.e. non-linguistic force, as it can only reside not on our tongues but in our heads. quotes e3 and e4 exemplifies for both types of references. in quote e3, the reference word [tilka] meaning 'that' sounds endophoric. it moves forward to the noun phrase 'staff' that moses used to carry in his hand. in quote e4, the reference [tilka] looks exophoric. it moves backward to the resounding idea of distributing males and females among ancient arabs, expressed by the condemning interrogative. this distribution turns to be badly unjust. this sort of representing meaning on both the syntactic and logical level can be probably referred to as semantic chiasmus or mirror image. 150 5. conclusions and implications to conclude as well as to imply for pedagogy and research, meaning is a problematic term. it has an illocutionary force. this means that this level of language is non-linguistic, and meaning can only reside in our heads. there is no possible means rather than our logic to investigate meaning. conveying meaning relies so heavily on language interlocutors. if there is a misunderstanding in sending or receiving the meaning loaded, then our words fail to mean what they are intended for them to mean. explicating as well as implicating meaning is governed by the general principles of 'politeness and cooperation' kearns, 254-280). politeness encourages the sense of 'modesty' and 'agreement' with others. the cooperation principle highlights providing true, sufficient, relevant and direct meanings when speaking (schmitt, 78-79). researchers need to check what general principle arabic advances first -politeness or language cooperation. certain words, such as [yahza'u], [rafath], [tafath], [taghasha:ha] meaning (to tease, defame), (having a sexual discourse), (satisfy a biological, sexual need) and (intended to have sex), respectively, may shed some light on the general principle that arabic flavours. researchers can also examine the parameters of the cooperation principle that governs quantifying words to be understood and qualifying words to tell the truth. a deep study may unearth the parameters violated and the parameters sustained. meaning can be achieved on one or more levels of language. from a pure semantic perspective, a word can help denote, connote, and perceive meaning. denotation exploits both paraphrasing and defining words to further meaning. connotation explores the positive or negative mental state one word represents itself in mind. denotation is cognitive, as it provides some knowledge about meaning. connotation is meta-cognitive because it caters for some knowledge that helps us grasp meaning. however, sense is receptive. this kind of meaning relies naturally on senses to access meaning. this kind streams meaning through sight, hearing, smell, and taste. for example, the quranic prepositional phrases [ fi 'illiyyi:na] and [fi ad-daraki al-'asfali] glossed as (in the highest or best part of eden) and (in the furthest point of the hell) advance two proper names. the former ['illiyyi:n] is seen as a place for the elite, as it comes from [illi:yyat al-qawm). the latter [ad-dark] is felt as a place for the wrongdoers, as it comes from [ad-darku] meaning 'a stair that steps down). needless to say, both phrases are left undefined in the holy script of islam. for a full understanding of meaning, teachers of arabic language should introduce their learners to these kinds as well as the techniques of meaning. 151 on the syntactic level, meaning can be mainly achieved by composition and addition. these techniques are very frequent in the quranic episodes. both tend be universal, though they are probably neglected in first language acquisition (fla). this may help explain why arab learners encounter some difficulties when reading to comprehend and write to compose texts. educational policy-makers need to include these techniques when designing l1 textbooks. exceptionally, arabic syntax advances sentence-pattern shifting and consonant clipping to convey meaning. sentence-pattern switching is carried out to meet the emerging burdens of first order logic. clipping inclines to model meaning. researchers interested in fla -if any, ought to investigate the case of morpheme insertion and deletion. there are some evidence that arabic also tends to model the meaning and inflect for the phase and aspect. these studies may include the deficient words, such as [kana] glossed as 'the past forms of be' and the words that identified traditionally as 'extra morphemes' such as ['in] and ['an] glossed as 'empty morphemes' in arabic. researchers should bear in mind that arabic syntax is created for arduous work. on the morphological level, meaning can be achieved by providing synonyms and antonyms. these lexical techniques are exceptionally (to some extent) among the interest of arabic language curricula policy-makers. language course-books compilers and designers need to introduce the various types of antonyms to learners. a fresh presentation may include classifying them into complementary and non-complementary antonyms as well as sub-classifying these categories into relevant categories, such as binary, temporal, polar, overlapping and equipollent. the learner's exposure to these antonyms should be gradual. in relevance to synonyms, arabic language teachers need to inform their learners that identical synonyms are very rare. they may exemplify [zawaj] and ['imra'ah] glossed as (partner or wife) and (female), respectively, for asymmetrical synonyms. stylistically, the noble quran presents the former positively and with a capability to be a good wife and to reproduce. it mirrors the later negatively, without such ability to mate but with ability to make troubles. lexical meaning can also be furthered by hyponyms, meronyms, multi-functional words and family resemblances. both meronyms and hyponyms represent the whole and kind, respectively. they also show the general semantic features of what they stand for. multifunctional words, i.e. polysemous words, only maintain the shape for all. family resemblances sustain a mission for all. in fla, teacher can clarify these categories to their learners. on the lexico-grammatical level (an area that integrates both [al-ma'na:], i.e. the study of meaning, and [al-mabna:], i.e. the study of word, in arabic), meaning can be satisfied by loading and modification. the word that loads meaning is usually referred to as a categorematic morpheme. the word that can help inflect or modify meaning is often called a syncategorematic word. generally speaking, parts of speech functioning as nouns, verbs, adjectives and adverbs are classified as categorematic words because they all can package meaning. the other parts, such as pronouns, articles and propositions, are listed as syncategorematic words. they do not carry meaning by themselves; they only inflect for the state, the case, the voice, the speech, the number and the gender for some logical or a grammatical purposes. for example the arabic word [kullu] meaning (every) as in [kullu shaiy'in] glossed as 'everything' is a universal 152 quantifier. it modifies the meaning of 'thing' to include any 'thing', though it does not exist. unlikely, [ba'ad] meaning 'some' modifies the number as 'ba'adu' al-alwaladi' meaning 'some boys'. a morpheme is defined as the smallest unit of a word that carries meaning. one morpheme may have other allomorphs. allomorphs are the various forms that carry one meaning but manifest themselves differently on the graphemic and phonemic levels. for example, the english morpheme 'un-' meaning 'not' has other allomorphs, such as 'in-' assimilated into 'im', 'il-' and 'ir-' due to some phonological restrictions. in arabic, the noun phrase [huna:] meaning 'here', for example, demonstrates a near place. this morpheme has other forms that inflect for a mid and a further location, namely [huna:ka] and [huna:lika], respectively. isolating the speech marker [-ka] would result in [huna:] and [huna:li]. by isolating the distance markers [-(n)a:-] and [-li:-], one may get [hu(n)] as a morpheme that shows place. the bracketed phoneme /n/ is also possible on the consonantal tier. the question may rise here is whether such a morpheme identified as [hu(n)] has other allomorphs that signal for a relatively neutral or a very distance place. arab linguists list [thamma] glossed as 'here, there and everywhere' as a neutral place morpheme. this morpheme is derived (by blending or compounding) from [tha(m)] meaning 'everywhere' and from [-ma] meaning either [ma-ka:n] meaning 'place' or the relative noun phrase [-ma] meaning 'where'. the phoneme /m/ is bracketed to sustain either geminating, i.e. duplication, or suppletion. arabic allows both. the atrophic phrase [hay-hata hay-hata!] glossed as "it's far way! it's far away] is identified as a verbally-nominal phrase. it is called so, as it has the general characteristics of both categories of speech. this verb-noun phrase consists of three morphemes, namely [hay-], [-h-] and [-ata]. it is probable that the first [hay-] signals for a remote place; the second [h(a)] metaphorically presents a problem. it is the sound an arab makes when he smiles. culturally, a smile means there is a problem. as i have tried to show in a previous section, the last [-ta] inflects for a neutral possession. morphologically, recursion, i.e. repetition, of words is not real, and it only shows an extreme degree. if such an interpretation is likely, then the whole phrase indicates 'a very remote place that belongs to no one'. only can solid research isolate morphemes, check their allomorphs -if any, and investigate their senses. finally, a more integrative approach allows us to categorized morphemes as textual, content and contextual elements. a textual element, such as a personal pronoun, has a clear linguistic reference. the textual element can spread either backward or forward. a content element, such as a demonstrative pronoun, has a carrier or a real content to advance. the carrier content has to be characterized by 'conceptuality, novelty, value, and interest'. in turn, the real content needs to be 'significant, relevant (to objectives), clear, exploitable and accessible' (dudley-evans, 95-118). see how the content word [tilka] meaning (those) for example, meets such criteria clearly in [alflam-ra tilka 'a:yatu alkita:bi al-haki:mi] interpreted as (alif, lam, ra. these are the verses of the wise book) yunus 10:1. the alphabetical runes are supposed to carry some content, so the np reference [tilka] sounds exophoric. the np ['a:ya:t] meaning (verses) is expected to reflect a real content, the reference [tilka] therefore, looks endophoric. a 153 contextual element occurs at the topical level. only can proper nouns (pns) and common noun phrases (cnps) mirror a context. this helps understand why such a category of speech is often used as a title for the quranic episodes. only nps can package meaning. references: [1] the noble quran. available at www.quran.com [accessed in july 2015]. 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(2011). how colours are semantically construed in the arabic and english culture: a comparative study. english language teaching, 4(3), 206-213.‏ [9] hurford, j. r., heasley, b. & smith, m. b. (2007). semantics (2nd edition). cambridge: cup.‏ [10] holmes, j (2013). an introduction to sociolinguistics (4th ed.). new york: routledge. [11] katamba, f. (2006). morphology (2nd edit.). palgrave: macmillan. [12] kearns, k. (2000). semantics (1st edit.). new york: st. martin’s press. [13] norbert schmitt (editor: 2010). an introduction to applied linguistics (2nd edit.). london: hodder education. [14] palmer, f. r. (1995). semantics (2nd edit.). cambridge: cup. [15] webster's english dictionary: defining words for english language learners. available at: http//:www.merriam-webester.com [accessed in august 2015]. 154 biography of author dr. sami al-heeh obtained his master’s degree in tesol, university of brighton, uk in 2007, and a phd degree in applied linguistics, mansoura university, egypt in 2020. he works as full-time, lecturer and assistant professor at the department of applied english, faculty of arts, palestine ahliya university. dr. sami has been teaching as well as researching linguistics, semantics, morphology, applied linguistics, pragmatics, stylistics, discourse analysis, and corpus linguistics since 2008.